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Student and preceptor perceptions of primary health care clinical placements during pre-service education: Qualitative results from a quasi-experimental study

Journal Article
(Published October, 2017)
Phafoli, S. (Author),
Christensen-Majid, A. (Author),
Skolnik, L. (Author),
Reinhardt, S. (Author),
Nyangu, I. (Author),
Whalen, M. (Author)
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Prior to 2011, nursing and midwifery students received minimal practical exposure to Primary Health Care settings in Lesotho. In 2010, Jhpiego's MCHIP began working with nurses' training institutions to support PHC clinical placements.  Between April 2013 and June 2014, a multi-methods study was conducted to describe the effect of PHC placements on students and preceptors. The study employed qualitative methods, namely seven focus group discussions (FGDs), held with 69 students and preceptors. Students, nurse educators and preceptors perceived PHC clinical placements as appropriate settings for acquisition of a variety of country relevant clinical experiences for nurses and midwives in Lesotho. Students expressed their likelihood to accept deployment at PHC settings post-graduation. Preceptors indicated that PHC clinical placements re-enforced the importance of continuing education for practicing clinicians. The placements supported an increase in competence and confidence of nursing and midwifery students, which will likely aid their transition into the workforce and perhaps increase the likelihood for the young professionals to accept deployment to these areas post-graduation. Given the disease burden in Lesotho and that majority of Basotho people access healthcare at the PHC level, every effort should be taken to ensure that nursing and midwifery students get adequate exposure to health care provision at these facilities.
Citation: 
Phafoli S, Christensen-Majid A, Skolnik L, Reinhardt S, Nyangu I, Whalen M, et al. Student and preceptor perceptions of primary health care clinical placements during pre-service education: Qualitative results from a quasi-experimental study. Nurse Educ Pract. 2017;28:7.