 We recently had a physician say that he would accept our student (Yeah!), but he added, “Sure! I’d love to be her preceptor. Please make sure she gives me report. In the past, I have had a few NP students who had never reported.”
Let’s talk about how to report because this is an essential skill. Ideally, this is something they should be teaching you in school, but, if not now’s the time! Clear, concise communication is essential to ensure patient safety, build trust with your preceptor, and demonstrate your growing competency. Reporting may feel intimidating at first, but it’s a skill you can master with practice and guidance! You’ve got this! Ask First: What Does Your Preceptor Prefer? How you report a patient is largely determined by your preceptor’s preferences and the clinical setting. On your first day, ask your preceptor how they’d like you to present cases. Some may prefer the SOAP format, while others might want a brief SBAR or problem-focused approach. Here are some common reporting styles to be familiar with:
By clarifying this early, you’ll ensure your reports meet your preceptor’s expectations and streamline communication. SOAP Presentation Template for Primary Care or Acute Care Patients Good morning, [Preceptor's name]. I'm reporting on [Patient's name], a [age]-year-old [gender] who presented with [chief complaint]. PMH includes [relevant conditions]. Physical exam reveals [key physical findings], vital signs are [vitals]. Labs revealed [relevant lab results]. Based on this information, I believe the patient is likely experiencing [diagnosis] and plan to [proposed next steps]." (Include proposed plan, patient ed, f/u instructions, referrals, labs, imaging as needed.) SOAP Presentation Template for Pediatric Patients [Patient's Name] is a [Age]-year-old [Gender] presenting with [Chief Complaint]. They are accompanied by [Caregiver Relationship], who reports [Relevant Observations or Concerns]. [Feeding Habits], [Sleep Patterns], and [Any Developmental or Behavioral Concerns]. Past medical history includes [Relevant History]. Vitals: [Weight Percentile], [Height Percentile], [Head Circumference Percentile, if applicable]. Physical Exam reveals: [Key Physical Exam Findings]. Based on this information, I believe the patient is likely experiencing [diagnosis] and plan to [proposed next steps]." (Include proposed plan, parent ed, f/u instructions, referrals, labs, imaging as needed.) Adapt to the Setting The clinical environment also plays a role in how you report patients. Below are practical examples tailored to different settings and scenarios: Primary Care Setting In primary care, focus on the patient’s chief complaint and relevant history. Example (SOAP): "Good morning, [Preceptor’s Name]. I’m reporting on Mrs. Jones, a 52-year-old female presenting with fatigue for three months. She reports waking up unrefreshed despite eight hours of sleep. No significant weight changes but notes mild hair thinning. Past medical history includes hypertension, controlled on lisinopril. On exam, her BP is 128/82, HR 72, and her thyroid is non-palpable. Labs are pending, but I suspect hypothyroidism and recommend ordering a TSH and free T4. Do you agree?" Acute Care Setting Acute care requires concise communication focusing on urgent issues and changes in condition. Example (SBAR): "Situation: Mr. Smith is a 68-year-old male admitted for pneumonia. Overnight, his oxygen saturation dropped to 89% on 2L NC, now requiring 4L. Background: He has a history of COPD and was stable until yesterday. Assessment: He has increased work of breathing, productive cough, and WBC increased to 14,000. Recommendation: I suggest increasing respiratory support and considering broad-spectrum antibiotics. Would you agree?" Pediatric Setting Pediatric reporting often includes developmental milestones, caregiver input, and growth metrics. Example (Developmentally-Focused): "Good morning, [Preceptor’s Name]. This is Emma, a 6-month-old female here for a well-baby visit, accompanied by her mother. The mother reports no major concerns but notes frequent night waking. Emma is exclusively breastfed, feeds every 3–4 hours, and is in the 60th percentile for weight and 55th for height. Developmentally, she can roll over, sit with support, and babbles. On exam, she has mild occiput flattening but is otherwise normal. I recommend tummy time and repositioning. Would you consider a referral for helmet therapy?" Psych Setting Psychiatric settings require a focus on the patient’s mental health history, presenting symptoms, and mental status exam findings. Students may also report on Intake Assessments that they perform on patients. Example (Focused Problem-Based Reporting): "Ms. Taylor is a 32-year-old female presenting for anxiety and difficulty sleeping. Symptoms began six months ago after losing her job and have worsened. She describes racing thoughts, irritability, and avoidance of social situations. No history of substance use or prior mental health treatment. Mental status exam reveals anxious affect and difficulty maintaining focus. Her PHQ-9 score is 15, indicating moderate depression. I recommend starting CBT and discussing pharmacologic options. Does this align with your approach?" Or after an Intake Assessment: "I’m presenting Mr. James, a 35-year-old male seen for an intake assessment. He reports intermittent auditory hallucinations—voices calling his name—and paranoia, believing coworkers are plotting against him. His history includes depression but no prior psychotic episodes or hospitalizations. He denies substance use, suicidal or homicidal ideation, but his affect is flat, and thought processes are tangential. Family history includes schizophrenia in a maternal uncle. I’m concerned about a psychotic disorder, possibly schizophrenia, and recommend baseline labs, collateral information from his employer, and referral for further psychiatric evaluation. Do you agree?" Final Tips to Shine in Your Rotations
By tailoring your reports to the setting and preceptor’s preferences, you’ll build confidence and leave a strong impression. Reporting isn’t just a skill—it’s your opportunity to show how you’re growing into a capable, competent nurse practitioner. You’ve got this! Please let me know if this information has been helpful or what advice or questions you might have. I wish you the best of luck in your journey. Feel free to reach out if you need assistance or further guidance. Lynn McComas is the CEO and founder of PreceptorLink and a recognized expert in precepting nurse practitioners and advanced practice provider students. With over two decades in primary care, Lynn has served as a coach, advisor, mentor, and preceptor for countless healthcare professionals, including NPs, nurses, and medical assistants. She co-founded a successful skills and procedures business and speaks nationwide on NP-related issues. Lynn is also a regular contributor on LinkedIn, KevinMD, Facebook, YouTube, Instagram @preceptorlink, X @LynnMcComas, and her blog, where she addresses the growing NP and PA professions and the urgent need for preceptor sites. Her unique perspective, shaped by her business, clinical, and educational experiences, positions her as a key voice in tackling preceptor shortages. Lynn is committed to driving change—through a paradigm shift in NP education, reducing barriers, offering preceptor incentives, and advocating for reforms within the profession. Why PreceptorLink® Can Help You Succeed Finding the right preceptor can make all the difference in your NP education. At PreceptorLink®, we connect you with experienced, vetted preceptors who can help you grow and cross the finish line! With our streamlined process, quality preceptors, and dedicated support, we make it easier for you to succeed in clinical rotations. Visit PreceptorLink.com to find your perfect match today.
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 Whether you’re the NP owner of a practice, the Director of Advanced Practice, or just an appreciative patient, you might want to find ways to acknowledge NPs during NP Week. NP Week is an annual event held during the second week of November to recognize NPs' vital contributions to healthcare. And it’s this week: November 10 to November 16. Here are some ideas to consider:
1. Share Appreciation Posts on Social Media
3. Send Personalized Thank-You Notes
4. Feature NPs in Your Newsletter or Blog
5. Host a Continuing Education (CE) Workshop
6. Create a Recognition Wall
7. Nominate an NP for an Award
8. Organize a Community Health Event
9. Celebrate with NP Swag
10. Share Inspirational Stories
11. Support NP-Owned Businesses
12. Host a Virtual Networking Event
Celebrating NP Week is a great way to honor NPs' dedication, expertise, and impact on patient care while spreading awareness of their critical role in healthcare. PreceptorLink® wishes you a Happy NP Week!! Lynn McComas is the CEO and founder of PreceptorLink and a recognized expert in precepting nurse practitioners and advanced practice provider students. With over two decades in primary care, Lynn has served as a coach, advisor, mentor, and preceptor for countless healthcare professionals, including NPs, nurses, and medical assistants. She co-founded a successful skills and procedures business and speaks nationwide on NP-related issues. Lynn is also a regular contributor on LinkedIn, KevinMD, Facebook, YouTube, Instagram @preceptorlink, X @LynnMcComas, and her blog, where she addresses the growing.  A few years ago, my college-age sons utilized the Common App for college applications. It’s a logical and brilliant concept: one online application that students can use to apply to multiple colleges and universities at once. And it’s accepted by thousands of colleges and universities worldwide. I remember thinking, “Why aren’t we doing this for nurse practitioner (NP) programs?” It seemed like a great solution, so I decided to research it.
Anyone involved in NP education knows that securing clinical training sites with preceptors is challenging. One of the main culprits is the complex and often burdensome process of creating affiliation agreements between schools of nursing (SON) and clinical sites. Adopting a Standardized Affiliation Agreement (SAA) in the NP profession would alleviate this issue and unlock new opportunities for NP students and clinical sites alike. Affiliation Agreements: The Hidden Barrier While essential, affiliation agreements have become a significant bottleneck for NP education nationwide. These agreements define the legal, educational, and administrative terms between clinical sites and schools, but their school-to-school variability creates unnecessary hurdles. Many clinical sites, already overwhelmed by requests, are unwilling to establish new agreements due to the extensive legal review and negotiation required, often compounded by liability concerns. These factors have contributed directly to the national shortage of preceptor sites. Currently, schools and clinical sites must draft individualized agreements for each collaboration, a process that is costly, time-consuming, and highly variable depending on the legal requirements of the state and institution. For schools outside the clinical site’s state, the situation becomes even more complicated. The complexity of these agreements is one reason many students are unable to find clinical placements, leading to delays in their education or, worse, students leaving their programs entirely. Can We Create A Standardized Affiliation Agreement For The Np Profession? A standardized affiliation agreement (SAA) for NPs and advanced practice registered nurses (APRNs) could be a game-changer for the profession. With a consistent framework in place, clinical sites and educational institutions would no longer have to spend excessive time and money negotiating new agreements for every student. This would simplify the process, reduce legal costs, and, most importantly, open more doors for students to gain critical clinical experience. This concept is not without precedent. Medicine already has a similar solution in place. The Association of American Medical Colleges (AAMC) developed the Uniform Clinical Training Affiliation Agreement (UCTAA), which has significantly streamlined the affiliation agreement process for medical schools and clinical sites. The UCTAA has been widely adopted by medical institutions and has been instrumental in reducing both time and financial burdens. It’s time for the nursing profession to follow suit and create an SAA that works for NP and APRN programs. A Call To Action For The Nursing Profession As it stands, nearly 500 NP programs in the United States graduate tens of thousands of students each year. Yet many of these programs are constrained by a lack of clinical placements. The shortage of preceptor sites impacts not only NP students but also physician assistant (PA) students, medical students, and residents. It’s a cascading issue, one that a unified approach to clinical affiliation agreements could mitigate. By developing and implementing a standardized agreement, NP schools could save significant resources. According to a report to Congress on the Graduate Nurse Education Demonstration Project, having strong affiliations with clinical sites can save schools of nursing up to $582,000 per year. These savings come from reducing the time and human resources needed to establish clinical placements. Imagine the cumulative impact on our profession if even a fraction of that savings was realized across the nearly 2,000 nursing programs in the U.S. alone. The road ahead: Making the SAA a reality The groundwork has already been laid. Leaders in preceptor-matching for NP students have taken the lead on this issue. Legal experts in both nursing and medicine, along with leaders from key medical education organizations, have collaborated to develop a framework for a Standard Affiliation Agreement (SAA) tailored to NP and APRN programs. Similar to the Common App, addendums can be included for special circumstances. Whether the profession adopts this SAA or begins anew, let’s give it a try! However, support from academic institutions, clinical sites, and accrediting bodies is essential to move forward. Key stakeholders, including the American Association of Nurse Practitioners (AANP), the American Association of Colleges of Nursing (AACN), the National Organization of Nurse Practitioner Faculties (NONPF), and the National Council of State Boards of Nursing (NCSBN) can help drive this forward. The nursing profession must champion this initiative to ensure our students have the clinical training they need to become skilled providers. Here is the AAMC’s goal as listed on their website: Goal Our goal is to eliminate unnecessary time and resources currently spent negotiating (and re-negotiating) agreements, when a standard, predictable approach is sufficient. The AAMC Uniform Clinical Training Affiliation Agreement is a simple, one-size-fits-all agreement that resides on AAMC’s website. What a wonderful goal! The NP profession can have a similar goal. A Collective Responsibility This is not just an issue for schools or clinical sites – it’s a responsibility for the entire nursing community. Preceptors, schools, clinical sites, and professional organizations should work together to make the SAA a reality. Only through collective action can we break down the barriers preventing our students from gaining the education they deserve. This is one step in that direction. Nurse practitioner education is facing many challenges, but addressing one major barrier could make a world of difference. Implementing a standardized affiliation agreement has the potential to streamline the clinical placement process, open doors to more training sites, cut costs for both schools and clinical partners, and remove one of the biggest roadblocks in NP education. This single, impactful step could bring us closer to ensuring every NP student gets the hands-on training they need to deliver quality care. Lynn McComas is CEO and founder, PreceptorLink, and a recognized expert in precepting nurse practitioners and advanced practice provider students. With over two decades in primary care, Lynn has served as a coach, advisor, mentor, and preceptor for countless health care professionals, including NPs, nurses, and medical assistants. She co-founded a successful skills and procedures business and speaks nationwide on NP-related issues. Lynn is also a regular contributor on LinkedIn, KevinMD, Facebook, YouTube, Instagram @preceptorlink, X @LynnMcComas, and her blog, where she addresses the growing NP and PA professions and the urgent need for preceptor sites. Her unique perspective, shaped by her business, clinical, and educational experiences, positions her as a key voice in tackling preceptor shortages. Lynn is committed to driving change—through a paradigm shift in NP education, reducing barriers, offering preceptor incentives, and advocating for reforms within the profession. This article was originally published on KevinMD. You can find the original article here.  Dear NP Schools of Nursing,
