Perception of Preceptor and Student Nurse Partnership on Clinical Teaching and Learning
American Journal of Nursing Science
Volume 5, Issue 4, August 2016, Pages: 141-145
Received: Jun. 13, 2016; Accepted: Jun. 27, 2016; Published: Jul. 13, 2016
Views 3313      Downloads 113
David Kaniaru, School of Nursing, Midwifery and Paramedical Sciences, Masinde Muliro University of Science & Technology (MMUST), Kakamega, Kenya
Elijah Nyagena, Department of Nursing, University of Kabianga (UoK), Kapkatet, Kenya
Nebart Kathuri, Department of Nursing Sciences, Kenya Methodist University (KeMU), Meru, Kenya
Alex Chebor, School of Nursing, Midwifery and Paramedical Sciences, Masinde Muliro University of Science & Technology (MMUST), Kakamega, Kenya
Article Tools
Follow on us
Preceptorship is a model of clinical training in which a qualified nurse, referred to as a preceptor, is assigned to one or a group of nursing students, for the purpose of facilitating learning in the clinical setting. This study was done in Maua Methodist {M. M. H (Meru County, Kenya)} and Preyspeterian Churches East Africa (P. C. E. A) Chogoria (Tharaka-Nthi County, Kenya) hospitals in Meru, Kenya and its main objective was to determine the perceived need for preceptor-student nurse partnership in nursing training institution. A sample size of one hundred (100) respondents was randomly selected from a target population of one hundred and eighty (180) preceptees, by use of convenient sampling method. Ten (10) preceptors were also selected conveniently to participate in the study. One hundred and ten (110) questionnaires were distributed out of which ninety nine (99) were received back {(ninety-one -91) from preceptees and eight (8) from preceptors)}. Both, qualitative and quantitative descriptive survey designs was utilized. Descriptive statistics were used to analyse the resultant data. Regarding to the importance of having preceptors, results showed that eighty five out of ninety {85/90 (94.44%)} of the student nurses agreed that they are important while three (33.33%) disagreed. Eight out of nine {8/9 (88.88%)} of the preceptors agreed on the importance of preceptorship while one {1/9 (11.11%)} was not sure. The reasons according to students why they need these preceptors included; provision of directions and guidelines (90%), supervision (79%), resolve clinical conflicts between them and staff nurses (76%) and to have a role model to emulate (83%). For the preceptors –to have a good working environment (78%) and to act as role model (56%). Hence the need for the student- preceptor partnership during students nurses training period.
Partnership, Perception, Preceptor, Student Nurse
To cite this article
David Kaniaru, Elijah Nyagena, Nebart Kathuri, Alex Chebor, Perception of Preceptor and Student Nurse Partnership on Clinical Teaching and Learning, American Journal of Nursing Science. Vol. 5, No. 4, 2016, pp. 141-145. doi: 10.11648/j.ajns.20160504.13
Copyright © 2016 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Peirce, A., (2002). Preceptorial Students View of their Clinical Experience. Journal of Nursing Education, 30, 6, 244-250.
Kramer M., (1999). Reality Shock: Why Nurses Leave Nursing. USA: St. Louis. The C. V Mosby Company.
Mytric, F., & Yonge, O., (2002). Enhancing Critical Thinking in The Preceptorship Experience in Nursing Education. Journal of Advance Nursing, 45 (4), 371-380.
Kathuri N. J., Pals, D. (1993). Introduction to Educational and Educational Research. Njoro Ergaton: University Educational Media Centre. Kenya.
Cronbach L. J., (1951). Coefficient Alpha and the Internal Structure of Tests. Journal of Extension Psychometrika. 16, 297-334.
Rose Marie Neiswiadomy., (2004). Foundation of Nursing Research. New Jersey: Prentice Hall.
Philips S. J., and S. H. Kaempfer., (2004). "Clinical Teaching Associate Model. Implemenation In A Community Hospital Setting". Journal of Professional Nursing, vol. 3, no. 3, pp. 165-175.
Baxter P., (2007). Model of Cinical Supervision: Bridging the Theory-Practise Gap. Nursing Education in Practice, 7 (2), 103-111.
Fulton J., Bohler A Hansen G. S Kauffeldt A., and DeWitt, A., (2007). Creating a Collaborative Partnership between Academia and Service. The Journal of Nursing Education, 41 (12), 518-523.
Spears M. W., (1998). The Benefits of Preceptorships. Britain: The Bath press.
Alynn P., Barbara, Mary F., (1996). Nursing Models for Practice. Landon: Educational and Professional Press.
Anderson P., Floyd J., (2004). How Nurse Preceptor Influence New Graduates. Critical Care Nurse-Supplement. 4. 129-130.
Stone C. L., & Rowels., (2002). What Reward do Clinial Preceptor in Nursing Think Are Important? Journal for Nursing, 18 (3), 162-166.
Landmark B. T., Hansen G. S., Bjone I. & Bohler A., (2003). Evaluation by Nurses and Students of A New Assessment From For Clinical Nursing Education. Journal of Caring Sciences, 12 (6), 834-841.
Benner P., (1999). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Menlo Park, Califonia: Addison-Wesley Publishing Company.
Usher K, N. C., (1999). An Exploration of the Preceptor Role, Preceptor's Perceptions, Benefit, Reward, Supports and Commitment to the Preceptor Role. Journal of Advanced Nursing, 29: 506-514.
Stevenson M., Doorley. J., Moodenman G, & Benson-Landau., (1995). The Preceptor Experience: A qualitative Study of Preceptions of Purse Preceptors in Nursing think are Important? Journal of Nurses in Staff Developement, 18 (3), 162-166.
Yonge O., & Myrick F., (2004). Precepting an Unsafe Student: The Role of the Faculty. Nurse Education Today 28 (2), 227–231.
Mallete, S. Loury., M. K. Engelke, and A. Andrews. (2005). Nursing Educator. The Intergrative Clinical Preceptor Model: A New Method for Teaching Undergraduate Community Health Nursing", Vol. 30, no. 1, pp. 21-26.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186