The Nurse Preceptor Toolkit

Preparing Nurses and Advanced Practice Nurses for Clinical Practice

1st Edition - June 25, 2024
Imprint: Elsevier
Authors: Beth Heuer, Cynthia A. Danford
Language: English
Paperback ISBN:
9 7 8 - 0 - 4 4 3 - 1 0 7 3 6 - 8
eBook ISBN:
9 7 8 - 0 - 4 4 3 - 1 0 8 9 5 - 2

Develop the skills necessary for precepting RN and APRN students and new orientees! The Nurse Preceptor Toolkit is written by and for RN and APRN clinicians and faculty members… Read more

Purchase options

World Book Day Celebration!

Save up to 30% on books and eBooks!

Shop now

Institutional subscription on ScienceDirect

Request a sales quote

Develop the skills necessary for precepting RN and APRN students and new orientees! The Nurse Preceptor Toolkit is written by and for RN and APRN clinicians and faculty members from a variety of levels, specialties, and settings. Using real-life examples and practical tips, this comprehensive resource answers the questions preceptors often ask when interacting with students of all levels, as well as new orientees. Within its pages, you’ll find everything you need to develop and solidify the clinical teaching skills essential to becoming an effective preceptor.

Cover image
Title page
Table of Contents
Evolve Student Resources
Copyright
Dedication
Contributors
Foreword
Preface
Acknowledgments
Part I: Setting the Stage
1. Introduction to Precepting
INTRODUCTION
BACKGROUND
PRECEPTING IN CHANGING HEALTHCARE AND EDUCATIONAL LANDSCAPES
THE GROWING DEMAND FOR ADVANCED PRACTICE REGISTERED NURSE (APRN) PRECEPTORS
UNDERSTANDING ELEMENTS OF EFFECTIVE PRECEPTING
REFERENCES
Part II: Defining the Preceptor
2. Starting With the Basics
Understanding the Precepting Landscape
Understanding Preceptor Qualifications
Understanding Clinical Education Regulations
REFERENCES
3. Why Precept?
Sharing Expertise
Paying It Forward
Bridging the Theory-Practice Gap
Staying Up-to-Date
Entering Academia
Networking
Advancing Rank and Maintaining Proficiency
Gaining External Recognition
The Pathway to Reaping Benefits
REFERENCES
4. Coaching and Mentoring
Coaching Versus Mentoring
Behaviors of Coaches and Mentors
Benefits of Coaching and Mentoring
Challenges of Coaching and Mentoring
Preparing the Coach and Mentor for Success
Conclusion
REFERENCES
Part III: Framing the Precepting Experience
5. Understanding the Learner and the Learning Process
THE PROCESS OF LEARNING
UNDERSTANDING THE LEARNER
THE LEARNING ENVIRONMENT
BEST PRACTICES OF PRECEPTORS ACROSS CLINICAL SETTINGS
CONCLUSION
REFERENCES
6. Fostering Effective Preceptor-Learner Communication
Social Style as It Influences Interactions
Versatility
Communication Influenced by Social Style
Future Advances in Communication That Integrate Technology
REFERENCES
7. The Learning Curve: A Parallel Venture for Preceptors and Learners
Learning in Nursing
Clinical Reasoning
Introducing the Learning Curve
Skill Acquisition and the Learning Curve
Experiential Learning
Experiential Learning Applied With the APRN Student
Experiential Learning With the Undergraduate Nursing Student
Learning to Lead
REFERENCES
Part IV: Clinical Judgment Skills and Precepting Models
8. Special Precepting Tools for Clinical Judgment
Tools and Strategies for Developing CLINICAL JUDGMENT
The SNAPPS Model
The One-Minute Preceptor
Enhancing Clinical Knowledge and Skills
Conclusion
REFERENCES
Part V: Tools for Precepting
9. Expectations: Preceptors, Faculty, and Academic Programs
