Resources for Preceptors/Clinical Faculty

BOOKS/ARTICLES

• Campbell, S.H., Hawkins, J.W. (2007). Preceptor rewards: How to say thank you for mentoring the next generation of nurse practitioners. J Am Acad Nurs Pract 19, 24-29.


• Carroll, M., Daly, D., Higgins, A., & Begley, C. (2005). Supernumerary preceptorship – the key to learning midwifery skills in a direct-entry programme in the Republic of Ireland. The Royal College of Midwives Journal 3(1), 39-44.


• Dodson, M.C. (1998). Motivation and reward factors that affect private physician involvement in an obstetrics and gynecology clerkship. Obstetrics and Gynecology, 92 (4, part 1), 628-633.


• Fulkerson, P.K. and Wang-Cheng, R. (1997). Community-based faculty: Motivation and rewards.  Fam Med 29, 105-107.


• Gerrity, M.S., Pathman, D.E., Linzer, M. et al. (1997). Career satisfaction and clinician-educators: The rewards and challenges of teaching. Gen Intern Med 12 (supp 2), 590-597.


• Hyrkäs, K. and Shoemaker, M. (2007). Changes in the preceptor role: Revisiting preceptors’ perceptions of benefits, rewards, support, and commitment to the role.  J Adv Nurs 60, 513-524.


• Kumar, A., Kallen, D.J., and Matthew, T. (2002). Volunteer faculty: What rewards or incentives do they prefer? Teach Learn Med 72, 119-123.


• Kumar, A., Loomba, D., Rahangdale, R. Y., Kallen, D.J. (1999). Rewards and incentives for non-salaried clinical faculty who teach medical students. Gen Intern Med 14, 370-372.


• Langlois, J.P. (1995). Support of community preceptors: What do they need? Fam Med 27, 641-645.


• Latessa, R., Colvin, G., Beaty, N., Steiner, B.D. & Pathman, D.E. (2013). Satisfaction, motivation, and future of community preceptors. Acad Med, 88(8), 1164-70. doi: 10.1097/ACM.0b013e31829a3689.


• Levy, B.T., Gjerde, C.L., Albrecht, L.A. (1997). The effects of precepting on and the support desired by community-based preceptors in Iowa. Acad Med 72, 382-384.


• Myrick, F. & Yonge, O. (2005). Nursing Preceptorship: Connecting Practice and Education. Philadelphia, PA: Lippincott Williams & Wilkins. ISBN 978-0781750653 – This is a useful resource for clinical directors.


• Ogur, B., Hirsh, D., Krupat, E., and Bor, D. (2007). The Harvard Medical School-Cambridge integrated clerkship: An innovative model of clinical education. Acad Med 82, 397-404.


• Peters, A.S., Schnaidt, K.N., Zivin, K., Rifas-Shiman, S.L., and Katz, H.P. (2009).  How important is money as a reward for teaching?Acad Med 84, 42-46.


• Singingtree, D. (2004). Training Midwives: A Guide for Preceptors (2nd ed.). Eugene, OR: Eagletree Press. ISBN 978-0967443119

OTHER MEDIA

• Video: The Effective Preceptor including Best Practices Research by Director of Faculty Development at Ohio University College of Osteopathic Medicine

WEBSITES

• Potter, B. (2011).  HIPAA for Midwifery 101: Part 1-The Basics


• Potter, B. (2011).  HIPAA for Midwifery 101: Part 2 – Disclosures, Communication and Storage


• Potter, B. (2011).  HIPAA for Midwifery 101: Part 3 – The Security Rule – keeping electronic information safe


• Preceptor Education Program : Free online program from the University of Western Ontario designed to prepare preceptors and students in various health professions prepare for clinical placements. Divided into 7 modules, which each take about 30 minutes to complete. Preceptors and students can work through many of the modules together.

BOOKS/ARTICLES

• MD Abdulmohsen H. Al-Elq, MD (2007).  Medicine and Clinical Skills Laboratories.  Journal of Family Community Medicine 2007 May-Aug; 14(2): 59–63.


• Ali, I. Al Haqwi MD, Wael, S. Taha MD (2015).  Promoting Excellence in Teaching and Learning in Clinical Education. Journal of Taibah  University Medical Sciences, 10(1), Pages 97-101.  Describes the determinants of effective clinical training.


• Campbell, S. H., Daley, K. M., Eds. (2013). Simulation Scenarios for Nursing Educators: Making It Real (2nd ed.). NY: Springer Publishing Company. ISBN 978-0826193261 – Step-by-step guide to designing and utilizing your own simulation scenarios. Includes simulation scenarios for nurses in obstetric, medical-surgical, pediatric, and other settings. Also considers how to incorporate electronic health records into simulations.


• Fink, L.D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (2nd ed). San Francisco, CA: Jossey-Bass. – Identifies 6 major learning goals for nursing education.


• Frye, A. (2010). Healing Passage: A Midwife’s Guide to the Care and Repair of the Tissues Involved in Birth (6th ed.). Portland, OR: Labrys Press. ISBN 978-1891145582


• Jeffries, P.R. & Rodgers, K.J. (2007). Theoretical framework for simulation design. In Jeffries, P. (Ed.) Simulation in Nursing Education: From Conceptualization to Evaluation (pp21-33). New York, NY: National League for Nurses.


