This was real feedback on a recent survey asking about our student’s performance:
Excellent. I have since hired her! That’s right! Clinical rotations aren’t just a rite of passage before graduation—they can be your gateway to securing a future job. You’re onstage every day: your preceptor and site are watching how you handle yourself with patients, staff, and other providers. Those observations often lead to job offers for standout students. Of course, clinical rotations give students the opportunity to decide if they might want to work at that site after graduation. Regardless, treat it as a potential opportunity because connections and WOM count. Why It’s More Than Just a Rotation Think about it this way: your preceptor invests time and energy to guide you through real-world patient care. If you prove yourself to be reliable and professional, you’re one step closer to being considered a future colleague. When healthcare organizations face staff shortages or expansion plans, hiring a known entity (like a well-performing student) often feels like the safer, smarter choice. Be Prepared Like You Would for an Interview Just as you’d prepare for a job interview, show up on your rotation ready to exceed expectations:
Not sure where to start? Check out our guide on How to Prepare for Your First Day of NP Clinical Rotations to ensure you're set up for success from day one. Maintain a Professional Demeanor In many ways, your clinical rotation can be your “audition” for a future role in that very clinic or hospital. Employers (including your preceptor) look for someone who not only has clinical knowledge but also demonstrates professionalism:
Embrace the Student Role (But Show Initiative) Yes, you’re there to learn, but you’re also a future colleague. Find a balance:
Showcase Adaptability Real-world healthcare rarely goes as planned, so your flexibility matters. If a patient's schedule changes or if you’re asked to help in a different department, go with the flow. Preceptors value NP students who can pivot quickly without complaining. Network with Purpose Your clinical rotation is one of the best places to build your professional network:
Real-World Example: Ashley’s Story Ashley was one of our NP students, and she completed her final rotation at a busy urgent care clinic. Our preceptor reported that he hired her because she was consistently punctual, often arriving 15 minutes early to organize charts and prep exam rooms. When her preceptor introduced new procedures, she’d do a quick literature review at home, then come back ready to discuss them the next day. Most importantly, she treated everyone with respect—she learned the front desk team’s names and helped clean up exam rooms when the clinic got swamped. By the time Ashley wrapped up her rotation, she had made a strong impression. The urgent care offered her a position before she even graduated. Her commitment, teamwork, and proactive approach told them she was a great fit. Real-World Example: Marcus’s Story Marcus was placed with one of our preceptors at a small family practice clinic. While he excelled academically, he often left tasks unfinished and arrived just on time or slightly late. At times, he would say things that the team did not feel were appropriate. Our preceptor reported that her team felt they had to watch him closely. Despite his solid clinical skills, the clinic wasn’t comfortable offering him a position afterward. When a job opening arose three months later, they chose another candidate who had rotated there, citing better time management and communication skills. Consider Your Online Presence In today’s digital world, preceptors often do a quick online search of their students. Make sure your social media profiles reflect the same professional image you display in the clinic. If you blog or maintain a professional Instagram or TikTok, ensure your content aligns with healthcare standards and patient privacy regulations. Document Your Achievements Some ideas to consider: Treat your clinical rotation like a portfolio project. If it feels appropriate (and you have time!), you may want to keep track of:
Secure Future References Ask your preceptor—and even other team members—to be a reference if you’ve built a good relationship. A positive recommendation from a seasoned clinician can hold a lot of weight in hiring decisions. Just remember to keep that relationship warm with occasional updates on your progress post-rotation. Final Thoughts A clinical rotation isn’t just another box to check off on your path to graduation—it’s a potential job interview. With the right preparation, attitude, and consistent professionalism, you can position yourself as the kind of new graduate that clinics and hospitals want to hire. Like Ashley, you could wrap up your rotation with a job offer in hand—or at least strong references and a professional network that can lead you to exciting opportunities. 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.
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So you got the “great” news that your school just got approved in a new state. Yeah!! Well, it may not be as good of news as you think. As I write this, the song by Meghan Trainor - All About That Bass came to mind. You see, it’s “All About That Affiliation!” (Sorry, now you’ll have that song going through your head all day!)