I have to be honest. Some schools of nursing (SON) are making it worse for students and for the profession. As a long-time NP, a subject expert on “The Preceptor Problem for the NP Profession,” and with ten years of experience in helping students find preceptors, I understand the many complicated factors around this issue. However, we have been seeing some really concerning problems lately. I can no longer sit back and say nothing, so I want to speak directly to the SON. (And, of course, students, preceptors, the profession, patients, and NP-haters are listening, so please be thoughtful about any responses.) We know you’re working hard to meet accreditation standards and comply with evolving regulatory requirements, and we fully appreciate the importance of these standards. However, when preceptor requirements change abruptly, students and our team feel shocked and left scrambling. This sudden shift can frustrate preceptors who had cleared their schedules to take on students, leading to avoidable chaos. We see firsthand how these policy changes are creating significant, often unnecessary, obstacles for students and preceptors alike. Let’s face it—you know how hard it is find preceptors for NP students. This difficulty is why many schools require students to find their own clinical placements. It’s also why placement coordinator roles within schools often see high turnover. Clinical placement coordination is a difficult, time-consuming task, and that is exaclty the reason I founded PreceptorLink® ten years ago. As an experienced NP in the trenches, I wanted to fill this critical gap for students who otherwise face this responsibility alone (or want options beyond what their school can offer). (YES! Some schools do place students. To those schools: Thank you and God bless you! We’re here for you too if you need help.) Not a day goes by that we don’t receive a call from a student in tears, frustrated by the barriers they’re facing. We owe it to these students—the future of NP care—to do better. When students are declined for rotations they’ve already secured due to sudden policy changes, it sends a message to students that their dedication and hard work don’t matter. It sends a message to the preceptors and sites that agreed to accept these students that they don’t matter. Accreditation standards may require updates, but if students have met prior standards, they should be allowed to complete their planned rotations without last-minute disruption. They trusted the process and invested time, energy, and resources—let’s honor that by “grandfathering” in students who’ve secured placements in good faith. Additionally, communication about policy changes must be clear, timely, and accessible. Manuals students receive are dense, hard to follow, and constantly evolving. When policies change, students need a clear breakdown of how the changes impact their placements, with effective dates. Providing a concise, easily digestible format—a summary chart, FAQ, or simple checklist—can go a long way in helping students navigate requirements without combing through endless documents. Some manuals are 190 pages long! It’s no wonder students struggle to know their school’s requirements. A recent policy change at one school to reduce the maximum number of students per preceptor from three to two per term might seem minor, but it has created a domino effect that leaves one in three students without a preceptor, even after months of planning. Students who thought they had a secure plan are now scrambling. This isn’t just inconvenient—it jeopardizes their education and strains relationships with preceptors feeling unsupported and dismissed. We’re seeing the results with sites. Many clinical sites are closing their doors to students from certain schools, and some have stopped accepting NP students altogether because they’re unwilling to handle constant, unpredictable changes. Here’s another recent change we’ve seen: The recent blanket decision to disallow Family Nurse Practitioners (FNPs) to precept Adult-Gerontology Acute Care Nurse Practitioner (AGACNP) students in acute care settings. While we respect the need for alignment with regulatory and state guidelines, it should not be a blanket rule. Follow state BON guidelines and evaluate on a case-by-case basis. I read in one manual that made this change that an ANP, AGPCNP, or PA are allowed to precept an AGACNP in an acute care setting but not an FNP, even if they have years of experience, are hospitalists and the state BON allows it. Again, if it’s a state requirement, that is one thing, but to make it a blanket requirement and decline excellent preceptors makes no sense. By making this a blanket rule, programs are losing out on qualified, willing preceptors who could be a tremendous asset in acute care education. Let’s respect the nuance and experience these preceptors bring instead of applying rigid standards across the board. Declining non-board-certified physicians as preceptors is another extremely problematic and frustrating issue. Physicians are highly-educated providers who have met extensive training (well beyond an NPs) and continuing education (CE) requirements. Yet some NP schools deem them unsuitable for NP students due to administrative standards—not due to a lack of expertise or a state requirement. (If it’s a state requirement, that is different, but I have not found a state that requires physician preceptors to be board certified. Let me know if you know of a state that requires BC for physician preceptors. Not the school making the determinations, but the state BON making it.) Did you know that physicians have to retest for their Boards again? (Unlike NPs) Yes, physicians have to sit for the exam again every time they recertify. This is in addition to the CE they have to do for licensing. Did you also know that most medical boards charge $1,000 to $2,000 for recertification every 10 years? And board certification is often not required by states or hospitals. As a result, many physicians choose not to renew board certification due to high costs, time burdens, and the perception that recertification exams don’t reflect real clinical practice. By enforcing rigid standards, NP programs risk denying students access to seasoned mentors who could greatly enhance their practical training. Frankly, it’s embarrassing to tell a seasoned physician that the NP school has declined them because they did not renew their board certification. If schools continue requiring students to find their own preceptors while raising placement standards, it may be time to revisit the admissions process to better align with the availability of qualified preceptors. Students are tasked with securing their placements but face an uphill battle with fewer preceptors and increasingly complex requirements. Programs should support—not hinder—student success by ensuring admission numbers reflect the reality of available preceptorships. Phew! That’s my two cents. Thanks for allowing my vent! At PreceptorLink®, we’re committed to guiding and supporting students, preceptors, and the schools themselves. We’re happy to help place your students and share the knowledge we’ve gained over a decade in this field. We stand side by side with you in the trenches. Our team isn’t only exceptional at what we do—we truly care about students, preceptors, schools, and the NP profession. We want this process to work for everyone involved, so please, don’t make it harder for students, for us, and for the profession we all serve. Let us work together to improve the situation for the sake of the profession, NP care, and the students who are giving their all to become skilled providers. Let’s make it better. We owe it to the profession, to the students, and, ultimately, to ourselves. Sincerely, Lynn McComas, DNP, ANP-C President & CEO, PreceptorLink®  For many nurse practitioner (NP) students, finding a preceptor can feel like one of the most challenging parts of their educational journey. With schools frequently placing the responsibility of finding preceptors on students, it’s no wonder forums are full of questions about the best way to secure clinical placements.
Back when I was an NP student, it was easy. You just asked a colleague. But things have changed. There are One of the most frequently asked questions I see on nursing forums is: “Should I pay a preceptor directly or use a preceptor matching company?” Both approaches have their merits, but ultimately, the decision depends on various factors, including availability, budget, and the quality of the preceptorship experience. Let’s take a closer look at both options. Option 1: Paying a Preceptor Directly Paying a preceptor directly can seem like a straightforward solution. You cut out the middleman and, theoretically, have more control over your preceptor selection and the financial arrangement. This option may work well for students who have access to a network of potential preceptors and prefer handling the communication themselves. Advantages:
Disadvantages:
Option 2: Using a Preceptor Matching Company Preceptor matching companies like PreceptorLink® exist to take the stress out of finding a clinical preceptor. These companies maintain a network of vetted preceptors and handle much of the legwork to ensure you have a confirmed placement that aligns with your school’s requirements. Advantages:
Disadvantages:
The Bottom Line: Which Is Right for You? Ultimately, the decision between paying a preceptor directly or using a preceptor-matching company comes down to your personal needs and circumstances. If you have a strong network of healthcare providers and have the time and energy to manage your own clinical placements, paying a preceptor directly might work out.. However, if time constraints, uncertainty, and quality assurance are concerns, using a matching company like PreceptorLink® could save you significant stress and ensure you get the best possible learning experience. FIND NURSE PRACTITIONER PRECEPTORS with PreceptorLink® At PreceptorLink®, we understand the challenges that NP students face when searching for preceptors. That’s why we’ve spent over a decade building a vast network of high-quality, vetted preceptors to match you with the right clinical experience. Our mission is to simplify the process, so you can focus on what matters most—your education and future career as a nurse practitioner. FIND NURSE PRACTITIONER PRECEPTORS today with PreceptorLink®, and let us take the guesswork out of securing your clinical rotation.  At PreceptorLink®, we strive to operate with transparency, professionalism, and integrity. Unfortunately, not every company in the preceptor-matching industry can say the same. It's time to shed light on misleading practices that harm students, preceptors, and the profession. Please watch out for some of these misleading practices.
1. Hiding from Accountability: Unlike some of our competitors, PreceptorLink® operates openly and proudly. Some competitors, on the other hand, have gone so far as to remove their Better Business Bureau (BBB) listing and claim their company has closed. In reality, they’ve simply rebranded to hide from poor reviews and accountability. At PreceptorLink®, we stand behind our reputation and have nothing to hide. 2. Questionable SEO and Fake Reviews: Companies that rely on blackhat SEO tactics and fake reviews create a false image to lure students. PreceptorLink® doesn’t need to resort to deceptive strategies. Our reviews are real- coming from real students and preceptors who have used our services and know us. A company with thousands of suspicious reviews should raise red flags, and we question the validity of their claims. 3. Name Changes to Avoid Scrutiny: When a company has to change its name to avoid scrutiny, it’s clear there’s something wrong. PreceptorLink® has been proudly operating under the same name because we believe in building trust through consistency, honesty, and quality service. We don't need to rebrand to escape criticism. 4. We Put Integrity First: At PreceptorLink®, we’re committed to providing transparent pricing and a clear process. There are no hidden fees, no bait-and-switch tactics. Our clinical coordinators, who are based in the U.S., understand the nuances of NP clinical placements and are passionate about supporting students and preceptors. We know the challenges because we are nurse practitioner-owned and operated — we live and breathe this profession. We will happily discuss and review our policies if you have questions. We are not trying to trick or deceive you. We really want what is best for you! 5. A Decade of Trust and Dedication: While others may focus on quick profits and shortcuts, we’ve spent the last ten years building a real, extensive database of preceptors across the country. Our focus is on quality placements, not cutting corners. We work tirelessly to ensure that students are matched with preceptors who are the right fit for their educational journey. 6. Standing for the NP Profession: As a company founded and run by an NP, we are passionate about advancing the Nurse Practitioner profession. Our competitors may resort to unethical methods to stay ahead, but we believe in the power of honesty, quality, and long-term relationships. We fight for students, preceptors, and the profession we love — and we always will. 7. Using a Competitor's Name in Ads and Posts: With social media and SEO, people search for a name. When you search “PreceptorLink,” you expect to get PreceptorLink. But if an unethical company uses our trademarked name in their ads and posts, it will appear in the search. It is neither legal nor ethical to use this practice, but some shady companies out there will do anything to get a click. PreceptorLink® does not do shady practices, so we don’t do this. Beware if you run across this unethical (and illegal) tactic! PreceptorLink® does not rely on shady practices or false promises. Our reputation is built on authenticity, professionalism, and a genuine desire to see our students and preceptors succeed. We encourage you to choose a company that operates with integrity — not one that hides from it. Lynn McComas is the CEO and founder of PreceptorLink and a recognized expert in precepting nurse practitioners and advanced practice provider students. With over two decades in primary care, Lynn has served as a coach, advisor, mentor, and preceptor for countless healthcare professionals, including NPs, nurses, and medical assistants. She co-founded a successful skills and procedures business and speaks nationwide on NP-related issues. Lynn is also a regular contributor on LinkedIn, KevinMD, Facebook, YouTube, Instagram @preceptorlink, X @LynnMcComas, and her blog, where she addresses the growing NP and PA professions and the urgent need for preceptor sites. Her unique perspective, shaped by her business, clinical, and educational experiences, positions her as a key voice in tackling preceptor shortages. Lynn is committed to driving change—through a paradigm shift in NP education, reducing barriers, offering preceptor incentives, and advocating for reforms within the profession.  This month marks an incredible milestone for PreceptorLink®—our 10-year anniversary in the preceptor-matching business! As we celebrate this achievement, we want to express our deepest gratitude to everyone who has played a vital role in our journey.
