Preceptorship Barriers From the Preceptors' and Preceptees' Lens: A Qualitative Study.

Abstract

Background: Preceptorship is a cornerstone of clinical teaching in undergraduate nursing programs in several countries, including Saudi Arabia. However, the common challenges faced by both preceptors and preceptees have not been explored.

Aim: To explore the preceptors' and preceptees' perceptions toward barriers faced during preceptorship program.

Methods: A qualitative descriptive design using Braun and Clarke's six-step thematic analysis was adopted, and online semistructured interviews were conducted for each participant from March to June 2022. A purposive sample of 13 participants (eight preceptors and five preceptees) was recruited from hospitals in different regions of Saudi Arabia. To ensure scientific rigor, the study's credibility, confirmability, and transferability were determined.

Results: Two major themes emerged: (1) challenges of the preceptorship program (i.e., language barrier, lack of readiness to practice, lack of time, and lack of role preparation and direction and (2) strategies for improving preceptorship programs (i.e., having an organized preceptorship program and having organizational support).

Conclusion: Preceptorship plays a vital role in helping nursing students develop clinical knowledge, confidence, and practical skills during their transition into professional practice. This study identified key barriers affecting effective preceptorship, including language challenges, limited readiness for practice, insufficient time, and unclear role preparation for both preceptors and preceptees. Strengthening preceptorship programs through structured organization, adequate staffing, proper preceptor support, and standardized training strategies can enhance clinical learning experiences and improve educational outcomes.

Reporting method: The Consolidated Criteria for Reporting Qualitative Research checklist was followed.