Examples
These before/after examples show the three-section structure of ProPrecept output. The “after” panels display the combined output as you would paste it into your NCAD or MyCad. ProPrecept also displays each section individually. All outputs were generated by the tool — not written by hand.
Examples are illustrative; always use your professional judgement before including feedback in an NCAD. Note that the “before” examples include typical rushed notes with abbreviations, misspellings, and clinical shorthand.
Example 1: End-of-placement feedback — spoken via voice input
This example was spoken aloud using ProPrecept's voice input feature. The “before” text below is the raw transcription — no typing, no editing.
Voice transcription (before)
Right. So. End of placement feedback for, em, the student nurse, fourth year, general surgical ward, twelve-week placement. So. Overall she's been grand, like really solid. Good rapport with the patients, she's kind, professional. Vitals all correct, she does her ISBAR properly when handing over. She can do obs fine, documented everything on the NCAD on time. Medication rounds she's safe but a bit slow. Double checks everything which is good obviously but she needs to build up speed. I'd rather that than unsafe though. She still needs a bit of prompting with insulin calculations, especially sliding scale. Communication wise she's good with the MDT but could be more assertive. I've told her she needs to speak up more at handover because she knows more than she thinks. Time management is probably her main thing. She'll spend ages with one patient and then be behind on everything else. Needs to prioritise better when the ward is hectic. Professionalism fine. Uniform correct, no sick days, she was early most mornings. Documentation fine but sometimes too brief in the NCAD, like she assumes you know what she means. Needs to be clearer. No major concerns. The link lecturer is happy. I think she's met the competencies for this stage. Action plan is confidence, prioritisation, faster documentation, and more independent drug calculations. That's it.
Professional placement feedback (after)
The student nurse demonstrates a person-centred approach to patient care, maintaining professional and respectful interactions throughout the placement. Physiological observations are performed competently and documented in a timely manner. ISBAR communication during clinical handover is conducted appropriately. Medication administration is carried out safely, with appropriate verification checks prior to administration. The student nurse maintains a professional appearance, with uniform consistently meeting the required standard. Attendance is reliable, with the student nurse generally arriving ahead of scheduled shift times. The student nurse communicates effectively with the multidisciplinary team. Competencies for this stage of the programme have been met. The link lecturer has been informed of progress. The pace of medication administration rounds would benefit from continued practice to develop efficiency alongside safe checking procedures. Insulin calculations, particularly in relation to sliding scale regimens, require further development and are currently completed with prompting from the preceptor. Active contribution during clinical handover without prompting requires development. Time management during periods of ward activity requires attention, particularly in relation to prioritising clinical tasks when workload demands increase. NCAD documentation would benefit from greater specificity, as entries are at times insufficiently detailed to be clearly understood without prior contextual knowledge. An action plan has been agreed to support the student nurse's ongoing development in the following areas: building confidence in proactive clinical communication; developing prioritisation skills during periods of high ward activity; improving the timeliness and specificity of NCAD documentation; and progressing towards independent insulin calculations, including sliding scale regimens, with reduced reliance on prompting.
Example 2: Observations and wound care — positive with development area
Raw preceptor notes (before)
good with patients, takes obs properly and records them on time, documented vitals on the NCAD correctly, confident with basic wound care but struggled with aseptic technique on the complex wound, needs more practice with that before sign-off
Professional placement feedback (after)
The student nurse demonstrates competent and person-centred patient interaction. Physiological observations are recorded accurately and in a timely manner, and vital signs are documented correctly on the NCAD. The student nurse delivers basic wound care safely and effectively. Aseptic technique requires further development, particularly in relation to complex wound management, to ensure safe and effective practice. Further supervised practice in aseptic technique for complex wound care is recommended prior to sign-off of this competency.
Example 3: Disengaged student — emotional input sanitised
Raw preceptor notes (before)
barely engaged, just stood there during handover, didn't contribute anything, I had to keep prompting them to do basic tasks, honestly I'm not sure they want to be here
Professional placement feedback (after)
The student nurse has made an attempt to meet the required competencies for this stage of the programme. Active participation in clinical handover requires development. The student nurse required frequent prompting to undertake routine clinical tasks independently.
Example 4: Strong medication practice — all positive
Raw preceptor notes (before)
administered meds correctly both times I observed, checked patient ID band and allergies before giving, used the prescription chart properly, good communication with the patient explaining what the medication was for
Professional placement feedback (after)
The student nurse demonstrates safe and effective medication administration practice, including appropriate patient identification checks, allergy verification, and correct use of the prescription chart. The student nurse communicates effectively with patients, providing clear explanations regarding their medication.
Example 5: Care planning concerns — link lecturer contacted
Raw preceptor notes (before)
honestly this student is lovely but they just aren't ready, the care plans are a mess and they don't seem to understand nursing diagnosis at all, spoke to the link lecturer about it
Professional placement feedback (after)
The student nurse has made an attempt to meet the required competencies for this stage of the programme. Care plan documentation requires significant development. Understanding and application of nursing diagnosis does not yet meet the expected level for this stage of the programme. The link lecturer has been contacted regarding the student nurse's progress.