BACKGROUND: The impetus for the study was the concern of teachers about the potentially deleterious effects of conflict in the preceptee-preceptor relationship. Preceptorship, in which students work alongside designated professionals in clinical settings, can provide opportunities to integrate theoretical and practice knowledge, and can play a part in professional development. However, students may experience communications and interpersonal problems with their preceptors and, if the conflict thereby generated is not challenged and resolved, negative outcomes can occur for students, preceptors and teachers. AIM: The purpose of the study was to explore the nature of conflict in preceptorship experiences. METHODS: A modified, simultaneous quantitative/qualitative triangulated method was used, with the quantitative results reported in this paper. A total of 548 questionnaires were mailed to students and preceptors in the final clinical experience of undergraduate programmes in four disciplines. The return rate was 42.7% (234 questionnaires). FINDINGS: Data revealed the prevalence of conflict, the degree to which this affected preceptorship relationships, factors occurring in the practicum that may contribute to conflict, the degree to which the conflict was resolved, and the outcomes of conflict. CONCLUSIONS: It is only through an understanding of the dynamics involved in conflict, and its negative effects on students, that teachers, preceptors and students alike can respond proactively to conflicts and become adept at seeking and implementing effective solutions.
BACKGROUND: The impetus for the study was the concern of teachers about the potentially deleterious effects of conflict in the preceptee-preceptor relationship. Preceptorship, in which students work alongside designated professionals in clinical settings, can provide opportunities to integrate theoretical and practice knowledge, and can play a part in professional development. However, students may experience communications and interpersonal problems with their preceptors and, if the conflict thereby generated is not challenged and resolved, negative outcomes can occur for students, preceptors and teachers. AIM: The purpose of the study was to explore the nature of conflict in preceptorship experiences. METHODS: A modified, simultaneous quantitative/qualitative triangulated method was used, with the quantitative results reported in this paper. A total of 548 questionnaires were mailed to students and preceptors in the final clinical experience of undergraduate programmes in four disciplines. The return rate was 42.7% (234 questionnaires). FINDINGS: Data revealed the prevalence of conflict, the degree to which this affected preceptorship relationships, factors occurring in the practicum that may contribute to conflict, the degree to which the conflict was resolved, and the outcomes of conflict. CONCLUSIONS: It is only through an understanding of the dynamics involved in conflict, and its negative effects on students, that teachers, preceptors and students alike can respond proactively to conflicts and become adept at seeking and implementing effective solutions.