Preceptor Handbook

Program Goal 1: Provide an exceptional educational experience to develop graduate-level prepared registered nurses to perform at the highest professional level through development of ethical leadership, advocacy, and transitional skills. Our graduates are expected to advance the art and science of nursing and improve health outcomes for all.
1.1 Apply scientific underpinnings, and appropriate analytical methods for the advancement of scholarship in evidenced based practice.
1.2 Apply organizational and systems leadership, health care policy, and information technology to advocate for quality health care delivery and improvement of outcomes.
1.3 Perform at an advanced level of nursing practice using interprofessional collaboration to impact patient and population outcomes to improve the nation’s health.

Program Goal 2: Provide a supportive environment for an engaged, innovative, and collaborative faculty team who is invested in graduate nursing education.
2.1 Demonstrate effective teaching and curriculum design, implementation, and evaluation using innovative and evidence-based strategies.
2.2 Engage in scholarship and creative work that is publicly accessible and enhances teaching effectiveness and/or advances the discipline of nursing.
2.3 Engage in advanced practice (APRNs) to enhance teaching effectiveness.
2.4 Assist students to expand professional network, advanced learning opportunities, and resources that support their advanced practice goals.
2.5 Actively contribute to department and college governance and other community service activities.
2.6 Establish a professional identity that integrates the activities of teaching, advising, scholarship/creative work, and service with the individual’s strengths, personal professional goals, and the mission of the college [university].

The graduate program in nursing adheres to standards, laws, and regulations that guide nursing practice. Students enrolled in the graduate programs are expected to adhere to each of these standards and laws. If a student is not able to meet or maintain the graduate program’s professional standards or regulations outlined above, the nursing student may be dismissed from the program.

ANA Scope and Standards of Practice
The graduate program faculty and students adhere to the ANA Scope and Standards of Practice (ANA, 2021), which includes the Standards of Care and the Standards of Professional Performance.
ANA Code of Ethics for Nurses
The graduate program faculty and students adhere to the Code of Ethics for Nurses (ANA, 2025).
Minnesota Nurse Practice Act
The CSB+SJU Department of Nursing abides by the rules and regulations for the operation of schools of nursing as specified by the Minnesota Board of Nursing. A copy of the Nurse Practice Act can be found at https://mn.gov/boards/nursing/laws-and-rules/nurse-practice-act/.
Faculty and students in the graduate program must maintain an unencumbered active license as a registered nurse in the State of Minnesota and always abide by the rules and regulations of the Minnesota Nurse Practice Act. Students must hold a valid license at admission and throughout their enrollment in the graduate program. Student failing to comply with the regulations set for in by the Minnesota Board of Nursing will be subject to dismissal from the graduate nursing program.
Department of Nursing Technical Standards Technical standards are necessary to successful fulfillment of the nursing role. Graduate nursing students are required to adhere to the technical standards as set forth by the Department of Nursing at CSB Graduate Nursing Student Handbook | Graduate Nursing Students are required to carefully read and acknowledge these technical standards. By signing acknowledgement of this Graduate Student Handbook, the student indicates they have reviewed the technical standards at the link provided. Students enrolled in the graduate nursing program must be able to demonstrate meeting these technical standards with or without accommodations and continue to demonstrate performance throughout their nursing education program. Any limitations that are identified by the student must be reviewed with and cleared by a qualified health care provider prior to beginning graduate courses. See Accommodations for further information on requesting appropriate accommodations as indicated.
AACN Essentials
Nursing faculty are committed to professional nursing standards in the development, implementation, and evaluation of curricula. Professional standards are also used by nursing faculty to promote and evaluate student learning.
The American Association of Colleges of Nursing publish Essentials for nursing education programs. The DNP Essentials (2021) provide the foundation for the DNP programs. Master’s programs are structured around the MSN Essentials (2011).
NONPF, AONL, and NLN Competencies
In addition, courses focused on the nurse educator role adhere to the Core Competencies of Nurse Educators (NLN, 2018) Nurse Practitioner programs are held accountable to the National Organization of Nurse Practitioner Faculties (NONPF) Competencies (2022).
Program Accreditation and Regulation
The Department of Nursing adheres to the expectations of program accreditation and regulation. Programs are reviewed on a regular schedule (annually and every 5 or 10 years upon accreditation renewal).
Higher Learning Commission
The Higher Learning Commission (HLC) serves as the regional accreditor to CSB+SJU. HLC reviewed and approved the graduate programs in nursing on July 16, 2021.
Commission on Collegiate Nursing Education
The Doctor of Nursing Practice degree programs at the College of Saint Benedict in partnership with Saint John’s University are accredited by the Commission on Collegiate Nursing Education, 655 K Street, NW, Suite 750, Washington DC 20001, 202-887-6791.
Commission for Nursing Education Accreditation
The College of Saint Benedict Master’s Degree in Nursing Program (delivered via distance education) holds pre-accreditation status from the National League for Nursing Commission for Nursing Education Accreditation, located at 2600 Virginia Avenue, NW, Washington, DC, 20037. 202-909-2487. Holding pre-accreditation status does not guarantee that initial accreditation by NLN CNEA will be received.
Minnesota Board of Nursing
The Department of Nursing and its programs are approved by the Minnesota Board of Nursing. The most recent approval occurred in 2021.
Compliance with Federal Regulation 34 CFR 668.43
Pursuant to Federal Regulation 34 CFR 668.43 (a) (5) (v), CSB+SJU nursing graduates, upon completion of the curriculum, meet educational requirements necessary to be eligible for licensure in all fifty of the United States.

