Preceptors are a vital component of clinical teaching and a key figure to help new nurses grasp their clinical work. New nurses in the course of socialization will be learning preceptors‘ behaviors. Good preceptors should self examine and increase the capacity of self-reflection to adjust their way of teaching to become a learning model for new staff members. Dewey, an American educator, was the first scholar proposing the concept of Reflective Thinking and its following themes: the view, the self- examination, and the growth process of deliberation (Dewey, 1933). Therefore, the theory of reflection is an important vehicle for preceptors in professional growth.

The research purposes are to firstly understand preceptors’ teaching perspectives and strategies and secondly, to recognize the teaching difficulties and perceptions in clinical nursing teaching. The study employed purposive sampling, interviewing 10 preceptors through one-on-one, semi-structured, in-depth interviews with the categorical-content method in narrative analysis approach by Lieblich, Tuval-Mashiach and Zilber (1998).

Results revealed five themes: 1. Reflective approach in teaching attitude. 2. Displaying learning models. 3. Bridging theories and practices. 4. Enriching teaching strategies. 5. Identifying learning effectiveness. Based on the research outcomes, the study proposes that preceptors should improve the mindset of cultivating lifelong excellence of teaching, continue development of reflective teaching practice ability, make a breakthrough over fixed teaching methods, and implement the inheritance of the nursing paradigm. Along these lines, preceptors are capable of presenting themselves as role models more vividly than ever on the teaching course. The study therefore, looks forward to offering references with regards to teaching ideas and strategies for preceptors.