A Multisite Study on Knowledge, Perceived Motivators, and Perceived Inhibitors to Precepting Nursing Students within the Clinical Environment in Ghana

Table 5

Exploratory factor analysis on perceived barriers to successfully perform the preceptor role.

Scale items	Loadings	Perceived barriers
Component 1
I am not confident enough to precept students	0.809	Lack of preparation for role
I am not well prepared to precept students	0.706
I see precepting as a challenging task	0.695
I am not able to plan for the precepting process	0.569
Component 2
I do not get the necessary support from my manager	0.678	Lack of support
I do not get support from faculty when students are on clinical placement	0.659
I do not have enough teaching and learning resources to teach students	0.629
I have not been selected to precept students although; I have the desire for it	0.609
I have to precept too many students at the same time	0.581
I have not been trained to precept nursing students	0.470
Component 3
I do not have time to precept students	0.534	Additional burden
I see precepting as an additional demand	0.635
I have a primary responsibility to provide patient care	0.729
I often have little time to work with students at the clinical setting	0.590
I feel overwhelmed with my role as a preceptor	0.599