To the thousands of dedicated preceptors: Thank you for your unwavering commitment to educating and guiding NP, APRN, and nursing students across the nation. You are the foundation upon which the next generation of healthcare providers is built. Your expertise, mentorship, and dedication are transforming lives and shaping the future of healthcare. To our amazing students: Thank you for trusting PreceptorLink® with one of the most important aspects of your education—your preceptor experience. We are honored to have been a part of your journey toward becoming compassionate and skilled healthcare professionals. Whether your search was to find a PMHNP preceptor or to find the ever-elusive pediatric preceptor, our goal is to help you progress with your dream to become an NP! Watching you grow into your roles has been the most rewarding part of what we do. We hope you will become a PreceptorLink® preceptor someday, and it will all come full circle. To the medical community and all our partners: Thank you for supporting PreceptorLink®, the pioneer company in preceptor matching services. As a nurse practitioner-owned business, we understand your needs because this is OUR profession. Unlike our competitors, this is not just a business for us. We are colleagues because this is OUR profession! Your support has been integral to our success, and together, we continue to make strides toward improving healthcare education and practice. Here’s to a decade of making connections, creating opportunities, and helping our profession thrive! We look forward to many more years of innovation and collaboration. Thank you for being a part of the PreceptorLink® family!  If you’re considering going to school to become a Nurse Practitioner (NP), there are many factors to evaluate before making this important decision. (I refer to NP in this article, but it is also applicable to any potential Advanced Practice Registered Nurse- APRN degree, as well.) After speaking with numerous students, one common sentiment I hear is, “I wish I had known these questions before choosing my school.” That’s why I want to help guide you through the process of selecting the right NP or APRN program that aligns with you!
As a nurse practitioner (NP) with over two decades of experience and the founder of PreceptorLink®, I work closely with NP students. I’ve seen firsthand how crucial the right program choice can be to your success. Let’s talk about the different types of NP schools and help you understand the pros and cons of each. This is so important to think through! Don’t get suckered in by flashy or persuasive salespeople (that’s what they are oftentimes). Look for the best option for YOU! One very important caveat. Don’t just go to where you did your BSN, especially if you live in a different state than your alma mater. I can assure you that this can be a problem, especially if your BSN school was a brick-and-mortar or lesser-known institution. Affiliation agreements are very frequently a problem in this situation! Please take my word of advice here!! Let’s talk about the different types of schools and the pros and cons of each: 1. Brick-and-Mortar Schools These are traditional institutions with physical classrooms where you attend in-person lectures. Think of the old-fashioned model, which I experienced when I pursued my master’s degree. Although my doctoral program at Duke University was hybrid, my master’s education involved being in a classroom, face-to-face with faculty. Advantages:
Disadvantages:
2. Hybrid Programs Hybrid programs offer a combination of online and in-person education. For example, when I completed my doctorate, most of my coursework was done online, but I still had to attend in-person sessions for clinical skills evaluations and competency check-offs. Advantages:
Disadvantages:
3. 100% Online Programs Online education has become more common in the NP field, especially given the technological advancements that happened after the global pandemic. While convenient, these programs vary widely in quality. Choose carefully. Advantages:
Disadvantages:
Regardless of the type of program, all NP students are required to complete hands-on clinical preceptorships. (Take a look at my article on KevinMD about hands-on clinicals.) The minimum requirement for clinical hours is currently 500, but most programs far exceed this number. Clinicals are so important, so don’t shortchange yourself there! Less is not more when it comes to clinicals! Additionally, while some simulation and virtual experiences (like Shadow Health) may be incorporated, they are supplemental and not a replacement for in-person clinical education. Personally, I’d strongly suggest you pick a program with more clinicals and not less. Trust me! You’ll be so glad when you are out in clinical practice that first year! It’s a huge learning trajectory! Yes, the struggle is real when it comes to finding an NP preceptor, but it’s worth it in the end. Direct Entry Programs: An Alternative Path While most NP programs require prior nursing experience, there are some direct entry programs designed for individuals without a nursing background. These programs are more akin to physician assistant (PA) schools, offering an accelerated and intensive path to becoming a Nurse Practitioner. Although far less common, these programs are often offered by very reputable institutions (often Ivy League) and provide a comprehensive education. I’ve met some great direct-entry NPs. That said, I personally believe having nursing experience before becoming a Nurse Practitioner is invaluable. In my opinion, you should have at least three to five years of nursing experience before starting an NP program. This background allows you to gain crucial insights into the healthcare field and prepares you for the realities of clinical practice. I have seen posts on the nursing forums of graduates saying that they did not fully realize what they were getting into. Imagine going through all of that school only to find you really don’t want to become a provider!? However, if you have a really good idea of what to expect, a direct entry program may be right for you. Final Thoughts Choosing the right NP program is a pivotal decision that will shape your future career. Whether you opt for a brick-and-mortar school, a hybrid program, or a fully online option, it’s essential to evaluate the quality of education, the support system available, and the clinical opportunities provided. Do your research and ensure that your program aligns with your long-term goals as a healthcare professional. Please let me know if this information has been helpful or what advice or questions you might have. I wish you the best of luck in your journey. Feel free to reach out if you need assistance or further guidance. Lynn McComas is the CEO and founder of PreceptorLink and a recognized expert in precepting nurse practitioners and advanced practice provider students. With over two decades in primary care, Lynn has served as a coach, advisor, mentor, and preceptor for countless healthcare professionals, including NPs, nurses, and medical assistants. She co-founded a successful skills and procedures business and speaks nationwide on NP-related issues. Lynn is also a regular contributor on LinkedIn, KevinMD, Facebook, YouTube, Instagram @preceptorlink, X @LynnMcComas, and her blog, where she addresses the growing NP and PA professions and the urgent need for preceptor sites. Her unique perspective, shaped by her business, clinical, and educational experiences, positions her as a key voice in tackling preceptor shortages. Lynn is committed to driving change—through a paradigm shift in NP education, reducing barriers, offering preceptor incentives, and advocating for reforms within the profession.  Ready for some real-world precepting tips? Let’s dive in! Here's an example of how one of our nurse practitioners precepts her students in a primary care office.
Meet Kate, FNP: This is how "Kate, FNP" precepts in her outpatient primary care practice. While this example is set in an outpatient primary care environment, these tips can apply to various outpatient settings. Observation vs. Jumping In How much observation is needed? This largely depends on the student’s experience level and the preceptor’s style. Some preceptors expect students to jump right in and start seeing patients on the first day. It's crucial to clarify expectations beforehand to avoid any surprises. Personally, I recommend allowing students to observe at least a few patients first. This approach allows them to understand the preceptor's style and helps the preceptor gauge the student’s interaction with patients. As for ongoing observation, hands-on experience is key for students, so observation should be kept to a minimum unless it’s a brand-new procedure or experience. Of course, patient care and safety are always the top priorities. Students, remember you are representing both your preceptor and the site, so you want to make a positive impression. But don’t be afraid to engage with patients when given the green light—it's the best way to learn. Kate’s Approach to Precepting Kate allows her students to observe for the first day or two. During this time, she speaks out loud as she charts and works around the office, which doubles as an orientation for the student. Then, she gradually allows the student to start to take the lead while she observes. Once Kate feels comfortable, she sends the student into the patient room to obtain the history and perform a focused exam independently. Of course, it's important to get the patient's consent for the student to be involved. This can be done by the preceptor or staff simply saying, "Kate is working with an NP student today. [Student’s Name] will start the exam, and then Kate will follow up afterward. Is that okay?" The front desk can also mention this during check-in. After the student sees the patient, they review the history and findings with Kate. Together, they develop differential diagnoses and probable treatment plans before going into the room to see the patient. Kate performs her own exam, clarifies any remaining questions or history, and they complete the visit as a team. Charting: The Next Step Allowing the student to learn how to chart is a vital part of the process. There are several ways to approach charting. Some options include:
It's important to follow facility guidelines and preceptor preferences. CMS permits students to chart as long as the preceptor reviews and signs off. Always clarify what is permitted for students at your facility. This is how one preceptor manages her outpatient practice. What about you? If you’re a preceptor, share some strategies that have worked for you. Or, if you’re a student, what have been some of your best (or worst) experiences? Keep on learning! Lynn McComas is CEO and founder, PreceptorLink, and a recognized expert in precepting nurse practitioners and advanced practice provider students. With over two decades in primary care, Lynn has served as a coach, advisor, mentor, and preceptor for countless health care professionals, including NPs, nurses, and medical assistants. She co-founded a successful skills and procedures business and speaks nationwide on NP-related issues. Lynn is also a regular contributor on LinkedIn, KevinMD, Facebook, YouTube, Instagram @preceptorlink, X @LynnMcComas, and her blog, where she addresses the growing NP and PA professions and the urgent need for preceptor sites. Her unique perspective, shaped by her business, clinical, and educational experiences, positions her as a key voice in tackling preceptor shortages. Lynn is committed to driving change—through a paradigm shift in NP education, reducing barriers, offering preceptor incentives, and advocating for reforms within the profession.  You’ve decided to learn Medical Spanish! Perhaps it’s because you finally did find an NP preceptor (or you’re looking for an NP preceptor!), but the patients predominantly speak Spanish. Or maybe you work in a clinic or area with a large Hispanic population. Some people simply want to connect better with their Spanish-speaking patients. Regardless of the reason, this decision can make a significant impact on your practice and your patients.