PART 1: PRECEPTING AN UNDERGRADUATE SENIOR NURSING STUDENT
PART 2: PRECEPTING AN ADVANCED PRACTICE REGISTERED NURSE STUDENT
ROLES AND RESPONSIBILITIES OF THE ACADEMIC INSTITUTION, FACULTY, PRECEPTOR, AND GRADUATE STUDENT
Conclusion
REFERENCES
10. Providing a Well-Rounded Clinical Experience
UNDERGRADUATE CLINICAL SITES
GRADUATE CLINICAL SITES
FACILITATING CLINICAL COMPETENCIES
DIVERSE LEARNING OPPORTUNITIES
TEACHABLE MOMENTS
INTERDISCIPLINARY EXPERIENCES
SIMULATION
CONCLUSION
REFERENCES
11. Special Considerations When Precepting Nurse Practitioner Students
FACULTY SITE VISITS
CLINIC OPERATIONAL PROCESSES
CODING AND BILLING FOR THE NURSE PRACTITIONER STUDENT
PRESENTING PATIENT CLINICAL INFORMATION
PROGRESSION IN CLINICAL PERFORMANCE
TELEHEALTH CONSIDERATIONS
LEGAL IMPLICATIONS WHEN PRECEPTING NURSE PRACTITIONER STUDENTS
REFERENCES
12. Precepting the Undergraduate and Graduate-Entry Nursing Student
UNDERGRADUATE NURSING PROGRAM OUTCOMES
LOGISTICS OF PRECEPTING IN DIVERSE CLINICAL SETTINGS
AMBULATORY CARE EXPERIENCES
SERVICE LEARNING EXPERIENCES
INTERPROFESSIONAL EXPERIENCES
BUILDING KNOWLEDGE AND EVIDENCE-BASED SKILLS
EVIDENCE-BASED PRACTICE
HELPING STUDENTS STRUCTURE NURSING CARE
THE END OF THE CLINICAL DAY
REFERENCES
13. Onboarding the New Nurse
LAYING THE FOUNDATION: EXPECTATIONS
LAYING THE FOUNDATION: SOCIALIZATION
LAYING THE FOUNDATION: COLLABORATION
BUILDING THE FRAMEWORK: ORIENTATION IS A CONTINUUM
ROLES OF THE PRECEPTOR DURING ONBOARDING
BUILDING THE FRAMEWORK: ENSURING SAFE PRACTICE
The Art of Nursing
REFERENCES
14. Orienting the Advanced Practice Registered Nurse Student
EXPECTATIONS FOR THE ADVANCED PRACTICE REGISTERED NURSE STUDENT
ASSESSING APRN STUDENT SKILLS AND PLANNING FOR DEVELOPMENT
SKILL EXPECTATIONS FOR NURSE PRACTITIONER STUDENTS
PROVIDING PATIENT EDUCATION
INTRODUCING THE NURSE PRACTITIONER STUDENT TO PATIENTS AND FAMILIES
Conclusion
REFERENCES
15. Guiding the Nurse Practitioner Student Experience
ENSURING SAFE PRACTICE
USING TIME WISELY
SCHEDULING STRATEGIES
PROGRESSION OF APRN STUDENT SKILLS
ENTRUSTABLE PROFESSIONAL ACTIVITIES
CONCLUSION
REFERENCES
16. Professional Development for the Preceptor and the Orientee
PROFESSIONAL DEVELOPMENT: WHAT IS IT AND WHY IS IT IMPORTANT?
GUIDING PROFESSIONAL DEVELOPMENT
TYPES OF PROFESSIONAL DEVELOPMENT
EVALUATING PROFESSIONAL DEVELOPMENT OPPORTUNITIES
OVERCOMING CHALLENGES WITH PROFESSIONAL DEVELOPMENT
CONCLUSION
REFERENCES
17. Managing Challenging Behaviors With Learners in Clinical Environments
WHEN CHALLENGES PRESENT, OR DEFINING THE ISSUE OF CONCERN
BALANCING DIRECTION PROVIDED
PRECEPTOR–LEARNER MISMATCH
TYPES OF CHALLENGING BEHAVIORS AND STRATEGIES TO FACILITATE PROGRESSION
RED FLAGS WHEN PRECEPTING, OR WHEN TO CONTACT A STUDENT LEARNER’S FACULTY
“FIRING” A LEARNER
CONCLUSION
REFERENCES
18. Self-Care for the Busy Preceptor
THE VULNERABLE PRECEPTOR
THE EMPOWERED PRECEPTOR
BUILDING AND NURTURING STRONG SUPPORTIVE RELATIONSHIPS
SELF-CARE DURING BUSY CLINICAL DAYS
CONCLUSION
REFERENCES
19. Managing Barriers in the APRN Clinical Site
BARRIERS PRIOR TO THE CLINICAL EXPERIENCE
BARRIERS DURING THE CLINICAL ROTATION
ENVIRONMENTAL LIMITATIONS
CONCLUSION
REFERENCES
20. Documentation
GENERAL DOCUMENTATION PRINCIPLES
UNDERGRADUATE NURSING STUDENT DOCUMENTATION
APRN STUDENT DOCUMENTATION
DOCUMENTATION FOR PRECEPTORS
CONCLUSION
REFERENCES
21. Evaluation
TYPES OF EVALUATION
FEEDBACK
CONCLUSION
REFERENCES
22. Moving Into Leadership Roles Beyond Practice
LEADERSHIP AND NURSE WELL-BEING
