10 Tips for Evaluating NP Student PerformanceWhether you’re doing a student’s midterm evaluation, final eval, or giving feedback during a day of clinicals, providing an effective evaluation is critical. I have spent years mentoring and evaluating NP students. Evaluation is not just about grading a student’s performance—it’s about guiding them toward becoming skilled, confident, and compassionate clinicians. Over time, I’ve developed strategies that have helped me assess students more effectively while fostering their professional growth. Here are my top tips for evaluating NP students.
1. Establish Clear Expectations Early On If you know me, you know one thing I say is to be “prepped for success.” A big part of this preparation when mentoring an NP student is to set clear expectations. They need to know what’s expected of them, whether it’s mastering clinical skills, showing up 15 minutes early, presenting a patient, or wearing scrubs... Whatever it is, make it clear, and, ideally, provide it in advance writing. (That’s why here at PreceptorLink®, we ask preceptors for their Student Checklist/Requirements!) A structured orientation at the beginning of the rotation provides clarity and direction. I also encourage students to reflect on their strengths and areas for growth early on. After sharing your expectations, ask, “Do these expectations seem reasonable to you? Do you have any concerns or questions?” This small conversation ensures alignment from day one and prevents miscommunication later. Students often feel uncertain about their roles. If possible, meet to discuss goals, learning styles, and any concerns they have. This small step can make a huge difference in student confidence and engagement. 2. Use a Mix of Objective and Subjective Assessments A comprehensive evaluation includes both measurable outcomes and personal observations.
3. Provide Real-Time Feedback Waiting until the end of a rotation to offer feedback is not nearly as effective as providing real-time guidance. If I see a student struggling with a particular skill or process, I correct it at the moment so they can immediately adjust and improve. (Be thoughtful so as not to embarrass the student.) Small, consistent feedback is more impactful than a single, lengthy evaluation. Students benefit from brief, immediate corrections. A simple “That was a great patient interaction—next time, try summarizing your findings more succinctly” can make a big difference. For more structured feedback strategies, check out Constructive Student Feedback for NP Students. 4. Encourage Self-Assessment and Reflection Encouraging students to assess their own performance fosters self-awareness and critical thinking. Before providing feedback, ask students what they think went well and where they’d like to improve. This practice helps them develop the ability to self-correct and take ownership of their learning. 5. Utilize Case-Based Discussions One of the most effective ways to evaluate a student’s clinical reasoning is through case discussions. After a patient encounter, I ask students to explain their thought process:
A student I precepted once diagnosed a patient with pneumonia solely based on crackles heard on auscultation. I challenged her by asking, “What else could be causing those crackles?” She then reviewed the patient’s history and realized heart failure was also a possibility. This discussion helped reinforce the importance of broad differential diagnoses. 6. Evaluate Communication and Professionalism Technical skills alone do not make a great NP—communication and professionalism are equally important. I closely observe how students interact with patients, families, and colleagues. Are they showing empathy? Are they confident without being overconfident? Do they know when to ask for help? These are all critical indicators of a well-rounded practitioner. One of our preceptors told me about a student who was brilliant clinically but interrupted patients frequently. After observing this pattern, she had a private discussion with her, emphasizing that effective clinicians don’t just diagnose--they listen. She suggested she start each encounter with an open-ended question and practice pausing before responding. This small shift made a huge impact on her patient interactions. Great suggestion! 7. Balance Praise with Constructive Feedback Students need encouragement, but they also need to know where they can improve. I frame feedback in a way that builds confidence rather than discourages them. Instead of saying, “Your note lacked detail,” try telling the student, “Your note was well-organized, but I’d love to see you expand on the assessment section to include more of your clinical reasoning. Try adding two differential diagnoses next time.” This keeps the feedback positive while encouraging growth. I’ve found that students respond best when I highlight what they’re doing well before addressing areas for improvement. 