Nursing education has its foundation in Florence Nightingale back in the nineteenth century when she transited nursing into a profession through formal education, and made education her philosophy for professional nursing development. Singapore Nursing Board (SNB) has included nursing education in the Code for Nurses and Midwives (SNB, 2018).

Nursing is a lifelong learning profession, given its wide range of specialties and different patient age groups, thus justifying the need for continuous education, which requires careful planning, implementation, and evaluation. SNB (2017) has set up Standards for Clinical Nursing Education (SCNE) with fathomable criteria to maintain nursing competency. Likewise, new staff who transit to a different clinical setting should have sufficient guidance from clinical preceptors together with constructive institutional support to facilitate the achievement of clinical competence and a smooth transition.

This is consistent with Standards Two and Four from SCNE of SNB; which focus on the learning environment and the role of a clinical preceptor being indispensable in comprehensive clinical nursing education (SNB, 2017). This portfolio intends to show how standards Two and Four influence role transition in new staff under training who have no prior ophthalmic nursing experience.