How to Report a Patient to Your Preceptor: Tips for NP Students

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:

• SOAP (Subjective, Objective, Assessment, Plan): A detailed format often used in outpatient settings.
• SBAR (Situation, Background, Assessment, Recommendation): Ideal for acute or urgent situations.
• OLDCART (Onset; Location; Duration; Characteristic; Alleviating and Aggravating Factors; Radiation or Relieving factors; Timing; and Severity.) or PQRST (Provoke and Palliate; Quality; Region and Radiation; Severity; Time): Focused on the specifics of a symptom, such as pain or fever.
• Focused Problem-Based Reporting: Centers on one issue for follow-ups or quick updates. 
• Head-to-Toe Reporting: A systematic approach, often used for initial or comprehensive assessments.
• One-Liner Approach: A concise snapshot, useful in fast-paced environments.

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

1. Prepare Before You Speak: Review the patient's information and organize it in your mind. Focus on the most relevant details based on the reason for the visit or clinical setting.
2. Follow a Structure: Most preceptors appreciate an organized approach.
3. Be Concise: Focus on what’s relevant for the case and avoid unnecessary details.
4. Seek Feedback: After reporting, invite feedback. Ask questions like, “Did I include enough detail?” or “Is there a better way to phrase this?”
5. Adapt as Needed: Be flexible to your preceptor’s preferred style and the clinical setting.
6. Practice Makes Perfect: Practice in front of a mirror at home or on video BEFORE you start clinicals, so you are comfortable and prepared when you’re in the actual setting.
   

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.

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Visit PreceptorLink.com to find your perfect match today.