Office of Clinical Education

Preceptor Toolkit
Resources for current and prospective preceptors of Nurse
Practitioner and Physician Assistant students

Updated July 2017

Table of Contents

What Is a Preceptor ?
Why Should I Precept a Student ?
Benefits of Being a Preceptor
Expectations/Competencies of a Preceptor
Expectations of the Student
“The Voice of the Preceptor” – Preceptor Success Stories & Tips
Instructional Techniques – Resources
Student Use of the Electronic Medical Record (2 slides)
Office of Clinical Education (OCE) Contact and Information
Additional Professional Development Resources
Brief Questionnaire
Learning Objectives

At the end of this training, you should be able to:

1. Define the term “preceptor”

2. Discover the “why” and realize the benefits
3. Understand the expectations of a preceptor and a student
4. Identify your resources as a preceptor
What is a Preceptor?

An experienced practitioner who provides direct supervision

during clinical practice and facilitates the application of theory
to practice for students.
Helps students acquire new competencies for safe, ethical and
quality practice.
Sets expectations, provides feedback about the students’
performance and appropriate opportunities to meet the
students’ learning objectives.

Table of Contents
Why should I consider being a preceptor?
Susan McKinney PA-C, DFAAPA
Primary Care
IU Health Physicians

“This is an incredible responsibility and we must do this well.

I think if I can demonstrate my passion for healthcare … I can influence
students and hopefully teach them something along the way”.

Table of Contents
 Benefits of Being a Preceptor

 Continuing Education Credit (CEU’s), and CME’s. For PA’s, this is CME Category 1 credit
 Setting an example of the responsibility to teach students (who may also be future preceptors)
 This is a part of the preceptor’s CV from a professional development standpoint
 A mentor and role model for the next generation of PA’s or NP’s
 Helps to ensure quality continuation of the profession
 Opportunity to share past and current knowledge about technology and new discoveries in healthcare
 Changing the lives of students
 Creating memorable experiences
 A rewarding sense of “giving back”
 Can enhance one’s professional reputation
 A sense of fulfillment in doing what’s right for current and future students
 Helps a student develop as a future clinician for the real world of practice
 Opportunity for professional development

References:
“Precepting PA students: How you can touch the future”
http://journals.lww.com/jaapa/Fulltext/2012/02000/Precepting_PA_students__How_you_can_touch_the.1.aspx
“Precepting in a busy clinic” http://www.nonpf.org/?page=Preceptor_Vignettes
“AANP Preceptor Toolkit” https://www.aanp.org/education/education-toolkits/preceptor Table of Contents
Preceptor Education Program (PEP) http://www.preceptor.ca/index.html
Expectations and Competencies of a Preceptor
Becoming a preceptor generally requires at least one-year of experience practicing as a professional.
Preparation
 Facilitate a welcoming environment – let the staff know when the student will be coming; provide a space for the student
 Provide the student with information regarding the nuances of the office/hospital environment such as electronic medical
record training and sign-on
 Assess learning needs of the student
 Make sure the patients have agreed to the student participating in their care
Communication
 Establish a nurturing relationship with the student (Ulrich 2010)
 Communicate clear expectations at the beginning during the “introductory phase” of the relationship
 Communicate clear expectations for every practice day so the student understands what you expect from them that day
Instruction
 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
 Discuss ethical principles for care delivery with the student (Ulrich 2010)
Info obtained by Mary Steinke/IU Kokomo Nursing Program
References: Thomas, A. et al. (2011). Nurse practitioner core competencies. Retrieved from:
http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/imported/IntegratedNPCoreCompsFINALApril2011.pdf
Ulrich, B. (2010) The preceptor role. In Mastering precepting : A nurse's handbook for success. Indianapolis, IN: Sigma Theta Tau International. Retrieved from: Table of Contents
http://rnpreceptor.com/docs/sampleMasteringPrecepting.pdf
 Expectations of the Student

 Students should complete paperwork and training required by institution in a timely manner.
 Students should have university/facility identification (name badge) at all times during rotation.
 Students should have dates/hours of clinical hours planned prior to start of rotation and
approved by both faculty and preceptor- including any evaluation requirements.
 Students must be punctual and professional.
 Students should come prepared with all needed equipment and learning tools including specific
learning objectives for current rotation and course syllabus .
 Professional dress and grooming are expected. In any clinical site requiring patient contact,
students should wear appropriate lab coats or attire as directed by faculty and preceptor.
 Students should only see patients as delegated by preceptor.
 Students are expected to discuss documentation specifics with preceptor. If policy permits
student documentation in the patient record, the student should sign his/her name & provider
relationship.
 Students are expected to contact faculty and preceptor if any concerns arise during rotation.
 Students will provide school instructor and/or clinical coordinator contact information to
preceptor.

