Resources for Current Preceptors
Resources for Current Preceptors
Assist the student in acquiring the experiences and skills necessary to successfully fill his/her role as a member of the health care team. Act as a resource and expert, answer questions and support the student.
Anticipate the student’s needs and concerns, and make yourself available to respond to those needs. Your professional attitude, performance, and supportive manner separate a mentor from a co-worker.
Introduce the student to co-workers, physicians, and other employees whom they may come in contact with. Include the student in breaks, lunches, and staff meetings when possible.
Maintain a positive attitude.
Practice what you preach. Anything less destroys your credibility.
Think out loud. This gives the student an opportunity to understand why you do what you do.
Provide positive feedback for a job well done.
Assist the student to learn from his mistakes.
Never abandon the student. As the student gains confidence and skills, he/she will begin to work independently. Until that time arrives, he/she will need and want supervision.
Always give clear and complete instructions.
Inform the student of the resources that are available to meet his/her needs.
Provide simulation experiences to allow the student an opportunity to practice new experiences.
Stay approachable, flexible, and honest.
The One-minute Preceptor is a 5-step model for structuring feedback to learners.
Get the student to commit to a diagnosis and treatment option.
Probe for supporting evidence.
Teach general rules that can be applied to other situations.
Reinforce what was done right.
Correct mistakes.
One-Minute Preceptor: Acute Care Setting (6:50)
This video will give you a framework to provide feedback to students in an acute care setting, emergency department. It focuses on how to have the students collect an accurate history assessment and providing differential diagnoses.
One-Minute Preceptor: Primary Care Setting (5:58)
This video provides an example of a preceptor and student interaction in a primary care setting. It demonstrates how to provide feedback to a student following an outpatient visit by reinforcing what is done right and correcting mistakes.
One-Minute Preceptor: Working with the Overly Confident Student (7:21)
This video provides an example of a preceptor interaction with an overly confident and/or confrontational NP student. It demonstrates strategies for communicating expectations and providing constructive feedback.
Dealing with the Challenging Student: The Overly Sensitive Student (9:18)
This video provides an example of a preceptor interaction with an overly sensitive student. It illustrates approaches to mentor the student in professional behavior and expectations, and how to provide constructive feedback.
Preparing to Precept: Precepting in a Busy Clinic (12:32)
Preceptors may have to navigate managing a busy clinic while educating NP students. This video provides strategies for pre-planning activities that maximize time.
Preparing to Precept: Precepting Pediatric Clinical Experiences (7:20)
Preceptors in pediatric settings may encounter students without pediatric experience. This video provides strategies for preparing NP students for this population.
Precepting in an Interprofessional Educational Clinic Model (19:31)
This instructional video prepares clinical preceptors in the facilitation of an interprofessional education experience for students of healthcare professions who will have clinical experience is a community practice setting. Goal to provide an introduction to interprofessional education and provide preceptors with a template to organize and coordinate an IPE clinic experience.
This module from NYU Rory Meyers School of Nursing discusses teaching and learning in clinical settings, as well as ways to talk to students about NP practice.
Before beginning any of the modules, they request that your register -- it only takes one minute. Registration is free and it allows you to receive ANCC or NAPNAP credits once you complete a module.
eLearning Modules (9 possible)
Module 1: Teaching, Learning, and NP Practice (1 hour)
Pre-Test
Module 1: Adult Learning Styles
Module 2: Giving Feedback
Module 3: Debriefing
Module 4: SCENARIO - Student Arrives Late to Clinical
Module 5: SCENARIO - Performance Evaluation
Module 6: How to Verify Your Students' Clinical Hours on Typhon
Module 7: Interview with Jo Ann Serota, DNP, CPNP, FAANP, IBCLC
Module 8: NONPF Preceptor Resources
Module 9: Are You Prepared to React in the Event of Workplace Violence? An Interview with a Police Expert
Post-Test.
These learning resources are from Western University eLearning: Online training for faculty and staff.
PART 1: Preceptor Communication Dos and Don'ts When Giving Feedback (18:52)
Identify: What is feedback?
Identify: Why is feedback important to student learning?
Identify: What are the barriers to students receiving feedback?
Identify: What are the barriers to preceptors giving feedback?
Identify: What are the Principles of Feedback?
Display model approaches to giving feedback
PART 2: Preceptor Communication Dos and Don’ts When Giving Feedback (14:07)
Identify examples of ineffective feedback techniques (Don’ts)
Identify examples of effective feedback techniques (Do’s)
This FREE course is designed to provide comprehensive information and support for preceptors (also referred to as Agency Field Instructors and Clinical Educators). It is from Dalhousie University, Faculty of Health, Halifax, Nova Scotia, Canada.
It has 5 modules, 50 lessons, and 6 quizzes. Time: 5 hours
Course Modules & Objectives
Module 1 – The Role of the Preceptor
Module 2 – Teaching Methods and Learning Styles
Module 3 – Evaluation and Feedback
Module 4 – Supporting Students’ Learning Needs
Module 5 – Fostering Interprofessional Learning
Precepting
Barker & Pittman (n.d.). Preceptor Toolkit. Rush University. [34-page pdf slide deck]
The Office of Clinical Education (2017). Preceptor Toolkit. Indiana University Health. [This 23-page pdf slide deck contains well-organized information from the basics to instructional strategies.]
Ulrich, B. (2018). Core Precepting Concepts. In Urlich, B. (Eds.), Chapter 4: Mastering Precepting (2nd Ed.), p83-102. Indianapolis, IN: Sigma Theta Tau.
Biagioli, F. E., & Chappelle, K. (2010). How to be an efficient and effective preceptor. Family practice management, 17(3), 18–21. [Although intended for physicians precepting medical students, there is much that applies to the NP precepting the student NP.]
Teleprecepting
Teleprecepting Implementation Check List (n.d.). The University of California at San Francisco.
Tips for Transitioning from In-Person Precepting to Teleprecepting (2020). The University of California at San Francisco. (48:30)
How To: Zoom Visits With Preceptor, Student and Patient (n.d.). The University of California at San Francisco. (2:14). [Video created by students Megan Grant and Taylor Cuffaro with Charles Grant and Allison Wong of Forever Ready Production]
In this series of videos, we will learn the difference between a bad, good, and even better telehealth consult. While some of these demonstrations may seem humorous or “over the top”, all are based on actual patient scenarios. As you watch, notice the difference between the Good, the Bad, and the Ugly.
Funded by: HRSA Advanced Nursing Education Workforce Grant #T94HP30910
Produced by: Old Dominion University College of Health Sciences, School of Nursing
Old Dominion University's Center for Telehealth Innovation, Education and Research (C-TIER) has developed Telehealth training videos. The focus of this series is on physical exams via Telehealth.
Several of these videos show how practitioners instruct the patient in a self-exam with the use of a tablet and/or computer, along with a series of questions.
Other videos in this series show how practitioners can use various Telehealth devices to conduct physical exams and consult with specialists.
Introduction to Conducting Physical Exams via Telehealth 1:52
Conducting a Pediatric Well-visit using a Mobile Telehealth Device 7:29
Using Remote Patient Monitoring (RPM) Equipment to Assess Congestive Heart Failure 3:52
Mobile Telehealth Device used to Assess Back Pain between Nurse Practitioner and Specialist 6:21
Telehealth Robot Assists Nursing Facility Staff Communicate Assessment with Primary Care Provider 9:00
Pre-op Airway Assessment via a Telehealth Cart and Oral Camera 2:32
Developed through C-TIER, The Center for Telehealth Innovation, Education and Research at Old Dominion University.