Healthcare complexity and patient acuity necessitate competent nurses with critical thinking abilities. However, these skill sets are less developed among newly hired graduate nurses. The overall purpose of this systematic review was to examine interventions/strategies implemented by preceptors in healthcare organizations to promote critical thinking of new graduate nurses. A systematic search of the literature resulted in 602 citations, with nine studies meeting the inclusion criteria. Educational interventions were varied and will be described in this article. Preceptor education was a key component in the studies reviewed.
Sue Schuelke, MSN, RN-BC, is Virtual Nurse Program Coordinator, Virtual Nurse Program, CHI Health St. Elizabeth, Lincoln, Nebraska.
Susan Barnason, PhD, RN, APRN-CNS, FAEN, FAHA, FAAN, is Professor and Doctor of Nursing Practice, Program Director, College of Nursing – Lincoln Division, University of Nebraska Medical Center (UNMC).
The authors declare no conflicts of interest, and no funding was received for preparation of this manuscript.
ADDRESS FOR CORRESPONDENCE: Sue Schuelke, 18600 Alvo Rd., Waverly, NE 68462 (e-mail: Sue.firstname.lastname@example.org).