Preceptorship as a Clinical Teaching Strategy: Nursing Students’ Experiences at Selected Clinical Settings in the North-East of Namibia

Mr Daniel Opotamutale Ashipala; Ihemba Kampale

doi:10.25159/2520-5293/10021

Authors

Mr Daniel Opotamutale Ashipala University of Namibia
Ihemba Kampale University of Namibia

DOI:

https://doi.org/10.25159/2520-5293/10021

Keywords:

preceptorship, preceptor, experience, nursing student, clinical teaching, strategy, clinical setting, Namibia

Abstract

Preceptors with relevant experience are employed to facilitate learning in clinical areas in order to transfer knowledge to undergraduates to help them build their clinical competence. Institutions of higher education should continuously explore the experiences of nursing students regarding preceptorship. However, the experiences of student nurses on the use of preceptorship as a teaching strategy in clinical areas in Namibia have not been extensively researched. The purpose of this study was to explore and describe student nurses’ experiences in this regard during placement in clinical settings in the north-east of Namibia. A qualitative approach was employed comprising an explorative, descriptive and contextual design. The research population for this particular study consisted of nursing students studying for a Bachelor of Nursing Science degree at the University of Namibia, Rundu campus, who were registered for the 2020 academic year. The sample was drawn from this population using convenient sampling. Data were collected on 15 student nurses from years 1 to 4 undertaking a Bachelor of Nursing programme, using semi-structured interviews and analysed by means of thematic analysis. Four main themes subsequently emerged: preceptorship as a teaching strategy; facilitators for preceptorship; hindrances to preceptorship; and improvements to regain preceptorship. The study recommends that the University of Namibia consider recruiting more preceptors on all levels for major subjects. The findings of this study consequently call for well-articulated plans and actions on the part of the Faculty of Health Sciences and School of Nursing management teams to address the challenges identified in the study.

Metrics

Metrics Loading ...

Author Biography

Ihemba Kampale, University of Namibia

Department of Nursing Science, School of Nursing, Faculty of Health Sciences, University of Namibia

References

Braun, V., and V. Clarke. 2016. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. https://www.researchgate.net/publication/235356393_Using_thematic_analysis_in_psych ology. https://doi.org/10.1191/1478088706qp063oa. DOI: https://doi.org/10.1191/1478088706qp063oa

Creswell, J. 2012. Qualitative Inquiry and Research Design: Choosing among Five Approaches, 3rd edition. Los Angeles: Sage Publications.

Dehghani, M., R., Ghanavati, S., Soltani, B., Aghakhani, N. and Haghpanah, S. 2016. Impact of Clinical Supervision on Field Training of Nursing Students at Urmia University of Medical Sciences. Journal Advanced Medical Education Professional 4 (2): 88–92.

De Vos, A. S., H. Strydom, C. B. Fouché, and C. S. L. Delport. 2017. Research at Grassroots for the Social Sciences and Human Service Professions, 3rd edition. Pretoria: Van Schaik.

Green, J., and N. Thurgood. 2018. Qualitative Methods for Health Research, 4th edition. London: Sage Publications.

Harper, G., B. Ulrich, D. Whiteside, J. I. Warren, and R. MacDonald. 2021. “Preceptor Practice.” Journal for Nurses in Professional Development 37 (3): 154–162. https://doi.org/10.1097/NND.0000000000000748. DOI: https://doi.org/10.1097/NND.0000000000000748

Kurniawan, H. M., R. S. Hariyati, and E. Afifah. 2019. “The Relationship between Caring Preceptor, Self-efficacy, Job Satisfaction, and New Nurse Performance.” Enfermería Clínica 29 (2): 464–470. https://doi.org/10.1016/j.enfcli.2019.04.069. DOI: https://doi.org/10.1016/j.enfcli.2019.04.069

Lalonde, M., and L. McGillis Hall. 2017. “Preceptor Characteristics and the Socialization Outcomes of New Graduate Nurses during a Preceptorship Programme.” Nursing Open 4: 24–31. https://doi.org/10.1002/nop2.58. DOI: https://doi.org/10.1002/nop2.58

Lee-Hsieh, J., A. O’Brien, C. Y. Liu, S. F. Cheng, Y. W. Lee, and Y. H. Kao. 2016. “The Development and Validation of the Clinical Teaching Behavior Inventory (CTBI-23): Nurse Preceptors’ and New Graduate Nurses’ Perceptions of Precepting.” Nurse Education Today 38: 107–114. https://doi.org/10.1016/j.nedt.2015.12.005. DOI: https://doi.org/10.1016/j.nedt.2015.12.005

Majid, U. 2018. “Research Fundamentals: Study Design, Population and Sample Size.” URNCST Journal 2: 1–12. https://doi.org/10.26685/urncst.16. DOI: https://doi.org/10.26685/urncst.68

Maree, K. 2016. First Steps in Research. Pretoria: Van Schaik.

