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Health professionals cite a number of barriers to precepting nurse practitioner (NP) students, including lack of time and training. The primary aim of this study was to evaluate training of health professionals who teach NP students in a clinical teaching model, the One-Minute Preceptor (OMP). The OMP is a clinical teaching tool that has the potential to increase feedback to NP learners, improving their perceived clinical experience and learning opportunities. The secondary aim was to evaluate the impact of this training on perceived barriers to clinical teaching. The training included a 2-hour workshop on clinical teaching models within a community setting, with an emphasis on the OMP. The intervention was offered twice and included 57 participants from 4 different health professions. Data were collected before and after the intervention using an online survey. There were no differences between professions in outcomes, including barriers to teaching; however, an increase was found in providing positive and corrective feedback as well as overall teaching activities. •Nurse practitioner students are taught by a variety of health professionals.•This study evaluated training interprofessional nurse practitioner preceptors on the One-Minute Preceptor (OMP) model, a clinical teaching tool.•All health professionals were equally receptive to the training and use of the OMP model.•Training in the OMP model increased intent to provide positive and corrective feedback to learners.

Advanced practice nurses have increased in number and public acceptance. Students preparing for these roles require quality clinical education so they are prepared to assume collaborative roles in healthcare settings. Although graduate clinical preceptors have a vitally important role in the clinical education and professional socialization of advanced practice students, there is a paucity of evidence about factors that influence their role commitment. In this article, the authors review the literature related to graduate-level, clinical-preceptor experiences; describe their study of 91 graduate clinical preceptors that identified factors influencing graduate clinical preceptors’ role commitment; report and discuss their findings; as well as the limitations of this study. They conclude that the graduate clinical preceptor role needs to be more visible and better integrated into schools of nursing and healthcare organizational structures, and identify the need for intra-professional collaboration among nursing faculty, administrators, and clinicians to facilitate the recruitment, cultivation, and retention of graduate clinical preceptors

Purpose Precepting is an essential component of health professional educational programs, yet barriers exist for the recruitment and retention of preceptors. Our goal was to determine the incidence of precepting by physicians, physician assistants (PAs), and advanced practice registered nurses (APRNs) in Minnesota; whether the incidence of precepting varies by region or work setting; and to identify the factors that motivate or inhibit precepting. Method A survey study of physicians, PAs, and APRNs in Minnesota from February 9, 2023 through March 6, 2024. The survey was conducted at the time of health care professional (HCP) license renewal to determine the incidence, work setting, region, motivators, and inhibitors of healthcare precepting. The primary outcome was the incidence of precepting with other variables being work setting, region, motivators, and inhibitors. Results A total of 18,021 health care professionals were surveyed including 12,530 physicians, 3,073 PAs, and 2418 APRNs. The response rate was 97.4%. Across all professions, work settings, and regions the incidence of precepting was 67% (APRNs 70.7%; physicians 68.2%; PAs 61.2%). Precepting was more common in rural (73.6%) versus urban areas (66.9%); and at hospitals (75.6%) versus clinics (61.5%), long-term care (56.7%), or community settings (58.2%). The main motivators for precepting were intrinsic (because they enjoyed it and/or had a personal desire to serve the profession). For those that did not precept, the most common reasons were having no time in their schedule and not being paid to precept. Conclusions The majority of HCPs in Minnesota precept learners. The sites with the highest proportion of precepting were rural clinics and urban hospitals. Intrinsic factors were the major reason given for the decision to precept, with extrinsic factors playing a minor role in these decisions, but a major role for those that did not precept. Our results suggest organizational solutions could enhance the recruitment of preceptors. Keywords: shortage of preceptors; rural preceptors; clinical precepting and training.