The Doctor of Nursing Practice: Family Nurse Practitioner track prepares actively practicing RNs to care for patients across their lifespan at an advanced level of clinical practice. The FNP student, will be taught how to complete comprehensive health assessments, order appropriate diagnostic tests, complete advanced level procedural skills, manage and diagnose acute and chronic conditions and serve as a primary healthcare provider in a variety of settings. Students will learn to design models of healthcare delivery, evaluate clinical outcomes, identify, and manage the healthcare needs of diverse populations, and use technology and information to transform the field. In addition, students will learn to provide patient care in a variety of practice settings, including homes, hospitals, offices, schools, community health centers, rural health centers, public and private clinics, and private practices. The FNP Program curriculum is a 3-year, full-time schedule of courses. Clinical hours are completed through preceptorships with local primary care and specialty care providers in a variety of healthcare settings. Graduates of the FNP program are:

Prepared to take national Family Nurse Practitioner certification exams

Qualified to be certified and licensed as NPs

Are you ready to become a key player in today’s complex healthcare environment? The Doctor of Nursing Practice: Leadership track will empower you to rise to new levels of leadership. You’ll develop specialized expertise to become an agent for change in the evolving healthcare landscape. You’ll also be equipped to pursue roles where you will be responsible for managing nursing staff and serve as a source of knowledge for your team. We offer two tracks to enter the program, each with a customized curriculum:

Preferred qualifications for admission include at least 1-year leadership experience as an RN

A BSN-DNP (for those with a BS degree)

A post master’s full-time option (6 semesters) BSN to DNP Eligibility

A 4-year nursing degree from an accredited program conferred prior to the start of the program

Cumulative GPA of at least 3.0

Current, unencumbered licensure as a registered nurse

Preferred qualifications for admission include a minimum 1-year of leadership experience (healthcare or other) MSN to DNP Eligibility

A master’s degree in nursing from an accredited program conferred prior to the start of the program for Post Master’s to DNP option

Cumulative GPA of at least 3.0

Current, unencumbered licensure as a registered nurse

The Master of Science in Nursing prepares you for a career as a leader and educator in the healthcare field to be able to work in a variety of settings including hospitals, clinics, and academic settings. Our MSN program will help you develop the research and evidence-based practice skills you need to be an effective leader and to create educational programs that engage and inspire students and colleagues alike. You may also find yourself advocating for your profession before your local legislature or in the halls of Congress. Just as important, if promoting excellence across nursing is your passion, you’ll be doing something you love. With your MSN, you will act as both mentor and role model to novice and experienced nurses alike – becoming a driving force in improving the training of nurse professionals and improving patient care. Eligibility

For new baccalaureate graduates, admission will be conditional pending licensure by the end of the summer semester.

