Construction and practice of a certification system for clinical nursing preceptors
A “ license to teach” approach in China
Bibliographic Data
| ID | 22424341 |
|---|---|
| Authors | Yinying Tang (Central South University), LinyueTan LinyueTan (Central South University), Xiuwen Chen (0000-0002-0325-3295, Central South University, corresponding author), Huiqiong Chen (Central South University) |
| Year | 2026 |
| Volume | 26 |
| Issue | 1 |
| Publication date | 2026-03-06 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | BMC Medical Education (JOURNAL) |
| Journal identifiers | ISSN: 1472-6920 • E-ISSN: 1472-6920 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1186/s12909-026-08953-x |
| PMID | 41787491 |
| OpenAlex | W7133775943 |
| Language | EN |
| References cited | 32 |
BACKGROUND: Clinical nursing preceptors play a vital role in bridging the gap between classroom learning and clinical practice. However, inconsistent qualification standards and a lack of systematic evaluation often lead to variability in teaching quality. OBJECTIVE: To describe the development and implementation of a “license to teach” certification system for lead clinical nursing preceptors and to evaluate its impact on teaching quality and faculty development. METHODS: Based on the Clinical Nursing Teaching Management Standards (2021), a set of eligibility criteria was established regarding academic background, clinical experience, and professional titles. The certification process consisted of three components: (1) theoretical teaching, (2) skills demonstration, and (3) clinical teaching ward rounds. Candidates were evaluated by expert panels using standardized rubrics. A structured questionnaire was administered to collect participants' feedback on the certification system. RESULTS: Of 193 candidates, 152 were certified (78.6%), reporting improved teaching preparedness, theory–practice integration, and professional recognition. Questionnaire responses (n = 145) showed high satisfaction (mean > 4.7/5; Cronbach’s α = 0.936; KMO = 0.861), reflecting enhanced teaching skills and standardized practices. Nursing interns (n = 201) reported 94–96% satisfaction, and interviews with four department managers confirmed benefits for teaching standardization and professional motivation. CONCLUSION: The “license to teach” system represents an innovative approach to standardizing the qualification and evaluation of clinical nursing preceptors. This model enhances teaching quality and provides a framework that can be adapted in other nursing education contexts.
Certification · China · License · Licensure · MEDLINE · Nursing practice · Nursing Diagnosis and Documentation · Nursing education and management · School Health and Nursing Education
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| Highly cited | No |
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