8. Track Progress Over Time This may sound crazy, but I use my reminders on my phone to help keep notes on student progress and things I want to check up on. If a student struggles with a skill early on, you can check in later to see if they’ve improved. Tracking their performance allows me to tailor my teaching and ensure they meet their learning objectives- and mine! Tools like the Content Validation of the Quality and Safety Framed Clinical Evaluation for Nurse Practitioner Students may be useful to review. 9. Address Struggles Early If a student is having difficulty, don’t wait until the final evaluation to address it. Sadly, I see this too often. Pull the student aside and have a private conversation about their challenges. Sometimes, they just need more guidance, additional practice, or clearer expectations. Small adjustments often lead to significant improvements. One of our preceptors described a student that he worked with who hesitated to make clinical decisions. Instead, she always deferred to him. She was in her second rotation, and he felt she should be farther along. He gradually increased her responsibility by having her make initial treatment recommendations before he weighed in. By the end of the rotation, she was confidently managing straightforward cases on her own. 10. End with a Final Evaluation and Growth Plan At the end of a rotation, provide a comprehensive summary of the student’s strengths and areas for improvement. I also encourage them to create a personal growth plan, reinforcing that learning doesn’t stop at the end of their clinical rotation—it’s a lifelong process. Final Thoughts Evaluating NP students requires patience, structure, and a commitment to mentorship. By setting clear expectations, offering timely feedback, and encouraging self-reflection, preceptors can help students build the confidence and skills they need to succeed. Each student is unique, and the key to effective evaluation is adapting strategies to their individual learning styles. The goal isn’t just to meet competencies—it’s to help students grow into compassionate, capable nurse practitioners.
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Once again, nurse practitioners (NPs) are in the spotlight, taking the No. 1 slot in U.S. News & World Report’s “Best Jobs” list for two consecutive years. I hear a collective moan from many and an excited squeal from others. I get it! Things are not always as they seem!
This lofty ranking demonstrates how NPs continue to capture national attention. But in reality, the conversation around this growing profession is a bit more nuanced. While the numbers look impressive and growth potential looks promising, it’s more complicated than that. There are many who say that the NP field has become oversaturated. Others question whether current educational models truly deliver the high-quality training needed to ensure new nurse practitioners are fully prepared for the demands and complexities of modern healthcare. I have so much I could say on this subject…but I’ll bite my tongue a bit! After nearly three decades in the NP profession and a deep commitment to quality education, I’ve gained some insight. An Overview of the Rankings U.S. News & World Report uses metrics like job growth, wage potential, and work-life balance to formulate these rankings. For NPs, according to the U.S. Bureau of Labor Statistics (reporting numbers from 2023), the median national salary hovers around $124,680. This makes it an attractive path for many aspiring clinicians…oftentimes burned-out floor nurses. Physician assistants/associates (PAs) had a similar, high ranking. Advanced Practice Providers (APP) are part of the growing healthcare workforce. Interestingly, physician roles ranked lower on the overall list (e.g., anesthesiologists at No. 33 and psychiatrists at No. 34 in 2023). Some are quick to interpret this as a broader shift in how healthcare is delivered. Advanced practice providers often serve as primary care providers, reaching underserved communities and filling gaps left by physician shortages. Addressing the Saturation Debate Those who claim the NP market is oversaturated often point to the growing list of NP programs. As of January 2025, there are approximately 500 nurse practitioner programs in the United States. This figure encompasses both Master's (MSN) and Doctoral (DNP) programs, which may offer various NP specialties. Schools of nursing have varying admissions standards, and some assert that many schools “take anyone and everyone,” leading to questions about consistent quality in training. There is also worry that the number of new graduates could outpace the availability of quality preceptorships, robust clinical experiences, and full-time employment opportunities. In truth, the market saturation question doesn’t have a simple answer. Geography matters immensely. Some regions continue to face severe provider shortages—mainly rural and underserved urban areas—while others are growing more competitive. Reimbursement policies, differing state regulations, professional autonomy, and a clinician’s specialty also shape how saturated an NP or APP market might appear. RNs considering the NP profession, new graduates, and relocating NPs