Abstract
Background: Registered nurses’ willingness to precept nursing students is an important factor in ensuring a positive clinical learning environment. However, in resource poor settings with high patient to nurse ratio and other challenges in the delivery of nursing care preceptorship may represent an additional challenge.Aim: To determine the willingness of registered nurses to precept student nurses in Jamaica; their attitude towards the paired preceptorship model and factors which may influence the precepting process.Design: This descriptive cross-sectional study utilized a 32-item self-administered questionnaire to collect data from 76 full-time registered nurses assigned to medical/surgical wards at a major teaching hospital.Results: Nurses had a positive attitude towards precepting (97%) and believed their actions and attitudes positively influenced the learning outcomes of students. Two-thirds of registered nurses (63%) were willing to precept students and 87% preferred the paired preceptorship model. Self-efficacy (p<0.05) best explained their willingness to participate in both paired preceptorship and clinical teaching associate models while, normative beliefs regarding clinical learning environment was significant predictor of overall willingness.Conclusion: Registered nurses studied displayed positive attitude towards preceptorship and were willing to precept students. Policy makers should note that the paired preceptorship model was favoured by the group and that personal satisfaction and professional development were motivating factors for nurses’ willingness to precept students. Formal training opportunities are needed to enhance students’ clinical learning experience. Keywords: Precept; Willingness; Registered Nurses; Student Nurses; Jamaica.
Highlights
Preceptorship is an important aspect of the clinical training of nursing students, as it facilitates their ability to incorporate theory into practice and prepares them for clinical work (Andreas 2016; Cooper et al 2011; Duteau 2012; Happell 2009; Smedley 2008)
Each member has a critical part to play and all three must work together to ensure the success of the preceptorship experience (Hegenbarth et al 2015) Multiple models of preceptorship are used in facilitating clinical learning experience for student nurses; including the Paired and Clinical Teaching Associate Models (Forber et al 2016; Gaberson & Oermann 2010)
In the Paired Preceptorship Model (PPM) a student is assigned a preceptor for a day or week wherein he or she “shadows” the preceptor (Luhanga et al 2010), while with the Clinical Teaching Associate Model (CTA) the nurse supervises three to four students who have been assigned to one to two patients (Cooper & Lemonde 2011)
Summary
Preceptorship is an important aspect of the clinical training of nursing students, as it facilitates their ability to incorporate theory into practice and prepares them for clinical work (Andreas 2016; Cooper et al 2011; Duteau 2012; Happell 2009; Smedley 2008). Students gain the ability to apply concepts learnt This process is facilitated by a preceptor [a nurse who provides a learning environment, in which he or she teaches, coaches, supports, counsels and evaluates the clinical experience of a student nurse] (Anderas 2016; Carlson et al 2010; McClure & Black 2013; Smoker 2018). There are significant benefits to be gained by training nurse preceptors as the preceptor role provides registered nurses with the opportunity to enhance their professional development, improve self- esteem, knowledge and clinical skills (Liu et al 2019; James & Chapman 2010; Shinners et al 2013). Registered nurses’ willingness to precept nursing students is an important factor in ensuring a positive clinical learning environment. Formal training opportunities are needed to enhance students’ clinical learning experience
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