PRECEPTORS’ EXPERIENCES AND PRECEPTEES’ VIEWS REGARDING THE CLINICAL LEARNING ENVIRONMENT FOR NURSING IN THE BUEA REGIONAL HOSPITAL, CAMEROON
Journal of Basic and Applied Research International,
Background: Clinical teaching is the most important part of nursing education and the role preceptors play in clinical teaching and learning cannot be over emphasised. Students require a conducive clinical environment to allow the application of theory to practice.
Objectives: This study sought to describe preceptors’ experiences and views of preceptees regarding the clinical learning environment.
Methods: A hospital-based quantitative and qualitative (mixed method) descriptive cross-sectional study was conducted in a typical clinical learning environment in the Buea Regional Hospital. The population was made up of staff nurses (preceptors) and student nurses (preceptees) on clinical placement at the BRH. Purposive and convenient techniques were used to select the study site and enrolled study participants respectively. A self-administered questionnaire and an interview guide were used to collect data. Data was analysed using SPSS software and thematic analysis respectively.
Results: A total of 14 preceptors and 112 preceptees participated in the study. In general, 36(32.1%) of preceptees fully agreed there was a positive atmosphere in the ward, 34.8% of them indicated that preceptors organised separate supervisory sessions once a week, while 16.6% of the preceptees said that preceptors do not organise supervisory sessions at all. There was significant positive relationship between the method of supervision and the level of satisfaction of preceptees (r=0. 295, p=0. 002). Regarding their experiences, the preceptors made mention of positive experiences such as hard working students, encouraging teachers, increased use of internet facilities. Negative experiences reported were, language barrier, lack of zeal to work and short duration of training.
Conclusion: Even though there was a positive atmosphere in the ward, most students complained of not being comfortable during clinical learning. The preceptors had both positive and negative experiences which were both student and facility oriented. It is recommended that training schools and the hospital should endeavour to create an environment that is conducive for training of nursing students.
- clinical learning environment
- lived experiences
How to Cite
Jamshidi N, Molazem Z, Sharif F, Torabizade C, Kalyani MN. The challenges of nursing students in the clinical learning environment: A qualitative study. The Scientific World Journal. Hindawi Publishing Corporation. 2016;7.
Available:https://doi.org/10.1155/2016/1846178 Article ID 1846178
Eta VEA, Bessonganyi M. Improving clinical learning environment: Views and expectations of student nurses in Limbe Regional Hospital, Cameroon. African Journal of Integrated Health. 2020;2(10):18-23
Kjällquist-Petrisi A, Hommel A. Preceptors' experiences of peer learning in an intensive care unit. 2021;54:103086.
Tiwaken SU, Caranto LC, David JJT. The real world: Lived experiences of student nurses during clinical practice. International Journal of Nursing Sciences. 2015;5(2): 66–75.
Lawal J, Weaver S, Bryan V, Lindo LMJ. Factors that influence the clinical learning experience of nursing students at a Caribbean school of nursing. Journal of Nursing Education and Practice. 2015;6(4): 32–39.
Serrano-Gallardo P, Martinez-Marcos M, Espejo-Matorrales F, Arakawa T, Magnabosco GT, Pinto I C. Factors associated to clinical learning in nursing students in primary health care: an analytical cross-sectional study. Revista Latino-Americana de Enfermagem. 2016;24:e2803.
McSharry E, Lathlean J. Clinical teaching and learning within a preceptorship model in an acute care hospital in Ireland; a qualitative study. Nursing Education Today. 2017;51:73-80.
Vuckovic V, Karlsson K, Sunnqvist C.Preceptors' and nursing students' experiences of peer learning in a psychiatric context: A Qualitative Study; 2019.
DOI: 10.1016/j.nepr.2019.102627. PMID: 31751904.
Nygren F, Carlson E. Preceptors' conceptions of a peer learning model: A phenomenographic study. Nurse Educ Today.