As a healthcare provider, you understand the importance of building strong connections with your patients. However, language barriers can make this challenging, particularly with Spanish-speaking patients. You may feel like you’re missing out on the chance to establish the same rapport and trust you have with your English-speaking patients. If you’ve felt this way, you’re not alone. Learning Medical Spanish can help you bridge this gap, enhancing not only your physical care but also the emotional and mental support you provide. Additionally, being proficient in Spanish can set you apart in the job market, giving you a competitive edge even if you have less experience than other candidates. It might even help you negotiate a better salary. ***A note before we continue: Most hospitals and clinics require the use of a translator for legal reasons. Consider this and check with your site first for practice guidelines. I spoke with colleagues and scoured the blogs and posts to create a compilation of suggestions and resources from fellow medical professionals to help you enhance your Medical Spanish skills and build the confidence to communicate better with your Spanish-speaking patients. Whether you are a provider or a student, check out these resources and suggestions and see what fits your learning style. 1. Listen and Learn Spanish Radio, watch Spanish TV (progress from the closed caption in English to no closed caption), and Podcasts. Immerse yourself in the language by tuning into Spanish-language radio during your commute. Singing along and repeating after the broadcaster can help you internalize grammar and vocabulary naturally. You can also try out podcasts like "Coffee Break Spanish" and "Duolingo Podcast." These are fantastic for learning on the go and provide both conversational and medical terminology. Try them out on your next commute to work or clinicals! 2. Leverage Resources- Some are free! Several free resources are specifically designed for medical professionals: - Medical Spanish Language Survival Kit: Initially created for military doctors, this course focuses on essential communication for non-English speakers in medical settings. While it's more focused on speaking than listening, it's a good starting point. - Duolingo: A popular language-learning app that you can use daily to gradually build up your Spanish skills. - Canopy Medical Spanish: This platform offers comprehensive medical Spanish courses. Although there’s a cost involved, many find it worth the investment. - Learn conversational Spanish with Dreaming Spanish. - Etsy has several Spanish medical resources. Whether you need a pocket guide or flip chart, you may find some useful resources. 3. Try Google Translate Type out everything you want to say, paste it into Google Translate, and it'll even read it aloud to you. Show your preceptor to make sure it’s correct. 4. Interactive Learning: Apps and Courses If you prefer interactive learning, there are various apps and online courses tailored for medical Spanish: - Preply: Connect with native Spanish speakers from Latin America via video chat for personalized lessons or take an online class. - Coursera’s Healthcare Spanish Course: This is another excellent option that’s both accessible and structured. - Language Transfer and Spanish with Paul on YouTube are highly recommended by learners for their engaging and effective teaching styles. - MedicalSpanish.com was reported as simple and effective. - Rio Associates offers live classes or self-study CME courses in medical Spanish. - Here are two good apps for learning medical Spanish. They have medical terms as well as a Dialogue section that covers a full H&P. And it's free: iOS: https://apps.apple.com/app/apple-store/id1574202729?pt=123220161&ct=email&mt=8 Android:https://play.google.com/store/apps/details?id=com.rogers_dictionary&referrer=utm_source%3Demail 5. Books and Textbooks If you enjoy traditional learning methods, consider the McGraw-Hill Complete Medical Spanish textbook for a more structured approach to grammar and medical terminology. Another unique resource is Madrigal’s Magic Key to Spanish, which is great for natural method language learners. Or check out an oldy, but reported goody with Medical Spanish Made Incredibly Easy! (Search for this one online to find the best price available in used books.) 6. Supplement with Visual and Auditory Learning Watching children’s cartoons like "Pocoyo en Español" on YouTube can be surprisingly helpful. The simple language and visual cues make it easier to follow along and understand. 7. Learn Through Experience Sometimes the best way to learn is by observing. When working with an interpreter, listen closely to the conversation between the interpreter (or preceptor) and the patient. This can help you pick up on specific phrases and terminology used in real-life medical situations. 8. Learn Some Slang Learning doesn’t have to be all serious. Books like "Dirty Spanish" may sound humorous, but they can provide insights into slang and colloquial language that may come in handy. (Personally, I’d be a little careful with this one!) 9. Check Out the Library! As the daughter of a Librarian, check resources at your local public library! Resources are generally free! Remember the library!!??? There is usually one in every town, and if you have a library card, you can request things ahead of time and just go in and pick them up. (Your school library, too, if you have access to a school library.) 10. Stay Consistent Use resources like Mango, which might be available through your local library for free) to keep your learning consistent. Mango offers both general and medical Spanish lessons, making it a well-rounded tool for daily practice. 11. Connect with the Hispanic Community The best way to learn any language is through immersion. Try to engage with Hispanic friends or colleagues in casual conversation. The real-world practice can help solidify your skills and make you more comfortable using Spanish in your professional setting. Hispanic people are generally very appreciative of you learning their language. 12. Practice, Practice, Practice The best way to improve is to practice, even if you make mistakes. Start off your patient interactions with simple Spanish greetings and phrases. The more you try, the more you'll learn. Remember, improvement comes with trial and error. Learning Medical Spanish can seem daunting, but with the right resources and a bit of dedication, you'll be able to bridge that communication gap and establish the same rapport with your Spanish-speaking patients as you do with your English-speaking ones. Remember, every little bit helps, and your patients will appreciate your effort to connect with them in their language. What are your favorite resources and techniques for learning Medical Spanish? Let us know in the comments below! Lynn McComas is CEO and founder, PreceptorLink, and a recognized expert in precepting nurse practitioners and advanced practice provider students. With over two decades in primary care, Lynn has served as a coach, advisor, mentor, and preceptor for countless health care professionals, including NPs, nurses, and medical assistants. She co-founded a successful skills and procedures business and speaks nationwide on NP-related issues. Lynn is also a regular contributor on LinkedIn, KevinMD, Facebook, YouTube, Instagram @preceptorlink, X @LynnMcComas, and her blog, where she addresses the growing NP and PA professions and the urgent need for preceptor sites. Her unique perspective, shaped by her business, clinical, and educational experiences, positions her as a key voice in tackling preceptor shortages. Lynn is committed to driving change—through a paradigm shift in NP education, reducing barriers, offering preceptor incentives, and advocating for reforms within the profession.  Imagine walking into a doctor’s office or hospital and being treated by someone who has never actually touched a patient before. Sounds absurd, right? Yet, this could become a reality if we continue to push aside the hands-on training of our future health care providers.
This may seem extreme, but it reflects a recent message sent by HR to one of our most dedicated preceptors. (Parts of the message are redacted to protect the institution’s privacy.) “I’m writing to clarify the role of students at our clinics: To clarify, this is a shadowing and observational experience … Students are not permitted to engage in any hands-on training or provide patient care at any time … No student—whether MA, RN, NP, PA—should provide patient care or be left alone with a patient.” Sadly, I’m seeing this kind of thing more and more in requests for preceptors. Providers who only allow “observation” during clinical rotations should concern every patient, doctor, and health care facility. The question isn’t just how we’ll prepare the next generation—it’s whether we’ll prepare them at all. I am completely baffled by this. Are we really okay with future providers lacking the hands-on experience they need to safely and effectively care for patients? These students aren’t just students—they are our future health care providers. They will be the ones taking care of our communities, treating our loved ones, and dealing with emergencies. Yet, despite how important they are, we’re not giving them the real-world training they need. Hands-on experience is crucial for their education. But let’s be honest: Hands-on training isn’t just about learning skills—it’s about gaining the confidence and experience that comes from working directly with patients. This is where students learn to make quick decisions and connect with people in need. Without this training, we’re sending them out into the world half-prepared, and that’s not fair to them or the patients they will serve. We understand the pressures to be productive, the limited resources, and the financial challenges that health care organizations and providers face. But when these concerns take priority over giving students real-world training, we’re heading for trouble. Do we want a future where providers know all the theory but lack the experience to make tough clinical decisions when it counts? This isn’t just an educational problem—it’s a patient safety issue. Skipping this crucial training isn’t just bad for students; it’s bad for every patient they’ll eventually care for. We can’t afford to focus on short-term productivity at the cost of long-term quality. While efficiency and saving money are important, the quality of care we provide is paramount. Imagine the consequences: providers who miss out on hands-on training may make avoidable mistakes, leading to patient suffering, legal issues, and higher costs for the health care system. This is a risk no one wants to take, but it becomes more likely if hands-on learning is pushed aside for short-term gains. The health care system depends on having well-trained, confident providers who are ready to step into their roles and do the job right. We’re weakening that system by denying students these real-world experiences and putting future patient care at risk. Health care facilities, doctors, and educators must come together to ensure that hands-on training remains a vital part of medical education. We can’t allow productivity concerns to overshadow our duty to properly train the next generation. Our future providers—and our patients—deserve better. The next generation of health care professionals is counting on us to make their education a priority. Let’s not let them down. Lynn McComas is CEO and founder, PreceptorLink, and a recognized expert in precepting nurse practitioners and advanced practice provider students. With over two decades in primary care, Lynn has served as a coach, advisor, mentor, and preceptor for countless health care professionals, including NPs, nurses, and medical assistants. She co-founded a successful skills and procedures business and speaks nationwide on NP-related issues. Lynn is also a regular contributor on LinkedIn, KevinMD, Facebook, YouTube, Instagram @preceptorlink, X @LynnMcComas, and her blog, where she addresses the growing NP and PA professions and the urgent need for preceptor sites. Her unique perspective, shaped by her business, clinical, and educational experiences, positions her as a key voice in tackling preceptor shortages. Lynn is committed to driving change—through a paradigm shift in NP education, reducing barriers, offering preceptor incentives, and advocating for reforms within the profession. This article was originally published on KevinMD. You can find the original article here.  So, you have carefully weighed the pros and cons of returning to school to get your NP and have decided to move forward! But now you’re debating between becoming a Family Nurse Practitioner (FNP) or an Adult Geriatric Acute Care Nurse Practitioner (AGACNP). I recently wrote an article asking the question, PMHNP or FNP? Which Should I Become? If that is part of your thinking, read that post as well.
Let’s examine the other question I see often asked on the nursing forums! FNP vs AGACNP. Something that really concerns me is that I frequently see students switching from one program to another, sadly, most often because they couldn’t find a particular kind of preceptor. (!) When I see this kind of thing, I REALLY hope that significant thought went into the decision because we are talking about your profession, not just what to eat for dinner or the color you want to paint your walls! So, it’s good to explore this further! Let’s talk about the differences of each. Acute Care NPs generally work with their patients for the short term, while FNPs generally follow their patients for months or years. Both have pros and cons, and different personalities fit different roles. Whether you choose to become an AGACNP or an FNP, you’ll become “a provider.” You’ll be making the medical decisions. So try to imagine yourself in both of these roles. FNP Work Settings and Specialties FNPs typically work in outpatient settings, such as primary care, internal medicine, geriatric medicine, and urgent care. However, they sometimes pursue additional training and venture into specialty areas like cardiology, sleep medicine, endocrinology, integrative medicine, or neurology. Some FNPs work in emergency rooms, frequently after obtaining additional Emergency Nurse Practitioner (ENP) certification. There are many different things FNPs can do, but those are some of the most common settings. ACNP Work Settings and Specialties Acute Care Nurse Practitioners (ACNPs) primarily work in inpatient settings where they manage patients with acute, complex, and often life-threatening conditions. Common work environments include intensive care units (ICUs), emergency departments, trauma units, and surgical units. ACNPs are trained to perform advanced assessments, diagnose acute medical conditions, and initiate treatments in high-pressure situations. Many ACNPs also specialize in areas like cardiology, pulmonology, oncology, or critical care, often working closely with multidisciplinary teams to provide comprehensive patient care. Due to their expertise in acute care, they are key players in managing patients during hospital stays and in transition from hospital to home or rehabilitation settings. Answering these questions that may help you decide: FNP: 1. Do I enjoy working with patients of all age groups? FNPs work with people of all ages, from children to the elderly. 2. Am I interested in primary care and wellness services? FNPs emphasize preventive care and health maintenance, often in outpatient and specialty settings. 3. Do I prefer a more predictable schedule and a variety of patient interactions? FNPs often work in diverse healthcare settings, offering flexibility in practice. Outpatient FNPs most often work “regular” daytime hours, M-F. Or, in Urgent Care, add weekends and evenings. AGACNP: 1. Am I comfortable working with adult and geriatric populations? AGACNPs primarily focus on adult and elderly patients in both hospitals and specialty outpatient clinics. 2. Do I thrive in fast-paced, high-pressure environments? AGACNPs manage critical conditions in acute care settings, which can be intense and demanding. 3. Am I interested in acute care and managing complex medical cases? AGACNPs handle acute illnesses and critical situations. Making an Informed Decision What Next? 1. Self-Assessment: Reflect on your interests, strengths, and career aspirations. Consider your preferred patient population and work environment. 2. Talk to NPs: Connect with experienced FNPs and AGACNPs to gain insights into their roles, daily responsibilities, and job satisfaction in various settings. 3. Clinical Rotations: Seek elective clinical experiences that align with your interests to gain exposure to different practice settings. 4. Job Market Research: Investigate the demand for both FNPs and AGACNPs in your desired location, considering factors like job availability and salary expectations in various specialties. 