The purpose of this narrative research study was to gain preceptors’ perceptions on what processes and experiences they have valued and what support or strategies they feel could guide future preceptors throughout their socialization process. Since there is not a consistent training all preceptors must undergo and no preexisting background in pedagogy, insight into the socialization process can better aide programs and, more specifically, Clinical Education Coordinators of athletic training programs in understanding and developing effective strategies and support to create a socialization framework in training their preceptor trainings. Ten participants were interviewed using a semi-structured interview script in order to elicit narrative accounts.

Participants were asked what processes and experiences they valued as they socialize into their roles as preceptors. Four emerging themes were highlighted: 1) Emulating Previous Preceptors, 2) Independence as Preparation, 3) Relationship, and 4) Being a Part of Student Successes. When participants were asked to share experiences of when they felt unprepared for their roles as preceptors, they felt they were not ready for the age gap between themselves and students, stressful situations and pressures they encountered, and the fact that the preceptors had no previous teaching experience. Lastly, participants were asked to share what support or strategies they felt would have helped them better socialize into their roles. Most of these recommendations were based off of the participants’ narratives of when they felt unprepared. Three themes emerged from the narratives including bridging the gap between the classroom and the clinical setting, being taught how to instruct, and situational guidance.