Graduate Clinical Preceptors

Graduate Clinical Preceptors

Preceptors are only used in the graduate program. The clinical preceptorship is a clinical experience that allows students the opportunity to apply knowledge gained in the didactic portion of the program to patient care management or educational setting. Practice in the clinical setting provides Pittsburg State students with the opportunity to observe and actively participate in the delivery of health care and to incorporate advanced practice concepts. Preceptors actively practicing in clinical settings are qualified to facilitate the development of students in the advance practice role.

 

Family Nurse Practitioner Preceptor Handbook

Graduate Clinical Preceptor Packet

Contact Information:

Dr. Trina Larery
tlarery@pittstate.edu
Irene Ransom Bradley School of Nursing
120 McPherson Hall
Pittsburg State University

Elizabeth Middendorf
Administrative Associate
Irene Ransom Bradley School of Nursing
101 McPherson Hall
Pittsburg State University

Phone: 620-235-4431

  • Welcome
  • Free Preceptor CE
  • Graduate Preceptor Training Modules
  • Tips for Precepting in a Busy Clinic
Welcome to Precepting!

Thank you for your interest in serving as a clinical preceptor for a Pittsburg State University Irene Ransom Bradley School of Nursing Graduate Student. Our clinical preceptors are partners in the academic process, playing a key role in preparing future nurse practitioners through their commitment to excellence, professional service, and community engagement. Together, we can improve the health of our communities. You’ll find additional information on this website about our programs and resources for both new and experienced clinical preceptors.
In this section you will find information and resources that will support you in your role as a preceptor for graduate nursing students. Additionally, you will find links to free CE opportunities. We currently have the following free continuing education credits listed and are updating as more become available.

Telehealth

https://youtu.be/lagBSMhoEsY?si=sNwXA25dHxzKNVZq

https://csub.co1.qualtrics.com/jfe/form/SV_2mZNbiESyQzT1TD

1-hour CE

Providers Clinical Support System
Medications for Opioid Use Disorder

https://pcssnow.org/?taxonomy=formats&term=module

49 total modules—1-hour CE each

Hepatitis B

https://www.hepatitisb.uw.edu/

11 total modules-1-hour CE each

Hepatitis C

https://www.hepatitisc.uw.edu/

6 total modules-1-hour CE each

STI

https://www.std.uw.edu/

10 total modules-1-hour CE each

HIV

https://www.hiv.uw.edu/

6 total modules-1-hour CE each

Preceptor Portal Vignettes

  • Precepting the Primary Care NP Student (5:58)  https://vimeo.com/118248476
    Watch NP faculty actors play the roles of the NP and preceptor in the primary care setting. Pick up tips on reasonable expectations for the student role.

  • Working with the Overly Confident NP Student (7:21)  https://vimeo.com/118248471
    This vignette offers preceptors strategies on how to recognize and work with the overly confident and confrontational NP student.

  • Working with the Overly Sensitive NP Student (9:18)  https://vimeo.com/118248472
    This vignette offers preceptors strategies on how to overcome the challenges of working with the overly sensitive NP student.

  • Precepting in a Busy Clinic (12.32) 
    https://vimeo.com/153056353
    This vignette offers guidance to the preceptor for the student clinical experience when working in a busy clinic.
  1. UNDERSTAND STUDENT’S GOALS: Know the goals and expectations for the student’s clinical rotation.
  2. KNOW STUDENT’S LEARNING LEVEL: Know the student’s learning level (beginning, transitional, competent/proficient).
  3. EXPLAIN PACE & PRESSURES: Make sure the student is aware of the pace and unique pressures in your practice.
  4. USE ONE MINUTE PRECEPTOR METHOD: Consider using the One Minute Preceptor Method for clinical teaching and assessment.
    https://paeaonline.org/wp-content/uploads/imported-files/One-Minute-Preceptor.pdf
  5. INVITE STUDENT TO NON-CLINICAL ACTIVITIES: Have the student attend some of your non-clinical activities to get a better idea of your role and practice.
  6. CHOOSE APPROPRIATE PATIENTS: Review cases for the day and select the most appropriate patients for the student based on their learning level and needs. Patients that you know well or who would appreciate the extra time and attention from the student may be good selections.
  7. ENGAGE OTHER STAFF: Encourage students to ask questions of other staff in the clinic. They may have different perspectives on patient care that are useful, and this alleviates the need for you to be the sole source of information.
  8. ENCOURAGE STUDENT TO WRITE DOWN QUESTIONS: Recommend that the student keep a notecard in his or her pocket for jotting down questions that arise during the day. These can then be addressed all at once over lunch or at the end of the day.
  9. LIMIT ENCOUNTERS DURING BUSY TIMES: Set time limits on encounters with the student during the busiest times of the day.
  10. SEEK STUDENT SUGGESTIONS: Suggest the student come early to clinic and review that day’s cases so they can suggest appropriate patients to see based on their learning objectives.