PROMOTING NURSING LEADERSHIP
STARTING POINTS FOR NURSING LEADERS
NURSING LEADERSHIP STORIES
Nursing leadership stories
BUILDING A PROFESSIONAL DEVELOPMENT PLAN
FOSTERING THE PERSONAL LEADERSHIP JOURNEY
REFERENCES
23. Precepting in Global Health Experiences
GUIDING PRINCIPLES FOR GLOBAL HEALTH
PREPARING FOR A GLOBAL EXPERIENCE
DURING THE TRIP: ADVICE ON THE GROUND
POST-TRIP INTEGRATION
OTHER CONSIDERATIONS
PRACTICAL PRECEPTING AND SCOPE OF PRACTICE CONSIDERATIONS
WORKING WITH GLOBAL COMMUNITIES AT HOME
Resources
REFERENCES
24. Precepting in Specialty Settings
SCHOOL NURSING
Forensic Nursing
Forensic Nursing: Trial Preparation
Human Trafficking
Respecting Differences: Indigenous Peoples
Student Scholarly Projects
Novice Nurse Educators
REFERENCES
25. Bringing Closure to the Precepting Experience
THE PROFESSIONAL IDENTITY MINDSET
LEARNER READINESS FOR INDEPENDENCE
DISENGAGING FROM THE LEARNER
ACCEPTING GRATITUDE
PIECING THE EXPERIENCE TOGETHER
REFERENCES
Appendix A. Mentoring Contract Example (Chapter 4)
Clinical Mentoring Expectations and Contract
Expectations for Mentors
Expectations for Mentees
Appendix B. Checklist for Beginning the Precepting Experience
Appendix C. Competency Sign-off Checklist for Nurse Orientees
Appendix D. Developing a Philosophy of Clinical Education Statement for APRN Students (Chapter 3)
Example #1
Example #2
Appendix E. Site-Specific APRN Clinical Experience Checklist (Chapters 10 and 15)
Primary Care Clinic
Emergency Department or Intensive Care Unit
Specialty Clinic
Appendix F. APRN Student Welcome Poster for Clinical Site (Chapter 14)
TO OUR PATIENTS AND FAMILIES
Appendix G. How to Be an Amazing APRN Student in Any Clinical Site (Chapter 15)
Appendix H. Examples of Reflective Journaling (Chapter 8)
Example from a beginning APRN student
Appendix I. Example of Journaling Rubric (Chapter 8)
Appendix J. One-Minute Preceptor Exemplars (Chapter 8)
Five Microskills Associated With the One-Minute Preceptor Model
Case Examples Using the One-Minute Preceptor Model
Appendix K. Sample Letter From Preceptor to Faculty Regarding Nurse Practitioner Student Concerns (Chapter 17)
Appendix L. Sample Learning Plan Addressing APRN Student Concerns
Learning Plan
Objective Category 1: Data Collection
Objective Category 2: Assessment Process
Objective Category 3: Management Plan
Objective Category 4: Communication
Objective Category 5: Professional Role
Appendix M. Student Learning Profile
Appendix N. Examples of Nurse Practitioner Student Learning Needs and Clinical Objectives (Chapter 9)
All Clinical Settings
Primary Care
Acute Care
Specialty Care
Appendix O. NONPF/AANP Preceptor Expectation Checklist: Faculty Expectations of Preceptors (Chapter 9)
Appendix P. NONPF/AANP Preceptor Expectation Checklist: Preceptor Expectations of Faculty (Chapter 9)
Appendix Q. Preceptor Agreement Form Template: Example
PRECEPTOR AGREEMENT
Appendix R. Preceptors’ Orientation Competence Instrument (POCI)
Appendix S. Orientation Topics for School Nurses
Appendix T. APRN Student Competency Evaluation Using the PRIME Model
Appendix U. Human Trafficking Resources, Referrals, and Responses to Guide Patient Care (Chapter 24)
Considerations When Human Trafficking Is Suspected
Websites and Hotlines
Appendix V. Johns Hopkins Nursing Evidence-Based Practice Question Development Tool
Johns Hopkins Nursing Evidence-Based Practice: Question Development Tool
Johns Hopkins Nursing Evidence-Based Practice: Question Development Tool
Index

