Preceptors Needed at Marymount

Marymount University School of Nursing is in search of nurses, nurse practitioners and physicians in a variety of disciplines across the country.

Preceptors are valuable healthcare providers who share their experience and help mentor nursing students by providing real-world learning opportunities and experiences in a clinical setting. Additionally, preceptors are not bound by geography - you can be located anywhere in the United States.

As a Marymount preceptor, you will be working with nursing students that have been educated at the highest level of academic excellence. Marymount is a D.C.-based, Catholic university focused on advanced clinical education, compassionate care and service-oriented learning experiences that empower nurses to make a difference in the global community. A large part of that empowerment comes from our preceptor community.

NU 230 – Introduction to Professional Nursing & Scholarship

This course serves as an introduction to the professionalism and professional values of nursing. A historical perspective is used to provide background for subsequent study of contemporary nursing practice and research. Prerequisites: BIO 161, BIO 161L, BIO 162, and BIO 162L. Liberal Arts Core/University Requirements Designation: WI, DSINQ. (3 credits)

NU 302 - Health Assessment 

Prepares the student to perform a comprehensive health assessment of the adult client. Communication, documentation, ethical, spiritual, and cultural considerations, as well as risk related to environmental, genetic, and lifestyle factors are included. Course includes a laboratory component. Corequisite: NU 231. (3 credits)

Shape the Next Generation of Nurses

Nurses and doctors become preceptors for a variety of reasons. Perhaps the most common is the opportunity to share their expertise with nursing students and witness their professional development in their own clinical settings. 

Benefits of becoming a preceptor include:

  • Helping educate students is a way to train the next generation of nurses and pay forward the experience you had with your preceptor.
  • Being a preceptor strengthens your own knowledge and reinforces your own experience.
  • Marymount nursing students are taught using a holistic approach, and are focused on caring for students throughout the lifespan.

As a preceptor, you have the opportunity to give back to the field of healthcare, assist in creating change and help to inform the next generation of nurses.

NU 334 – Mental Health Promotion and Illness Management

Focuses on mental health promotion and the care of clients with acute and chronic mental illness. Primary, secondary, and tertiary prevention are addressed. The curriculum components of the health care system, research, education, and society are addressed as these relate to mental health and mental illness. The nursing process is applied as students assess, diagnose, plan, intervene, and evaluate the care of clients experiencing mental illness. Knowledge of the nurse-patient relationship is expanded as students provide client care. Course includes lecture and clinical components. Prerequisites: NU 230, NU 231, NU 302, NU 306, and NU 307. Corequisite or prerequisite: NU 308. (4 credits)

Contact Us

Your support of our students and programs is greatly appreciated. If you or someone you know may be interested in precepting, please contact: placement@onlinenursingdegrees.marymount.edu.

 

Get in Touch

 

NU 403 – Research and Evidence-Based Practice

An introduction to the process of systematic investigation necessary for the continued development of the body of knowledge that forms the basis of nursing practice. The purpose of this course is to provide learners with the opportunity to systematically examine the research process, characteristics of practice-based research leading to the development of evidence-based nursing practice, and methodologies appropriate to the investigation of researchable nursing-practice problems. Emphasis is placed on guiding learners through the research process, facilitating the critical reading of nursing and related research, developing skill in identifying researchable problems encountered in the practice of nursing, and stimulating the intelligent application of research findings to nursing practice. Focus is given to the interrelatedness and interdependence of the parts of the research process and evidence-based practice issues. Prerequisites: MA 132 and NU 308. Liberal Arts Core/University Requirements Designation: DSINQ. (3 credits)

NUF 701 – Innovative Models of Care Delivery

Prepares students to demonstrate clinical, organizational, and systems-level leadership through study and design of innovative models of care delivery. It emphasizes the application of continuous quality management (CQM) principles and business process improvement (BPI) strategies in model development. Attendant course content focuses on developing skills in organizational and policy arenas, applying principles of practice management, balancing productivity with quality of care, and encouraging a culture that emphasizes practice excellence. (3 credits)

NU 707 – Leadership, Quality & Ethics in Health Care

Analyze and demonstrate evidenced-based leadership skills as core competencies in nursing to improve quality in patient care and strengthen nursing as a profession. Emphasis is on the theories of professional leadership, personal leadership, skill building, quality improvement, ethical values, moral agency, and change. (3 credits)

Programs in Need of Preceptors

Here are some curriculum samples from each program.

