Optometry preceptors’ perceptions of clinical supervision at a South African university

Abstract

Background: Effective clinical teaching in tertiary institutions relies heavily on clinical preceptors who supervise undergraduate students. While many health science disciplines have explored clinical supervisors’ perceptions of their roles, limited evidence exists in optometry.

Aim: This study aimed to explore optometry clinical supervisors’ views on their effectiveness as clinical teachers.

Setting: One-on-one interviews were conducted online via Zoom.

Methods: Interviews were conducted in English and transcribed verbatim. Using a social constructivist paradigm and the inductive approach of content analysis, the data were analysed. Twelve of 22 eligible clinical supervisors (aged 21 years –50 years; 75% female) participated in the study.

Results: Two main categories emerged: (1) Roles and responsibilities of optometry preceptors, and (2) Intervening conditions that facilitate or hinder effective supervision. Participants described the clinic as a nurturing learning environment, with supervisors modelling professional behaviour, prioritising learning, and fostering psychological safety. Supervisors supported students in developing higher-order thinking. Facilitating factors included collaboration with academic staff and institutional support. However, high workloads, lack of adequate remuneration, and human resource challenges were identified as barriers to effective supervision.

Conclusion: Optometry clinical supervisors were committed to delivering effective preceptorship and creating a supportive clinical learning environment. Addressing workload, remuneration, and administrative challenges could enhance the supervision experience and sustain high-quality clinical teaching.

Contribution: This study identifies key enablers and barriers to effective clinical supervision, offering insights to improve the clinical training experience for undergraduate optometry students.