• Johnson, R., and Taylor, W. (2010). Skills for Midwifery Practice (3rd ed.). Edinburgh: Churchill Livingstone. ISBN 978-0702044809


• Larew, C., Lessans, S., Spunt, D., Foster, D., & Covington, B.G. (2006). Innovations in clinical simulation: Application of Benner’s theory in an interactive patient care simulation. Nursing Education Perspectives, 27(1), 16-21. – Describes a simulation protocol developed by the University of Maryland Baltimore School of Nursing


• Marshall, J., and Raynor, M. (2009). Advancing Skills in Midwifery Practice. Edinburgh: Churchill Livingstone. ISBN 978-0702030062


• Merica, Bobbie J. (2012).  Medical Moulage: How to Make Your Simulations Come Alive 1st Edition.  F.A. Davis Company. ISBN-13: 978-0803624993, ISBN-10: 0803624999


• Murray, C., Grant, M., Howarth, M.L., & Leigh, J. (2008). The use of simulation as a teaching and learning approach to support practice learning. Nurse Education in Practice, 8(1), 5-8. – Promotes the use of simulation to improve clinical competence, either to prepare students for clinical learning or for remediation.


• Tanner, C. (2006). Thinking like a nurse: A research-based model of clinical judment in nursing. Journal of Nursing Education, 45(6), 204-211. – Describes one model of clinical judgment by exploring the parts of the clinical learning process, including noticing, interpreting, responding, and reflecting.

OTHER MEDIA

• Student suturing kit with Instructional DVD


• Videos on how to draw blood with three different phlebotomy techniques


• GynZone. (2011). Anaesthetics for Perineal Repair

WEBSITES

• Rich, H. (2007). Moulage recipes – Includes recipes for fake blood, sweat, vomit, and pallor.


• Basic Moulage Recipes – Includes recipes for fake blood, blood clots, circumoral cyanosis, edema, infiltrated IV site, stool, meconium, urine

BOOKS/ARTICLES

• Lucas, J., Wilson-Witherspoon, P., & Baxley, B. (2002). Walking the Balance BEAM: The Art and Science of Becoming a Successful Clinical Teacher. Family Medicine 34(7), 498-499.


• MAHEC Office of Regional Primary Care Education. The Effective Preceptor. Asheville, NC.


• Eraut, M. (2000). Developing the Attributes of Medical Professional Judgement and Competence. Sussex, England: University of Sussex Institute of Education.


• Hartley, S., Gill, D., Carter, F., Walters, K. & Bryant, P. (2008). Chapter 8: Teaching in the Clinical Setting. Teaching Medical Students in Primary and Secondary Care: A Resource Book. London: Oxford University Press. ISBN 978 0198510727


• Ahmed, A. (2008). Role of clinical skills centers in maintaining and promoting clinical teaching. Sudanese Journal of Public Health 3(2), 97-103.


• McKimm, J., & Jollie, C. (2007). Facilitating Learning: Teaching and Learning Methods. London.  This paper helps clinical instructors enable learning in everyday clinical practice. It focuses on common instruction methods used in clinical teaching.

BOOKS/ARTICLES

• Birthwise Quarterly Evaluation – Preceptors and their students complete this evaluation together to assess the student’s progress and develop a plan for continued progress. (PDF)


• Gavoni, Paul, Ed.D,  (2015) The Art of Effectively Communicating With Students (and Staff!)  Short and sweet information/reminders on communication skills so that you are heard.


• Yonge, O., Myrick, F., & Haase, M. (2002). Student Nurse Stress in the Preceptorship Experience. Nurse Educator 27(2), 84-88.

OTHER MEDIA

• RealityRN. (2008). Understand Your Preceptor’s Non-verbal Cues [YouTube video].

WEBSITES

• University of Southern California Center for Excellence in Teaching. (n.d.) Communicating Effectively with your Students


• Nondestructive Testing Resource Center. (n.d.) Developing Communication Skills


• Columbia University School of Nursing. (n.d.) Principles of Effective Communication from Preceptor Handbook

WEBSITES

• AME’s online CEUs through Digital Chalk, including The Preceptor as Educator Series and collaborative offerings with NACPM.


• The Midwives’ Association of Washington State (MAWS) maintains a list of CEU opportunities for midwives.

BOOKS/ARTICLES

• Bastyr University Preceptor/Student Contract. – This sample contract can be used as a template to establish a healthy relationship between preceptor and student. (PDF)


• Birthwise Preceptor Student Contract – Another sample contract that can be used to communicate preceptor expectations for students. (PDF)


• McDermott, M., Curry, R., Stille, F., & Martin, G. (1999). Use of learning contracts in an office-based primary care clerkship. Medical Education 33(5), 374-381.


• Nehrenz, G.M. (2006). Preceptorship: The Learning Contract. The Internet Journal of Allied Health Sciences and Practice 4(4).

OTHER MEDIA

• Clinical Placement Responsibilities
• ACNM resource materials for preceptor/student communications

BOOKS/ARTICLES

• Psychology Department, University of Rhode Island. (n.d.) Healthy Boundaries for Teachers. Kingston, RI: Women Against Sexual Harassment.


• Yonge, O. (2007). Preceptorship Rural Boundaries: Student Perspective. Online Journal of Rural Nursing and Health Care 7(1), 5-12. This is one part of a grounded theory project that examined the perspectives of preceptors and students in a rural setting. This article looks at preceptors’ perceptions regarding teaching and boundaries in rural settings.


• Yonge, O. (2009). Meaning of Boundaries to Rural Preceptors. Online Journal of Rural Nursing and Health Care 9(1), 15-22. This is the second part of a grounded theory study that explored the perceptions of both students and preceptors regarding the student-preceptor relationship in a rural setting and the boundaries that must be developed to ensure it is successful.

WEBSITES

• Academy of Art University. (n.d.) Professional Boundaries and Setting the Tone