5. Professional Organizations: Join relevant professional organizations, such as the American Association of Nurse Practitioners (AANP) or the American Association of Critical-Care Nurses (AACN), for resources and networking opportunities. Consider Your Future Work-Life Balance Think about what kind of work-life balance suits you best. As an FNP, you might have more predictable hours, especially in outpatient settings like primary care or specialty clinics. This can mean a steady routine, with the chance to have evenings, weekends, and holidays off, which is great if you have family commitments or prefer a consistent schedule. However, many FNPs complain about taking their charting home and a never-ending inbox. If you choose to become an AGACNP, you’ll be in environments that provide 24/7 care, like hospitals or critical care units. This often involves nights, weekends, and long shifts, but many find it worth it to have extended periods off due to block scheduling. If you thrive in fast-paced settings and love a challenge, the variety and intensity of acute care might be a good fit for you. Choosing between FNP and AGACNP is an important decision! Your choice should reflect your particular strengths, the type of healthcare professional you aspire to be, and the job market. Choosing a Program If you have made the decision on which direction to go, now you need to think about which program you will attend. Be sure to read our article Choosing the Right Acute Care Nurse Practitioner Program. The information in the article also pertains to other programs as well, so even if you decide on another program, read on! Good luck out there, and choose wisely! The PreceptorLink® Difference At PreceptorLink®, with nearly a decade of experience in preceptor matching, we go beyond simply connecting you with preceptors. We believe in QUALITY. For our NP profession to continue to have positive outcomes, we must ensure quality education. Our goal is to match quality students with quality preceptors to develop quality clinicians. Our founder, Lynn McComas, DNP, ANP-C, has leveraged her extensive experience and contacts as an NP to create our business, educate our team, and design our tech-enabled match-making App. We want to not only connect students with qualified preceptors but also equip them to make the most of this crucial learning phase. We also quant to provide education to help support preceptors. If you need a preceptor, want to become a preceptor, or have a burning question about the nurse practitioner profession, we’re here to help! Lynn and The PreceptorLink® team are experts in the area of precepting and the NP profession. Check out our App, review our How It Works page, or reach out to us at 888-418-6620. www.PreceptorLink.com  As a longtime NP, I’ve been through a lot of interviews, and I’ve also done a lot of interviews. Whether you are a new grad NP looking for a job or a seasoned NP, interviewing for a Nurse Practitioner (NP) job can feel overwhelming! But you’ve got this! My motto is always, “Prep For Success,” so let’s review 12 questions you might want to ask the interviewer. Bring along a copy of your resume if you are interviewing in person. If you are interviewing virtually, have it in front of you to refer to if needed. Dress professionally and err on the conservative side. Be authentic when you are interviewing. Don’t try to be someone you’re not, or both you and your employer will likely be unhappy with the hire in the end. But, obviously, put your best foot forward. After the interviewer has asked you questions, it's good to ask a few things about the practice and role to ensure it's the right fit for you and ensure your expectations are realistic. Clearly, you’ll want to vary these to fit the practice setting. Acute care is going to be much different than primary care. Here are some questions you might want to ask: 1. How many patients would I be expected to see per day, and how long are the visit types? Understanding the patient load and visit duration helps you gauge the pace and expectations of the job. 2. Who, if anyone, will be there as a resource for me if needed? Knowing if there’s a support system in place is crucial for your professional growth and daily operations. 3. Is there any kind of orientation, and if so, how long will it be? An orientation period can be pivotal for getting acclimated to the new environment and processes. 4. Will I have allotted charting time and admin time? Clarifying this can help you understand how the practice values your time and manages your workload. 5. What type of EHR do you use, and what is the training for this system? Familiarity with the Electronic Health Record (EHR) system and its training protocol is essential for a smooth transition. 6. Will I have my own medical assistant or back office assistant? Sometimes, these roles are shared with other providers, so it’s good to know what to expect. 7. What is the reason for the hire? Did someone leave? Asking this politely can give you insights into the workplace environment and potential challenges. 8. Are there any issues or concerns about the practice that I should know? If you can ask this and read between the lines, it might reveal important information about the practice. 9. What do you expect my schedule to be, and is there any flexibility? Understanding the schedule and if there is any flexibility with it can help you balance work and personal life. 10. How many providers do you currently have, and how many NPs? This question helps you understand the team dynamics and the practice’s structure. 11. Have you ever had an NP, if that’s unclear from the prior question? Knowing their experience with NPs can give you insights into their expectations and support for your role. 12. Would you allow me to shadow someone for a day to ensure it’s a good fit on both sides? Shadowing can provide invaluable insights into the practice and help you decide if it’s the right place for you. It’s an opportunity to see the day-to-day operations and get a feel for the team and environment. While legalities can sometimes prevent this, it never hurts to ask. This is not an exhaustive list, but it's a great starting point. For more tips, I highly recommend “Advice With Erin.” She provides excellent videos on what to do and what not to do in an interview. These 12 questions can help you determine if the practice is a good fit for you and vice versa. It’s important to find a match on both sides. Good luck! You’ve got this! About the Author: Lynn McComas, DNP, ANP-C, is an experienced nurse practitioner and an expert on the topic of precepting. Determined to make a difference in “the Preceptor Problem,” Lynn went on to obtain her Doctorate in Nursing Practice (DNP) at the esteemed Duke University, where she focused on finding solutions to the preceptor shortage. She is the owner and founder of PreceptorLink®. The company’s goal is to simplify and streamline the process of preceptor matching while maintaining quality and professionalism throughout. www.PreceptorLink.com  As the NP owner of Preceptor Link, I see a lot of resumes- both students and providers, so I wanted to provide some practical advice on crafting a resume that stands out. Whether you're an NP student trying to find a preceptor, a new grad NP trying to find a job, or an experienced nurse practitioner looking for a job change, your resume is your first chance to make a great impression. You want it to reflect your professionalism, experience, and strengths. (Here are links to some free email templates if you want to try those.)
A Note on Using AI to Help You Write a Resume I’m personally not afraid of AI. So, try it, and see if it helps you. AI can be a valuable tool in crafting your resume by providing personalized suggestions, correcting grammar and spelling errors, and optimizing your content for clarity and impact. AI-driven platforms can analyze your work history and suggest the most relevant skills and experiences to highlight, ensuring your resume is tailored to the specific job you're applying for. Additionally, AI can help format your resume in a clean, professional manner, making it more likely to catch the attention of preceptors, recruiters, or hiring managers. Whether it’s ChatGPT, Gemini, or one of the other LLMs, consider giving it a shot. It can be really helpful. But make sure the final resume accurately represents YOU! Keep It Neat, Clean, and Professional First impressions matter. A well-organized, concise, and professional resume is essential. Make sure it’s free from typos and grammatical errors—having a second set of eyes to review it can be invaluable. You can use Grammarly (great for students!) or other AI to review it. If you need extra help, consider using a professional resume service. Name and Contact Information Your name and title should be prominently displayed at the top of your resume. However, don’t include your home address. No one needs that unless you’re filling out a formal job application. Instead, include your city and state, email address, phone number, and consider adding a link to your LinkedIn profile if it's up to date and makes sense for this role. (Follow PreceptorLink®’s LinkedIn profile through that link!) Crafting a Strong Summary Most people agree that including a “Professional Summary” is good, and most also agree “Objectives” are dated and not advised. This brief summary is at the beginning of your resume, and it should highlight your strongest characteristics, key strengths, and relevant job experience. This section is your elevator pitch—use it to quickly convey what makes you a standout candidate. How do you differentiate yourself and why they should want YOU over other candidates. Yes, let’s face it. This is a competition. Education vs. Clinical Experience: What Comes First? Deciding whether to list your education or clinical experience first depends on your situation. If you graduated from a highly reputed school, you might want to showcase that up front. On the other hand, if you have significant clinical experience that demonstrates your competencies and skills, lead with that. But, obviously, include both. (You’d be surprised how often I see Education missing from resumes!) NP Students and New Grads: Highlight Your Clinicals For NP students and new grads, briefly list your clinical rotations. This is where you can showcase the variety and breadth of your hands-on experience. Be concise but specific—mention the specialties you worked in and any notable achievements. This will help potential employers or preceptors understand your clinical background at a glance. Experienced NPs: Omit Clinicals If you're an experienced NP, there's no need to list your clinical rotations unless you think it gives you some special “in.” Your professional work experience should take center stage. Focus on your roles, accomplishments, and the skills you've developed in practice. Keep it succinct and descriptive. One or two sentences or a few bullets. Leave High School Off Your Resume and Your Unrelated Jobs High school education is not necessary and can clutter your resume or make you look really young- not always helpful when people want experience. Also, leave off unrelated jobs that don’t highlight you. Your focus should be on your nursing and healthcare education. There are exceptions to this, so use your judgment. (“Took time off to focus on raising my children.” You decide. I personally appreciate that) Keep It Concise Remember, your resume should be no longer than two pages, even if you’ve been in practice for many years. Make it strong and succinct, and highlight your skills and strengths. Employers and preceptors are busy and prefer to scan through resumes quickly. Avoid unnecessary details and nursing-specific jargon—stick to what’s relevant to the role you’re seeking. Describing Your Experience When detailing your work experience, keep it succinct. You don’t need to explain every aspect of your previous nursing roles—focus on the key responsibilities and accomplishments that are pertinent to the job you’re applying for. For example, instead of listing every task you performed, highlight your work with specific patient populations or your role in managing complex cases. References At the end of your resume, simply state, “References available upon request.” There’s no need to list them unless specifically asked unless those listed will open an opportunity for you. Final Thoughts Your resume is a critical tool in your professional toolkit. It should be a clear reflection of your experience, skills, and professional journey. By following these tips, you'll be well on your way to creating a resume that opens doors. You’ve got this! Best of luck in your career journey, and keep on learning! About the Author: Lynn McComas, DNP, ANP-C, is an experienced nurse practitioner and an expert on the topic of precepting. Determined to make a difference in “the Preceptor Problem,” Lynn went on to obtain her Doctorate in Nursing Practice (DNP) at the esteemed Duke University, where she focused on finding solutions to the preceptor shortage. She is the owner and founder of PreceptorLink®. The company’s goal is to simplify and streamline the process of preceptor matching while maintaining quality and professionalism throughout. www.PreceptorLink.com Here are some projects you might do! We sometimes get asked to find a preceptor for Master of Science in Nursing (MSN) students enrolled in a Leadership and Administration program. We need nurses in leadership, so this may be a great role for you if you have leadership skills and talents! Nurses can use their unique expertise and insights in various leadership positions. So let’s help you get started on completing your program!
What are some leadership roles for nurses? Nurses with a Leadership and Administration degree can take on various roles such as Nurse Executive or Chief Nursing Officer (CNO), where they oversee nursing departments and ensure high care standards; Nursing Director or Manager, managing staff and budgets to maintain patient care quality; and Clinical Nurse Leader (CNL), focusing on improving patient outcomes. They can also serve as Healthcare Administrators, managing operations and ensuring compliance; Policy Analysts or Consultants, shaping healthcare policies; Academics or Nurse Educators, developing curricula and mentoring future nurses; and Quality Improvement Coordinators, enhancing healthcare quality and patient safety. Nurses can even end up in unique C-suite roles. By stepping into these leadership roles, nurses can significantly impact healthcare systems, improve patient outcomes, and advance the nursing profession through their expertise and dedication. Projects that Administration and Leadership nursing students might do: Based on our experience at PreceptorLink®, most nurses in Leadership programs (as well as Education programs) are required to participate in a project that is designed to develop their leadership skills, administrative abilities, and understanding of healthcare systems. Be sure that you know exactly what your school requirement is so you can clearly explain what the preceptor’s responsibilities would be and what your responsibilities would be as a student. Vague answers about the responsibilities read from the manual are unlikely to get you a yes from a preceptor! Your project will typically be completed under the guidance of a preceptor, who is an experienced nurse leader or administrator. So let’s think about what projects you might do. First and foremost, you want to find something that helps the site! You will be able to “sell” a potential preceptor better on the idea if you can think of something that will help them and/or their site! Here are some common types of projects MSN students might undertake: 1. Quality Improvement Projects - Objective: To identify areas for improvement within a healthcare setting and implement strategies to enhance patient care quality. - Activities: - Conducting root cause analyses to understand issues. - Developing and implementing action plans. - Evaluating outcomes and making recommendations for future improvements. 2. Leadership Development Initiatives - Objective: To enhance personal leadership skills and mentor others within the organization. - Activities: - Developing leadership training programs for staff. - Leading team meetings or projects. - Reflecting on personal leadership styles and growth. 3. Policy Development and Implementation - Objective: To create or revise policies that improve healthcare delivery and ensure compliance with regulations. - Activities: - Researching existing policies and best practices. - Drafting new policy documents. - Presenting policy proposals to stakeholders and implementing changes. 4. Financial Management Projects - Objective: To gain insights into the financial aspects of healthcare management. - Activities: - Analyzing budget reports and financial statements. - Identifying cost-saving opportunities. - Developing strategies for resource allocation and financial planning. 5. Strategic Planning - Objective: To contribute to the strategic direction and goals of the healthcare organization. - Activities: - Participating in strategic planning sessions. - Analyzing market trends and organizational data. - Assisting in the development of long-term strategic plans. 6. Human Resource Management - Objective: To address staffing needs and improve employee satisfaction and retention. - Activities: - Conducting staffing assessments and workforce planning. - Developing recruitment and retention strategies. - Implementing staff development and performance evaluation programs. 7. Patient Safety and Risk Management - Objective: To enhance patient safety and minimize risks within the healthcare setting. - Activities: - Conducting risk assessments and safety audits. - Developing risk management plans. - Implementing safety protocols and monitoring compliance. 8. Community Health Projects - Objective: To improve health outcomes within the community and address public health issues. - Activities: - Designing and implementing community outreach programs. - Collaborating with public health organizations and stakeholders. - Evaluating the impact of community health initiatives. 9. Technology and Informatics Projects - Objective: To leverage technology to improve healthcare delivery and operations. - Activities: - Implementing electronic health record (EHR) systems. - Analyzing data to improve decision-making and patient outcomes. - Developing telehealth and digital health solutions. 10. Interdisciplinary Collaboration - Objective: To foster collaboration among different healthcare professionals and departments. - Activities: - Leading interdisciplinary team projects. - Facilitating communication and collaboration between departments. - Developing programs to improve teamwork and collaboration. The project's goal is to help the MSN student apply theoretical knowledge in real-world settings and prepare them for leadership roles in healthcare organizations. So, think through what project you might want to do that will both help your preceptor’s site, maintain your interest, and be doable in the rotation timeline. Good luck with your program. You’ve got this! Let us know if you need our help finding someone or if you want to become a Leadership preceptor. Students (and the profession) need you! Be sure to Like, Follow & Subscribe for future NP, APRN, and Preceptor related content!  Dear FNP Students, (This can apply to ANY NP, PA, or Medical Student!)
