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Enhancing Learning in Clinical Practice

Positive Perceptor Strategies

The clinical component of nursing education is essential since nursing is a practice-based specialty. Students can gain experience in real-world settings while concentrating on their personal growth rather than the demands of the healthcare facility (McLeod et al., 2021). Clinical personnel and nurse educators’ familiarity with the desired learning goals for students’ time in the clinical setting is crucial to developing an effective learning environment in which theory and practice complement one another. Clinical personnel and nurse educators must work together to enhance students’ learning and clinical skill development during clinical practice. The training setting was successful because it encouraged active involvement, provided opportunities for feedback, and fostered an atmosphere conducive to learning.

Increasing student interest in and participation in nursing courses is a top priority, and active learning is a proven method for doing just that. Students in an active learning environment are more likely to retain information since they are actively engaged (Dev et al., 2020). This was accomplished using patient-centered treatment strategies such as questioning, discussing, and active participation. My preceptor constantly probed for my ideas and opinions on patient needs. As a result, I was more invested in the content and felt more empowered to impact patient care. Participating in patient care allows students to put what they have learned in the classroom into practice. Furthermore, I learned how to think critically and solve problems in a clinical context by asking questions, discussing patient situations, and cooperating with other healthcare team members.

In order to foster efficient learning in nursing practice, constructive criticism is an invaluable resource (Buckley et al., 2020). I gained insight into my capabilities and areas of improvement, received encouraging feedback, and strengthened my sense of self-worth. By focusing on areas I needed to develop, I made the most progress toward my goals, and it all started with taking stock of my strengths. The preceptors also helped me see where I was succeeding and falling short by giving detailed comments on my progress. In turn, this allowed me to hone my existing skills and qualities. I gained self-assurance due to the preceptors’ positive reinforcement of my strengths and constructive criticism of my weaknesses.

Establishing safe spaces for sharing ideas, receiving encouragement, and working together productively is crucial to fostering learning in nursing practice. Preceptors must be enthusiastic, approachable, and upbeat to guide their pupils effectively. In addition, the rapport established between a preceptor and a student is crucial to the success of the latter’s clinical education (Rebeiro et al., 2021). The preceptor has provided me with a safe space to ask questions, reflect on my progress, and get insight into how to address areas of development. She was very receptive to my questions and comments, and we maintained an open contact line. Because of this, I felt at ease voicing my questions and concerns. In addition, the atmosphere fostered a cooperative spirit for the exchange of ideas, the broadening of horizons, and the improvement of analytical capabilities. Nonetheless, she always worried about my difficulties in the nursing environment and helped me find a method to overcome them. As a result, they felt appreciated and inspired to continue their education.

Students’ success in achieving clinical learning goals is directly related to the quality of supervision they get from trained professionals. When students learn from experienced preceptors in a real-world clinical setting, they develop the knowledge, self-assurance, and abilities they need to succeed. The preceptorship program creates a constructive setting for clinical education.


Buckley C, Natesan S, Breslin A, Gottlieb M. (2020). Finessing feedback: recommendations for effective feedback in the emergency department. Ann Emerg Med.;75(3):445–51.

Dev, M. D., Rusli, K. D., McKenna, L., Lau, S. T., & Liaw, S. Y. (2020). Academic‐practice collaboration in clinical education: A qualitative study of academic educator and clinical preceptor views. Nursing & health sciences22(4), 1131–1138.

McLeod, C., Jokwiro, Y., Gong, Y., Irvine, S., & Edvardsson, K. (2021). Undergraduate nursing students and preceptors’ clinical placement experiences through an innovative clinical school supervision model. Nurse Education in Practice, p. 51, 102986.

Rebeiro, G., Foster, K., Hercelinskyj, G. J., & Evans, A. (2021). Enablers of the interpersonal relationship between registered nurses and students on clinical placement: A phenomenological study. Nurse Education in Practice57, 103253.


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