Nurse education has undergone major changes during the last three decades, internationally as well as nationally, and new and different nursing competencies will probably be needed in a rapid changing society. This implies that undergraduate nursing education needs to address issues like life long learning problem solving skills, and provide students with cognitive and interpersonal tools to support this process. Clinical education where clinical nurses precept students, and hence prepare them for their coming profession seem to be a significant part for this process to occur. For all the above reasons, nurses need to be prepared to precept students entering clinical practice with different knowledge and skills. Preceptorship also entails for nurses to create a learning climate where students are given opportunities to merge theoretical and practical knowledge as a mean to develop professional competence. In addition, precepting usually takes place in the stressful and demanding area of a clinical setting. Therefore, nurses’ precepting function and the conditions influencing precepting will be vital to ensure a high academic standard throughout the entire undergraduate nurse education programme. To precept students during their clinical practice calls for pedagogical competence and sufficient time allocated for precepting. This implies that continuous collaboration between all stakeholders involved in clinical practice is needed to ensure a nursing education that fulfils the demands of an academic programme. This presentation will focus three vital aspects of precepting that is analysed and discussed during a post graduate course called Precepting during Clinical Practice, a preceptor preparation programme comprising 7,5 Credits. Time is the first aspect as lack of time is often the main limiting condition for precepting nurses, During the course different pedagogical models that will help preceptors utilize their time more efficiently are presented as a means for support. The second aspect is trust which is fundamental for the relation between preceptor and preceptee and the implications of this concept will be discussed. Finally, to become independent professionals able to plan, perform and evaluate nursing care student nurses need to learn how to reflect upon practice. Reflective precepting is thus a key aspect for preceptors, and strategies to enhance reflection in students will be presented. Carlson E, Pilhammar E, Wann-Hansson C. (2010). Time to precept: Supportive and Limiting Conditions for Precepting Nurses. Journal of Advanced Nursing 66 (2), 432-441 Clark P G. (2009) Reflecting on reflection in interprofessional education: Implications for theory and practice. Journal of Interprofessional Care 23 (3), 213-223. Pulsford D, Boit K, Owen S. (2002). Are mentors ready to make a difference? A survey of mentors´attitude towards nurse education. Nurse Education Today 22(6), 439-446.