Guiding Midwives to Precept Students: Two Evidence‐Based Models

Abstract The success of midwifery education relies heavily on the time and expertise shared by experienced midwifery preceptors. Although there are several known and documented barriers to preceptor availability and willingness to participate in the education of future midwives, clinical education opportunities are crucial to midwifery education. Mentorship and training from preceptors not only benefit the students but also contributes to the development of a well‐prepared, compassionate midwifery workforce. Advocates for growing the US midwifery workforce point to the alarming rate of maternity health care deserts, in which families lack access to maternity health care providers and maternity care services. Midwives are the logical solution to fill this health care gap, but this requires the growth of midwifery education programs and clinical preceptors. Recognizing the importance of precepting and easing the role of the preceptor with recommended teaching methods can lighten the burden and make the precepting experience more beneficial. Health profession education has used various preceptor models to guide learning interactions, but there is not a specific model for midwifery clinical education. Midwives need standardized, reliable, and consistent methods that engage students, promote critical thinking skills, and create positive learning experiences. In this article, we propose and discuss the use of 2 evidence‐based models: the One‐Minute Preceptor method and the Summarize, Narrow, Analyze, Probe, Plan, Select method to facilitate and support the role of the preceptor. Investing in preceptors is an investment in the future of quality midwifery care.