A 4-year nursing degree from an accredited program conferred prior to the start of the program

Cumulative GPA of at least 3.0

Standards for Accreditation of Baccalaureate and Graduate Nursing Programs (Commission on Collegiate Nursing Education [CCNE], 2021). CCNE accreditation is required in order for FNP graduates to become licensed, certified, and eligible for reimbursement.

Criteria for Evaluation of Nurse Practitioner Programs (National Task Force [NTF] on Quality Nurse Practitioner Education, 2022). CCNE accreditation requires demonstration that the NTF Criteria have been met.

The Essentials of Doctoral Education for Advanced Nursing Practice (American Association of Colleges of Nursing [AACN], 2006). CCNE accreditation requires demonstration that the Essentials and competencies have been met.

Population-Focused Nurse Practitioner Competencies: Family/Across the Lifespan (National Organization of Nurse Practitioner Faculties (NONPF, 2022).

Nurse Practitioner Core Competencies Content (National Organization of Nurse Practitioner Faculties (NONPF, 2022).

CNEA accreditation standards for the MSN program

LEVEL 1 Observation Only: Student observes provider or “assists” peripherally in procedure. Utilized when student observes surgery or other procedures without
assisting. Student can record these patients and experiences in their patient log.
LEVEL 2 Major Consultation: Preceptor rechecks almost all of history and or exam and provides most of the assessment and plan. Utilized for students very early in the
program or for a patient with very complex or potentially life-threatening
problems.
LEVEL 3 Dual Responsibility: Approximately half FNP student responsibility; utilized for beginning students or complex patient problems.
LEVEL 4 Complete Encounter: The student sees a patient without preceptor consultation during the patient visit. However, the student must briefly present the patient’s
case to the preceptor prior to implementing treatment plan and prior to the patient leaving. OR
Brief Consultation: The student utilizes the preceptor for less than 5 minutes,
Usually for presentation or to confirm positive exam findings. The student is
responsible for assessment and plan with preceptor approval.
(Adapted from California State University)

Students will complete a total of 1140 clinical hours broken down in the table provided below. 720 hours will be completed in family practice/primary care settings. An additional 240 hours will be completed in a specialty care area as it applies to the primary care population. 180 hours will be used to complete their DNP translational projects.
A balance in clinical experience is important. The desirable distribution of adult health, women’s health and child health should be 60%, 20% and 20%. The following detailed the minimum clinical encounters required in the program. Encounter refers to one client.

Preceptor Selection, Qualifications, Orientation, and Evaluation (Criterion I.K) In order to utilize a preceptor, students must be enrolled in a precepted course (with no greater than a 6:1 student to graduate faculty ratio) and are not to be compensated by the precepted clinical site. Preceptors must be qualified (academically and experientially) to facilitate learning. DNP preceptors must be individuals who hold a doctorate such as a DNP, PhD, DNS, EdD, MD, DO, etc. At a minimum, preceptors must have a graduate degree aligned with the program for which they are precepting and 1 year of practice experience in the professional role. DNP-Family Nurse Practitioner preceptors can be a NP, PA, Certified Nurse Midwife or a physician. Specific to DNP-FNP students, over the course of the DNP-FNP program, the student must complete a minimum of 120 hours with a nurse practitioner. MSN preceptors must be individuals who hold are a licensed registered nurse who holds a graduate level degree such as an MSN, DNP, PhD, etc. Preceptors must have a current, unrestricted nursing or medical license in the state where the practicum will take place. A preceptor may supervise only one student on a given day. If more than one student is assigned to a preceptor, the preceptor must schedule the students on different days so that only one student is with the preceptor at any given time. A student may have more than one preceptor during a practicum experience. The use of multiple preceptors must be communicated to your faculty. Ensure you provide the CV for your preceptor(s) to the instructor within each of your project and practicum courses. DNP-FNP preceptors will also be required to submit additional documentation including their current license and certification.