If you're an NP student looking for clinical rotations in a newly-approved state, there's one crucial question you need to ask your school before you even start your preceptor search: What sites does my school already have an Affiliation Agreement (AA) in place with in that state (near me)? Your school knows, but you may really have to insist on getting an answer to this question. You may have to give them the names of all the local hospital systems and ask about each of them. Many students don’t realize that just because a preceptor or clinical site is willing to take them, it doesn’t mean the school can make it happen. Affiliation Agreements (AAs) are legally binding contracts between a school and a clinical site—and getting a new one signed isn’t always simple. In fact, it can take months, and in many cases, it may never happen at all. This is especially true for a large hospital system. Why Getting a New Affiliation Agreement Can Be Difficult When you're the first student from your school attempting a clinical rotation in a state where your institution has no existing AAs, you're in for an uphill battle. Here’s why: 1. Hospitals and Large Healthcare Systems Are Increasingly Refusing New AAs. Many hospitals, health systems, and large organizations have put a freeze on new AAs due to financial constraints, legal complexities, administrative burdens, and a focus on the plethora of students from their already affiliated programs. Some simply refuse to add any new agreements, especially for out-of-state programs. 2. It Can Take Months (or Longer) to Get an AA Signed. Even if a hospital or clinic is open to a new AA (which they MIGHT be if they need new NPs), the process is slow. Legal teams must review, negotiate, and finalize contracts, which can take weeks to months. By the time it’s approved—if it ever is—your rotation deadline may have already passed. 3. Getting a new AA in place with local hospital systems is vital for your school. The incorporation of an AA could have significant financial ramifications for SON. Based on a quote from the Evaluation of the Graduate Nurse Education Demonstration Project: Report to Congress: "…having an affiliation with a hospital decreases the average SON costs by $582,000. This may be because close relationships with hospitals offer the SON reliable and sufficient clinical sites and preceptors which mitigates the fiscal and human resources needed for finding clinical placements for APRN students." Now if your school could only get that AA in place! 4. Some Schools Won’t Pursue New AAs. Not all schools will go through the effort of negotiating a new AA for a single student. Schools prioritize agreements that will benefit multiple students over time. If you’re the first student requesting a new state AA, your school may decide it’s simply not worth the effort. Remember, it costs a school lots of money to get an AA in place…Just saying. 5. Private Practices May Be Your Best (or Only) Option—But They're Disappearing. If hospitals won’t sign new agreements, private practices may be your only choice. However, private practices are becoming increasingly rare, as many are now owned by large healthcare systems—meaning they fall under the same no-new-AA policies as hospitals. What Should You Do? 1. Ask Your School About Existing AAs Before Starting Your Search Before investing time into finding a preceptor, confirm that your school has AAs in place in the state where you want to rotate. If not, you may need to rethink your options. 2. Be Open to Alternative Clinical Settings If hospitals and large clinics aren’t an option, consider smaller independent practices, federally qualified health centers (FQHCs), or concierge medicine practices that may be more flexible. 3. Start Your Search Early If your school does allow new AAs, start as early as possible. Expect a long approval process, 3-6 months, and be prepared with backup options. (I know, easier said than done!) Final Thoughts Being the first student from your school to attempt a rotation in a new state is challenging—and in some cases, nearly impossible. Many hospitals and large organizations won’t sign new Affiliation Agreements, and private practices are becoming harder to find. Save yourself frustration and lost time by confirming your school’s existing AAs before starting your search. If you're struggling to secure a preceptor, PreceptorLink® can help! We work with a network of vetted preceptors and can guide you through the complexities of Affiliation Agreements. 👉 Need help finding a preceptor? Contact PreceptorLink® today! 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. 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. Have you ever thought about becoming a preceptor for NP students? If you haven’t, I’m here to tell you why it’s one of the most rewarding experiences you can have—and not just for the students. Precepting can help you grow as a Nurse Practitioner, keep your skills sharp, and even reignite your passion for the profession. I’ve seen it firsthand, and I’d love to share why this role might be perfect for you.
