Securing preceptors for advanced practice students

Camille Payne, Mary L. Heye, Kathleen Farrell


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.


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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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