Author Information
By Beth Heuer, DNP, APRN-CNP, CPNP-PC, PMHS, FAANP, Clinical Professor Pediatric Nurse Practitioner; Cynthia A. Danford, PhD, CRNP, PPCNP-BC, CPNP-PC, FAAN, Nurse Scientist II, Cleveland Clinic Foundation, Cleveland, Ohio and Assistant Professor, University of Pittsburgh, Pittsburgh, Pennsylvania
PART I Setting the Stage
1 Introduction to Precepting
PART II Defining the Preceptor
2 Starting With the Basics
3 Why Precept?
4 Coaching and Mentoring
PART III Framing the Precepting Experience
5 Understanding the Learner and the Learning Process
6 Fostering Effective Preceptor-Learner Communication
7 The Learning Curve: A Parallel Venture for Preceptors and Learners
PART IV Clinical Judgment Skills and Precepting Models
8 Special Precepting Tools for Clinical Judgment
PART V Tools for Precepting
9 Expectations: Preceptors, Faculty, and Academic Programs
10 Providing a Well-Rounded Clinical Experience
11 Special Considerations When Precepting Nurse Practitioner Students
12 Precepting the Undergraduate and Graduate-Entry Nursing Student
13 Onboarding the New Nurse
14 Orienting the Advanced Practice Registered Nurse Student
15 Guiding the Nurse Practitioner Student Experience
16 Professional Development for the Preceptor and the Orientee
17 Managing Challenging Behaviors With Learners in Clinical Environments
18 Self-Care for the Busy Preceptor
19 Managing Barriers in the APRN Clinical Site
20 Documentation
21 Evaluation
22 Moving Into Leadership Roles Beyond Practice
23 Precepting in Global Health Experiences
24 Precepting in Specialty Settings
25 Bringing Closure to the Precepting Experience
Appendix A: Mentoring Contract Example (Chapter 4)
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)
Appendix E: Site-Specific APRN Clinical Experience Checklist (Chapters 10 and 15)
Appendix F: APRN Student Welcome Poster for Clinical Site (Chapter 14)
Appendix G: How to Be an Amazing APRN Student in Any Clinical Site (Chapter 15)
Appendix H: Examples of Reflective Journaling (Chapter 8)
Appendix I: Example of Journaling Rubric (Chapter 8)
Appendix J: One-Minute Preceptor Exemplars (Chapter 8)
Appendix K: Sample Letter From Preceptor to Faculty Regarding Nurse Practitioner Student Concerns (Chapter 17)
Appendix L: Sample Learning Plan Addressing APRN Student Concerns
Appendix M: Student Learning Profile
Appendix N: Examples of Nurse Practitioner Student Learning Needs and Clinical Objectives (Chapter 9)
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
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)
Appendix V: Johns Hopkins Nursing Evidence-Based Practice Question Development Tool
Index
“The purpose of this book is to guide new preceptors, students, and faculty on best practices of precepting. It defines preceptorship and guides new preceptors in their roles… [and] “…discusses student, faculty, and preceptor expectations and roles. [It] meets its objectives by providing examples and cases of precepting best practices…. a useful tool for nursing students, preceptors, and faculty because it discusses role expectations to enhance the precepting experience…. [It] examines all facets of precepting, including learning theories, communication, and how to best assess students’ critical thinking… It presents innovative ideas to optimize the precepting experience.” ©Doody's Review Service, 2025, Sylvie Rosenbloom, DNP, APRN, FNP-BC, CDCES (Mercy College)