I recently had the pleasure of spending 3 days with some amazing pediatric nurse practitioner (PNP) colleagues at the National Association of Pediatric Nurse Practitioners (NAPNAP) Conference. I met some of the most wonderful nurse practitioners from across the spectrum: PNPs, students, faculty members, Deans of Nursing, and other types of nurse practitioners (NPs). It was a sincere pleasure networking with so many nurse practitioners who have dedicated their professional lives to improving the lives of children and their families. As I heard several times over, “Children are NOT little adults!” They were enthusiastic and earnest in their desire to increase their pediatric knowledge base and to connect with colleagues. Interspersed in the energy, however, I repeatedly encountered a recurrent theme I would like to share with you. These nurse practitioners are inundated with requests for preceptors. Most love to teach and want to share their knowledge and passion with the next generation of NPs. The problem they report is that the next generation of FNP students often appear apathetic and lackadaisical about learning pediatrics! This disinterest in learning pediatrics is causing these pediatric preceptors to feel disheartened and disinterested in teaching FNP students. Here are some of the comments they reported FNP students have said in their pediatric rotations: "I am only here to get my hours done and become an FNP.” "I am not going to do peds when I get out- I am only doing this because I have to do this to graduate." Even if the student doesn’t directly verbalize this, the disinterest is obvious to these dedicated practitioners (and the office staff). This attitude is unacceptable and troublesome, and it’s causing preceptors to quit precepting. These pediatric preceptors (whether NP, PA or MD) are dedicating their time to educate you! Precepting results in decreased productivity, which often results in less income. They spend their time and energy compiling educational material and carefully crafting teaching plans for you. They miss out on family and personal time so they can stay late and work with you! They want you to be excited and interested in pediatric healthcare! It is not fair to these dedicated professionals to act otherwise. We must train our FNPs well in pediatrics because children and their families deserve quality healthcare. FNP students, a disinterested attitude is NOT ok! FNP faculty, please counsel students that this is NOT acceptable. FNP schools, please carefully screen students. Regardless of the area in which you end up working, you must be respectful and appreciative of your preceptor and his/her specialty. Soak up every morsel of knowledge you can from every clinical rotation. Before you know it, you will be out and practicing, and lives will depend on you. (If nothing else, it will help you on Boards.) There is a serious preceptor shortage, especially for pediatric rotations, and this is only making the problem worse. I am dedicated to helping improve the preceptor problem for nurse practitioners, and I continue to search for ways we can help with this issue. Students, being gracious and interested in your clinical rotations will motivate preceptors. If preceptors don’t feel appreciated, they won’t precept! Compassion and passion are some of the characteristics that make nurses special. Demonstrate those behaviors at every clinical rotation. The profession and your future patients need you and are counting on you. About the Author: Lynn McComas, DNP, ANP-C, is an experienced nurse practitioner and an expert on the topic of precepting. Determined to make a difference in “the Preceptor Problem,” Lynn went on to obtain her Doctorate in Nursing Practice (DNP) at the esteemed Duke University, where she focused on finding solutions to the preceptor shortage. She is the owner and founder of PreceptorLink®. The company’s goal is to simplify and streamline the process of preceptor matching while maintaining quality and professionalism throughout. www.PreceptorLink.com Be sure to Like, Follow and Subscribe for future NP, APRN, and Preceptor related content!  Introduction
The decision to become a Nurse Practitioner (NP) is a significant commitment that requires a substantial investment of time, money, and effort. As rewarding as the career can be, it's crucial for prospective NPs to understand the job market landscape before signing up for an NP program. This awareness can help avoid the disappointment and financial strain that may come from entering a saturated job market. The decision to become an NP should be informed by a thorough understanding of the current job market trends. While the demand for healthcare professionals generally remains robust, certain NP specialties and regions may experience saturation, making it difficult for new graduates to secure positions. Current Job Market Trends for NPs The NP job market in the United States varies widely. Some regions have a high demand for NPs due to physician shortages and an increasing focus on preventive care. However, other areas are saturated, making it difficult for new grads to find positions. Understanding these trends can help you make an informed decision about where and how to practice. How to Research the Job Market So, how do you go about researching the job market? Start with online job boards like Indeed, Glassdoor, and LinkedIn. These platforms provide valuable insights into the demand for NPs in different regions and specialties. Additionally, connect with professionals in the field through local NP associations. Ask local recruiters to be honest with you and let you know if there are new grad jobs, what they pay, and what type of job a new grad can get in your area. Don't underestimate the power of firsthand experiences shared by those already in the profession. Talking to New Grad NPs Talking to new grad NPs can provide invaluable insights. Ask on Facebook pages, but specify your location. They can share their experiences, challenges, and successes, helping you gauge the real-world scenario. Ask about their job search process, the demand for their specialization, and any advice they might have for someone just starting. Understanding Regional Differences The job market for NPs varies significantly by location. Urban areas MAY have more opportunities due to higher population densities and greater healthcare needs, but I have heard complaints from certain large cities, especially when they are close to excellent local NP schools. This is especially true if the new grad attended a less accepted online school over a popular, well-respected, and established local or state school. (Really think about this when you select your school too!) Conversely, rural areas might have fewer positions but can offer other benefits, such as a closer-knit community and potential loan repayment programs for healthcare providers. And there is often a higher need in rural areas. Specialization and Its Impact on Job Availability Your chosen specialization greatly impacts job availability. Family Nurse Practitioners (FNPs) are in high demand due to their broad scope of practice. There is also still a high need for Psych Mental Health Nurse Practitioners (PMHNPs), but as more and more schools graduate new grad PMHNPs, that may change as well. On the other hand, specialties like acute care or neonatal can be more competitive. Research the demand for different NP specializations to make an informed decision about your career path. Financial Considerations Becoming an NP is a significant financial investment. Tuition, books, and certification exams add up quickly. If your school does not find preceptors for you, you may have to find your own preceptor or use a company like PreceptorLink® to help you find a preceptor. It's essential to weigh these costs against potential earnings and job security. Ensure that your chosen specialization and region offer sufficient job opportunities to justify the investment. It’s Not Just a Financial Investment The journey to becoming an NP is not just financially demanding; it's emotionally and time-intensive. Balancing school, work, and personal life can be challenging. Make sure you're prepared for the commitment required and have a strong support system in place. Make sure this is a smart time to go back and take on this extra burden and responsibility. It kills me when I hear and see students literally in tears over how frustrating NP school is, and then to not be able to find a job. Oh boy! The Final Word Before enrolling in an NP program, do your due diligence. Research the job market, talk to current NPs, and understand the financial and emotional investments required. Stay informed about industry trends and be adaptable to changes in the healthcare landscape. Read our other articles to help you decide before you take the big step! We have lots of good info on our Blog! HOWEVER, I will add that if you show initiative and determination; if you work hard and are a great student and potential clinician; and if you are smart and dedicated to finding a job, even if it’s not the right job at first, you can get a job. Be savvy and put yourself out there. Network like crazy. Have a fantastic cover letter and resume. Be someone that the practice/site just HAS to take a chance on! But all of that can take a lot of work, especially in certain parts of the country, so if that’s not you, then make your decision accordingly. About the Author: Lynn McComas, DNP, ANP-C, is an experienced nurse practitioner and an expert on the topic of precepting. Determined to make a difference in “the Preceptor Problem,” Lynn went on to obtain her Doctorate in Nursing Practice (DNP) at the esteemed Duke University, where she focused on finding solutions to the preceptor shortage. She is the owner and founder of PreceptorLink®. The company’s goal is to simplify and streamline the process of preceptor matching while maintaining quality and professionalism throughout. www.PreceptorLink.com The PreceptorLink® Difference At PreceptorLink®, with nearly a decade of experience in preceptor matching, we go beyond simply connecting you with preceptors. We believe in QUALITY. For our NP profession to continue to have positive outcomes, we must ensure quality education. Our goal is to match quality students with quality preceptors to develop quality clinicians. Our founder, Lynn McComas, DNP, ANP-C, has leveraged her extensive experience and contacts as an NP to create our business, educate our team, and design our tech-enabled match-making App. We want to not only connect students with qualified preceptors but also equip them to make the most of this crucial learning phase. We also quant to provide education to help support preceptors. If you need a preceptor, want to become a preceptor, or have a burning question about the nurse practitioner profession, we’re here to help! Lynn and The PreceptorLink® team are experts in the area of precepting and the NP profession. Check out our App, review our How It Works page, or reach out to us at 888-418-6620. www.PreceptorLink.com Be sure to Like, Follow and Subscribe for future NP, APRN, and Preceptor related content!  Today I spoke with a new preceptor who really sounds like a great clinician and preceptor! I thought I’d share this PMHNP’s precepting style and method.
A few details about the preceptor:
Interview with D.M, PMHNP: I see patients of all ages with all conditions. The top 5 conditions I treat are as follows:
Philosophy: I consider psychiatric care to be an art form that thrives on collaboration, interaction, and customization for each individual client. Precepting: Students will learn not only the clinical but also the business side of running a practice, including time management and CPT code selection. Medication management and psychotherapy occur with every appointment. Students sit adjacent to me as I interview clients, chart, diagnose, prescribe, and bill insurance companies. I do this mostly in person, but I can also do telepsych with students. The student reviews my charts in the morning. I give the student a brief synopsis, about a minute long, about the patient that he/she's going to see before I see the patient. I'll give the student a brief synopsis of the diagnoses, what's going on, and what medications they're on. My patients are back-to-back, and I see patients from 8:00 in the morning to 4:00 in the afternoon. I do synchronous charting, so I never take charts home. I’m done charting when I am done seeing a patient. If the student has any questions, I tell them to write them down during the patient visit. Then I will answer them either immediately after the appointment, or I will sit with the student and answer them later in the day. Also, anytime that we have a break or if a patient doesn't show up, I’ll answer questions. But I'll ask the students questions, too. I’ll ask things like, “What do you think about this? Do you have any experience with this? Why do you think I picked this medication? I really like to have that full feedback. It helps make them use their critical thinking skills. When I was a student I was with a preceptor where the students were just allowed to observe, and they didn’t provide feedback. Students just don't learn well that way. Students are just basically going off whatever their preceptor's favorite medications are, and then they adopt them as their own. And that's why I always tell people, I'm not going to give you any medication recommendations at all until I hear the full feedback. I'm going over what's going on, from sleep to anxiety to panic attacks to depression to whatever the case may be. You're not going to know all of that usually until towards the end of the interview. So I have the students do that for several encounters and usually the goal is, by the end of the rotation, that now they can do an Initial or a follow-up. Students should be able to take my notes from my last appointment and effectively do a follow-up because I write really good notes. That's one thing that I really train them to do as well. If any type of new medications or something that's kind of interesting shows up, I'll give them a little bit of homework. I might say, “Hey, teach me about X medication. That's a newer medication.” Or “Teach me about Rixalta. You don't hear that too often for bipolar patients. I give them a little useful homework. Preceptor’s choice for their EHR: So we use a system called Advanced MD EHR. It helps with practice management so I can focus on patient care. It even does marketing. It has about four tabs: 1) HPI 2) Mental Status exam 3) Patient vitals and current mood 4) Your medication recommendations, plan, and assessment. It's very user-friendly. Something that I always teach students is synchronous charting. I never bring charting home. I'm a very quick typer. I finish charting between each patient. I see a lot of patients in the day. A lot of people are going to have depression, anxiety, sleep problems. I pretty much see that across the board. So it's not good to get confused, and it's good to chart properly. That’s important. Overall, I love to teach, and I try to teach students how to do it right and do it efficiently. We think D.M., PMHNP, sounds like a fantastic preceptor and provider. We hope you found this Real World Precepting case helpful! Can you share how you like to precept? Let’s all learn from each other. (We generally don’t share names, so preceptors aren’t inundated with requests to precept!) About the Author: Lynn McComas, DNP, ANP-C, is an experienced nurse practitioner and an expert on the topic of precepting. Determined to make a difference in “the Preceptor Problem,” Lynn went on to obtain her Doctorate in Nursing Practice (DNP) at the esteemed Duke University, where she focused on finding solutions to the preceptor shortage. She is the owner and founder of PreceptorLink®. The company’s goal is to simplify and streamline the process of preceptor matching while maintaining quality and professionalism throughout. www.PreceptorLink.com Be sure to Like, Follow and Subscribe for future NP, APRN, and Preceptor related content!  Time-Saving Tip for Preceptors: Empower Students as Scribes!