Reinforcing and Updating Your Knowledge One thing I always say about precepting is this: you learn just as much as you teach. When you’re guiding students, you’re naturally revisiting foundational concepts. It’s amazing how often students ask questions that make you pause and think, "Hmm, when was the last time I double-checked that guideline?" Before you know it, you’re reviewing the latest evidence-based practices and brushing up on skills that can get a little rusty over time. I hear this all the time from our preceptors! I remember a student asking me about a particular medication’s new dosage guidelines—and sure enough, I had to look it up. Then, I gave her tips on how to use your resources when you are actually with the patient and not look incompetent! Moments like these keep you sharp and ensure your practice stays up to date with current standards. Strengthening Critical Thinking When you precept, you can’t just do something—you have to explain why you’re doing it. Breaking down your clinical decisions and thought processes helps both you and the student. I love watching the lightbulb moments when a student suddenly gets it—and honestly, it helps me think more critically, too. Sometimes, a student’s fresh perspective will even make me question my own habits. Maybe they learned about a new approach or diagnostic tool in school that I haven’t explored yet. These opportunities to teach and learn at the same time are priceless. Improving Communication Skills Teaching forces you to become a better communicator. Whether it’s explaining a diagnosis or walking a student through a treatment plan, you’re learning to articulate your knowledge clearly. Over time, this spills over into patient care, too. The better I explain something to a student, the better I can explain it to a patient who might be scared or confused. I’ve also learned to adapt my teaching style to fit each student’s needs. Some need more guidance, while others are ready to dive right in. Adjusting how I communicate helps me connect better with both students and patients—a win-win. Keeping Your Passion Alive I know how easy it can be to feel a little burned out after years of clinical practice. The day-to-day can start to feel routine. That’s where precepting comes in. Students bring such energy and excitement into the clinic. Their curiosity reminds me of why I fell in love with this profession in the first place. Some of my favorite moments as a preceptor have been seeing students develop their confidence. Watching them go from nervous and unsure to competent and capable is so rewarding. It reminds me that I’m making a real impact—and that’s powerful. Honing Time Management and Leadership Skills Precepting challenges you to juggle patient care and teaching, and let me tell you, it’s a skill! You learn quickly how to manage your time, prioritize tasks, and delegate responsibilities. These are leadership qualities that every NP can benefit from, especially if you have goals to advance into supervisory roles. Plus, giving constructive feedback is an art. You learn to encourage students while helping them grow, and that skill translates to working with other healthcare professionals, too. Professional Growth and Connections Another thing I love about precepting is how it connects me with other educators, academic programs, and professionals. I’ve had opportunities to attend conferences, meet fellow preceptors, and even explore teaching roles because of the relationships I’ve built through the precepting world. You can also get CEs on precepting, so don’t forget that! It’s also a great way to enhance your reputation as a leader in the NP community. It’s a compliment to be asked to precept! Whether you realize it or not, you’re setting an example and contributing to the growth of the next generation of Nurse Practitioners. That’s something to be proud of. Final Thoughts Precepting NP students isn’t just about giving back—it’s about growing as a professional. You’ll find yourself reinforcing your clinical knowledge, sharpening your critical thinking, and improving your communication and leadership skills. Plus, you’ll be reminded of why you became an NP in the first place. If you’re on the fence about precepting, I encourage you to give it a try. I promise it’s a mutually rewarding experience that will make you a better clinician and a more fulfilled Nurse Practitioner. 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. Congratulations on starting your NP clinical rotations! As a DNP and advanced practice nurse who has worked extensively with NP students, I understand the mix of emotions you may be feeling—excitement, nerves, and the pressure to make a great first impression. Over the years, I’ve guided many students through this critical phase of their education, and I’ve seen firsthand how preparation and the right mindset can set you up for success.
