Support on the front line: a review of preceptorship in UK ambulance services
Mark Agnew, Ursula Chaney, Lucia RamseyBackground:
Preceptorship is relatively new in paramedic education. It is intended to ease transition from theory to practice, reduce transition shock for students and support professional identity. However, it can be limited by time constraints and systemic barriers, and the term is often used interchangeably with coaching or mentoring. The preceptor-preceptee relationship enables learning through trust, communication and psychological safety.
Aims:
This review evaluates preceptorship in ambulance services.
Methods:
A narrative literature review was undertaken. Twelve studies were selected for analysis.
Findings:
Preceptorship offers benefits such as professional growth, reciprocal learning, clinical reasoning, confidence and improved student support. Effective relationships are grounded by feedback, shared goals and communication; however, motivation and teaching experience vary greatly, and mandatory participation is contested. Organisational support is seen as critical to a conducive learning environment and access to preceptors.
Conclusion:
Preceptorship is highly valuable for paramedic education but is inconsistently defined and its implementation varies. Further research is required to identify best practice and address systemic barriers.