This webinar discussed enhancing the student experience through effective precepting. It covered how health centers can develop preceptor training programs and dedicated education sites to better support students and preceptors. Specifically, it recommends health centers work with academic partners to create preceptor orientations, clear expectations, compensation, and ongoing support through a clinical coordinator. This formalizes the process and improves communication, record keeping, and the overall experience for preceptors and students compared to informal models.

1. Welcome
The National Cooperative Agreement on
Clinical Workforce Development
Presented by the
the Community Health Center, Inc.
& the National Nurse-Led Care Consortium
WEBINAR 3: Enhancing the Student Experience Through Effective
Precepting
May 23, 2017

2. Community Health Center, Inc.
Foundational Pillars
1. Clinical Excellence- fully Integrated teams, fully
integrated EMR, PCMH Level 3
2. Research & Development- CHC’s Weitzman Institute is
the home of formal research, quality improvement, and R&D
3. Training the Next Generation: Postgraduate training
programs for nurse practitioners and postdoctoral clinical
psychologists as well as training for all health professions
students
CHC Profile:
•Founding Year - 1972
•200+ delivery sites
•140k patients

3. Learning Objectives:
1. Participants will describe two techniques to provide
constructive feedback to students.
2. Participants will identify how recruit and engage
preceptors at your health center.
3. Participants will identify two strategies to that can be
incorporated into evaluating a preceptor

4. Get the Most Out of Your Zoom Experience
• Send your questions using Q&A function in Zoom
• Look for our polling questions
• Recording and slides are available after the presentation on our website within
one week
• Upcoming webinars: Register at www.chc1.com/nca

5. Speakers
From Community Health Center, Inc.:
Anna Rogers, Director of the National Cooperative Agreement
Margaret Flinter, APRN, PhD, Senior Vice President and Clinical Director
Reema Mistry, MPH, Project Coordinator, National CooperativeAgreement
Kerry Bamrick, Senior Program Manager, Weitzman Institute
Mary Blankson- DNP, APRN, Chief Nursing Officer
Bruce Jamie Stevens, APRN, On-Site Behavior Health Director
Beth Dmowski- APRN, On-Site Medical Director
Dan Wilensky, MD, Physician
From El Rio Health Center:
Rajiv Modak, MD, Physician
From National Student Nurses Association:
Trisha Mims, MSN, MBA/HCM, Director of Program and Education

6. Preceptor Preparation:
Taking it to the Next Level
Tips and tools for success
TRISH MIMS MSN, MBA, HCM, RN
DIRECTOR OF PROGRAM AND EDUCATION
NATIONAL STUDENT NURSES’ ASSOCIATION

7. What are Preceptors?
Preceptors are providers who serve as:
◦ Role models
◦ Educators
◦ Facilitators
◦ Evaluators

8. Preparation: Staff to Preceptor
• Preceptor training curriculums exist
• Curriculum helps to define role of
preceptor as clinical instructor.
• Curriculum provides clarity on how to assist
students with transition from classroom to
to clinical environment.
• Goal: Develop preceptors who can translate
knowledge, clinical proficiency, and
professionalism to students.

9. Preceptor Concept
• Promotes success of students
in clinical environment.
• Supports pipeline of students
for recruitment as staff.
• Increases job satisfaction and
promotes retention.
• Provides robust experience for
student trainee.

10. Goal of Preceptor Curriculum Models
• Adaptable guidelines and structure for preceptor and
student experience
• Training and resources for preceptor to effectively
transition students from classroom to clinical
environment.
• Ensures quality patient services, respect of
organizational standards, and continuity of patient care
in a cost-effective manner.
• Provides benchmarks and tools for preceptor to assess
and develop knowledge, clinical proficiency, and
professionalism and translate that to student.

11. Dedicated Education Sites (DES)
• Dedicated education site is emerging model of nursing
education in Community Health Centers adapted from a
hospital setting.
• Students partner with clinical staff for learning.
• Dedicated education site preceptor teaches and assesses
clinical skills of student to ensure robust support system.
• Preceptor orientation designed to address skills critical for
success.
• Challenges: development of face-to-face DES preceptor
orientation and ongoing support through clinical semester.

12. Building a Culture of Education
Organizational principles for success:
1. Student training is mission of
health center.
2. Preceptor critical to mission.
3. Health center has defined
student training infrastructure.
4. Preceptor curriculum core
component program.
5. Collaborative partnership
between health center and
educational institution.

13. Building a Culture of Education
Organizational challenges:
• Time constraints, efficiency, effectiveness, oversite and
communication
• Resources to build and execute training
• Shared responsibility and clear expectations between
educational institution and health center
• Effectively incentivize preceptor
• Making the case for cost/benefit

14. Informal Process to Successful Program
CHC approached academic partner:
1. How can we provide students a better
training experience?
2. How can we better support our
preceptors?
3. How can we develop a more collaborative
relationship?
Ultimately... How can we improve our
student training program?

15. Informal Process to Successful Program
Informal Process:
• Preceptors agree to take students.
• Academic institution assigns students to preceptors.
• Informal, fragmented and resource intensive.
• Communication limited to the preceptor and student.
• Record keeping limited.
• Little support for preceptors and students.
• Lack of clarity of expectations and requirements.

16. Informal Process to Successful Program
Successful Program:
• CHC developed clinical coordinator position.
• Student training requests directed to clinical
coordinator.
• Educational institution applied for grants to support
development of curriculum model for preceptors.
• Faculty content experts from school of nursing
developed orientation program to prepare preceptors
to meet unique needs of DES students
• Adjunct status given to preceptors through academic
institution

17. Institutional Grant Awarded: SPADES
ETSU College of Nursing Awarded
• Added clinical coordinator position at health
center
• Orientation and introduction prior to start of
semester for both preceptor and student
• Debrief between parties at end of clinical day
• Built in consultation time with clinical
coordinator for Mid-Term
• Compensation for time and preceptors
• Adjunct status, CEUs, resources (computer,
books, etc.)
Hall, C., Diffenderfer, S., Stidham, A., Mullins, C. (2015). Student and
preceptor advancement through a dedicated education site (SPADES):
Playing the Cards Dealt in Advanced Nursing Education and Practice HRSA-
16-070--ANEP Grant Proposal, College of Nursing, East Tennessee State
University, Johnson City, Tennessee.

18. Thank you!
TRISH MIMS MSN, MBA, HCM, RN
Director of Program and Education
National Student Nurses’ Association
Trisha.Mims@Gmail.com

19. Speakers
From Community Health Center, Inc.:
Anna Rogers, Director of the National Cooperative Agreement
Margaret Flinter, APRN, PhD, Senior Vice President and Clinical Director
Reema Mistry, MPH, Project Coordinator, National CooperativeAgreement
Kerry Bamrick, Senior Program Manager, Weitzman Institute
Dan Wilensky, MD, Physician
Mary Blankson- DNP, APRN, Chief Nursing Officer
Bruce Jamie Stevens, APRN, On-Site Behavior Health Director
Elizabeth Dmowski- APRN, On-Site Medical Director
From El Rio Health Center:
Rajiv Modak, MD, Physician
From National Student Nurses Association:
Trisha Mims, MSN, MBA/HCM, Director of Program and Education

20. Reminders
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Sign up at www.chc1.com/NCA