1. Renda, S. (2019). Nurse practitioner programs preceptor guidebook. Johns Hopkins School of Nursing. https://nursing.jhu.edu/wp-content/uploads/2023/06/JHU-School-of-Nursing-Nurse-Practitioner-Programs-Preceptor-Guidebook-January-2019.pdf
   
   

2. Center for Creative Leadership. (2024, September 27). How to give feedback most effectively. Center for Creative Leadership. https://www.ccl.org/articles/leading-effectively-articles/how-to-have-a-coaching-conversation/
   
   

3. Center for Creative Leadership. (2025, February 24). Improve talent development with our SBI feedback model. Center for Creative Leadership. https://www.ccl.org/articles/leading-effectively-articles/review-time-how-to-give-different-types-of-feedback/

4. Pangaro, L. N., & McGaghie, W. C. (Eds.). (2015). Handbook on medical student evaluation and assessment. Gegensatz Press.

5. van de Ridder, J. M. M., Stokking, K. M., McGaghie, W. C., & Ten Cate, O. T. J. (2008). What is feedback in clinical education? Medical Education, 42(2), 189–197. https://doi.org/10.1111/j.1365-2923.2007.02973.x

6. Benson, A. (2025, July 12). Responses to interview questions regarding CRNA preceptor training [Personal communication].

7. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.

8. Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY: Longmans, Green.

9. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: Handbook II: Affective domain. New York, NY: David McKay.

10. Simpson, E. J. (1966). The classification of educational objectives, psychomotor domain. Washington, DC: U.S. Department of Health, Education, and Welfare.

Pre- and post-survey adapted from the CTEQ and used with permission of Dr. Michelle Wormley, DPT, PhD 

11. Wormley, M. E., Romney, W., & Greer, A. E. (2017). Development of the Clinical Teaching Effectiveness Questionnaire in the United States. Journal of Educational Evaluation for Health Professions, 14(14). https://doi.org/10.3352/jeehp.2017.14.14

Demographic questions adapted from a preceptor workshop demographic survey and used with permission of Dr. Mary Scott-Herring, DNP, MS, CRNA

12. Scott-Herring, M., & Singh, S. (2017). A CRNA preceptor workshop to increase preceptor satisfaction, confidence, and comfort: A quality improvement project. AANA Journal, 85(5), 24-31.

Module evaluation items were adapted from a bank of course evaluation questions developed by Marymount University (n.d.) to assess module effectiveness, clarity, relevance, and user confidence.

13. Marymount University. (n.d.). Examples of custom questions for course evaluations [PDF]. Office of Planning and Institutional Effectiveness. https://marymount.edu/marymount.edu/media/Planning-Institutional-Effectiveness/Course%20Evaluations/Question-Bank.pdf