A Multisite Study on Knowledge, Perceived Motivators, and Perceived Inhibitors to Precepting Nursing Students within the Clinical Environment in Ghana

Table 2

Descriptives on the perceived motivators to precepting nursing students (N = 442).

Perceived motivators	SA f (%)	A f (%)	D f (%)	SD f (%)
The opportunity to help students set career goals	156 (35.3)	239 (54.1)	44 (10.0)	3 (0.7)
The opportunity to stimulate creativity at the workplace	165 (37.3)	257 (58.1)	19 (4.3)	1 (0.2)
The opportunity to build confidence in nursing students	249 (56.3)	185 (41.9)	7 (1.6)	1(0.2)
The opportunity to acknowledge nursing students’ contributions	149 (33.7)	267 (60.4)	24 (5.4)	2 (0.5)
The opportunity to account for students from diverse backgrounds	113 (25.6)	242 (54.8)	81 (18.3)	6 (1.4)
The opportunity to help nursing students acquire resources for clinical learning	84 (19.0)	243 (55.0)	102(23.1)	13 (2.9)
The opportunity to help nursing students network effectively	123 (27.8)	255 (57.7)	61 (13.8)	3 (0.7)
The opportunity to help nursing students establish a life/work balance	116 (26.2)	274 (62.0)	50 (11.3)	2 (0.5)
The opportunity to enhance the skills of nursing students	249 (56.3)	190 (43.0)	3 (0.7)	—
The opportunity to engage with students while on placement	180 (40.7)	232 (52.5)	27 (6.1)	3 (0.7)
The opportunity to develop strategies to meet the objectives of the students	218 (49.3)	212 (48.0)	12 (2.7)	—
The opportunity to establish a healthy relationship with students	174 (39.4)	254 (57.5)	13 (2.9)	1 (0.2)
The opportunity to listen to students effectively	187 (42.3)	233 (52.7)	19 (4.3)	3 (0.7)
The opportunity to provide constructive feedback	182 (41.2)	229 (51.8)	29 (6.6)	2 (0.5)
The opportunity to develop a trusting relationship with students	148 (33.5)	251 (56.8)	38 (8.6)	5 (1.1)
The opportunity to gain professional recognition through preceptorship	148 (33.5)	223 (50.5)	63 (14.3)	8 (1.8)
The opportunity to precept students as I had a similar experience	121 (27.4)	242 (54.8)	70 (15.8)	9 (2.0)