Anecdotal data show that the number of advanced practice providers (APP) preceptors has decreased. In conjunction with this, the number of APP graduate students have declined. We sought to understand an organization’s ability to precept. Additionally, we wanted to understand specialty clinical placements and how they relate to specific program requirements. Seventy-nine percent of APPs had precepted before, 60% found workload responsibilities the biggest barrier to precepting with provider fatigue being the next largest barrier at 41% (n = 34). Training APP students is essential to address healthcare shortages. APP preceptors are crucial for filling care gaps, with significant projected growth rates and top job rankings •Advanced practice providers voice job demands as a reason for not precepting graduate students.•Monetary incentives were the top reason preceptors are inclined to host graduate students.•Preceptors are wanting measurable goals, objectives, and more formal precepting training.•Future work is needed to shift the mindset of providers working within specialty clinics.•Training graduate students is essential to address health care shortages.

Objective. The objectives of this study were to investigate the incidence of burnout syndrome among pharmacy preceptors and to identify predictors for the development of burnout in this population. Methods. This cross-sectional survey study examined burnout syndrome among pharmacy preceptors in Northern California.Preceptors were included if they self-identified as a preceptor to advanced pharmacy practice experience (APPE) students or to postgraduate pharmacy residents in their first year of residency. Burnout was assessed using the Maslach Burnout Inventory Human Services Survey, and preceptors were classified as having burnout syndrome if they scored high on emotional exhaustion and also either scored high on depersonalization or scored low on personal accomplishment. Additionally, respondents’ demographics, workplace environment, workload, and day-to-day workflow were queried to help determine predictors of burnout syndrome among this population. Result. The study included 113 pharmacy preceptors. Of the preceptors, 22% reported scores consistent with burnout, with 57% of preceptors scoring positive for burnout in one of the three burnout criteria. On multivariate regression analysis, two independent risk factors for burnout syndrome were identified: preceptors who precepted many difficult or unmotivated learners per year and preceptors who did not feel their contributions as preceptors were appreciated by their institution. Conclusion. The rate of burnout among pharmacy preceptors is high, with preceptors exhibiting high emotional exhaustion and low levels of personal accomplishment. Predictors of burnout syndrome for this population appear to be precepting many difficult or unmotivated learners and not feeling that one’s contributions as a preceptor are appreciated.

Background Preceptorship in nursing has been a valued concept in nursing. Speciality area such as mental health nursing has a massive gap in research study. To develop sturdy mental health nursing workforce, it is necessary to conduct more studies. Aim This literature review aims to explore preceptor's experience in precepting undergraduate nursing students in mental health. Design Systematic review of literature. Methods The systematic review was conducted from January 2021 to August 2021. Population of the studies included Registered Nurses supervising nursing students in the clinical area. Only studies conducted in English were included. A systematic search using EBSCO Host databases, CINAHL Complete, MEDLINE APA Psycinfo & APA PsycArticles, has been used in this review paper. Papers were also selected from the citation reference of included papers. The new version of the PRISMA 2020 guidelines used to represent the process of selection of papers has been incorporated as part of this review. The final set of data included 14 original papers meeting the eligibility criteria which involved quantitative (n = 5), qualitative (n = 4) and mixed‐method studies (n = 5). Result Results were presented under three major themes: time‐consuming, lack of recognition and need extra support. Further research is required in the mental health clinical setting to effectively explore the impact of relationships between preceptors and the preceptees. Conclusion Preceptors reported supervising students in the clinical area has many benefits. However, some challenges they raised were increase in workload, requiring some guidance and acknowledgement from the organization.

The objective of this study is to examine the experience of undergraduate student midwives in the neonatal unit. Clinical experience is an essential component of education for the development of competent midwives. Literature has highlighted the pivotal effects of precepting and how it contributes to student experience. Although there is a plethora of research examining undergraduate student midwives’ experience, to our knowledge this is the first study exploring their experience in the neonatal unit. Based in phenomenology, eight semi-structured interviews were conducted producing rich data. Following informed consent and ethical approval, post transcription, the data were coded using Colaizzi’s (1978) framework. Significant themes and sub-themes emerged such as course design, environmental experience, sources of stress and preceptor experience. The student experience very much depends on the preceptor, how busy the environment is and if appropriately staffed. Based on these findings there are suggested recommendations including adjusting the timing and length of the placement and how to improve the environment based on the preceptor-student relationship. Also, suggestions on how consistency and communication can be improved are proposed.