Hey there, fellow preceptors! I have a strategy that may help streamline your day and boost student learning. Consider having your students scribe for you! Double Duty with Scribing: Student scribes can be a fantastic asset. Here's why:
Beyond Time-Saving: Even if you already use a dictation service like FreedAI or DeepScribe, consider incorporating student scribes as well. Here's the bonus:
Let's Share the Knowledge! Student scribes can significantly enhance your day's efficiency while providing valuable learning experiences. Do you have any time-saving tips or success stories with student scribes? Share them in the comments! Let's build a supportive community of preceptors who learn from each other. About the Author: Lynn McComas, DNP, ANP-C, is an experienced nurse practitioner and an expert on the topic of precepting. Determined to make a difference in “the Preceptor Problem,” Lynn went on to obtain her Doctorate in Nursing Practice (DNP) at the esteemed Duke University, where she focused on finding solutions to the preceptor shortage. She is the owner and founder of PreceptorLink®. The company’s goal is to simplify and streamline the process of preceptor matching while maintaining quality and professionalism throughout. www.PreceptorLink.com The PreceptorLink® Difference At PreceptorLink®, with nearly a decade of experience in preceptor matching, we go beyond simply connecting you with preceptors. We believe in QUALITY. For our NP profession to continue to have positive outcomes, we must ensure quality education. Our goal is to match quality students with quality preceptors to develop quality clinicians. Our founder, Lynn McComas, DNP, ANP-C, has leveraged her extensive experience and contacts as an NP to create our business, educate our team, and design our tech-enabled match-making App. We want to not only connect students with qualified preceptors but also equip them to make the most of this crucial learning phase. We also want to provide education to help support preceptors. If you need a preceptor, want to become a preceptor, or have a burning question about the nurse practitioner profession, we’re here to help! Lynn and The PreceptorLink® team are experts in the area of precepting and the NP profession. Check out our App, review our How It Works page, or reach out to us at 888-418-6620. www.PreceptorLink.com Be sure to Like, Follow and Subscribe for future NP, APRN, and Preceptor related content!  You searched and searched, and you finally did find a preceptor! Yeah! You recently started clinicals, but now you aren’t seeing enough patients or certain types of patients that you need! If it’s not one thing, it’s another!
I frequently hear nurse practitioner students complain about this, so I wanted to share some tips on how to increase your patient census, especially if you're an NP student struggling to fill your schedule. (This approach works for new grads or clinicians who are new to a practice as well!) Understanding the Challenge Many NP students find it challenging to get enough patient hours. Sometimes, students are just not getting enough hours in general, but frequently, they are short on patients in a specific area like pediatrics or women’s health. It’s important that students have quality clinical rotations and see all ages and as many types of patients. This is especially vital since fewer physicians are going into pediatrics anymore. Not seeing a diverse population of patients can prevent you from obtaining your necessary clinical hours, hinder your learning, delay your progress, and keep you from your goals: graduation, being prepared for clinical practice, and finding a nurse practitioner job! Whether it's a low census period, such as summer, or a need for more specialized cases like pediatrics, women’s health, or geriatrics, there are effective strategies to address this issue. Below, I outline practical approaches to help ensure you meet your clinical requirements. Communicate with Your Preceptor and Office Staff So what do you do? First, communicate with your preceptor. Make sure they understand your need for more patient interactions. Frequently, your preceptor can suggest people for follow-up, but sometimes they just don’t have the time to do this in their busy day. In this case, the Office Manager or the scheduler can often help you identify potential return visits. If they are willing to take the time with you (bringing them a cup of coffee from their favorite coffee place can help incentivize them!) and review potential patients together. Look for patients who have what you need for optimal learning (and clinical check-offs. Let’s keep it real!) Patients who are due for follow-ups – blood sugar checks, failure to thrive assessments, pap smears, breast exams, imaging, or lab work. Is there a diabetic or hypertensive patient due for follow-up? Use Electronic Health Records (EHR) to identify these patients efficiently too. Another approach is to bring up a follow-up with a patient you are currently seeing. “Kelly, it’s been a few years since we did a pap smear on you. Would you like us to schedule you for follow up on that?” “Mrs. Smith, did you ever get that follow-up breast exam.” “Samantha, I see that we see your kids here as well. Do you want to schedule their sports physicals now before it gets too busy?” Build the patients you need into your schedule. This approach works when you are a new hire and you are trying to fill your schedule, too! Create Follow-Up Visits So, you’ve identified some patients. Now, what do you say when you call? (Or, if it’s the scheduler, what can they say?) I suggest something like this, “Hi, Mrs. Jones. This is Lynn McComas, and I am an NP student working with NP Smith. She wants you to come in for a follow-up on your XYZ problem. We’d love to get you in for a visit. How does this Friday work for you?” Or, “Good morning, Mrs. Jones. I’m Lynn McComas, an NP student working with NP Smith. NP Smith mentioned that you are due for a follow-up breast exam. We have an opening on Tuesday. Would that work for you? Great! Let me hand you over to the scheduler!” Suggest days when you are in the clinic, of course, but you may even need to come in on a day that you weren’t planning on coming. (Again, get the ok from your preceptor on this! They may have other students on that day.) You have now “pre-introduced” yourself to the patient, which will make the follow-up introductions even easier. A friendly reminder call can go a long way in making patients feel valued and cared for. The clinic benefits, the patient benefits, and you can get your needed hours and experience! Plus, you can study up a bit on the visit before it happens. Win, Win! Create Visits with Existing Patients Sometimes, opportunities for the required patient encounters can be created during visits with existing patients.
Leveraging Technology Utilize patient portals to identify patients who are overdue for visits, labs, or imaging for easy scheduling and for automated reminders. These tools can significantly reduce no-show rates and keep your schedule full. Then, for best results, follow up with a phone call. Expanding Your Network to Other Providers Network with other healthcare providers in the practice or hospital. This can be especially helpful for Acute Care or inpatient settings, but really for any sites that have multiple providers. Let them know your needs and ask if you can see any [peds, women’s health, cardiac, etc.] patients with them. (Once again, be sure to get your preceptor’s permission for this first.) This not only helps you see the patients you need, but it also helps you meet other providers (for future clinicals or general networking). Conclusion Finding the types of patients that you need for clinical rotations can be challenging, but with proactive strategies and a positive attitude, you can turn this around. Communicate with your preceptor, take initiative, and utilize available resources to maximize your clinical experience. These strategies, grounded in practical experience, can make a substantial difference in achieving your clinical rotation goals. Remember, every challenge is an opportunity to learn and grow. Keep pushing forward, stay patient, and continue to build your skills. Keep on learning! About the Author: Lynn McComas, DNP, ANP-C, is an experienced nurse practitioner and an expert on the topic of precepting. Determined to make a difference in “the Preceptor Problem,” Lynn went on to obtain her Doctorate in Nursing Practice (DNP) at the esteemed Duke University, where she focused on finding solutions to the preceptor shortage. She is the owner and founder of PreceptorLink®. The company’s goal is to simplify and streamline the process of preceptor matching while maintaining quality and professionalism throughout. www.PreceptorLink.com Be sure to Like, Follow and Subscribe for future NP, APRN, and Preceptor related content!  Embarking on your clinical rotations can be both exciting and nerve-racking. To help ensure your success, it's crucial to be prepared. According to our preceptors, here are 13 essential questions to ask before you start your clinicals. Knowing the answers to these can help you prep for success!
