Determining the Preceptors' Participation in Influencing the Acquisition of Clinical Competencies Among Undergraduate Nursing Students in Government and Private Universities in Uganda
Authors: Kempango Joan , Boibanda Franklin , Lugulu Joyce , Kintu Justice 
Published: January 2025

Like other developing countries, Uganda grapples with the critical challenge of equipping nursing students with essential clinical competencies. This happens in both government and private institutions. These competencies encompass vital nursing skills, knowledge, attitudes, and behaviors crucial for effective nursing practice. Students must improve their competencies in a clinical environment or get frustrated, suffer from low esteem, have poor clinical judgment, and face the dangers of compromising the care and safety of patients. Central to these competencies are clinical skills, such as medication administration and patient assessment, forming the basis for safe, high-quality patient care. A profound understanding of complex healthcare, including disease management and evidence-based practice, is equally crucial.  Uganda's patient population confronts various chronic and acute illnesses.  Addressing these challenges demands skilled nurses for patient safety and outcomes. Urgent action is required to prepare clinically competent nurses.  These challenges underscore the significance of nursing students gaining proficiency in clinical competencies. The main objective of this study was to determine the influence of preceptors' participation in enabling undergraduate nursing students to acquire clinical competencies in government and private universities in Uganda. Government and private universities allows for a more comprehensive understanding of how preceptors operate in different educational contexts. Each type of institution may have unique characteristics regarding its clinical training environments, which can influence how preceptors engage with nursing students and facilitate their learning.  The study site was at the eight participating universities in Uganda. The study employed a descriptive research design incorporating quantitative and qualitative methods. The participants included 101 students, eight supervisors, and 48 preceptors.  Probability and non-probability sampling were done, and a sampling frame was used to select the universities and distribute the participants. Self-administered questionnaires were used for data collection after piloting. Cronbach’s alpha, median, and interquartile range were calculated using SPSS 22. A P-value less or equal to 0.05 was taken as statistically significant. Results are presented in frequencies, percentages, and tables. Qualitative data was thematically analyzed. Chi-square tests were conducted to assess associations. The study showed that the acquisition of clinical competencies is positively correlated with preceptors’ participation (r=0.783) (p=0.000), students’ perceptions (r=0.775) (p=0.000), Institutional factors(r=0.668) (p=0.000), and the clinical learning environment (r=0.556) (p=0.000). The study further shows that 69.9% (n=70) had adequate clinical learning experience, while 31% (n=31) had inadequate clinical learning experience. This implies moderate student supervision and an unfavorable clinical learning environment. Competency acquisition in student nurses is positively influenced by the active involvement of preceptors, students' perceptions, institutional factors, and a supportive clinical learning environment. A sufficient amount of clinical experience is pivotal in developing competent student nurses. Inadequate time for clinical practice, overcrowding, insufficient supervision and feedback, and limited resources result in incompetencies. Nursing students should receive more time to practice, and resource availability must be improved. Overcrowding of students in clinical settings should be monitored. Supervision and feedback should be provided to nursing students.