Beth Heuer

Dr. Heuer is a Pediatric Nurse Practitioner (PNP) and Associate Professor of Clinical Instruction at Temple University College of Public Health/School of Nursing, Philadelphia, PA. She has extensive experience in neurology and developmental behavioral pediatrics. She received her bachelor’s and master’s degrees at the University of Pittsburgh and her Doctor of Nursing Practice degree at Robert Morris University. She has 36 years of pediatric nursing experience and has been a PNP for more than 22 years. She has given presentations on pediatric health issues at the local, state, and national levels. She has authored and co-authored several book chapters as well as peer-reviewed journal publications and consumer publications. She is the recipient of the Association of Faculties of Pediatric Nurse Practitioners (AFPNP) 2019 Outstanding Preceptor Award. She is former National Association of Pediatric Nurse Practitioners (NAPNAP) Executive Board secretary and is a past president of the Three Rivers Chapter of NAPNAP, and former chairperson for NAPNAP’s Professional Issues Committee.

Affiliations and expertise

Clinical Professor Pediatric Nurse Practitioner

Cynthia A. Danford

Dr. Danford is a Pediatric Nurse Practitioner (PNP) who has extensive experience in pediatric primary care and family nursing. She is currently a Nurse Scientist II at Cleveland Clinic Foundation, Cleveland, Ohio and an Assistant Professor at University of Pittsburgh, Pittsburgh, PA. She has worked in academia and practiced as a certified PNP for more than 30 years. She has taught at graduate and undergraduate nursing levels and worked with supporting preceptors for more than 20 years. Dr. Danford earned a PhD from the University of California, San Francisco, an MSN from Case Western Reserve University, Cleveland, Ohio, and a BS from St. Mary’s College, Notre Dame. She currently serves as co-chair of the International Family Nursing Association (IFNA) Research Committee and is the Association of Faculties of Pediatric Nurse Practitioners (AFPNP) liaison to the Research Committee of the National Association of Pediatric Nurse Practitioners (NAPNAP). She is past president of AFPNP and past chair of the IFNA research collaboration subcommittee. She was selected as a Top 25 pediatric nursing professor in 2014 and received the AFPNP Excellence in Nursing Research Award in 2012 & 2019. She conducts research with families with young children in an effort to instill healthy lifestyle habits and minimize obesity and cardiovascular risk. She has presented her research locally, nationally, and internationally (Spain, Denmark, Japan, Canada, Russia, Ireland) and authored and co-authored several peer-reviewed journal publications. She has received funding for her innovative research with event history calendars, most recently from the National Institute of Child Health and Development (NICHD), National Institutes of Health (NIH).

Affiliations and expertise

Nurse Scientist II, Cleveland Clinic Foundation, Cleveland, Ohio; Assistant Professor, University of Pittsburgh, Pittsburgh, Pennsylvania

Life Sciences

Physical Sciences & Engineering

Social Sciences & Humanities

Health