Preceptors are integral to the orientation of newly licensed nurses and experienced nurses transitioning to a new patient care specialty or a new organization. Preceptors also work with nursing students, particularly near the end of their academic program. Many of us who have precepted have done so without training, benefits, or considerations for patient assignments—the “warm body” phenomenon. But the success of transitioning nurses is dependent on having effective preceptors. Preceptors are key to establishing a competent workforce (Ulrich et al., 2025).
Despite the importance of preceptors, few large-scale studies have been done to validate the attributes and competencies needed by preceptors. Additionally, although preceptor self-assessments are available (L’Ecuyer et al., 2020; 2022), little evidence of development of standardized, evidence-based preceptor competencies is found, nor have preceptor assessments for completion by others (e.g., managers, faculty, preceptees, nursing professional development [NPD] practitioners) been tested.
In 2020, using the Ulrich (2023) Model of Precepting, a research team initiated a job analysis of preceptors (Harper et al., 2021). In an Association for Nursing Professional Development (ANPD) supported nation-wide survey of over 3600 preceptors, over 140 competencies were identified, and the importance of role preparation was validated (Warren et al., 2023). Subsequent research reduced the competencies to 72, indicating the complexity of preceptors’ role (Ulrich, 2025). Most recently, these competencies were used to create a valid and reliable preceptor assessment tool that can be used for preceptor self-evaluation as well as evaluation by others (Harper et al., in review). This assessment was tested with 484 individuals, which included preceptors. preceptees, department managers, academic faculty, NPD practitioners, and “others” who included pharmacists, radiology personnel, and physical and occupational therapy personnel. Each of these participants had served in their respective roles within the last 12 months. Psychometric testing indicated excellent model fit and internal consistency reliability.
With a vision for the future of international preceptor research, ANPD developed the Preceptor Assessment Tool (PAT) Repository to house the PAT and its data. Healthcare organizations can use the repository free of charge by signing up on the ANPD website. Upon completion of an application and agreement, organizations are sent a link to use the PAT. Participating organizations subsequently obtain their data from ANPD by request using a unique access code established by the healthcare organization. All data with the organization’s code is downloaded in a spreadsheet for the specified timeframe and sent to the organization’s representative.
No individual identifiers are requested unless an individual desires to download personal results, at which time the individual enters a personal email address, which is used for the sole purpose of obtaining results. The individual receives a link to download personal results, which can be provided to the appropriate person(s).
As the ANPD Preceptor Assessment Tool Repository grows, data will be available to researchers who have documented institutional review board (IRB) review and determination.
More information and application forms are available at ANPD.org. Select the “Resources” tab, then “For NPD Practitioners.
References
Harper, M. G., Keeler, H., Ulrich, B., Maloney, P., Brown, J., & MacDonald, R. (in review). Setting the standard for preceptor evaluation: The Association for Nursing Professional Development preceptor assessment tool. Journal fo r Nurses in Professional Development
Harper, M. G., Ulrich, B., Whiteside, D., Warren, J. I., & MacDonald, R. (2021). Preceptor practice: Initial results of a national ANPD study. Journal for Nurses in Professional Development, 37(3), 154-162. https://pubmed.ncbi.nlm.nih.gov/33961360/
L’Ecuyer, K. M., Subramaniam, D. S., & Reangsing, C. (2020). Development of the Preceptor Self-Assessment Tool and use of the content validity index. The Journal of Continuing Education in Nursing, 51(10), 469-476. https://pubmed.ncbi.nlm.nih.gov/32976616/
L’Ecuyer, K. M., Subramaniam, D. S., Reangsing, C., & DuBois, J. C. (2022). Psychometric testing of the Preceptor Self-Assessment Tool (PSAT)-40 for nursing preceptors. The Journal of Continuing Education in Nursing, 53(11), 491-499. https://pubmed.ncbi.nlm.nih.gov/36318709/
Ulrich, B., Harper, M. G., Maloney, P., Warren, J. I., Whiteside, D., MacDonald, R. (2025). National preceptor consensus study. JONA: The Journal of Nursing Administration,55(1), 14-21. https://pubmed.ncbi.nlm.nih.gov/39679685/
Warren, J. I., Harper, M. G., MacDonald, R., Ulrich, B., & Whiteside, D. (2023). The impact of preceptor education, experience, and preparation on the role. Journal for Nurses in Professional Development, 39(4), 191-200. https://pubmed.ncbi.nlm.nih.gov/37390340/
Dr. Harper is the Director of Research and Inquiry for the Association for Nursing Professional Development. She received her BSN at the University of West Florida, her MSN at the University of Florida, and her PhD at the University of Central Florida.
