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The perspectives of preceptors regarding clinical assessment for undergraduate nursing students
Author(s) -
Wu X.V.,
Enskär K.,
Heng D.G.N.,
Pua L.H.,
Wang W.
Publication year - 2016
Publication title -
international nursing review
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.84
H-Index - 51
eISSN - 1466-7657
pISSN - 0020-8132
DOI - 10.1111/inr.12272
Subject(s) - clarity , competence (human resources) , focus group , medical education , nursing , workload , nurse education , self assessment , critical thinking , qualitative research , medicine , psychology , pedagogy , social psychology , biochemistry , chemistry , social science , marketing , sociology , computer science , business , operating system
Aim To explore the perspectives of preceptors about clinical assessment for undergraduate nursing students in transition to practice. Background The assessment of clinical competence is a complex process due to the diverse nature of nursing practice. As such, nurse preceptors play a crucial role in clinical assessment for nursing students. Although preceptors may enjoy the process of clinical teaching and assessment, they face challenges that need to be addressed to facilitate students' clinical learning and assessment. Methods An exploratory qualitative approach was adopted. A purposive sample of 17 preceptors from two tertiary hospitals in Singapore was recruited to participate in three focus group discussions from March to July 2014. Findings Five themes emerged from the data analysis: the need for a valid and reliable clinical assessment tool; meaningful reflection and feedback; varied methods in clinical assessment; high level of commitment and struggles with dual roles and the need to enhance the support system for preceptors. Conclusions There is no doubt that a valid and reliable clinical assessment tool can serve as a guide for preceptors to enhance their clarity in assessment and feedback. It is essential for all stakeholders to be involved in the development of the clinical assessment tool. Workload, time, support system and formal educational programmes for preceptors influenced their preparation and self‐confidence. Implications for nursing and/or health policy The themes that emerged from the focus group discussions could assist in the development of a more reliable and valid clinical assessment tool to evaluate the clinical competence of nursing students in transition to practice. Clinical and educational institutions could collaborate closely to develop an educational programme and a preceptorship handbook, focusing on pedagogical contents for clinical education and assessment.