Preceptorship Training for Nurses

Course description

There is currently a shortage of professional nurses in most health-related service settings in South Africa. This has an impact on the support provided to student nurses who are placed in these settings. This course will introduce professional nurses to the learners who present to the training institution from a diverse social background. On completion of this course, the professional nurse will enhance
the clinical skills development of student nurses by providing expert guidance and supervision to novices in the health-related service settings.

Course details

The content per session (10) includes:
1. Process of reflective journaling using Gibbs ‘reflective cycle (1988)
2. Principles of learning and teaching: Kolb's theory in the context of adult learning (1984)
3. Role of the preceptor
4. Identifying learning opportunities with awareness of the level of complexity
5. Apply relevant knowledge skills and attributes in the process of clinical learning and teaching
6. Initiate, monitor and evaluate a tailor-made skills training programme
7. The use of creative approaches to learning and teaching in order to encourage participants to
maintain an interest in learning.
8. Effectively manage a student-preceptor encounter in the service setting
9. Improvement of clinical assessment modalities

Statement of purpose

The purpose of this course is to equip professional nurses to perform the role of clinical preceptors.
The clinical preceptor will assist students with the development of clinical competencies, which will
have a direct impact on the quality of patient care delivery within clinical service settings.

Course outcomes

At the end of this course participants should be able to:
• Apply the principles of clinical teaching, learning and assessment within the context of adult
education
• Demonstrate an understanding of the individual roles of the mentor and preceptor in clinical
teaching and learning
• Effectively manage a preceptor-student encounter in simulated and service learning settings
• Apply relevant knowledge, skills and attributes in the process of clinical teaching and
learning.
• Initiate, monitor and evaluate a tailor-made skills training programme
• Discuss the use of creative approaches to learning and teaching in order to encourage an
interest in learning.

Entry level requirements

Professional Nurses registered with the South African Nursing Council (Government Notice No. R425 of South African Nursing Council of 1985 - 22 February 1985 as amended)

Planned course dates

06 July 2026 – 17 July 2026 (10 consecutive days)
Applications open 15 May 2026. Application deadline: 02 July 2026

Course evaluation

A course evaluation form will be included in the course guide. Participants will be requested to
complete the form and to include it in the portfolio of evidence. The course evaluation received will assist the School of Nursing to improve future offerings of this CE Course.

Assessment criteria

The preceptor is required to:
1. Demonstrate through reflective journaling (Gibbs, 1988) how an understanding of what went
well during the learning experience and what could be improved in future.
2. Critically evaluate the role of the preceptor in clinical learning and teaching when applying
adult learning principles (Kolb, 1984).
3. Discuss the learning opportunities for students from their individual service units
4. a) Apply different strategies to facilitate the transfer of competencies from simulated to real
service settings
b) Develop the skill to identify Critically analyse learning opportunities for clinical learning
and teaching in a simulated setting that is applied in real service settings
5. Display an understanding of the skills laboratory method, by explaining the different phases
of clinical learning
6. Demonstrate the development of critical thinking processes and clinical judgement in students
to enable management of unfamiliar situations successfully
7. a) Assess the student’s clinical performance and reflect on the assessment given
b) Provide personal and professional support to students in clinical service settings
c) Discuss the value of constructive feedback

Assessment methods

The assessment method used for this course is the compilation of a portfolio of evidence of learning.

The list of evidence for the summative assessment (portfolio of evidence) will be weighted as
follows:
A-01 Worksheet to align clinical learning with the offering of the service unit - 10%
A-02 Worksheet to determine the clinical learning needs of a student/s - 15%
A-03 Facilitating a small group activity on clinical judgment/s - 15%
A-04 Compile a report of clinical supervision and feedback to student - 15%
A-05 Student evaluation of supervision session - 5%
A-06 Clinical assessment of a student in the service setting - 10%
A-07 Reflective report of clinical assessment of student - 10%
A-08 Reflective Journal - 15%
Technical presentation - 5%
TOTAL = 100%

Teaching & learning strategies

This ten (10) day course will be presented in an interactive face-to-face mode while some sessions might be offered online. Participants will be exposed to small group discussions, reflective writing and clinical skills demonstrations. Participants will be encouraged to draw from their own contextual experiences, which will add academic depth to the course.

Pre-Course Readings; 10 hours: 10 – 20 articles
Contact with lecturer / tutor: 60 hours Online / Face-to-face facilitation = 30 hours per week x 2 weeks = 60 hours
Course tasks: 15 hours: Worksheet activities = 7.5 hours per week x 2 weeks = 15 hours
Course tasks: 15 hours: Reflective Journaling = 7.5 hours per week (after hours) x 2 weeks = 15 hours
Total Learning Time = 100 hours
Methods of Assessment = Summative 100% (Portfolio of Evidence)

Course venue

- Online: Google Meet
- The clinical skills laboratory at the Faculty of Community & Health Sciences Faculty, Bellville Campus