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|Title:||BARRIERS TO ACADEMIC-PRACTICE COLLABORATION IN THE PRECEPTORSHIP OF FINAL YEAR NURSING STUDENTS||Authors:||MANISHA DEV D/O BADUM DEV||Keywords:||academic-practice collaboration
|Issue Date:||25-May-2019||Citation:||MANISHA DEV D/O BADUM DEV (2019-05-25). BARRIERS TO ACADEMIC-PRACTICE COLLABORATION IN THE PRECEPTORSHIP OF FINAL YEAR NURSING STUDENTS. ScholarBank@NUS Repository.||Abstract:||Aim To explore barriers to academic-practice collaboration in the preceptorship of final year nursing students. Background Nurse preceptors and academic educators do not always work collaboratively and this could impede the quality of preceptorship programs. The understanding of barriers to collaboration between nurse preceptors and academic educators is essential to inform strategies to foster academic-practice collaboration and enhance the effectiveness of preceptorship programs. Methods A qualitative descriptive design was utilised to address the aims of the study. Twenty nurse preceptors and academic educators (n=20) were purposively sampled across three hospitals and one university in Singapore. Semi-structured interviews were conducted between 2018 and 2019. Interviews were transcribed verbatim and analysed using thematic analysis. Findings Thematic analysis revealed three themes that emerged from the data: ‘hierarchical communication’, ‘mismatched clinical expectations’, and ‘not knowing each other’s practice.’ In these themes, academic educators and nurse preceptors described the role of bureaucratic structures in communication, the challenges of clinical assessment, and dichotomies in clinical practice. Conclusions The findings suggested that navigating hospital bureaucracies is complex and difficult. Structural empowerment among nurse preceptors is essential in overcoming barriers to academic-practice collaboration. This study supports the need for organisational strategies to promote structural empowerment among nurse preceptors. Educational strategies that focus specifically on enhancing nurse preceptors’ clinical assessment skills and elucidating dichotomies between hospital and faculty practice are required. Future research could consider exploring the perspectives of healthcare leaders to delineate collaborative strategies that prevents bureaucratic conflicts, while promoting structural empowerment among nurse preceptors within organisations.||URI:||https://scholarbank.nus.edu.sg/handle/10635/153783|
|Appears in Collections:||Bachelor's Theses|
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