DOI: 10.1016/j.nedt.2016.10.015 PMID: 27865125
Lawal J, Weaver S, Bryan V, Lindo LMJ. Factors that influence the clinical learning experience of nursing students at a Caribbean school of nursing. Journal of Nursing Education and Practice. 2015;6(4):32–39.
Lienert-Brown M, Taylor P, Withington J, Lefebvre E. Mental health views and experiences of working with undergraduate nursing students” A descriptive exploratory study. Nurse Education Today. 2018;64:161–165.
Eta V, Atanga M, Atashili J, D’Cruz G. Nurses and Challenges Faced in the field as Clinical Educators: A Survey of a Group of Nurses in Cameroon. PanAfrican Medical Journal. 2011;08:28.
Maboh MN. Teaching in Practice: Assessing the Role of the clinical nurse as teacher. Unpublished Master thesis submitted to the Faculty of Health Sciences, University of Buea, Cameroon; 2009.
Saarikoski M, Isoaho H, Warne T, Leino-Kilpi H. The nurse teacher in clinical practice: developing the new sub-dimension to the Clinical Learning Environment and Supervision (CLES) Scale. International journal of nursing studies. 2008;45(8):1233-1237.
Bryan FJ. The design and analysis of research studies, University of Otago, UK, Cambridge University Press; 1992.
Admassu A. knowledge and attitude towards nursing clinical preceptorship among nurse educators working in teaching institutions in Addis Ababa, Ethiopia; 2015.
Stenberg M, Bengtsson M, Mangrio E, Carlson E. Preceptors' experiences of using structured learning activities as part of the peer learning model: A qualitative study. Nurse Educ Pract; 2020.
DOI: 10.1016/j.nepr.2019.102668, PMID: 31778874
Hanna H, Jordan Z, Stern C, Pearce J. Experiences of learning, development, and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics, and their preceptors: a qualitative systematic review. JBI Evid Synth. 2021; 19(9):2052-2154.
DOI: 10.11124/JBIES-20-00297. PMID: 33927089
Jackson D, Woods C, East L, Usher K. Intentional rounding in the context of student learning. Collegian. 2021; 28(3):289-295
O'Brien A, Giles M, Dempsey S, LynneS, McGregor ME, Kable A, Parmenter G, Parker V. Evaluating the preceptor role for pre-registration nursing and midwifery student clinical education. Nurse Education Today. 2014;34(1):19-24
Zwedberg S, Barimani M, Jonas W. Exploring the internship experiences of Swedish final term student midwives: A cross-sectional survey. Sexual & Reproductive Healthcare 2020;26.
Plathe HS, Hilde Solheim E, Eide H. Nursing students’ and preceptors’ experiences with a structure for feedback and reflection in supervision and learning in clinical practice ‒ a pilot study with a qualitative exploratory and descriptive design; 2020.
Katete PG. Involvement of Registered Nurses in clinical teaching of nursing students in Central Hospitals of Malawi. An MSN dissertation submitted to the University of Zambia; 2014.
Quality Assurance Agency. Code of practice for the assurance of academic quality standards in higher education placement learning. QAA, London; 2001.
McKellar L, Graham K. A review of the literature to inform a best – practice clinical supervision model for midwifery students in Australia. Nurs Educ Prac. 2017;24:92-8.
Murphy K. Preceptors in Nursing Education – striking a balance between nursing student learning and client care . A thesis submitted in part fulfilment of the requirements of the University of Lincoln for the degree of Doctor of EducationEducational Research and Development Centre for Educational Research and Development, University of Lincoln; 2015.
Eta VEA, Atanga MBS, Assob NJC. Clinical learning challenges faced by student nurses in Buea, Cameroon. African Journal of Integrated Health. 2016;06(01):33-37.
Choi E, Yu S. Effects of preceptors’ mentoring function on novice nurses’ self-efficacy and organizational commitment: A cross-sectional study. Nurse Education in Practice. 2022;64:103431.
Griffiths M, Creedy DK, Carter AG. Systematic review of tools to measure preceptors' perceptions of their role in undergraduate health clinical education. Nurse Education Today 2021;102:104913.
Abstract View: 47 times
PDF Download: 2 times