Nursing and midwifery students’ experiences of preceptorship in clinical education in Uganda: A preceptorship framework-informed qualitative study

Aim/objective: This study explored the experiences of final-year nursing and midwifery students at Mulago School of Nursing and Midwifery during their clinical placements. Background: Preceptorship plays a critical role in bridging the gap between theoretical learning and clinical practice in nursing and midwifery education. Design: A qualitative exploratory study design was conducted. Methods: Data were collected through six focus group discussions with final-year students and thematically analyzed using a deductive approach informed by the Preceptorship Framework. Results: Core themes as guided by the preceptorship framework included: communication, collaboration, contribution, commitment, competence and confidence. Students described preceptorship as an opportunity to engage in hands-on practice under the guidance of experienced professionals. Collaborative relationships with preceptors and other healthcare team members contributed to a sense of inclusion and learning through shared responsibilities. Students reported gaining confidence through progressive exposure to clinical tasks, supported decision-making, and constructive feedback. The development of clinical competence was closely linked to consistent mentorship, opportunities to observe best practices, and gradually assuming independent roles. Despite the experiences, some negative aspects of the experience emerged. Students reported being inadequately supervised or feeling used as substitutes for regular staff, which compromised the intended learning experience. Others expressed difficulty navigating inconsistent expectations and limited access to supportive mentors. These tensions, at times, created anxiety and hindered their ability to benefit from the clinical learning environment fully. Conclusions: These findings underscore the importance of strengthening the preceptorship structure to ensure consistent, learner-focused support that facilitates meaningful professional development in clinical settings.