Medical education has traditionally relied on physician educators. With expanding Health Systems Science competencies, non-physician healthcare providers are required. To investigate preceptor-role types, communication frequency, and importance of preceptors in value-added patient navigator roles (PN) and clinical preceptorships (CP). Using a mixed-methods approach, medical students participating in PN and CP during the first year of medical school (n=191) identified individuals with whom they communicated and communication frequency (1=never, 7=frequently), and importance of preceptors to work/education (1=not important, 7=extremely important; open-ended responses). Quantitative data were analyzed via repeated measures using a mixed-effects model and McNemar's test; effect size was calculated via Cohen's d or Cohen's h; qualitative data was analyzed using thematic analysis. Comparing ratings for non-physicians to physician healthcare professionals in PN, communication frequency (5.54 vs 3.65; p<0.001, d=1.18), importance to work (5.77 vs 4.28, p<0.001, d=0.89) and education (5.02 vs 4.12, p<0.001; d=0.49) were higher for non-physician educators. Comparing ratings for non-physicians to physician healthcare professionals in CP, communication frequency (4.93 vs. 6.48, p<0.001, d=1.33), importance to work (5.12 vs 6.61 vs, p<0.001, d=1.29) and education (4.32 vs 6.55, p<0.001, d=1.89) were higher for physician educators. Qualitative analysis indicated that non-physician healthcare providers in PN focused on Health Systems Science concepts, including social determinants of health and healthcare delivery. In PN, students observed collaboration from the perspective of multiple providers. In CP, healthcare providers, mainly physicians, focused on physician-centric clinical skills and interprofessional collaboration from the physician's perspective. Educational benefits of non-physician healthcare professionals related to Health Systems Science in work-based clinical settings - or Landscapes of Practice - can help students understand systems-based concepts such as social determinants of health, healthcare delivery systems, and interprofessional collaboration. Differences in the educational value of non-physician healthcare educators perceived by students should be further explored.

With the shift towards interprofessional education to promote collaborative practice, clinical preceptors are increasingly working with trainees from various professions to provide patient care. It is unclear whether and how preceptors modify their existing precepting approach when working with trainees from other professions. There is little information on strategies for this type of precepting, and how preceptors may foster or impede interprofessional collaboration. The purpose of this qualitative description pilot study was to identify current methods preceptors use to teach trainees from other professions in the clinical setting, particularly advanced practice nursing and medical trainees, and to identify factors that support or impede this type of precepting. Data collected through observations and interviews were analyzed by the research team using thematic analysis procedures. Three major themes were identified: 1) a variety of teaching approaches and levels of engagement with trainees of different professions, 2) preceptor knowledge gaps related to curricula, goals, and scope of practice of trainees from other professions, and 3) administrative, structural and logistical elements that impact the success of precepting trainees from different professions in the clinical setting. This study has implications for faculty development and evaluation of current precepting practices in clinical settings.

Sustaining increased enrollment and graduation rates of advanced practice registered nursing students during participation in the Graduate Nurse Education demonstration project was paramount. In an effort to maintain clinical and academic partnerships, the Graduate Nurse Education collaborative in Arizona surveyed the participating preceptors, developed innovative clinical training models, and offered preceptor advancement courses in addition to the traditional incentives for precepting. This education brief describes the findings of a preceptor incentive survey and the innovative achievements of the academic and clinical partners. •A 500% increase in student enrollment was seen after the project.•The participating academic partners currently have over 1,800 clinical training sites.•Training in rural telehealth, interprofessional education, and team-based care was provided.