Preceptors’ Perceptions of Clinical Nursing Education

Abstract

The behavior of clinical preceptors plays a key role in the learning process of students. This study explored preceptors' perceptions of the clinical teaching-learning process of final-year undergraduate nursing students. After ethical permission was obtained, a 30-item questionnaire was administered to 76 preceptors at Sultan Qaboos University Hospital in 2011. Most preceptors had more than 10 years of experience. The majority (87%) of preceptors rated students' response to constructive feedback positively, and 75% evaluated students' professional behaviors and communication positively. Several factors were identified as interfering with preceptorship, including lack of protected time and heavy workload of preceptors, poor correlation of theory and practice, and lack of interest in direct patient care by students. Most preceptors identified factors that facilitate preceptorship as students' commitment to direct patient care and consistent shift duty with the assigned preceptor during the entire clinical rotation. These results may help faculty appreciate preceptors' views and acknowledge areas of success, as well as areas that need improvement.

Challenges of the preceptors working with new nurses: A phenomenological research study

“…The findings of this study and other research suggest that lack of clear objectives, expectations, and guidelines hinder effective preceptorship (Enrico, 2011;Madhavanpraphakaran et al, 2014;Marks-Maran et al, 2013;Muir et al, 2013). The preceptorship program should be based on clear goals and expectations to avoid role confusion (Alonaizi and Paliadelis, 2015).…”

In-depth Knowledge of the Role of the Clinical Mentor

“…It is a two-way relationship, given that mentors will feel less satisfied in their role if the student is difficult or is unmotivated with the learning. (22,31,32) Other research describes similar situations that highlight the lack of specific pedagogic formation and training, especially in reference to assessing student learning; due to this standardized directives are needed for the functions and a support system that backs the functions and limits the duality of roles. (7,8,22,27,33) …”

Role functions of staff nurse preceptors for undergraduate pre-licensure nursing students

“…[19,20] Development of the preceptor-student relationship may be impeded by a lack of time, which is one of the limitations reported to cause excess stress for preceptors during the experience. [13,[21][22][23] Heavy workloads contribute to lack of time, as nurses identify first as patient caregivers and then as preceptors, relegating preceptor responsibilities to a lower priority. [17,21,22,24,25] Workload adjustment for preceptors is not yet the norm and nurses may be expected to assume the preceptor role without incentive.…”

“…[13,[21][22][23] Heavy workloads contribute to lack of time, as nurses identify first as patient caregivers and then as preceptors, relegating preceptor responsibilities to a lower priority. [17,21,22,24,25] Workload adjustment for preceptors is not yet the norm and nurses may be expected to assume the preceptor role without incentive. [26,27] Nurses serving as preceptors should have clear responsibilities established in order to help prepare them for the role.…”