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Building Effective Preceptor-Student Partnerships in Clinical Nurse Specialist Education
1Department Chair, Advanced Nursing Practice & Education, Clinical Professor, College Of Nursing, East Carolina University, Greenville, NC (Linder), Professor & Chair, Women, Children, and Family Nursing, RUSH University College of Nursing, Chicago, IL.
Background:
The Clinical Nurse Specialist (CNS) represents a critical advanced practice nursing role, yet educational institutions face significant challenges in providing effective clinical experiences for CNS students. Unlike other advanced practice nursing roles, CNS precepting involves unique complexities related to specialty requirements, geographic limitations, and evolving financial pressures.
Purpose:
To address the gap in CNS-specific precepting guidance by synthesizing existing evidence and providing practical recommendations for effective preceptor-student partnerships in CNS education.
Approach:
Drawing from available literature on advanced practice nursing precepting, adult learning theory, and clinical education best practices, this discussion paper presents a collaborative framework specifically tailored for CNS student precepting.
Key Recommendations:
Effective CNS precepting requires clearly defined roles for both preceptors and students, institutional support systems, and structured partnership strategies that acknowledge the unique transition from expert RN to novice APRN.
Implications:
Educational institutions, preceptors, and students must work collaboratively to create sustainable, high-quality clinical learning experiences that prepare the next generation of CNS providers while addressing current challenges in clinical education.
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