Network analysis of teaching self-efficacy and tacit knowledge sharing among clinical nursing preceptors: a multicenter cross-sectional study

Abstract Background: Clinical nursing preceptors play a central role in translating classroom knowledge into clinical competence. Teaching self-efficacy and tacit knowledge sharing are important components of precepting capacity, yet their item-level associations remain unclear. This study examined the network structure of teaching self-efficacy and tacit knowledge sharing among clinical nursing preceptors and identified central and bridge items to inform future preceptor training. Methods: A multicenter cross-sectional survey was conducted from February to June 2026 among 1221 clinical nursing preceptors from four hospitals in Guangyuan, Sichuan Province, China. Data were collected using a demographic questionnaire, the Clinical Teacher Tacit Knowledge Sharing Scale, and the Chinese version of the Clinical Nursing Teachers’ Teaching Self-Efficacy Scale. A regularized partial-correlation network was estimated using a Gaussian graphical model with graphical least absolute shrinkage and selection operator regularization. Strength, closeness, betweenness, and bridge strength were calculated. Bootstrapping was used to assess edge accuracy and centrality stability. Network comparison tests were conducted by age, precepting experience, and frequency of preceptor training. Results: The mean teaching self-efficacy score was 167.78 ± 38.44, and the mean tacit knowledge-sharing score was 36.96 ± 4.65. The network included 32 nodes and 234 non-zero edges. The strongest edge connected exchanging work-related experience with nurses and sharing information on key procedural techniques. High strength centrality was observed for items related to creating learning opportunities, multidisciplinary collaboration, and optimizing clinical teaching based on interns’ assessment results. Bridge strength was highest for items related to expressing experience during learning activities, communication guidance, and sharing work-related know-how. The correlation stability coefficient for strength centrality was 0.60. Network structures differed by age group and frequency of preceptor training, but not by precepting experience. Conclusions: Teaching self-efficacy and tacit knowledge sharing among clinical nursing preceptors formed an interconnected item-level network. Learning opportunity creation, feedback-informed teaching adjustment, multidisciplinary collaboration, and tacit knowledge externalization may represent candidate priorities for future preceptor training. Given the cross-sectional self-report design, these findings should be interpreted as exploratory associations rather than causal evidence.