Conectar
Clinical learning is central to undergraduate nursing education, with preceptors translating theoretical knowledge into practical competence. Preceptors’ clinical teaching behaviours (CTBs) shape students’ confidence, skill development and professional identity. While CTBs have been studied globally, evidence from Pakistan is limited, highlighting the need for research that offers a comprehensive, integrated perspective.
To investigate preceptors’ CTBs by evaluating students’ perceptions, exploring preceptors’ experiences, and integrating these insights to identify points of agreement and discrepancy for a thorough understanding of CTB.
Convergent mixed-methods study, with quantitative and qualitative data collected concurrently, analysed independently, and integrated using the Pillar Integration Process.
A tertiary teaching hospital in Islamabad, Pakistan, providing clinical placements for undergraduate nursing students.
All undergraduate nursing students (n=50) engaged in clinical practicum and their preceptors (n=14) were included through census sampling. Students completed the CTB Inventory (CTBI) following student-preceptor interactions. Preceptors participated in semistructured face-to-face interviews.
Quantitative data from 44 undergraduate nursing students, based on 88 student–preceptor encounter observations, showed generally positive ratings of preceptors’ CTBs across all six CTBI domains (mean scores range: 3.48–3.97 on a 5-point scale). The highest-rated domain was guiding interprofessional communication (M=3.97, SD=0.89), with 85.2% of students agreeing that preceptors demonstrated professional role modelling. The lowest-rated domain was showing concern and support (M=3.48, SD=0.89), with only 31.8% of students agreeing that preceptors expressed concern about students’ lives outside work. Qualitative interviews with 14 preceptors identified six categories reflecting clinical teaching practices, including commitment to teaching, learning environment creation, instructional strategies, communication facilitation, feedback and evaluation, and supportive behaviours. Integration of quantitative and qualitative findings yielded six overarching themes, demonstrating convergence in professional role modelling, structured teaching, scaffolded learning, feedback and communication practices. Divergence was observed in the area of personalised support, with qualitative findings explaining lower quantitative ratings through heavy workloads, competing clinical responsibilities and limited protected teaching time.
Preceptors play a critical role in shaping undergraduate nursing students’ clinical competence and professional identity. Enhancing preceptor training, institutional recognition and supportive policies can strengthen teaching effectiveness and optimise student learning outcomes.
Around 2 billion people globally were affected by natural disasters between 2008–2018. The World Health Organization requires countries and governments to have disaster plans and emergency health workers ready and prepared at all times.
To conduct an integrative review of literature of emergency healthcare workers’ perceived preparedness for disaster management.
An integrative literature review using the PRISMA checklist guidelines was conducted to explore physicians, nurses, emergency medical services and allied medical professionals’ preparedness for disasters. Literature was searched from 2005, published in the English language and from MEDLINE (PubMed), Google Scholar, EMBASE, PsycINFO, SCOPUS, ProQuest and CINAHL databases. Reviews, case reports, clinical audits, editorials and short communications were excluded. Studies were critically appraised using the Mixed Methods Appraisal Tool.
The initial search yielded 9589 articles. Twenty-seven articles were included following application of the eligibility criteria. Included studies were geographically diverse including North America, the Middle East and the Asia Pacific. Most studies (n = 24) assessed the knowledge of healthcare workers in general disasters. Studies using the Disaster Preparedness Evaluation Tool reported moderate disaster preparedness and knowledge, while studies using other instruments largely reported inadequate disaster preparedness and knowledge. Regional variations were recorded, with high-income countries’ reporting a higher perceived preparedness for disasters than low-income countries.
The majority of the emergency healthcare workers appear to have inadequate disaster preparedness. Previous disaster experience and training improved disaster preparedness. Future research should focus on interventions to improve emergency healthcare workers preparedness for disasters.
FreshRSS 