Botma, YvonneHugo, Lizemari2019-06-282019-06-282018-06http://hdl.handle.net/11660/9879Preceptors need training for two main reasons; one is to successfully facilitate students’ learning through theory-practice integration and secondly to equip preceptors with the necessary skillset to do so. Currently, no preceptor-training programme exists that is built on the clinical nursing education and training model where preceptors are employed, supported and trained by nursing education institutions. There is also limited quantitative research done to measure the effect of preceptorship on students’ learning. The researcher hypothesised that undergraduate students who are accompanied by trained preceptors will experience quality support and be more competent than those accompanied by untrained preceptors. This thesis offers not one but two new contributions to the field of knowledge: a preceptor-training programme and a refined programme theory for preceptorship. The study unfolded in three phases. The first phase comprised a multimethod process to generate topics for the preceptor-training programme. A nominal group technique and general literature review were used to generate topics which were verified through a Delphi technique where the twelve participating experts reached a 70% consensus on each topic. Seven outcomes were formulated, based on the results. The training programme is immersed in strong pedagogical theories and principles that promote active engagement and thinking operations. Phase two piloted the training programme as a quantitative experimental randomised control trial with a pre-test and post-test design. Two nursing education institutions were randomly selected as the experimental and control groups. Census sampling allowed 21 preceptors at the experimental group and 346 students from both institutions to participate in the intervention. The pre-test comprised assessing students’ competence and students completed a preceptor support questionnaire. Shortly thereafter, the researcher presented the training programme to undergraduate preceptors from the experimental group. Only six preceptors attended the training. Students continued to complete the support questionnaire after each clinical rotation. The competence of students was reassessed during the post-test. Quantitative data showed a poor outcome that may be due to poor participation by preceptors and high student attrition rates. Critical reflection allowed the researcher to describe several valuable lessons learned during the execution of the pilot study. The researcher used a realist evaluation, as phase three, to explore the implementation of the intervention in the ‘real world’. Reflective field notes made during the pilot study allowed the researcher to describe the context-mechanism-outcome configuration of the programme. By exploring the context, insight was gained into the influences and motivation of preceptors to transfer their learning. The mechanism describes the complex interrelationships within the systems where preceptors need to function. Through the realist evaluation, the researcher concluded that a preceptor-training programme is not the sole determinant that promotes the transfer of learning by preceptors to their students. A systems approach is essential as preceptors’ function both within the nursing education institution and healthcare system. Nursing education institutions need to support and value preceptors as a stakeholder by creating a place for them within their system. Other results revealed that institutions should be mindful of the enacted curriculum and the alignment of theory with practice. Through a realist evaluation the researcher presents a refined theory for a positive outcome where preceptors can function optimally.enInterventionNursing education institutionsPreceptorsPreceptor-training programmeProgramme developmentRealist evaluationRefined programme theoryTransfer of learningUndergraduate nursing studentsThesis (Ph.D. (Nursing))--University of the Free State, 2018ThesisUniversity of the Free State