The Effect of Preceptor Behavior on the Critical Thinking Skills of New Graduate Nurses in the Intensive Care Unit
Authors: Kaddoura Mahmoud A. 
Published: February 2014

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Read the article, “The Effect of Preceptor Behavior on the Critical Thinking Skills of New Graduate Nurses in the Intensive Care Unit,” found on pages 488–495, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz.

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Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study.

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Objective

Review the findings from a study designed to identify new graduates’ perceptions of the development of their critical thinking skills through their relationships with their preceptors in critical care settings.

Disclosure Statement

Neither the planners nor the author have any conflicts of interest to disclose.

Little research has been conducted to examine the effect of preceptor behaviors on the critical thinking of new graduate nurses in the intensive care unit (ICU). This study explored the perceptions of new graduates on the effect of preceptor behaviors and strategies on the development of their critical thinking skills, using a qualitative exploratory descriptive design. Data were collected with demographic surveys and semistructured interviews. Data were analyzed with a qualitative content analysis approach. The study showed that relationships between new graduates and their preceptors played a key role in the development of critical thinking skills in new graduate nurses, and specific practical implications were suggested. The study data are useful for critical care nurses, preceptors, nurse educators, and clinical nurse specialists. The findings contribute to efforts to enhance the preceptor–preceptee relationship and develop critical thinking skills in new graduates.

J Contin Educ Nurs 2
013;44(11):488–495.