Ebu Enyan Nancy Innocentia, Amoo Sarah Ama, Boso Christian Makafui, Doe Patience Fakornam, Slager Dianne
University of Cape Coast, School of Nursing and Midwifery, Department of Adult Health, Cape Coast, Ghana.
Cape Coast Teaching Hospital, Cape Coast, Ghana.
Nurs Res Pract. 2021 Jan 18;2021:6686898. doi: 10.1155/2021/6686898. eCollection 2021.
Preceptorship constitutes an important component of the educational process of training nursing students. The purpose of this study was to assess the knowledge, perceived motivators, and perceived inhibitors to precepting nursing students at the clinical placement sites in the Cape Coast Metropolis of the Central Region of Ghana.
A descriptive cross-sectional study was conducted among 442 nurses and midwives aged 27-56 years with at least three years of work experience. Data were collected with a questionnaire and analyzed using frequency counts, percentages, exploratory factor analysis, and point biserial correlation.
The results indicate that the participants had a high knowledge of preceptorship of up to 91.2% ( = 404). A significant proportion of up to 88.2% ( = 390) had an intention to precept nursing students in the near future. The three important perceived motivational factors to precepting nursing students were the learning and professional needs of students, helping students to develop skills, and experience and formal recognition of the role of preceptorship. The main perceived inhibitors to engage in a preceptorship role were lack of preparation for the role, lack of support from faculty and nurse managers, and additional work burden. The results further indicate a significant strong positive correlation between experience and professional recognition of preceptorship and the intention to precept nursing students in the near future ( = 0.99, =0.037).
The nurses and midwives who participated in the study are knowledgeable about preceptorship and have the intention to precept nursing students. Having enough experience on the job and being formally recognized as a preceptor may motivate these professionals to precept nursing students. However, there are critical perceived barriers that need to be addressed, to enable more nurses and midwives with the desire to precept students to engage in the preceptorship role.
临床带教是护理专业学生培养教育过程的重要组成部分。本研究旨在评估加纳中部地区海岸角市临床实习点带教护理专业学生的知识、感知到的激励因素和感知到的阻碍因素。
对442名年龄在27 - 56岁、至少有三年工作经验的护士和助产士进行了描述性横断面研究。通过问卷调查收集数据，并使用频数计数、百分比、探索性因素分析和点二列相关进行分析。
结果表明，参与者对带教的知晓率高达91.2%（n = 404）。高达88.2%（n = 390）的相当一部分人打算在不久的将来带教护理专业学生。带教护理专业学生的三个重要感知激励因素是学生的学习和专业需求、帮助学生培养技能以及带教角色的经验和正式认可。参与带教角色的主要感知阻碍是对该角色缺乏准备、缺乏教师和护士长的支持以及额外的工作负担。结果还表明，带教经验和专业认可与近期带教护理专业学生的意愿之间存在显著的强正相关（r = 0.99，p = 0.037）。
参与本研究的护士和助产士了解带教知识，并有带教护理专业学生的意愿。在工作中拥有足够的经验并被正式认可为带教老师可能会激励这些专业人员带教护理专业学生。然而，存在一些关键的感知障碍需要解决，以使更多有带教意愿的护士和助产士能够承担带教角色。
