Emerging Role of Clinical Preceptors (CPs) at a Private University, Karachi, Pakistan

Abstract

Clinical preceptors (CPs) play an integral role to prepare skilled, competent and caring student nurses to perform their future roles as members of the health care team. The aim of this study was to explore processes and effectiveness of the new role of clinical preceptors (CPs) in a low income country. A case study using Tellis (1997) approach was used. Data was collected from different viewpoints including, nursing administration, nursing services, co-faculty and students. The findings of the study will contribute to an in-depth understanding about the emerging role of CPs and operationalization of this role within the undergraduate nursing programme in Pakistan. The study findings endorse that CPs support clinical education of the nursing students' provided there is mentorship and a program for teaching and learning. Through this case study the authors demonstrated the complexities and challenges of introducing a new role. Additionally, factors like institutional support, resources and mentorship are vital elements to support the new emerging role of CPs. It is envisioned that this new role can be replicated in other health care disciplines locally and regionally.

Students’ perspectives regarding clinical preceptors (CPs) in the baccalaureate undergraduate nursing programme in Karachi, Pakistan

“…This paper is based on data collected as part of a broader qualitative study that has been published elsewhere (Dias, Lalwani, Khowaja & Mithani 2017;). In the larger study, a case study methodology was utilised, with a range of data collection methods and several types of participants, including students, CPs, faculty and nursing administrators.…”

“…In most nursing curricula, approximately 50% of the curriculum is dedicated to clinical practice. The clinical area is the place where nursing students get an opportunity to integrate theory into practice under the supervision of the nursing faculty (McCarthy & Murphy 2008:302;Dias, Lalwani, Khowaja, Mithani 2017). In the absence of nursing faculty, this role of clinical supervision of students has been supported by CPs.…”

“…In keeping with the literature, mechanisms should be developed to help them to grow in their academic role by providing opportunities such as shadowing, observation of feedback by senior faculty, peer support and continuing education on personal and professional development. Furthermore, they should educated about how to give constructive feedback as well as opportunities to audit theory classes to reduce the theory-practice gap (Dias, Lalwani, Khowaja & Mithani 2017;). In addition, national standards should be developed by the Pakistan Nursing Council in order to describe and support the role of CPs in baccalaureate nursing education.…”

“…The nursing faculty is qualified to teach the theory and clinical components, but CPs only teach the clinical aspects. Using a community of practice framework, the CP model was introduced formally by hiring CPs at a school of nursing in an undergraduate course in adult health nursing (AHN) at a private university in Karachi, Pakistan (Dias, Lalwani, Khowaja & Mithani 2017;. Under the guidance of CPs, students move from one level of learning to a higher level of clinical expertise, thereby gaining mastery over the skills and practice of dealing with patients in the clinical environment.…”

Undergraduate nursing students' mentoring experiences in the clinical practicum: The United Arab Emirates (UAE) perspective

“…Clinical education also helps prepare highly skilled, competent, and caring nurses ready to carry out their future roles when they enter the workforce (Johnson & Kumm, 2021). In the clinical practice context, students practicalize knowledge and skills under the tutelage of a clinical mentor, who coordinates with the nursing faculty (Dias et al, 2017;Johnson et al, 2020). Clinical mentors guide students through formal and informal learning so they can move from a basic level of learning to the higher level of clinical expertise required to join the workforce following graduation (Kovancı & Atlı Özbas ¸, 2022).…”