HCM 550 – Health Care Finance 

Focuses on the financial management of health care organizations, addressing issues unique to health care organizations. Create, read, and interpret financial statements and key financial ratios within the health care industry and assess the financial health of an organization. Discuss the importance of credit, the time value of money, and learn to develop a long-range financial plan that supports an organization's strategic plan. The course will also review the legal, regulatory, and ethical obligations that are critical to sound financial management. (3 credits)

NU 800 – Residency

An advanced nursing practicum that provides an opportunity for the student to integrate and synthesize knowledge and skills acquired in graduate coursework. Emphasis is placed on demonstrating increasing competency in the integration of principles of evidence-based practice and science-based theories when making patient-focused decisions. The curricular elements and competencies include evidence-based practice, interprofessional collaboration, leadership, organizational systems, principles of business, health care policy, evaluation of clinical outcomes, information systems and technology, prevention strategies, and health promotion. These elements are operationalized as the student develops competence in evaluating the links among practice, organizational, population-based, fiscal, and policy issues. (3 credits)

NU 510 – Population Health

Provides an overview of global and national population health with a focus on the determinants of health, health disparities, and population-oriented prevention. Using an epidemiological approach, students will examine the burden of disease within ethical, social, cultural, political, economic, and environmental contexts. (3 credits)

NU 701 – Innovative Models of Care Delivery

Prepares students to demonstrate clinical, organizational, and systems-level leadership through study and design of innovative models of care delivery. It emphasizes the application of continuous quality management (CQM) principles and business process improvement (BPI) strategies in model development. Attendant course content focuses on developing skills in organizational and policy arenas, applying principles of practice management, balancing productivity with quality of care, and encouraging a culture that emphasizes practice excellence. (3 credits)

Curriculum
NU 707 – Leadership, Quality & Ethics in Health Care

Analyze and demonstrate evidenced-based leadership skills as core competencies in nursing to improve quality in patient care and strengthen nursing as a profession. Emphasis is on the theories of professional leadership, personal leadership, skill building, quality improvement, ethical values, moral agency, and change. (3 credits)

Preceptors have the opportunity to support students for up to 640 clinical rotation hours.

 

 
NUF 504 – Primary Care of the Family II

This final course in the FNP curriculum focuses on complex management of the family. It appraises the theoretical, role development, and skill foundation requisite for the primary care of individuals and families. Focus is on the application of evidence-informed concepts essential to the delivery of quality-driven advanced-practice care. Role preparation of the primary care family nurse practitioner is expanded with attention to the components of comprehensive assessment, clinical management and therapeutic monitoring, and the coordination and management of health promotion and health care. The clinical learning environment provides essential experiential opportunities for the development and refinement of core family nurse practitioner competencies. 275 clinical hours. (6 credits)

Preceptors have the opportunity to support students for up to 1,000 clinical rotation hours.

 

 
NUF 500 – Advanced Health Assessment

Provides the didactic and clinical skill foundation for the advanced practice nurse in the primary care setting. Emphasis is placed on interviewing skills and a methodical comprehensive approach to physical examination for the formulation of differential diagnoses and the development of an evidence-informed management plan. The focus is on thorough and organized written and electronic documentation. Role preparation for the nurse practitioner is initiated with attention to the development of advanced health and health promotion competencies throughout the lifespan. Content incorporates the physiological, psychological, sociocultural, spiritual, and developmental variables of health. Laboratory and clinical experiences are incorporated to provide opportunities for advanced health assessment, clinical, and diagnostic reasoning skills. Prerequisites: NU 552 and NU 554. (3 credits)

Preceptors have the opportunity to support students for up to 700 clinical rotation hours.

