Preparation of Clinical Preceptors

Botma, Yvonne; Jeggels, June; Uys, Leana R.

doi:10.14804/1-1-25

Cited by 11 publications

(16 citation statements)

References 27 publications

(40 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is, therefore, recommended that institutions that engage preceptors in training and assessing students in distributed health professionals’ education should ensure initial training and ongoing support for the preceptors. A programme similar to the nurse preceptor training programmes reported by Botma et al 21 that are carried out at two South African universities would be useful in improving workplace-based learning and assessment. We further recommend that institutions pay attention to factors that affect the reliability of preceptor assessment in distributed medical education so as to optimise the benefits of workplace assessment environment.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Preceptors’ perceptions of assessing clinical associate students at district hospital sites

Kakia

Couper

2021

African Journal of Primary Health Care & Family Medicine

View full text Add to dashboard Cite

Background: Preceptors are key stakeholders in distributed health professions’ education. They supervise students in the clinical setting to enable them to have a practical experience with patients, and they assess students’ skills at the highest tier of clinical assessment. The university where this study was done conducts a distributed Bachelor of Clinical Medical Practice course on a distributed platform which is dependent on preceptors at the training sites. Understanding the perceptions of preceptors, as major stakeholders, regarding the student assessment they do will assist the faculty to provide better support and development that might be needed and assist in maximising the benefits of distributed training.Aim: The aim of this study was to explore the perceptions of preceptors regarding assessing clinical associate students at district hospitals in the Bachelor of Clinical Medical Practice programme.Setting: The study was conducted at a rural university in the Eastern Cape province of South Africa.Methods: This was a qualitative study involving nine preceptors who were purposively selected from three district hospital training sites based on their involvement in assessing clinical associate students. Semi-structured interviews were conducted, recorded, transcribed and thematically analysed.Results: Four themes emerged from thematic analysis: assessment issues, preceptor issues, student issues and university support issues. Preceptors are committed and enthusiastic in training and assessing the clinical associate students but require input from the university in terms of training and ongoing support.Conclusion: Lack of training threatens the validity of preceptor assessment. Academic institutions should train and support preceptors to enable them better to fulfil their roles.

show abstract

Section: Discussionmentioning

confidence: 99%

“…This not only enhances the quality of assessment, but also contributes to faculty development in primary healthcare settings and improves patient management. Botma et al 21 provide insight into a programme that has been used by two universities to train nurse preceptors in South Africa.…”

Section: Introductionmentioning

confidence: 99%

Preceptors’ perceptions of assessing clinical associate students at district hospital sites

Kakia

Couper

2021

African Journal of Primary Health Care & Family Medicine

View full text Add to dashboard Cite

show abstract

“…Preceptors are professionals with adequate knowledge and skills to support students during clinical placement. Preceptors are often employed by academic institutions in part-time or fulltime positions to serve as teachers in the clinical setting (Botma et al, 2012). In Ghana, preceptors are often full-time employees of the clinical facilities which may affect their availability to interact with and support students due to conflicting responsibilities.…”

Section: Introductionmentioning

confidence: 99%

Quality of Clinical Nursing Education Programme in Ghana: Preceptors’ Perspectives

Nachinab¹,

Armstrong

2022

Nurs. Med. J. Nursing

View full text Add to dashboard Cite

Background: Clinical education is an important component of the training of nursing students. Preceptors play a key role in the clinical education of nursing students by providing support for the students during clinical placement. There is dearth of studies in the Ghanaian context that has assessed preceptors’ perception of clinical nursing.Purpose: The purpose of this study was to assess preceptors’ perceptions of the quality of clinical nursing education in Northern Ghana.Methods: This study was a cross-sectional survey conducted using an already existing questionnaire. Three hundred and nineteen (319) preceptors recruited from three hospitals participated in the study. A proportional quota sampling technique was used to allocate the sample size to the three hospitals and a simple random sampling technique was used to select the participants. The data were analysed using Stata version 15 and the results were presented using descriptive and inferential statistics.Results: The study findings indicate that the preceptors’ generally perceived that the quality of clinical placement area and clinical assessment were slightly above average as they scored each of them 2.30 on a scale of 0-4 (95% CI:2.21-2.39). The preceptors also perceived that the quality of clinical teaching and learning was average as the they scored it 2.04 on a scale of 0-4 (95% CI:1.95-2.13). Also, the preceptors had a lower level of agreement, 1.75 on a scale of 0-4 (95% CI:2.15 -2.45) regarding teaching and development of the students being the responsibility of only the university.Conclusion: Preceptors perceived that nursing education institutions and clinical facilities need to work together to improve clinical nursing education. This calls for the need for an effective collaboration between clinical facilities and nursing education institutions to develop training programmes for preceptors to improve their skills in clinical teaching and clinical assessment of students.

show abstract

“…This continuous development programme was an 80-h, eight-credit short course that included a clinical component (Jeggels et al 2013 :3). While, Botma, Jeggels and Uys ( 2012 :6) found that a preceptorship programme is now also offered at the University of the Free State (UFS) and with a copious amount of homework. The preceptorship programme is based on the preceptorship module that involves all stakeholders, for example, preceptor, student, university and clinical institution (Botma et al 2012 :9).…”

Section: Introductionmentioning

confidence: 99%

“…While, Botma, Jeggels and Uys ( 2012 :6) found that a preceptorship programme is now also offered at the University of the Free State (UFS) and with a copious amount of homework. The preceptorship programme is based on the preceptorship module that involves all stakeholders, for example, preceptor, student, university and clinical institution (Botma et al 2012 :9). The authors further added that the UFS, so far, has only trained their staff and was planning to roll out the preceptor training programme further.…”

Section: Introductionmentioning

confidence: 99%

The perceptions of newly qualified nurses on the guidance by preceptors towards becoming experts in nursing

Hansen

2021

Curationis

View full text Add to dashboard Cite

Background: The new role as professional nurse can be a difficult transition for the new qualified nurses. During this time, factors such as not being well prepared, working without supervision and a lack of guidance can be the result of a difficult transition.Objectives: The purpose of this study is to assess the perceptions of newly qualified nurses on the guidance given by their preceptors towards becoming experts in practice at a Level II regional hospital in the Western Cape.Method: A non-experimental quantitative descriptive design was followed. Collection of data was done by means of a questionnaire, designed by the researcher, using a cross-sectional research method. Non-probability sampling produced a sample of 162 nurses comprising registered nurses (48.2%), enrolled nurses (32.7%), and enrolled nursing auxiliaries (19.1%). Statistical analysis was performed using the Statistical Analysis System (SAS), version 9.3.Results: The results of the research study indicated that respondents had more positive experiences than negative ones. The respondents indicated that for the role and characteristics of the preceptor, expectations were met for knowledgeability, professionalism and contribution to team work. Furthermore, the results indicated that the respondents would recommend preceptorship.Conclusion: Preceptorship is one of the major interventions available to support newly qualified nurses by easing the transition from student to practicing nurse and reducing the theory-practice gap. The findings emphasised the importance of ongoing support programmes for nurses after obtaining a new qualification or/and being a new nurse.

show abstract

Preparation of Clinical Preceptors

Cited by 11 publications

References 27 publications

Preceptors’ perceptions of assessing clinical associate students at district hospital sites

Preceptors’ perceptions of assessing clinical associate students at district hospital sites

Quality of Clinical Nursing Education Programme in Ghana: Preceptors’ Perspectives

The perceptions of newly qualified nurses on the guidance by preceptors towards becoming experts in nursing

Contact Info

Product

Resources

About