The leadership characteristics of the preceptor in selected clinical practice settings in Botswana

Dube, A.; Jooste, Karien

doi:10.4102/curationis.v29i3.1091

Cited by 8 publications

(5 citation statements)

References 12 publications

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“…The high ratio posed as a challenge for preceptors to adequately supervise students in the clinical setting. This finding was similar to those reported in a study [16] on leadership characteristics of the preceptor in Botswana. Dube and Jooste reported that a high preceptee to preceptor ratio posed a challenge to the clinical teaching and learning in Botswana.…”

Section: Preceptorship Is Not Formally Integrated Into the Nursing Cusupporting

confidence: 91%

Preceptorship in the Ghanaian context: “Coaching for a winning team”

Asirifi

Mill

Myrick

et al. 2013

JNEP

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Background: Preceptorship is an approach to teaching and learning in the clinical setting. It is purported to facilitate the connection between nursing education and clinical practice, foster an ethos for critical thinking, and contribute to professional development. As part of nursing education in Ghana, preceptors collaborate with educational institutions to enhance the supervision of students in the clinical settings. However, working relations between the hospitals and the health training institutions in many regions in Ghana are challenging, with hospitals only passively involved in the education of students. Purpose:The purpose of the current study was to explore the perceptions of Ghanaian nursing students, preceptors and nurse educators regarding their preceptorship experience. Methods:A focused ethnographic approach guided the study. Purposive sampling was used to recruit 26 nurse educators, nursing students, and preceptors from a regional hospital and a diploma level nursing educational institution in a small city in Ghana. Eight nurse educators and nine nursing students participated from the educational institution and nine preceptors participated from the hospital. Results:Findings from this study indicated that: a) preceptorship in Ghana was not well established and was in the developmental stage; and b) clinical teaching and learning were influenced by the stakeholders involved in nursing education in Ghana. Conclusions:Although preceptors were used in Ghana, the clinical teaching approach did not reflect the concept of preceptorship. Stakeholders in nursing education from both within and outside the clinical settings influenced the clinical teaching environment. Findings from the study present baseline data for stakeholders in nursing education to promote effective preceptorship programs in Ghana.

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Section: Preceptorship Is Not Formally Integrated Into the Nursing Cusupporting

confidence: 91%

Preceptorship in the Ghanaian context: “Coaching for a winning team”

Asirifi

Mill

Myrick

et al. 2013

JNEP

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“…Instead of clarifying ambiguities it seems as if the nurse clinicians contribute to creating anxiety and fear which may be obstacles to effective learning. This finding is congruent with those of Dube and Jooste [29] and Kalén et al [30] Maben et al [31] state that time pressures, staff shortages, work overload, task orientation, and high patient turnover hamper transfer of learning. The participants in this study concur with Maben through the following statements:…”

Section: Educational Designsupporting

confidence: 82%

Perspectives on transfer of learning by nursing students in primary healthcare facilities

Botma

2016

JNEP

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Supportive work environments promote professional socialisation and integration of theory in practice. Qualitative data generated through four nominal groups were deductively analysed using the components of the systemic model of training transfer. This article reports on the perspectives of nurse clinicians, clinical facilitators, and students from the training institution regarding aspects of student characteristics, educational design, transfer climate and work environment that influence nursing students' transfer of learning in primary healthcare (PHC) facilities. A perception exists that students lack the desire to use knowledge and skills mastered in the training programme in clinical practice. Although the educational design strives to promote transfer of classroom learning, students may not be motivated to transfer classroom learning. The learning climate hampers transfer of learning because the students' perceptions are that they are unwelcome, not taken into consideration and not respected. The lack of essential equipment demotivates students. This study confirms the interrelatedness of the systemic transfer of training model and emphasises the importance of considering all elements that influence learning transfer when planning clinical placements of students.

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“…The most highly regarded benefits and rewards included integrating preceptees into the nursing staff, sharing knowledge and skills with preceptees, teaching nursing students, and personal satisfaction (Brown 2010:61). Dube (2009:1) completed a quantitative study in Botswana to explore the views of preceptors and preceptees regarding role fulfilment in clinical practice settings. Most (91.4%) of the 55 preceptors indicated that they had an interest in teaching nursing students, whilst 8.6% did not show any interest.…”

Section: Perceptions Of Commitment To the Preceptorship Rolementioning

confidence: 99%