Trusting as an area of research has not been critically examined in nursing research literature. In this study, nurses working in home care and elderly clients were interviewed to ascertain the process of developing a trusting relationship. Data were obtained from seven home care nurses and six elderly clients who were interviewed from one to three times. The data were analysed using grounded theory methodology and sorted using Microsoft Word software on a Macintosh computer. The core category which was identified in the data was labelled 'trusting, caring relationships'. This core category encompassed trusting which is developed and the caring which the nurses provide. Home care nurses and elderly clients moved through four phases: initial trusting; connecting; negotiating; and helping. The findings have implications for novice nurses working with elderly people, as well as for programme development and education. More research needs to be done on trust in different contexts to assist all nurses in establishing nurse-client relationships.

Results of a mail survey of 295 preceptors indicated preceptoring nursing students can be a stressful experience, with overwork identified as the main source of stress. Overwork resulted from unsuitability of students for the clinical area, lack of time, and insufficient feedback and guidance. The findings suggest that both students and preceptors require proper readiness assessment and preceptorship preparation. Preceptorship stress needs to be acknowledged; it can be addressed through workload adjustments and by providing feedback and support from nurse educators, peers, and managers.

For effective teaching of nursing students and management of stress of increased workloads, preceptors require a great deal of support from nursing faculty, peers, and administrative personnel. Through a mailed survey, 295 preceptors reported that they would have appreciated more support. The best support is the continued and visible presence and involvement of instructors, which can be provided in person, by telephone, or via fax. This is best achieved if nurse educators, directors, and deans view themselves as copreceptors.