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Meet pediatric nurse practitioner and preceptor Christy Murray. Die-hard Yankees and Hokies fan. Mom to four, inveterate gardener, traveler, and almost empty nester. Recovering Northern Virginia resident who’d “have to be torn away from living in Charlottesville.” A pediatric nurse practitioner at UVA Health Children’s and a preceptor to advanced practice nursing students in UVA School of Nursing’s graduate program.

Why She Mentors Nurse Practitioner Students

“When I was in a primary care program, I worked with and was precepted by a nurse practitioner who was really the cornerstone of my education. She was a passionate teacher and had high expectations. She became not only a professional mentor to me but also a friend. In fact, we still correspond! I know now how important it was for me to have somebody who wanted to help me and to really provide that foundation for my career. It’s great to be able to pass that on to other people.

“Being a preceptor is not something I ever knew I’d enjoy as much as I do. With my colleague, NP Margy Sennett, we’ve met some wonderful students, men and women. It brings me an enormous about of pride and joy to hopefully be the foundation to their careers, just like was done for me.”

What Her Students' Clinical Rotations Look Like in Her Clinic

“Most semesters, we have students rotate through our unit. While most of them aren’t necessarily going to work in hematology and oncology, they get a lot of universally relevant experience while they’re with us. First, they follow us as we see patients for a while, and then they go off by themselves and do patient histories and physical exams, and then come back to us and report their findings. Then we go back in together to examine the patient and discuss the plan they’ve figured out, based on the treatment plan, the chemotherapy and dose, evaluating the results of the CBC, determining what issues a patient has: whether they are significantly anemic, have neutropenia, pain that’s out of control, or, maybe, whether they might need a blood transfusion, and then putting in an order we preceptors can sign. Our students have the chance to do bone marrow aspirates, bone marrow and lumbar punctures; they’ve practiced those skills in the sim lab with faculty members already, and then have the opportunity to do it with patients. Yes, it’s nerve-wracking for them, especially early on, but we help them be successful.  They’re supported the whole time."

“They see a variety of issues, some ordinary, some complicated. They’re also working with our physician colleagues across multiple different patient scenarios. The physician and NPs often say to our students, ‘Hey, I’m seeing a patient with this; do you agree on this plan?’ Students really learn how to communicate effectively, and have the sense that, ‘Yes, we’re in this together. We’re a team.’”

The Hints and Tricks She Teaches

“While the majority of my students won’t ultimately become pediatric oncology hematology nurse practitioners, I help them learn how to create their process. I want them to be comfortable with patient interactions and feel confident so they can interact calmly with the patient because they’re using skills they’ve practiced again and again. They learn to easily introduce themselves, build relationships, and find ways to build rapport because they have a systematic approach to fall back on.

“In acute care pediatrics, I instill the need to have that little bucket of things you memorize that never change: medication doses, the way you do a certain kind of procedure, things you can commit to muscle memory. That way, when you find yourself in an emergency situation, you’re able to fall back on having done something again and again and again and can make decisions safely. Our students see so many different diagnoses, and the history and physical approach is different with each situation, which helps students become comfortable no matter what diagnosis they’re seeing.

“My big passion project is coordinating the pediatric sickle cell program; it’s my pride and joy. I watch these kids with whom I’ve developed meaningful relationships over their lives, some of whom I’ve known since birth. One of my students recently told me she knew would have a great clinical experience after observing me take a history and physical for a patient with sickle cell disease. At the end of the clinic visit, the patient and I shared a hug while she shared stories from her life.”

On Learning From Her Students

“I think we all work at UVA Health, a teaching hospital, because we ourselves love learning. It’s a wonderful opportunity to share that gift with a future generation of NPs. We as nurses can continue to improve our promotion of the profession, and really feel the importance of nurturing those who come after us, both in education, and in passion for the profession. My students teach me all the time . . . I mean, I didn’t know EPIC could do that! Students will find online patient education material and I’ll think, ‘Wow, that’s really good information to share with the families.’

“Also, they keep us young. I love their stories and lives, getting to know them, and their families. Both Margy and I really create friendships with the students, and that continues after they leave. We enjoy them so much.”

Why Become a Preceptor?

“It’s our responsibility to be continual learners, teachers, and to support future generations of the profession of nursing will continue to shine because we take care of one another. There’s a saying that nurses eat their young; I want to change that. We support our young, so they can grow to love being nurses as much as we do.”

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Curious about being a preceptor to advanced practice nursing students, earning some extra cash, getting continuing education credit, and "paying it forward"? Fill out the interest form here.