Preceptors’ and faculty’s opinions about the implementation of preceptorship in the diploma nursing curriculum in Botswana
Date
2012-12
Authors
Madisa, Montlenyane
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : Stellenbosch University
Abstract
Background: Preceptorship refers to a teaching and learning approach through which a well
experienced clinician is contracted to provide clinical teaching, supervision, role‐modeling of
professional and clinical practice skills and assessment of students in a clinical setting. This
approach often involves three groups of people, namely: faculty, students, and clinicians
(preceptors). The preceptor in this study refers to a registered nurse who supervises and
conducts clinical assessment of students in a clinical area, while at the same time is
responsible for patient care. The focus of this study was to explore preceptors’ opinions
regarding the implementation of preceptorship in the diploma in the nursing curriculum
diploma in the nursing curriculum in Botswana. Emphasis was placed on seeking information on
how preceptorship is implemented, the strengths and challenges regarding its implementation
and suggestions as to how it should be strengthened to contribute positively towards teaching
and learning of students.
Methodology: A mixed cross‐sectional descriptive design, using a survey was used. . The
design was adopted because of its ability to provide a broad understanding of the concept
under study by allowing participants to share their experiences and opinions about a specified
situation. Both the qualitative and quantitative data were collected simultaneously. A
standardized self‐developed structured questionnaire using both closed ended and few open
ended questions and consisting of scaled self‐report items and checklists was used to collect
data from forty‐four (44) preceptors and three (3) third year level coordinators from the three
(3) health training institutions. Quantitative data were analyzed using SPSS, while the
qualitative data were analyzed for frequency of common themes. Descriptive statistics in the
form of frequency tables and charts, as well as measures of central tendencies, were used in
the analysis of quantitative data.
Results: The findings revealed that preceptorship program was not well coordinated as there
were no preceptorship manuals to guide the implementation of preceptorship program. On
the positive side, however, preceptors felt comfortable and competent to supervise and assess
students, despite the fact that most of them had not received preceptorship training or orientation. With regard to preceptor support, it was evident that there was need for major
support in regard to improved communication between preceptor and faculty, improved
support by the health facility manager and the need for strengthening preceptor training and
orientation. The majority of the respondents have recommended for preceptorship orientation
/training targeted at addressing some of the following topics: Student and preceptor roles,
curriculum requirements, clinical teaching and assessment skills, leadership skills and how to
access resources from the health training institutions. A significant number of preceptors felt
that it was important to receive feedback about students’ progress from faculty and to receive
feedback from students regarding their experiences in the clinical internship sites.
Lastly, preceptors also felt that there was need for introducing incentives into the
preceptorship program
Conclusion
The key areas that emerged from the study indicated an uncoordinated and unstructured
preceptorship program in the diploma nursing curriculum. Preceptor support is limited as
evidenced by report of lack of training or orientation of preceptors to their preceptorship role.
To ensure sustainability of preceptorship program there is need to improve the following areas:
preceptorship training and orientation, and preceptorship support by both the health training
institution and the health facility managers. Key words: Preceptors, preceptorship, orientation,
socialization, student assessment, and faculty support, clinical teaching, mentor, clinical
supervisor.
Description
Thesis (MPhil)--Stellenbosch University, 2012.
Keywords
Nursing -- Study and teaching (Preceptorship) -- Botswana, Theses -- Health professions education, Dissertations -- Health professions education