New Online Interprofessional Preceptor Toolkit

Jan 10, 2019

Learn the fundamentals of precepting in a clinical setting and introducing students to interprofessional, team-based practice.

Our new Interprofessional Preceptor Toolkit is now available online! The toolkit consists of three interactive learning modules that cover the fundamentals of teaching in a clinical setting, and provide guidance for introducing students to interprofessional, team-based practice. Modules were developed by UW Interprofessional Education and Collaborative Practice faculty, clinicians and staff with grant funding from a U.S. Department of Health and Human Services (DHHS) Health Resources and Services Administration (HRSA) grant (PI: Brenda Zierler, PhD, RN, FAAN). To access the Interprofessional Preceptor Toolkit log in or register on our website at

The toolkit was developed through a larger initiative aimed at improving interprofessional practice (IPP) for healthcare teams managing patients with heart failure. The main purpose of the toolkit is to help preceptors working in heart failure clinics advance their teaching skills and incorporate IPP concepts in their clinical instruction, so that upon graduation students are able to deliver high-quality, team-based care. UW clinic staff and academic faculty with expertise in preceptor development and IPP formed a working committee for the creation of the toolkit. The committee worked to ensure the toolkit could serve as a comprehensive resource for busy preceptors that included elements of adult learning theory, teaching tools and strategies, and IPP core competencies. The resulting three modules were created from their efforts: Preparing for a Successful Clinical Experience, Tools for Learning in the Clinic, and Feedback and Evaluation for Clinical Preceptors.

The first module, Preparing for a Successful Clinical Experience, authored by Sarah W. Matthews, DNP, ARNP, FNP-BC and Susan Pambianco, ARNP, takes approximately 40 minutes to complete. This four-part module addresses preparing learners for their clinical experiences, which is critical to ensuring a productive and positive learning experience. The first part introduces strategies for creating a welcoming learning environment, the second addresses interprofessional teamwork, the third outlines strategies for fostering a productive preceptor-learner relationship, and the fourth guides the development of education plans with learners that reflect course objectives and learning goals.

The second module, Tools for Learning in the Clinic, authored by Judy Lazarus, DNP, CNM, ARNP and Lynne Robins, PhD, takes approximately 45 minutes to complete. This three-part module shifts the focus from tools for teaching in the clinic to what really matters—the learning that results from teaching. The first part covers learning theory, the second gives an overview of practical tools for precepting, and the last introduces instructional strategies for effective learning.

The third module, Feedback and Evaluation Strategies for Clinical Preceptors, authored by Jennifer Sonney, PhD, ARNP, PPCNP-BC and Mayumi A. Willgerodt, PhD, MPH, RN, takes approximately 30 minutes to complete. Feedback and assessment are critical components of the learning process. Learning is most effective when assessment is meaningful and delivered in a constructive, timely manner. This module is presented in three sections: Principles of Feedback and Evaluation; Strategies for Effective Feedback and Clinical Evaluation; and Challenging Feedback and Evaluation Scenarios.

A brief tutorial developed by Megan Miller, MEd, MPH is provided for learners on how to navigate through the preceptor toolkit modules to get the most out of their learning experience.

For questions about toolkit content, please contact Megan Miller at

For technical assistance, please contact Laurel Barchet at

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) as part of an award totaling $2,090,495 with 0 percentage financed with non-governmental sources. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS or the U.S. Government.