must be strategic about their job searches and consider geographic factors and local market needs when looking for employment. One thing I have seen and heard is that there are new grads who want to work in primary care, but all the jobs require experience. They can’t get the experience without getting a new grad job! It’s a real catch-twenty-two. Many end up going back to floor nursing! The Evolving Education Model Debate persists around NP education because of the wide variability in education models and clinical training. Some argue that, compared to physicians, NP programs lack standardization in clinical hours, potentially leading to competence gaps. Others counter that NP education does not need to replicate the physician model; instead, it should remain outcome-focused or competency-based and adapt to patient and system demands. Key Considerations
Striking a Balance It’s easy to get caught up in the “Best Job” hype, but every profession has challenges. For NPs, that means bridging the gap between celebrating a booming career path and recognizing the need for more robust and standardized education. It means acknowledging the potential for oversaturation in some regions while also directing new graduates to areas that need their expertise most. At the end of the day, the excitement over high rankings shouldn’t overshadow the reality that each NP must demonstrate strong clinical acumen, cultural competence, and a commitment to continuous learning. Growth is great, but sustainable and ethical growth is better. Final Words: While the nurse practitioner profession continues to get well-deserved recognition, it’s clear that challenges remain. From concerns about oversaturation to inconsistencies in education and training, the road ahead requires more than just celebrating rankings—it demands action. Ensuring quality education in both the classroom and clinical setting, and strategically addressing gaps in the system will be key to sustaining the profession’s credibility and impact. Rankings may draw attention, but true success lies in our ability to navigate these complexities while delivering exceptional, patient-centered care. About the Author 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. Preceptorship plays a critical role in shaping the future of nurse practitioners, offering a bridge between classroom learning and hands-on clinical experience. However, the process of connecting the right preceptors with students can often feel overwhelming and exhausting for students and preceptors! PreceptorLink® was created to change that. With over a decade of expertise, we’ve developed a system that ensures smooth, reliable matches tailored to the unique needs of both preceptors and students.
What sets PreceptorLink® apart? Our dedication to excellence, transparency, and unwavering support make us a trusted choice for preceptors and students alike. Here’s why we stand out from the rest:
What Makes Us Easier to Work With? Here are the key features that make partnering with PreceptorLink® a seamless and stress-free experience:
The Numbers That Prove PreceptorLink® Makes a Difference At PreceptorLink®, our commitment to excellence is reflected in the numbers. These key statistics highlight why we are a trusted choice for preceptors and students:
Building a Stronger Future Together At PreceptorLink®, we’re proud to play a role in shaping the future of healthcare. Every connection we facilitate between a preceptor and a student represents an opportunity to strengthen the nursing profession and improve patient care. By working together, we’re not just simplifying the preceptorship process—we’re helping to build a future where practices thrive, students succeed, and communities receive the care they deserve. PreceptorLink® owner and founder, Lynn McComas, DNP, ANP-C, discusses the KevinMD article, “How a standardized agreement could end the preceptor shortage.” She and Kevin Pho, MD discuss the transformative potential of a standardized affiliation agreement (SAA) in nurse practitioner education. As a recognized expert in precepting nurse practitioners and advanced practice provider students, Lynn shares insights into how an SAA could streamline clinical placements, reduce barriers for preceptors, and ensure students receive the hands-on training they need to succeed in their careers. It's time we explore this potential opportunity to help reduce one more barrier in student placement! Watch now on YouTube to learn how a standardized agreement can transform preceptor education! For more information, see Lynn's article from a previous blog on the same subject.
Lynn McComas is CEO and founder, PreceptorLink, and a recognized expert in precepting nurse practitioners and advanced practice provider students. As a preceptor, providing constructive feedback isn’t just about helping NP students improve— it’s about guiding their journey into becoming confident, skilled professionals. I’ve been there myself, guiding students through both their successes and their struggles, and I know how important the right kind of feedback can be.
