Especially in the early weeks of clinical, it may be helpful for students to review charts before the clinical session begins, if feasible. This often helps allay anxiety and gives an opportunity for planning approaches to the conduct of visits. Although this is a quick process for an expert, it is a complex application of the nurse-midwifery/nurse practitioner process for students.

Post conference

At the end of the session, the preceptor and the student need 5-10 minutes to review the major learning experiences of that session. It may be helpful if the student does not see the final patient on the session roster. She/he could take 15 minutes in advance of the post-conference to complete the Daily Developmental Assessment Tool for the preceptor. This can be used to guide discussion. The view of the preceptor or highlights from the post-conference should be briefly noted on the Daily Developmental Assessment Tool form. (See Part 2.C-3: The Daily Post Clinical Conference)

Working with a Large Group of Preceptors

It is best for the student to start with one or two preceptors. Learning the different styles and focus of several preceptors can be a lot for a student to remember when she/he is already tackling a huge amount of new information. Once both the student and preceptor agree that the student is ready to follow more people in the group, a system for communication among the preceptors, about the student, should be planned. Sometimes it works well when the original preceptor coordinates the rest of the student’s experience. One person can review all of the DDATs and plan to do the monthly DAT consistently with the student after input from all partners.

rev. 2/23/04

“Breath in…breath out….have patience.” - Nancy Sandrock, CNM, Valdosta Women’s Health Center, Valdosta, Georgia

Frontier School of Midwifery & Family Nursing, Inc.
P.O. Box 528, 195 School St., Hyden, KY 41749
(606) 672-2312




Registration Form Syllabus Objectives & Outline Checklist Part 1: FSMFN in a Nutshell Description A. The FSMFN Student B. How the Program Works C. Progress & Responsibilities D. Role of the Preceptor E. Preceptor Support Part 2: Nuts & Bolts 101 Description A. The Basics B. Guidelines C. Ongoing Responsibilities Part 3: The Finish Line A. Declaration of Safety B. Honorarium C. Feedback to FSMFN Part 4: Nuts and Bolts 202 Description A. What We Teach B. Adult Learning C. Developmental Learning D. Stages of Precepting Part 5: Tips for Success Description A. Strategies for Busy Days B. Including Your Patients C. Communication D. Assessing Progress Post Test Web Form Print & Mail Appendices A. FSMFN Curriculum B. ACNM Competencies C. NONPF Compentencies D. Clinical Paper Work Printer Friendly Page Contact Us Home	Part 5: Tips and Strategies for Success C. Communication Strategies Pre-conference Every clinical session ideally will begin with a brief (5-minute) pre-conference to: Review the student's developmental stage and goals for the day. Establish the preceptor's expectations and appropriate precepting approach. Select appropriate clients for the student. Plan time for student documentation between encounters. Especially in the early weeks of clinical, it may be helpful for students to review charts before the clinical session begins, if feasible. This often helps allay anxiety and gives an opportunity for planning approaches to the conduct of visits. Although this is a quick process for an expert, it is a complex application of the nurse-midwifery/nurse practitioner process for students. Post conference At the end of the session, the preceptor and the student need 5-10 minutes to review the major learning experiences of that session. It may be helpful if the student does not see the final patient on the session roster. She/he could take 15 minutes in advance of the post-conference to complete the Daily Developmental Assessment Tool for the preceptor. This can be used to guide discussion. The view of the preceptor or highlights from the post-conference should be briefly noted on the Daily Developmental Assessment Tool form. (See Part 2.C-3: The Daily Post Clinical Conference) Working with a Large Group of Preceptors It is best for the student to start with one or two preceptors. Learning the different styles and focus of several preceptors can be a lot for a student to remember when she/he is already tackling a huge amount of new information. Once both the student and preceptor agree that the student is ready to follow more people in the group, a system for communication among the preceptors, about the student, should be planned. Sometimes it works well when the original preceptor coordinates the rest of the student’s experience. One person can review all of the DDATs and plan to do the monthly DAT consistently with the student after input from all partners. rev. 2/23/04	“Breath in…breath out….have patience.” - Nancy Sandrock, CNM, Valdosta Women’s Health Center, Valdosta, Georgia Act of Hope HOME Frontier School Home Midwifery RCCs FNP RCCs Contact Us

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