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

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.