Research Article
A Multisite Study on Knowledge, Perceived Motivators, and Perceived Inhibitors to Precepting Nursing Students within the Clinical Environment in Ghana
Table 5
Exploratory factor analysis on perceived barriers to successfully perform the preceptor role.
| Scale items | Loadings | Perceived barriers |
| Component 1 | | | I am not confident enough to precept students | 0.809 | Lack of preparation for role | I am not well prepared to precept students | 0.706 | I see precepting as a challenging task | 0.695 | I am not able to plan for the precepting process | 0.569 |
| Component 2 | | | I do not get the necessary support from my manager | 0.678 | Lack of support | I do not get support from faculty when students are on clinical placement | 0.659 | I do not have enough teaching and learning resources to teach students | 0.629 | I have not been selected to precept students although I have the desire for it | 0.609 | I have to precept too many students at the same time | 0.581 | I have not been trained to precept nursing students | 0.470 |
| Component 3 | | | I do not have time to precept students | 0.534 | Additional burden | I see precepting as an additional demand | 0.635 | I have a primary responsibility to provide patient care | 0.729 | I often have little time to work with students at the clinical setting | 0.590 | I feel overwhelmed with my role as a preceptor | 0.599 |
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