Info gathered by:

Samantha Tielker/IU School of Nursing Acute Program & Jill Gardner/IU Physician Assistant Program Table of Contents
The Voice of the Preceptor

 A Preceptor’s Success Story

 A Preceptor’s Success Story
 Precepting Tips
 “A Day in the Life” of a Preceptor

Table of Contents
 A Preceptor’s Success Story
Dr. Bart Besinger, MD
Assistant Professor of Clinical Emergency Medicine
Associate Director, EM Student Clerkship
Department of Emergency Medicine

The introduction of PA students into the mix of learners in our academic emergency department has been an unequivocal
success. We have integrated them into our pre-existing medical student schedule which affords them exposure to the
breadth of emergency department patients from minor complaints to critical illness. Our rotation is not an
observership. The PA students function as the primary provider for their patients, supervised by emergency medicine faculty
physicians and residents. The students have enthusiastically embraced this role and faculty members have been extremely
pleased with their work ethic and clinical performance.

The presence of PA students has substantially enhanced the educational milieu of our emergency department. Faculty
members find them to be a pleasure to teach and their presence provides excellent opportunities for inter-professional
education for our other learners, including medical students and emergency medicine residents.

Voice of the Preceptor List

Table of Contents
A Preceptor’s Success Story
Robert M. Schrock, RN, MSN, NP-C
IU Health Eagle Highlands Family Practice

In my four years as a Board Certified Family Practice Nurse Practitioner, I have utilized various techniques to
precept students. I have used my prior experiences as a student, knowledge gained from my 20 years of
experience precepting paramedic students and my experience as a Nurse practitioner to tweak the process. I sit
down with every prospective student prior to accepting them to precept. I lay out my expectations and answer any
questions they may have. Once I start precepting a student, I have found by initially allowing students to observe
patient care, they gain a better understanding of the complete history and physical, differential diagnosis and
clinical diagnostics. It also allows students the opportunity to ask questions and facilitates a comfort level for
transitioning to independence in treating patients. As the student becomes more comfortable, I allow them to
assume patient care in its entirety but I am always in the room with the student as a resource and adjunct to their
learning.

After finishing a clinical rotation, I take to heart the feedback I receive from each student on how I can improve as
a preceptor and make adjustments for future students.

Voice of the Preceptor List

Table of Contents
Precepting Tips
Lindsay Anderson, MSN, ACNP-BC
Acute Care Nurse Practitioner for Trauma
and Critical Care
IU Health Physicians

Develop objectives and goals for the students that are specific to your service and patient population.
Continually assess learning needs and adjusting individualized goals based on each students’ progress.
Try to teach time management and patient prioritization in providing care to critically ill patients.
Role model evidenced based practice and professionalism, “ walk the walk”, and hopefully someday your student
will become an exceptional preceptor.
Provide timely and constructive feedback and coaching.
Maintain evidence based practice so you can demonstrate and provide the highest quality of care to your
patients.
Be open to questions and encourage feedback from the student as well to help optimize their experiences.
Utilize all your resources and know that learning experiences do not always have to come from just you, but utilize
expert colleagues for experiences (i.e. dietician, pharmacy).
Motivate the student, include them in developing plans, critical thinking, difficult situations. Demonstrate
enthusiasm and enjoyment in your role.
Voice of the Preceptor List
Table of Contents
“A Day in the Life” of a Preceptor
Shelly King, NP
Riley Pediatric Urology
IU Health Physicians

I have always felt it was an honor and a privilege to teach. Students bring excitement to a practice, they keep us
open to new ideas on top of the changing health care environment. Students come in varying degrees of
confidence and skill mastery. Helping a student determine how they will become more independent with each
clinical experience and watching it happen is rewarding. We encourage students to read and review the literature
and then bring information back to the team. They can bring new insight into specific areas of patient care and
clinical education. Everyone learns in this environment. It’s important that the whole office be involved; learning
all roles in the professional setting aids in future job performance and leadership within an organization. Our
entire team participates and this helps staff stay focused on patient care and encourages cohesiveness between
team members.

