Research Article
A Multisite Study on Knowledge, Perceived Motivators, and Perceived Inhibitors to Precepting Nursing Students within the Clinical Environment in Ghana
Table 1
Descriptives on the knowledge of nurses and midwives on preceptorship (N = 442).
| | Knowledge statement | Yes frequency (%) | No frequency (%) | Don’t know frequency (%) |
| | Helping students meet their objectives for the placement | 428 (96.8) | 8 (1.8) | 6 (1.4) | | Teaching students while on clinical placement | 429 (97.1) | 9 (2.0) | 4 (0.9) | | Helping students demonstrate current knowledge during placement | 428 (96.8) | 3 (0.7) | 11 (2.5) | | Focusing on the learning needs of the students | 407 (92.1) | 28 (6.3) | 7 (1.6) | | Creating a conducive environment to facilitate learning at the placement site | 404 (91.4) | 23 (5.2) | 15 (3.4) | | Helping students manage their clinical hours effectively | 418 (94.6) | 17 (3.8) | 7 (1.6) | | Coaching and training competence in a life-long perspective | 388 (87.8) | 30 (6.8) | 24 (5.4) | | Assigning tasks to students while on clinical placement | 395 (89.4) | 43 (9.7) | 4 (0.9) | | Allowing students to perform preferred tasks without interference | 216 (48.9) | 211 (47.7) | 15 (3.4) | | Encouraging students to obey the preceptor at all times | 114 (25.8) | 304 (68.8) | 24 (5.4) |
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