An exploration of the preceptor role: preceptors' perceptions of benefits, rewards, supports and commitment to the preceptor role

The aim of this study was to explore the perceptions of clinical preceptors (CPs) about difficult student situations during clinical teaching and the strategies they use to deal with such situations in the clinical setting. The participants were nurses who perform the role of clinical preceptor for senior nursing students at a University Hospital. The study used a descriptive qualitative approach to collect data through focus group discussions (FGD). Transcribed FGD data were content analyzed and coded to generate categories of difficult student situations in the clinical setting. The findings show that the CPs perceptions about difficult student situations in the clinical setting fall under four major categories of slothfulness, obstinateness, attentiveness and selfishness. The CPs also identified some of the strategies they use to manage these difficult student situations. In conclusion, it seems that during clinical teaching CPs experience challenging difficult student situations some of which can be considered as incivility and have significant implications for clinical teaching or learning and patient care outcomes. There is need for further studies about difficult student situations and incivility in the clinical setting and the effect it has on clinical student teaching, learning outcomes, and patient safety.

Preceptorships are an indispensable part of undergraduate clinical education and are prevalent among schools of nursing. However, there is wide interpretation and implementation of preceptorships which leaves many facets of the preceptor role poorly understood. Research has suggested preceptors experience several benefits from serving; however, the role has also been described as one leading to overload, conflict, and burnout. There is a lack of studies exploring preceptor role functions from the perspective of those who serve in it. The purpose of this qualitative study was to explore staff nurse experiences as preceptors to undergraduate, pre-licensure nursing students with emphasis on the RN's perceptions of the role, specifically the preparation for, support in, and understanding of what the role entails. Focus groups were used to collect data. Transcripts were analyzed using conventional content analysis. Findings suggest that the primary role function is Protector, with Socializer and Teacher as secondary role functions. Preceptors in this study described a strong empathetic drive to protect students from negative experiences, to protect patients from harm, to protect their own professional identities, and to protect the nature of the nursing profession. Within each role function, there are specific behaviors in which the preceptor engages to varying degrees depending on the needs of the individual student. Findings have implications for continued development of the preceptor role.

The focus of this study is to extend our knowledge of teacher-led clinical practica from the perspective of the staff nurse. Nurses' self-appraisal of their contributions to nursing students' learning is an important element in enhancing our understanding of clinical education. This is particularly important in nursing education, in which much of the integrated learning takes place within the context of complex hospital environments and is often rooted in the informal interactions that occur between students and staff nurses. The student-staff nurse relationship not only impacts students' learning outcomes, but also students' desire to remain in the program, and ultimately, the profession. Given the importance of these interactions to student learning outcomes and the fact that the staff nurses may not even perceive that these interactions are part of the learning cycle, it is time to examine this phenomenon more closely.This study used a qualitative descriptive approach to answer the question: How do staff nurses perceive their contributions to nursing students' learning during teacher-led practica? Interview transcripts of nine staff nurses ' interviews within a Northern British Columbia regional hospital were analyzed. The findings show that nurses ' interactions with nursing students is complicated. Nurses wanted to train up their future colleagues but felt a significant burden of responsibility when having students on the wards. The sense of burden for the staff nurses was influenced by several factors : nurses' experience of the practice environment, their experience of the clinical instructor, their experiences of the students themselves, and their understanding of their own contributions to nursing students' learning.