Most preceptors cannot reduce their workload when working with students. We do it because we want to support
our profession and our future colleagues. My personal experience is that students bring a very positive influence
to my day, and in a very short time they are supportive in the clinical care and education of patients.

Being a preceptor provides an opportunity to share experiences. I’ve been fortunate over the years to have many
students return to share their experience and career success with me. It’s great to know that our students
become respected colleagues who continue to move our profession forward.

Voice of the Preceptor List

Table of Contents
Instructional Techniques
 Teaching Models

 Individualized Learning

 Workflow Considerations

 Comprehensive Online Preceptor Courses

Table of Contents
 Instructional Techniques: Teaching Models

One-Minute Preceptor
https://www.youtube.com/watch?v=eRBdfXRj5N0
Published on Jul 26, 2016
Dr. Margaret Dow, M.D., Assistant Professor of Obstetrics and Gynecology, Mayo Clinic College of Medicine discusses a
quick and easy method of approaching clinical teaching – The One Minute Preceptor model.

Ask-Tell-Ask Feedback Model

http://paeaonline.org/wp-content/uploads/2017/02/Ask-Tell-Ask-Feedback-Model.pdf

Introducing/Orienting a PA Student
http://paeaonline.org/wp-content/uploads/2017/02/IntroducingOrienting-a-PA-Student.pdf

SNAPPS: A Six-Step Learning Centered Approach to Clinical Education

http://paeaonline.org/wp-content/uploads/2017/02/SNAPPS.pdf

Resources:
Physician Assistant Education Association (PAEA) http://paeaonline.org/

Instructional Techniques List

Table of Contents
Instructional Techniques: Individualized Learning
Precepting Acute Care NP
https://vimeo.com/118248470

Precepting Primary Care NP

https://vimeo.com/118248476

Working with Overly Confident NP Students

https://vimeo.com/118248471

Working with Overly Sensitive NP Students

https://vimeo.com/118248472

Tailoring Clinical Teaching to an Individual Student

http://paeaonline.org/wp-content/uploads/2017/02/Tailoring-Clinical-Teaching.pdf

Resources:
Physician Assistant Education Association (PAEA) http://paeaonline.org/
The National Organization of Nurse Practitioner Faculties (NONPF) http://www.nonpf.org/?page=Preceptor_Vignettes

Instructional Techniques List

Table of Contents
Instructional Techniques:
Workflow Considerations
Incorporating Students into Patient Care Workflow
http://paeaonline.org/wp-content/uploads/2017/02/Incorporating-Students-into-Patient-CareWorkflow.pdf

Precepting in a Busy Clinic Environment

https://vimeo.com/153056353

Resources:
Physician Assistant Education Association (PAEA) http://paeaonline.org/
The National Organization of Nurse Practitioner Faculties (NONPF) http://www.nonpf.org/?page=Preceptor_Vignettes

Instructional Techniques List

Table of Contents
 Comprehensive Preceptor Courses

The following are more in depth preceptor education

programs hosted on open-source platforms:

E-Tips for Practice Education

Developed by: Rosemin Kassam, B.Sc.Pharm., PharmD., ACP; Donna Drynan, M.Ed.,; Elizabeth MacLeod, M.Sc.; Lois Neufeld, RN;
Glynnis Tidball, M.Sc.

Preceptor Education Program

Developed by: Kinsella, E.A., Bossers, A., Ferguson, K., Jenkins, K., Bezzina, M.B., MacPhail, A., Moosa, T., Schurr, S., Whitehead J.,
& Hobson, S. (2nd ed.)

