Abstract
Faculty in Canadian undergraduate nursing programs have come to rely on preceptorship as the primary model for teaching and learning during the final clinical course. A focused ethnography was completed in order to examine undergraduate nursing students' experience of rural hospital preceptorship in western Canada. Data analysis revealed that students perceive nursing faculty involvement and support to be peripheral to the clinical experience. Strategies aimed at clarifying the faculty role and nursing programs' involvement are presented as a means to enhance the rural hospital learning experience.
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