ABSTRACT
Purpose: The objective of this study is to explore and examine the approaches utilized by preceptors in guiding graduate nursing students toward developing critical thinking skills within governmental nursing colleges in Iraq. Methods: The study involved 215 preceptors employed in Al governmental nursing colleges in Iraq. Purposive sampling was used to select participants who had at least two years of nursing preceptorship experience. A survey instrument consisting of two open-ended questions was used to collect data, and descriptive and inferential statistics were used to analyze the data. Results: Most preceptors (82.8%) agreed that critical thinking is important to graduate nursing education, and 93.5% agreed that critical thinking skills are adequately taught during preceptorship. Case studies (92.1%), simulation (87.4%), and problem-based learning (81.9%) were the most commonly used methods to enhance critical thinking skills in nursing students during preceptorship. The study identified six main challenges, including managing the diverse needs and abilities of students, integrating students into the clinical environment, educators' lack of knowledge, selection criteria, teaching strategies, and language. Conclusion: The study concluded that most preceptors acknowledged the significance of critical thinking in nursing education and felt that these skills were effectively taught during preceptorship. Preceptors employed different techniques like case studies, simulation, and problem-based learning to enhance critical thinking abilities in nursing students.