 

 
NU 701 – Innovative Models of Care Delivery

Prepares students to demonstrate clinical, organizational, and systems-level leadership through study and design of innovative models of care delivery. It emphasizes the application of continuous quality management (CQM) principles and business process improvement (BPI) strategies in model development. Attendant course content focuses on developing skills in organizational and policy arenas, applying principles of practice management, balancing productivity with quality of care, and encouraging a culture that emphasizes practice excellence. (3 credits)

Preceptors have the opportunity to support students for up to 1,000 clinical rotation hours.

 

 
NU 702 – Epidemiology

A comprehensive study of the concepts of epidemiology and the science of public health. Students evaluate distribution and determinants of health problems and diseases in select aggregates with the goal of developing strategies to reduce the incidence and prevalence of identified health problems. (3 credits)

NU 707 – Leadership, Quality & Ethics in Health Care

Analyze and demonstrate evidenced-based leadership skills as core competencies in nursing to improve quality in patient care and strengthen nursing as a profession. Emphasis is on the theories of professional leadership, personal leadership, skill building, quality improvement, ethical values, moral agency, and change. (3 credits)

NUF 510 – Population Health

Provides an overview of global and national population health with a focus on the determinants of health, health disparities and population-oriented prevention. Using an epidemiological approach, students will examine the burden of disease within ethical, social, cultural, political, economic and environmental contexts. (3 credits)

NU 552 – Advanced Pharmacology

An in-depth study of clinical pharmacology and toxicology. Drugs affecting the organ systems are discussed with emphasis on mechanisms of drug action, types and mechanism of adverse drug action as well as drug interactions. The nursing implications of each drug classification are emphasized together with the implications surrounding the decision-making process used in prescribing drugs. Drug legislation and regulations affecting advanced-practice nurses are studied. Relevant research with implications for nursing practice is presented. (3 credits)

NU 590 – Health Care Data Analysis

Provides the student with a conceptual understanding of statistical methods in relation to the purpose, design, and methods of health care research. Both descriptive and inferential applications are presented and students are introduced to the use of computers for data storage, retrieval, and statistical analysis. (3 credits)

Preceptors have the opportunity to support students for up to 700 clinical rotation hours.

 

 
NU 501 – Intro to Primary Care of the Family

Presents the theoretical principles that guide the primary care family nurse practitioner. Emphasis is placed on demonstrating clear understanding of the professional nurse practitioner role and the beginning clinician role. The content of the course facilitates the student’s transition to advanced practice nursing. The curriculum emphasizes leadership; family theory; ethical and legal aspects; health care delivery systems; research; and quality, safe, evidence-based practice. The clinical learning environment provides essential experiential opportunities to enhance student development of the NP role and refine advanced practice skills in the clinic setting. Prerequisites: NUF 502. (3 credits)

Preceptor FAQ’s
What is a preceptor?

A preceptor is an experienced licensed practitioner who provides professional instruction and supervision during clinical practice and facilitates the application of theory to practice for nursing students.

What are the criteria for a physician to become a preceptor?
  • Unencumbered license to practice medicine in the state where the preceptorship will take place
  • Engaged in an active practice directly affiliated with the rotation
  • Committed to providing quality patient encounters
What are the criteria for a nurse practitioner to become a preceptor?
  • Unencumbered license to practice as an Advanced Practice Registered Nurse (A.P.R.N.) in the state of practice
  • Eligible to practice in an advanced practice role as deemed appropriate by the state’s Board of Nursing
  • Board-certified as a nurse practitioner or A.P.R.N.
  • Functioning as an advanced practice nurse in a primary care or approved specialty practice setting
  • Committed to providing quality patient encounters
How do preceptors evaluate students?

Preceptors have opportunities for immediate feedback as well as a more formal assessment of student performance in the form of evaluations.

What is the time commitment?

The time commitment varies by program and by rotation.