Please use this identifier to cite or link to this item: https://doi.org/10.1111/nhs.12782
Title: Academic-practice collaboration in clinical education: A qualitative study of academic educator and clinical preceptor views
Authors: Manisha Dev D/O Badum Dev
KHAIRUL DZAKIRIN BIN RUSLI 
Lisa McKenna
LAU SIEW TIANG 
LIAW SOK YING 
Keywords: academic practice collaboration
clinical nursing education
preceptorship
transitional programs communication
Issue Date: 10-Dec-2020
Publisher: Nursing & Health Sciences
Citation: Manisha Dev D/O Badum Dev, KHAIRUL DZAKIRIN BIN RUSLI, Lisa McKenna, LAU SIEW TIANG, LIAW SOK YING (2020-12-10). Academic-practice collaboration in clinical education: A qualitative study of academic educator and clinical preceptor views. Nursing & Health Sciences 22 (4) : 1131-1138. ScholarBank@NUS Repository. https://doi.org/10.1111/nhs.12782
Abstract: Academic-practice collaborations between academic educators and preceptors are important to ensure the success of clinical education. This study explored the perceptions of academic educators and preceptors on their collaborations in a transition-to-practice program for nursing students. A qualitative exploratory study was undertaken with a purposive sample of 12 preceptors and 13 academic educators across three hospitals and one university in Singapore. Individual interviews were conducted. Four main themes emerged from the thematic data analysis: “hierarchical communication” that prevents academic educators and preceptors from communicating directly with each other, “uncertainty about learning objectives” among preceptors, “discrepancies in clinical assessments” due to a lack of support for preceptors in the assessment process, and “not knowing each other's practice,” which could result in theory-practice gaps. The findings reflect the need to strengthen collaborations between academic educators and preceptors through joint teaching and assessments in clinical or simulated settings. This will provide opportunities to learn from each other's practice as well as build rapport, which are critical elements in reducing theory-practice divides and decreasing hierarchical levels between academic educators and preceptors.
Source Title: Nursing & Health Sciences
URI: https://scholarbank.nus.edu.sg/handle/10635/185662
ISSN: 1442-2018
1441-0745
DOI: 10.1111/nhs.12782
Appears in Collections:Staff Publications
Elements

Show full item record
Files in This Item:
There are no files associated with this item.

SCOPUSTM   
Citations

2
checked on Jul 25, 2021

Page view(s)

72
checked on Jul 29, 2021

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.