Preceptors inspire students to be competent in nursing practice in a psychiatric public unit

Abstract

Background: The preceptor’s role in nursing education remains important for its relevance in the professional development of student nurses and their advancement to becoming competent practitioners. Psychiatric nursing units address the management of complex mental health conditions that necessitate specific competencies from student nurses. It was unclear how the preceptors’ supportive role was experienced by student nurses placed in a psychiatric hospital.

Aim: This study aimed to gain insight into the supportive role of preceptors in inspiring fourth-year student nurses to become competent in clinical practice at a South African public psychiatric hospital.

Setting: The study was conducted at one of South Africa’s largest psychiatric public hospital, where fourth-year student nurses were placed to complete their psychiatric clinical nursing practice hours.

Methods: The research employed a descriptive phenomenological design with individual interviews. Homogeneous purposive sampling was followed and 11 interviews with an interview guide were conducted at which stage data and meaning saturation were obtained. Interviews lasted between 30 min- 45 min and data analysis followed seven-step method.

Results: Students experienced preceptors as unreplaceable in providing support during clinical practices. Professionalism, respect and inclusivity were the defining characteristics of the welcoming learning atmosphere that preceptors provided. Student nurses praised the preceptors’ willingness to respond to questions, treat them like professionals and support their required learning opportunities.

Conclusion: In this study, participants reported a positive experience with preceptors, noting no challenges encountered.

Contribution: This study contributes to the understanding of the critical supporting role of preceptors to student nurses in a psychiatric hospital.