NOTE: Preceptors cannot be a family member, relative or friend. Preceptors/mentors cannot be responsible for supervision of the student as an employee; the student cannot be responsible for supervising the preceptor/mentor in the workplace.

The Graduate Nursing Chair and the clinical coordinator will assure that appropriate clinical contracts are in place prior to the student initiating the precepted experience. For students assigned to CentraCare, priority will be given to students who are current employees of the organization and have a minimum of 2 years of professional experience as a registered nurse prior to entering the program. Students assigned to clinical facilities outside of CentraCare will be assigned based on their professional experience, learning needs and location.

Orientation for preceptors will occur in each precepted course and be conducted by the course faculty and/or the Graduate Chair. Within the first 3 weeks of the term, course faculty will arrange for a meeting with the preceptor and student to discuss the course expectations, student expectations, and preceptor expectations. Each preceptor will be provided with a copy of the preceptor handbook during orientation. A minimum of 2 visits will be completed each semester between the student, faculty, and site preceptor. These visits will be conducted virtually or in person depending on student needs and location.

Evaluation of preceptors will occur at the end of each course. Students will provide feedback on preceptor effectiveness using the designated evaluation form.

Preceptor files shall be kept in the CSB Nursing Department office and includes the following information for the designated semester/year assigned:

Preceptor responsibilities (as designated by the assigned course)

Dates of preceptorship

Preceptor’s name

Preceptor’s current licenses

As the preceptor, you are the main source of experienced information for the student. It is not uncommon for you to want to explain everything there is to know about the patients, procedures, medications, patient care systems, etc. In addition to role modeling advanced nursing practice for the student, the following tips may help you to maximize the learning experience.

• 1. Be patient. What seems like simple for the experienced practitioner can be quite a challenge for beginning graduate students.
• 2. Keep your hands behind your back and lips sealed. Allow the student to make the decisions as you watch, unless he/she is proceeding in an unsafe manner.
• 3. Use guided questioning with the student, allowing the student to give the rationale for an action. Talk the student through decisions and procedures, and ask them how they would complete the task or complete the clinical decision making. This helps them develop their critical thinking ability.
• 4. Do not be too quick to give the students answers to their questions (unless it is a life-threatening situation); instead, help them to develop their clinical reasoning skills.
• 5. Review the course objectives for each course and help the student seek appropriate clinical skills/experiences. Each student clinical experience is unique and not all students have had the opportunity to perform every advanced nursing procedure.
• 6. Encourage the student to communicate patient status and needs with you.
• 7. Have the student document in the patient record.
• 8. Provide plenty of verbal feedback, both positive and negative. Most students want to be told if they have done something wrong in order to learn the correct process. A good practice is to provide to positive items of feedback prior to providing constructive feedback.
• 9. Complete the student evaluation; the evaluation is a written report of student performance. It will be used in conjunction with the Clinical Instructor’s evaluation and other assignments to determine the student’s final grade (see forms).
• 10. Enjoy the experience. You have an excited student with a strong desire to learn and help you.