McInnis, A., T. Schlemmer, and B. Chapman. 2021. “The Significance of the NP Preceptorship Shortage.” OJIN: The Online Journal of Issues in Nursing 26 (1). https://doi.org/10.3912/OJIN.Vol26No01Man05. DOI: https://doi.org/10.3912/OJIN.Vol26No01Man05

Ndawo, M. 2016. “Lived Experiences of Nurse Educators on Teaching in a Large Class at a Nursing College in Gauteng.” Curationis 39 (1): 9 pages. https://doi.org/10.4102/curationis.v39i1.1507. DOI: https://doi.org/10.4102/curationis.v39i1.1507

Phuma-Ngaiyaye, E., T. Bvumbwe, and M. C. Chipeta. 2017. “Using Preceptors to Improve Nursing Students’ Clinical Learning Outcomes: A Malawian Students’ Perspective.” International Journal of Nursing Science 4 (2): 164–168. https://doi.org/10.1016/j.ijnss.2017.03.001. DOI: https://doi.org/10.1016/j.ijnss.2017.03.001

Quinn, F. M., and S. J. Hughes. 2013. Principles and Practice of Nurse Education, 5th edition. United Kingdom: Nelson Thornes.

Quek, G., G. Ho, N. B. Hassan, S. Quek, and S. Shorey. 2019. “Perceptions of Preceptorship among Newly Graduated Nurses and Preceptors: A Descriptive Qualitative Study.” Nurse Education in Practice 37: 62–67. https://doi.org/10.1016/j.nepr.2019.05.001. DOI: https://doi.org/10.1016/j.nepr.2019.05.001

Sellman, D., and P. Snelling. 2016. Becoming a Nurse: Fundamentals of Professional Practice for Nursing. London: Routledge. https://doi.org/10.4324/9781315693439. DOI: https://doi.org/10.4324/9781315693439

Smith, J. H., and L. Sweet. 2019. “Becoming a Nurse Preceptor, the Challenges and Rewards of Novice Registered Nurses in High Acuity Hospital Environments.” Nurse Education in Practice 36: 101–107. https://doi.org/10.1016/j.nepr.2019.03.001. DOI: https://doi.org/10.1016/j.nepr.2019.03.001

Ulrich, B. T. 2019. “The Preceptor Role.” In Mastering Precepting: A Nurse’s Handbook for Success, 2nd edition, 1–19, edited by B. T. Ulrich. Sigma Theta Tau.

Valizadeh, S., L. Borimnejad, A. Rahmani, L. Gholizadeh, and S. Shahbazi. 2016. “Challenges of the Preceptors Working with New Nurses: A Phenomenological Research Study.” Nurse Education Today 44: 92–97. https://doi.org/10.1016/j.nedt.2016.05.021. DOI: https://doi.org/10.1016/j.nedt.2016.05.021

Ward, A., and S. McComb. 2017. “Precepting: A Literature Review.” Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing 33 (5): 314–325. https://doi.org/10.1016/j.profnurs.2017.07.007. DOI: https://doi.org/10.1016/j.profnurs.2017.07.007

Wieland, D. M., G. M. Altmiller, M. T. Dorr, and Z. R. Wolf. 2017. “Clinical Transition of Baccalaureate Nursing Students during Preceptor, Pregraduation Practicums.” Nursing Education Perspectives 28 (6): 315–321.

Yen, P. Y., M. Kellye, M. Lopetegui, A. Saha, J. Loversidge, E. M. Chipps, L. Gallagher-Ford, and J. Buck. 2018. “Nurses’ Time Allocation and Multitasking of Nursing Activities: A Time Motion Study.” AMIA: Annual Symposium proceedings. AMIA Symposium, 2018, 1137–1146.

Zilembo, M., and L. Monterosso. 2008. “Towards a Conceptual Framework for Preceptorship in the Clinical Education of Undergraduate Nursing Students.” Contemporary Nurse 30 (1): 89–94. https://doi.org/10.5172/conu.673.30.1.89. DOI: https://doi.org/10.5172/conu.673.30.1.89