Drawing from my experiences as both a clinician and preceptor, I’ve put together some practical tips and insights to help you feel confident and ready to make the most of your first day. 1. Embrace the Opportunity: The Right Mindset Matters First things first—it’s okay to feel nervous. Almost every NP student feels a mix of excitement and anxiety before their first clinical day. What helped me was reframing those nerves as motivation. Remind yourself: you’re here to learn, not to know everything right away. This is your opportunity to grow into the provider you aspire to be. One thing I tell my students is, “Come with an open mind and a willingness to learn.” Mistakes are part of the process, and preceptors don’t expect you to be perfect. We do, however, appreciate students who are curious, engaged, and eager to improve. 2. Practical Preparation: What to Bring Being prepared with the right tools will not only help you feel more confident but also demonstrate your professionalism. Here’s a checklist to get you started:
3. Make a Strong First Impression Your first day is as much about observing and learning as it is about setting the tone for your clinical rotation. Here’s how to make a great impression:
One of my former students stood out because she took the initiative to introduce herself to everyone on the team, showing genuine interest in their roles. That’s the kind of attitude that leaves a lasting impression. 4. Be Proactive: How to Interact with Your Preceptor Your preceptor is there to guide you, but the more proactive you are, the more you’ll learn. Here are some tips:
Remember, the preceptor-student relationship is a partnership. The more effort you put in, the more rewarding the experience will be. 5. Set the Tone for Success The first day often sets the tone for the rest of your rotation. Here are a few additional tips to help you start on the right foot:
6. Stay Positive: Confidence is Key Finally, remember to be kind to yourself. You’re not expected to know everything on day one. Focus on learning, stay humble, and trust the process. Confidence comes with time and practice. One piece of advice I often share with students is to celebrate small wins. Maybe you successfully completed a patient interview or learned a new clinical skill—those moments matter and add up over time. Final Thoughts Your first day of NP clinical rotations is the beginning of an incredible journey. By preparing ahead, maintaining a positive mindset, and being proactive, you’ll set yourself up for success. Remember, this is a learning experience, and every step you take brings you closer to becoming the confident, skilled nurse practitioner you aim to be. You’ve got this. And trust me, your future self will thank you for the effort you’re putting in today. If you're ready to find the right preceptor to support your journey, PreceptorLink is here to help. Our platform connects NP students with experienced preceptors dedicated to helping you succeed. Contact PreceptorLink today to learn more and take the next step in your clinical education. 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. At PreceptorLink®, we see firsthand the challenges that NP students face when trying to find the right preceptor. A recurring issue we’ve noticed is that students often don’t know their school’s specific requirements. This can result in the dreaded word: DENIED! Argh! You can’t believe it!! But unbelievably, it turns out that you found a preceptor who doesn’t meet your program’s requirements! It’s an incredibly frustrating situation, especially after all the challenges of finding a willing preceptor and completing the required paperwork, only to find out that your school won't approve it. We’re here to try to help you get the right submission the first time! Yes, ultimately, it’s the student’s responsibility to know the requirements for each course, and your school will be the first to tell you when they mark your request as denied! If only they made it easier to see whether the preceptor you finally found will be approved! Let’s see if we can help with that!
With nearly 500 NP programs across the country, each with different requirements, we simply can’t track every school’s specifics. Requirements vary widely from one program to another and even from one course to the next within the same program. That’s why it’s essential for students to be well-informed about the precise guidelines that their programs have set. Knowing these details upfront can save you time, reduce stress, and get you that “Approved” notification! Yeah! Know Your School’s Requirements for Each Course Before you start searching for a preceptor, check your program’s clinical manual and review the requirements for each specific course. Schools often outline detailed criteria that your preceptor and clinical site must meet. We recommend going through each of these requirements carefully. Some programs even have requirements around the types of patients you must see, the services provided at the clinical site, and whether or not the preceptor needs to be board-certified. These details matter and can make the difference between an approved and a denied preceptorship. Here’s a guide to the most common requirements we see schools impose. Use this to help you double-check that you’re on the right track. I recommend you review it for each course so you get it right the first time:
Taking the time to review each of these areas and clarifying any uncertainties with your program will help ensure your clinical placement is approved without delays or setbacks. At PreceptorLink®, we’re dedicated to supporting NP students in finding qualified preceptors who align with their career goals and program requirements. Sometimes, it feels like an impossible task to read through and understand everything! However, it really is mandatory to understand your school requirements. If you are not sure, clarify things in writing with your school. (Trust me on 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. For easy reference, use the checklist below to help you confirm you’ve met all necessary requirements before submitting your preceptor information. Let us know if you have any questions or need further guidance! At PreceptorLink®, we’re always here to help you navigate this crucial stage of your NP education. Comprehensive Preceptor & Site Selection Checklist for NP Students Step 1: Preliminary Review
Step 2: Preceptor & Site Requirements
Step 3: Clinical Hour Requirements
Step 4: Preceptor Availability & Deadlines
Step 5: Collect All Required Preceptor & Site Information
Step 6: Verify Requirements for Patient Flow
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. 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! |
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 |