1. Graduate Nursing Student
a. The Students are responsible for being self‐directed in identifying initial and ongoing learning needs, for seeking learning opportunities to meet identified needs, and for being accountable for their performance in advanced practice nursing.
b. The Student responsibilities include:
i. Provide the preceptor with the preceptor handbook
ii. Present the preceptor with a copy of the student’s resume and clinical objectives
iii. Review the clinical objectives and negotiate clinical schedule with the preceptor prior to actual clinical experience
iv. Maintain a clinical log online through Typhon Group Software For NP clinical. Forms manager tracking forms will be used for the MSN and DNP Leadership students
v. Track clinical hours in Typhon and have all clinical hours verified by the preceptor using the Clinical Hour Verification form. Clinical hours should be initialed by the preceptor at the end of each clinical day.
vi. Demonstrate progressive independence and competency in the advanced practice role in accordance with one’s academic progression
vii. Arrive at clinical sites on time and prepared to perform in accordance with the assigned learning activities in accordance with the course
viii. Perform the advanced practice role under the supervision of the preceptor recognizing the limitations of educational preparation and complying with professional standards, clinical site policies, and advanced practice protocols
ix. Demonstrate Professional behavior of the advanced practice nurse and demonstrate accountability for thoroughness and timeliness in completing assigned role responsibilities
x. Actively seek input into the evaluation process and participate in self-evaluation of strengths and identified areas for professional growth with preceptor and clinical faculty .
xi. Contact clinical faculty if faculty assistance is necessary
xii. Respect patient confidentiality and HIPPA laws at all times during the clinical experience
xiii. Complete preceptor and clinical site evaluations at the end of the clinical rotation
xiv. Ensure patient safety
xv. Seek guidance from preceptor and clinical faculty
(Adapted from Georgetown University AG-ACNP/CNS Preceptor Handbook, 2013)

2. Clinical Faculty
a. Collaborates with the Graduate Nursing Student and the Preceptor to ensure adequate identification of performance expectations and goals/objectives for the student’s learning experience.
i. This includes assisting with the assessment, planning, implementation, and evaluation of the student’s learning experience.
ii. Provides guidance and learning materials or tools to assist in identifying and meeting the student’s learning needs and clinical outcomes
iii. Serves as a resource to the Graduate Nursing Student and to the Preceptor; assisting as needed with the implementation of an action plan to address identified areas for improvement of the student’s performance.
iv. Provides reliable contact information to preceptors and students. Maintains availability by phone with prompt response to messages.
v. Performs site visits to evaluate both clinical placement sites and student performance.
vi. Provides feedback and assigns grades for all required written assignments and on campus conference participation/performance.
vii. Helps to navigate the preceptor/student clinical relationship.
viii. Serves as an advocate for the student to ensure learning outcomes are met
ix. Completes student’s evaluation with input from the Preceptor and the graduate nursing student.

3. Preceptor
a. The preceptor serves as a mentor to the students. The preceptor will support students by:
i. Assist the student by arranging opportunities and resources to obtain learning experiences appropriate to the course and individual learning objectives.
ii. Assign patients as appropriate to the daily or course objectives.
iii. Assign patients consistent with the education and experience level of the student.
iv. Enable The student to perform comprehensive and focused history and physical exams, rechecking any history or physical assessment, as necessary.
v. Guide the student in developing appropriate patient management plans including pharmacologic and non–‐pharmacologic management
vi. Guide the student to develop differential diagnosis for patients
vii. Encourage the student to investigate and participate in clinical inquiry or research.
viii. Contact the clinical faculty advisor if any problems arise.
ix. Complete the student evaluation at mid-‐ Semester , term and upon completion of the clinical experience. Verify Clinical hours at the end of each clinical day by signing the Clinical Hour Verification form and Complete Preceptor Evaluation of Preceptor Experience at the end of the semester.
x. Students will document their clinical time in Typhon or via forms manager where preceptors will approve their time.

These logs are monitored by the clinical faculty and program director to ensure students are meeting the required amount of hours and experiences.
(Adapted from Georgetown University AGACNP/CNS Preceptor Handbook, 2013 and California State University Preceptor Handbook 2022)

Preceptor Agreement Form

Preceptor Profile/Biography

Student Evaluation of the Clinical Site: FNP
https://forms.csbsju.edu/7SGZWFZN78

Student Evaluation of the Preceptor form:
https://forms.csbsju.edu/NXBTYQWSDK

Preceptor Evaluation of the student-FNP:
https://forms.csbsju.edu/M7QTEP5RYW

Preceptor Evaluation of the student: MSN:
https://forms.csbsju.edu/ETXXJN5WS1