One Minute Preceptor

The One Minute Preceptor tool is a 5-Step Framework that structures learner feedback related to the student’s clinical reasoning (Gatewood & DeGagne, 2019).

The steps are as follows:

SNAPPS Model

AAP students are directed to follow the SNAPPS model which encourages student-directed learning where the student takes an active role by presenting, analyzing, reasoning, questioning, and follows up (Wolpaw, Wolpaw & Papp, 2003) on identified patient needs. The preceptor takes the role of facilitator and consultant while supporting critical thinking.

SNAPPS Printable Card

SNAPPS Model/One Minute Preceptor Combined

The SNAPPS and One- Minute Preceptor frameworks for facilitating the diagnostic reasoning process and student feedback have been used extensively. When used together, students have demonstrated growth and improvement in their clinical acumen  ( Miura, Daub, & Hensley, 2020; Pascoe, Nixon, & Lang, 2015).

These models can provide opportunities for preceptors to better facilitate focused student assessment, integrate regular feedback, and encourage self‐directed learning without taking additional valuable time (Pascoe, Nixon, & Lang, 2015).

The following chart demonstrates the steps of both models used together:

SNAPPS and One Minute Preceptor Printable Card

Managing Practice Education Concerns

Identifying and managing practice education concerns can be challenging. Safety, competence, and inability or lack of progress in achieving practice experience objectives requires clinical faculty involvement to help arrange a student support plan to help facilitate student success.

Tips on managing practice education concerns:

• Contact the clinical faculty when a problem or concerns are identified.  
• Be honest with the student: provide objective constructive feedback.
• Manage conflicts with one-to-one communication between the parties and link in the clinical faculty as soon as possible
• Misconduct: the student is expected to adhere to the policies and procedures of the practice education agency, Saskatchewan Polytechnic, and the national and provincial governing bodies. Any concerns that are identified by the preceptor as misconduct, should be communicated to the clinical faculty. The clinical faculty will assist and provide advice regarding the process and consequences for the student. Students may be removed from the practice education agency if their behaviour is identified as unsafe.
• Lack of Progression in Achieving Clinical Benchmarks:  Inform the clinical faculty of any practice education concerns related to the student’s practice and seek help from the clinical faculty in assisting the student to achieve the required learning outcomes and clinical benchmarks. In the event the student is not successful, the clinical faculty will follow the processes delineated by Saskatchewan Polytechnic. The clinical faculty will support the preceptor through this process.