Abstract:
Purpose: Preceptor evaluation is embedded in nursing education (Allen, & Molloy, 2017; Nielsen, Lasater, & Stock, 2016). It constitutes a critical component of nursing students learning both in the classroom and clinical placement (Helminen, Coco, Johnson, Turunen, & Tossavainen, 2016; McQueen, Poole, Raynak, & McQueen, 2018). This type of evaluation of nursing students may inform faculty of the additional learning needs students may require. The study intended to describe preceptor’s evaluation of graduate nursing students’ ability to translate knowledge, communicate and demonstrate professionalism during clinical placements in varied health facilities in Ghana.
Methods: A total population sampling was conducted with all the preceptors involved in the training of Master of Science in Advance Nursing practice students in Ghana. An adapted preceptor evaluation tool was used to gather relevant data for the study (Berbarie, nd). Data were analysed using the Statistical Package for Social Sciences (version 22.0; IBM Corporation, Armonk, NY, USA) and summarized using frequencies and percentages.
Results: Out of 83 preceptors across the country, 73(87.9%) correctly submitted evaluation forms for their students. The findings show that the student’s ability to translate knowledge was adequate (97.3%); they communicated effectively (90.4%) and demonstrated high degree of
professionalism (93.2%) during clinical placement. The preceptors were satisfied with working with the graduate students.
Conclusion: Ultimately, our study has revealed that preceptors are satisfied with the performance of graduate students’ clinical placement. The ability of the graduate nurse to demonstrate professionalism, effectively communicate and translate theoretical knowledge to practice was high which will eventually impact positively on patient care outcomes. Our findings highlight the prospects for our programme and its products, with overall impact of better healthcare outcomes. Given the role of preceptors as demonstrated, there is the need for faculty to continue to strengthen the faculty-preceptor relationship and build on current approaches used in clinical training of students.