You should be honest and constructive, not vague and unhelpful, nor, on the other side, harsh and demeaning. I’m a big believer in “prepping for success.” Helping students know what you expect in advance can help prevent problems. Here are some things I’ve learned along the way to help make your feedback impactful and empowering. 1. Create a Safe Learning Environment Before anything else, set the stage. When students know they’re in a supportive space, they’re more open to learning and improving. Early on, I like to tell my students, "This is a judgment-free zone—we’re here to learn together." Setting this tone helps reduce anxiety and encourages open communication. I recall one student who was hesitant to speak up during her rotation. After a one-on-one conversation where I reassured her that mistakes were part of learning, she became more confident, eventually leading patient discussions with poise. Establishing this trust upfront is key to unlocking their potential. Let them know in advance what your expectations are, too. Making sure they know how to present a patient to you and other expectations will help prevent problems or confusion. 2. Be Timely and Specific Feedback works best when it’s fairly immediate and targeted but do it privately, not in front of patients or staff. Address specific moments soon after they occur so the student can easily connect the feedback to their actions. For example, "During the patient consult earlier, you did a great job explaining the treatment plan. Next time, let’s focus on confirming patient understanding by asking follow-up questions." Timely feedback ensures that the learning is fresh and actionable. 3. Balance Positive and Constructive Comments It’s easy to focus on what needs improvement, but don’t forget to celebrate what they’re doing well. For instance, "You were very empathetic during the patient interview. Let’s work on structuring your questions so you can gather information more efficiently." Highlighting strengths alongside areas of growth builds their confidence while keeping them motivated. 4. Use the "Feedback Sandwich" Approach This approach has been a go-to because it’s simple and effective. Start with something positive, address an area for improvement, and finish with encouragement. For example:
5. Encourage Self-Reflection One thing I like to do is ask the student, "How do you think that went?" This helps them develop self-awareness and critical thinking. Their reflections often open the door for deeper discussions and collaborative problem-solving. Encouraging self-reflection empowers students to take ownership of their learning. 6. Be Objective and Avoid Personal Criticism Feedback should focus on specific actions, not personal traits. For example, instead of saying, "You’re not paying enough attention to detail," try, "I noticed a couple of important things were missed during the physical exam. Let’s review some strategies to ensure nothing gets overlooked." This keeps feedback productive and actionable. Once, a student felt disheartened after receiving feedback that felt too personal. I learned to be more mindful of phrasing, and now I always focus on behaviors rather than character, making feedback easier to digest and apply. 7. Provide Opportunities to Improve Feedback should always include actionable steps. For instance, if a student struggles with time management during visits, suggest creating a checklist to prioritize key parts of the exam. Offering practical solutions shows your commitment to their growth and success. I recall a student who consistently struggled to stay on track during patient interactions. Together, we created a structured template for her to follow, and within weeks, her confidence and efficiency improved dramatically. 8. Follow Up on Progress Revisit previous feedback to show students their growth. A quick check-in like, "I noticed how clearly you explained the medication instructions today—that was a huge improvement," acknowledges their effort and motivates continued progress. Following up not only reinforces positive behaviors but also builds trust. 9. Be Approachable and Encourage Questions Remind your students that questions are always welcome. Statements like, "If you’re ever unsure, don’t hesitate to ask," can alleviate anxiety and promote a collaborative learning environment. I’ve had students who were hesitant to ask questions because they feared looking unprepared. By actively inviting their inquiries, I was able to guide them more effectively and build their confidence to seek help when needed. Final Thoughts Providing constructive feedback is a vital part of being a preceptor. It’s not just about pointing out what can be better; it’s about helping NP students become the best versions of themselves and preparing them for clinical practice after graduation. By creating a supportive space, being specific and timely, and following up on their progress, you’re not just teaching—you’re shaping the future of healthcare. If you’re a preceptor now, thank you! If you’ve ever thought about precepting, I encourage you to give it a try. Your mentorship could be the key to a student’s success. Reach out to us. I’m always glad to help mentor the next generation of preceptors, too! About the Author 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. |
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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"Why NPs train on the backs of physicians"
from KevinMD |