Cognitive preceptorship: An emerging nurse practitioner role transition to practice model


Background: Transition to practice is difficult for nurse practitioners (NP) pre and post-graduation. At the core of NPs' successful transition to practice is clinical education. There is a lack of theoretical knowledge to guide NPs' transition to practice through preceptorship. The current academic clinical education model and onboarding process in clinical settings require restructuring. Preceptorship is the most important element of NPs' transition to practice; it is in need of restructuring. There is a need for evidence to guide the restructuring of pre and post-graduation NP preceptorship. Aim: This paper aims to provide a description and application of the Cognitive Preceptorship Model to the nurse practitioner role transition process. Method: An extensive literature review of NPs' preceptorship during role transition was conducted and the Cognitive Preceptorship Model (CPM) derived from the literature review of other theories and models: the Schlossberg's Transition Theory; Collin's et al. Cognitive Apprenticeship Model;. and Barnes's NP transition attributes. The CPM model's concepts and application to practice are described; included is a description of preceptorship, CPM model origination, as well as CPM model concepts and application. Conclusion: The CPM model's concepts guide the specific application of the preceptorship process to both NP students and novice NPs' transition to practice pre and post-graduation.

Publication Title

Journal of Professional Nursing