Securing preceptors for advanced practice students

Abstract

This paper discusses challenging issues and guidelines for securing preceptorships for advanced practice registered nurse (APRN) students, i.e., clinical nurse specialists, nurse midwives, nurse practitioners, and nurse anesthetists. Student preceptorships are facilitated when there is a relationship that fosters collaboration and cooperation between faculty members in academic institutions and preceptors in clinical institutions. The faculty member in the academic setting ensures that requirements for the course and clinical experiences can be met through the choice of preceptor and patient population or setting within a clinical institution. Faculty must identify, select and contract with preceptors who are not only clinical experts, but who are able to function effectively in the roles of coach and mentor for the advanced practice nursing student. Consideration of the curriculum, student background and preceptor characteristics allows faculty to tailor the clinical assignment so that course and clinical outcomes and student goals are achieved. Faculty, preceptor and student engage in a dialog that delineates responsibilities for orientation, course and clinical expectations, supervision and evaluation. Securing written contracts and clarifying responsibilities is the result of a collaborative relationship that confirms the commitment of each partner in the preceptorship.

Psychiatric-mental health nurse practitioner student preceptorship: Perspectives on the clinical training

“…[8] This complex teaching process is accomplished in part by preceptors not only being experts in clinical content but also having positive personal attributes in a nonhierarchical environment favorable for learning. [5,12] Descriptive studies on preceptors' pedagogical strategies and techniques [9,16] fit well within the context of understanding the PMHNP student-preceptor relationship model where effective learning is a targeted measurable objective. Both studies illustrated that in order for the professional contract to cohere, the clinical environment must be able to provide the trust and security conducive to the student's academic growth.…”

“…In reviewing the nursing literature, it is evident that preceptorship can be conceptualized as a mid-range theoretical construct that forms the framework for the practice specialty. [5][6][7][8][9] As a concept, Marfell [10] (2011) defined nursing preceptorship as the relationship between two nurse learners, one novice and one experienced in their chosen professional specialty. In the PMHNP-student relationship, the nurse practitioner is the preceptor with the knowledge and expertise to effectively: (1) orient the student to the practice specialty, (2) bridge theory to practice, (3) teach required skills and techniques, (4) evaluate clinical progress and outcomes, and (5) support professional transitioning.…”

“…This is a relationship based on mutual professional partnership aimed at achieving best teaching-learning and eventual practice outcomes. [1,5,6] The literature provides conceptual perspectives on the benefits of clinical-practice socialization to students. Some examples include: (1) clarifying role socialization within contexts of professional development, (2) easing social discomfort and clinical practice uncertainties, (3) building collaborative stakeholder connectedness and relationships, (4) increasing emotional intelligence, and (5) building research, practice and leadership capacities.…”

“…[4] PMHNP preceptorship involves the integration of theoretical knowledge with practice skills, and where preparation for future clinical practice is emphasized and facilitated. However, despite a significant body of multinational literature on the concept of preceptorship, current scholarly work on the topic of PMHNP preceptorship as a specialty is indeed sparse; [3,5] thus compelling this author to cite some seminal sources for their scholarly relevance. It stands to reason therefore, that contemporary scholarly reflection on the clinical preparation of PMHNP is applicable in understanding some of the characteristics of student-preceptor-faculty paradigmatic relationships within such a unique practice specialty.…”

Nurse practitioner student preceptor orientation via a Wiki

“…Hence, NP preceptors' role contains unique challenges because it demands a balance between daily teaching of clinical practice and clinical practice expectations. [8] This dichotomy is reflected when evaluating issues involved with NP preceptors and the need for a harmonious and synchronous structure for NP student clinical education. It also elucidates various issues and barriers found in the relevant literature.…”