Instructional Techniques List

Table of Contents

Resources:
1. Kassam R, McLeod E, Kwong M, et al. An interprofessional Web-based resource for health professions preceptors. Am J Pharm Educ. 2012;76(9):168.
2. Supporting Nurse Practitioner Preceptor Development; Bazzell, Angela F. et al.; The Journal for Nurse Practitioners 2017 , Volume 04 , Issue 13 ,
 Student Use of the EMR

 Using the EMR can contribute to the students’ educational experience and provides
an opportunity to practice utilization of the record and documentation standards for
their professional practice

 Utilizing History and Physical note templates may prompt learners to evaluate the
patient systematically and ask more pertinent questions1

 From the Alliance for Clinical Education2:

 Documentation in the patient’s chart should be reviewed for content and format
 Students should be exposed to the decision support offered in EHR systems
 Students’ work is not billable, so student documentation should be clearly shown
as separate from the teaching provider
Table of Contents

Resources:
1. Morrow J, Dobbie A. Using the Electronic Health Record to Enhance Student Learning; Family Medicine2010;42(1):14-5.).
2. Hammond MM et al. Medical Student Documentation in Electronic Health Records: A Collaborative Statement from the Alliance for Clinical Education.
Teaching and Learning in Medicine. 2012; 24:257-266)
Student Use of the EMR

Accessing the patient record:

 Ensure students have received training and a unique student log-in to access the EMR system

IU Health Policy IS 1.01:

⎻ Personnel must never use another person’s User ID to access IU Health resources

⎻ Personnel shall never allow others to access systems with their User ID, or disclose their
password to anyone else (including IS) for any reason

 IUH Employees who are providing care in a student role should be accessing the EMR with their
student position/access to the record

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Who do I contact to ask questions?
Office of Clinical Education (OCE)

An IU Health system-wide program to help facilitate clinical placement of NP & PA students

 Students must register with our office by visiting https://iuhealthcpe.org/OCE and creating an
account

 Students are expected to report any current or future clinical assignments, or submit preceptor
requests on the OCE website. Students should keep their information updated and report any
changes to clinical assignments or requests to the OCE staff.

 OCE assists with the educational affiliation agreements between IU Health and the
college/university.

 If you have questions you may contact OCE at:

Email: [email protected]
Phone: 317-962-5048
Table of Contents
 Additional Professional Development Resources Table of Contents

Organization Articles or Info Comments

American Association of Nurse Practitioners AANP Preceptor Toolkit  Additional info on ‘why’ being a preceptor is important
(AANP)  Professional Characteristics
https://www.aanp.org/  Barriers, Expectations, Qualities
 Strategies, Scheduling, Other
American Association of Physician Assistants PA’s are able to create an account to become  Practice Resources
(AAPA) a member  Federal & State Legislation Information
https://www.aapa.org/  Annual Conferences and More
Physician Assistant Education One-Pagers for Preceptors  Preceptor Handbook & Resources
Association (PAEA) http://paeaonline.org/publications/preceptor-  Research
http://paeaonline.org/ handbook/  Events, Professional Services, Other

Registered Nurses Professional Development Preceptor or Mentor – What’s the difference?  Mentoring
Center (RNPDC) A Guide to Preceptorship & Mentoring  Additional info on competencies
http://www.rnpdc.nshealth.ca/ Preceptorship Competencies  Other Resources
American Academy for Preceptor Advancement Stories from the Field  More preceptor stories & and other resources
http://www.preceptoracademy.com/ (must create an account for access)
Preceptor Education Program (PEP) Create an account to access the modules  Multiple Resources and Professional Development
http://www.preceptor.ca/index.html Click: ‘Get Started’, ‘Enter Modules on OWL’ opportunities for preceptors
-Follow Instructions for creating an account
Coalition of Advanced Practice Nurses of Indiana APP Nurses can become a member  A State of Indiana organization
(CAPNI)  Events, Resources
https://capni.enpnetwork.com/  Political Updates, Other
The National Organization of Nurse Practitioner Preceptor Portal  Preceptor Vignettes
Faculties (NONPF) http://www.nonpf.org/?page=PreceptorPortal  Preceptor Manual
http://www.nonpf.org Main  Policy Info/Updates
 Events and More
PLA: Indiana State Board of Nursing State Licensing Agency  Licensure and Compliance Info
http://www.in.gov/pla/nursing.htm  Other Resources
Brief Questionnaire

Thank you for your participation

 Please click on the link below to answer a few questions about this toolkit.

 Your answers will assist the IUH Office of Clinical Education in the evaluation process and in making any
necessary improvements.

https://www.surveymonkey.com/r/OCEtoolkit

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