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Background <p>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.</p> Objective <p>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.</p> Methods <p>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.</p> Results <p>Of 193 candidates, 152 were certified (78.6%), reporting improved teaching preparedness, theory–practice integration, and professional recognition. Questionnaire responses (<i>n</i> = 145) showed high satisfaction (mean &gt; 4.7/5; <i>Cronbach</i>’s α = 0.936; <i>KMO</i> = 0.861), reflecting enhanced teaching skills and standardized practices. Nursing interns (<i>n</i> = 201) reported 94–96% satisfaction, and interviews with four department managers confirmed benefits for teaching standardization and professional motivation.</p> Conclusion <p>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.</p>

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Construction and practice of a certification system for clinical nursing preceptors: a “ license to teach” approach in China

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月6日

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  • Yinying Tang,
  • LinyueTan,
  • Xiuwen Chen,
  • Huiqiong Chen

摘要

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.