English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The purpose of this article is to report the perceptions of students regarding evaluation when placed in a rural setting for their final preceptorship course. The research question was: “What are students’ perceptions of preceptor evaluation?” Thus, a grounded theory method was employed. Twenty-three nursing students placed in rural settings for their precepted practicum experiences were interviewed regarding the evaluation process during their preceptorship experience. The core variable was that feedback is critical for students, much more so than the formal evaluation; and, that students viewed informal evaluation as meaningful and formal evaluation as superficial. The implications are that strategies are required to make students truly authentic partners in evaluation and to make evaluation a useful process in their eyes. The role of the faculty in this process must be reviewed. Feedback is key for students, thus preceptors need educational development in this area.

Preceptored Students in Rural Settings Want Feedback