1. Is there someone who can orient me, and if so, who will that be? Understanding whether there will be an orientation and who will be responsible if there is one is useful. This person will help you get acquainted with the clinical environment and the expectations. The person orienting you might be the preceptor, a medical assistant, or another student. In some cases, there is no one, and you may just have to jump in and figure things out yourself. It’s great to know this information ahead of time! 2. Will I be able to shadow you, and if so, for how long? Determine the duration and extent of shadowing. This varies based on the student’s experience level and the preceptor’s preference. Clarify this to ensure you’re on the same page. Some preceptors might expect you to jump right in, while others may have a structured shadowing period. 3. Can you describe how you typically precept nurse practitioner students? Understanding the preceptor’s approach is essential. Will you start by shadowing, then conducting patient histories, followed by joint exams and planning with the preceptor? This is a fairly typical approach, but it can really vary from preceptor to preceptor. Especially if you have someone who's never precepted, they might think that you're more prepared than you are. Or, the opposite may be true. Perhaps you've been doing clinicals for a while, and you're ready for more independence, but your preceptor is thinking all you're going to do is shadow. Try to have a conversation and clarify things. 4. What is the typical length of patient visits, and how many patients are seen daily? Know the patient flow to manage your time effectively. You might need to see a specific number of patients per day to meet your program’s requirements. You might need to explain that you need to see at least eight patients a day or one per hour. It all depends on what your requirements are and what the preceptor will allow. 5. Charting: Know what’s expected of students Will you be allowed to chart? It is legal at a Federal level as long as certain protocols are followed, but is it allowed at the site? What is the preferred approach to charting? Will you do mock charting? If the student is allowed to use the EHR, will you receive any kind of EHR training? Electronic Health Record (EHR) systems can vary. Inquire about training and consider doing some preparatory research or watching tutorial videos. 6. Who informs patients an NP student is working with the preceptor? Understand who will notify patients about your involvement in their care. Whether it’s the front office staff, the medical assistant, the preceptor, or yourself, knowing this process is important for a smooth introduction. Occasionally, the student might just pop in and say, “Hi. I’m a nurse practitioner student who’s working with Dr. Smith today. If it’s ok with you, I’ll be starting our visit. Then, Dr. Smith will be in, and we’ll finish together. Would you be comfortable with that?” Someone should ask the patient’s permission, but there are ways to do this and receive a willing response. If you sense hesitation, reassure the patient that it’s ok if they prefer not to have a student during the visit. We need to respect the patient’s wishes. 7. Is there a particular way that you want me to “report” the patient to you? Everyone is different, and it's helpful if you can get a quick explanation of your preceptor’s presentation style preference. (Check out our Resources Page for the Video Vignettes on Precepting link to the NONPF page.) 8. What are the preceptor’s expectations regarding your schedule and attendance? Clarify the preceptor’s schedule expectations. Be prepared to match the preceptor’s hours and avoid frequent absences or early departures. Communicate any necessary schedule changes in advance, but respect the preceptor’s requirements. Students really need to plan their schedules and lives. Here are some frequent complaints we hear from preceptors:
9. Have you precepted a nurse practitioner student before? This question helps gauge the preceptor’s experience with NP students and may influence their teaching style and expectations. If they have only precepted med students or therapy students, there may be a different level of expectation. 10. What is the dress code, and what should I bring? Confirm the required attire and necessary items such as scrubs, lab coats, name tags, lunch, books, apps, a computer, and a notebook. 11. Where should I park? Find out about parking arrangements, including any associated costs and specific locations. 12. What are the most common diagnoses in this practice? I always recommend that you ask the 10 to 20 most common diagnoses that you'll be seeing in the practice. Then, study those so that you know how to take a good history, write a good SOAP note, make an appropriate plan, and know the most commonly used drugs and associated therapeutics for the conditions seen. 13. Is there anything else I should know? This open-ended question can reveal additional expectations or information that can help you better prepare. (Also, check out our Resources Page for the Video Vignettes on Precepting link to the NONPF page.) Preparation is key, so take the initiative and clarify these points with your preceptor. If you think of other important questions, feel free to share them with us. This is "Real-World Precepting"—practical, honest, and designed to set you up for success. Keep on learning and prep for success! About the Author: Lynn McComas, DNP, ANP-C, is an experienced nurse practitioner and an expert on the topic of precepting. Determined to make a difference in “the Preceptor Problem,” Lynn went on to obtain her Doctorate in Nursing Practice (DNP) at the esteemed Duke University, where she focused on finding solutions to the preceptor shortage. She is the owner and founder of PreceptorLink®. The company’s goal is to simplify and streamline the process of preceptor matching while maintaining quality and professionalism throughout. Part of the “Real World Precepting Series”  Precepting via telepsych is a transformative approach in psychiatric education, offering numerous advantages over traditional in-person methods. One of the standout benefits is the ability to precept multiple students simultaneously, enhancing the learning experience and optimizing the preceptor's time. Additionally, if it’s allowed by schools, one preceptor can precept multiple students at the same time. Let me share the story of one of our beloved preceptors, KP, who exemplifies the effectiveness of telepsych precepting. Meet KP: A Model Telepsych Preceptor KP is an experienced PMHNP. She owns her own practice and manages both patient care and student precepting entirely through telepsych. Students log in from home on a HIPAA-compliant platform. This method has proven to be highly effective, with students expressing immense satisfaction with their learning experiences under her guidance. Students enjoy the flexibility and enjoy learning from other students in a group-like environment. KP treats a diverse range of patients across the age spectrum, making her practice a rich learning environment. KP typically sees between 8 to 15 patients a day. She is able to precept two to four students at the same time, thanks to the flexibility and efficiency of telepsych. Telepsych allows her to accommodate even more learners, maximizing the educational opportunities for everyone. The Technology Behind Telepsych Precepting KP utilizes a platform called Tebra (formerly known as Kareo), which she praises for its simplicity and efficiency. The platform provides a one-click video link that students can easily log into, facilitating seamless integration into patient visits. KP rates this platform highly, giving it a solid 9 out of 10, based on her extensive experience. KP’s feedback on this platform is unsolicited and purely based on her experience. (PreceptorLink® does not receive anything for recommending the platform, nor do we have personal experience using it. You are encouraged to review different telepsych platforms if you are considering adding telepsych/telepsych precepting to your practice.) KP’s Precepting Approach The precepting process begins with patients giving consent for students to be present during their visits. Once consent is obtained, students can observe and participate in the consultation. Initially, KP leads the sessions, allowing students to ask questions and interact after the visit. As students become more confident and knowledgeable, she gradually allows them to take a more active role, including leading the patient interaction under her supervision. A key element of KP’s teaching style is her use of quizzes on medications and therapeutic approaches post-visit. This method encourages critical thinking and ensures that students are well-prepared for real-world practice. For instance, she might ask questions like, "Why do you think I chose this medication over another?" or "What additional therapeutic approaches could be considered for this patient?" These questions not only reinforce learning but also stimulate deeper clinical reasoning. The Impact of Effective Telepsych Precepting KP's dedication to her students is evident in her interactive and challenging teaching methods. Her approach ensures that students are not only knowledgeable but also capable of applying their knowledge in practical settings. She is highly regarded by her patients, students, and the team at PreceptorLink®, illustrating the profound impact a skilled preceptor can have. She has our highest marks as a preceptor. Embracing Telepsych Precepting in Your Practice Telepsych precepting is a valuable tool for modern psychiatric education. It offers flexibility, efficiency, and the ability to provide high-quality training to multiple students simultaneously. Some clinicians offer only in-office telepsych, where the student is present with the preceptor and/or preceptor’s office. This option, while still valuable to learn, reduces the number of students who can benefit from the opportunity unless they have an available conference room or room where multiple students can sit. By incorporating telepsych into your precepting practices, you can contribute to the development of future psychiatric professionals while maintaining patient care standards. We hope this insight into telepsych precepting is helpful and inspires you to explore its benefits. By embracing this innovative approach, you can enhance your teaching practice and support the next generation of psychiatric clinicians. Keep on learning! Check out our video on this same topic on YouTube! Like, Subscribe, and Share for great precepting and NP/APRN-related content! The PreceptorLink® Difference
At PreceptorLink®, with nearly a decade of experience in preceptor matching, we go beyond simply connecting you with preceptors. We believe in QUALITY. For our NP profession to continue to have positive outcomes, we must ensure quality education. Our goal is to match quality students with quality preceptors to develop quality clinicians. Our founder, Lynn McComas, DNP, ANP-C, has leveraged her extensive experience and contacts as an NP to create our business, educate our team, and design our tech-enabled match-making App. We want to not only connect students with qualified preceptors but also equip them to make the most of this crucial learning phase. We also quant to provide education to help support preceptors. If you need a preceptor, want to become a preceptor, or have a burning question about the nurse practitioner profession, we’re here to help! Lynn and The PreceptorLink® team are experts in the area of precepting and the NP profession. Check out our App, review our How It Works page, or reach out to us at 888-418-6620. www.PreceptorLink.com About the Author: Lynn McComas, DNP, ANP-C, is an experienced nurse practitioner and an expert on the topic of precepting. Determined to make a difference in “the Preceptor Problem,” Lynn went on to obtain her Doctorate in Nursing Practice (DNP) at the esteemed Duke University, where she focused on finding solutions to the preceptor shortage. She is the owner and founder of PreceptorLink®. The company’s goal is to simplify and streamline the process of preceptor matching while maintaining quality and professionalism throughout.  So, you have finally said yes to a student who needs a PMHNP preceptor! (Or you’re at least considering it.) Great! Thank you! Providing quality education to these future mental health providers is vital, and there is a great need for more mental health providers. But, precepting a PMHNP student is very different than precepting a Family Practice student. So, now you are asking, “How do I precept a PMHNP student?” Whether you are a psychiatrist, a PMHNP, or a therapist, here are some important things to consider first if you are going to precept a PMHNP student:
1. Patient Permission:
2. Decide how you will precept.
3. Will students be able to see the patients and visa versa?
4. Will students be able to participate in the visit?
Those are some of the things you will want to consider when you precept a PMHNP student. You’ll find some video vignettes on precepting in general from NONPF, in case you want to check that out, too. This is a great article that goes into the topic in more detail as well. We’ll talk about more specifics on precepting the PMHNP student in future blogs, so make sure to follow PreceptorLink®! And hopefully, you’ll be a PreceptorLink® preceptor! Thank you for precepting! We’re happy to advise you if you ever need it. We have decades of experience when it comes to precepting NP students! Just email or call us at [email protected] or 760-604-0913 About the Author: Lynn McComas, DNP, ANP-C, is an experienced nurse practitioner and an expert on the topic of precepting. Determined to make a difference in “the Preceptor Problem,” Lynn went on to obtain her Doctorate in Nursing Practice (DNP) at the esteemed Duke University, where she focused on finding solutions to the preceptor shortage. She is the owner and founder of PreceptorLink®. The company’s goal is to simplify and streamline the process of preceptor matching while maintaining quality and professionalism throughout. www.PreceptorLink.com  Med management is not the only component of the Psych Mental Health Nurse Practitioner (PMHNP) student’s education. Learning how to develop a therapeutic relationship with patients is also a vital part of their education. And who better to help teach this to a PMHNP student than a seasoned clinical therapist? A quality therapist can contribute to a well-rounded clinical experience for PMHNP students. However, finding a therapy preceptor for a PMHNP student can be incredibly challenging.
I do frequently hear from therapists who want to precept Nurse Practitioner (NP) students, but administrative hurdles can stand in the way. Many times, Administrators don’t understand some of the benefits of allowing a therapist to precept a PMHNP student. So, what you can say to your boss or Administration to showcase the benefits of precepting and encourage them to say yes? And what can a PMHNP student say to a therapist to help convince him or her to precept them? (Share this article with a potential therapist!) Here are some ideas: Collaboration and Improved Care:
Building a Pipeline of Potential Hires:
Investing in the Future:
Utilizing Your Expertise:
Mutual Learning and Growth:
Show Initiative and Be Flexible:
Highlight Your Enthusiasm:
By framing precepting as an investment in the practice, the future of mental healthcare, and your professional development, you can convince your boss to give it the green light. Remember, your enthusiasm for precepting will be contagious. About the Author: Lynn McComas, DNP, ANP-C, is an experienced nurse practitioner and an expert on the topic of precepting. Determined to make a difference in “the Preceptor Problem,” Lynn went on to obtain her Doctorate in Nursing Practice (DNP) at the esteemed Duke University, where she focused on finding solutions to the preceptor shortage. She is the owner and founder of PreceptorLink®. The company’s goal is to simplify and streamline the process of preceptor matching while maintaining quality and professionalism throughout. www.PreceptorLink.com  If you precept long enough, there is a good chance you will have an NP student who needs to be counseled or have their behavior addressed. Handling difficulties with a student during a clinical rotation can be challenging, but it's important to know how to handle the situation if it occurs. It’s essential for the preceptor to approach the situation professionally, constructively, and with the best interests of the preceptor, student, patients, and institution in mind. Before we get into the details, one thing I’ve heard from students several times before is that they had no idea there were issues or that the issues were that significant. So, whether this was something that was not understood by the student, not taken seriously by the student, or never clearly addressed with the student, following these steps will help avoid any confusion. Here are steps and best practices for preceptors facing such issues: 1. Self-Assessment and Documentation: Before taking any steps, assess your feelings and perceptions. Make sure your concerns are based on objective observations and not personal biases. Document specific incidents or areas of concern in detail. This can help the student understand your exact concerns. This documentation can also be crucial in case other parties need to be involved. 2. Private Discussion with the Student: Initiate a private, one-on-one conversation with the student. The key here is to be: - Clear and Specific: Outline your observed behaviors or performance issues. - Constructive: Instead of just pointing out problems, suggest ways for the student to improve. - Empathetic: Understand that students can have off days, and external pressures can affect performance. Listen to their side of the story. - Non-confrontational: Use "I" statements instead of "you" statements to reduce defensiveness. For instance, "I noticed that…" instead of "You always…". 3. Set Clear Expectations and Develop an Action Plan: Together with the student, create a plan to address the areas of concern: - Goals: What should the student achieve by the end of the rotation? (Or end of week or month) - Steps: How can they achieve these goals? - Timeline: By when should they achieve each step? - Feedback sessions: Regularly scheduled check-ins to evaluate progress. Determine how often the feedback should occur and follow up accordingly. 4. Ongoing Feedback: Regular feedback is crucial. Praise improvements and address new or continuing issues promptly. This helps the student understand that you're not just focused on their weaknesses but also appreciate their strengths. 5. Involve Faculty if Necessary: If the problems persist despite your interventions, or if there are serious concerns about patient safety or professional behavior, it might be time to involve the student's academic faculty. - Communication: Ensure you communicate your concerns clearly and provide your documentation. - Collaboration: Work collaboratively with the faculty to decide on the next steps. They might provide additional resources, recommend remedial work, or suggest other interventions. Precepting a challenging student can be difficult. Fortunately, this is not a frequent occurrence! But if you need it, there are also links on our Resources page with videos on Precepting the Challenging Student. While I hope that things do not escalate, there are times when the student needs to be removed or dismissed from the clinical rotation. We’ll discuss that challenging topic in an upcoming issue. We’ll also discuss things from the student’s perspective on Managing Preceptor Problems in Student Clinicals because they can happen on both sides! Stay tuned. In the meantime, keep on learning, and thanks for precepting! About the Author: Lynn McComas, DNP, ANP-C, is an experienced nurse practitioner and an expert on the topic of precepting. Determined to make a difference in “the Preceptor Problem,” Lynn went on to obtain her Doctorate in Nursing Practice (DNP) at the esteemed Duke University, where she focused on solutions to this problem. She is the owner and founder of PreceptorLink®. The company’s goal is to simplify and streamline the process of preceptor matching while maintaining quality and professionalism throughout. |
About Lynn:As a longtime NP with a desire to help and make positive changes to her beloved profession, Lynn often writes opinion pieces about the NP profession. Archives
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