Aim To identify competency domains and observable indicators for clinical preceptorship in nurse practitioner (NP) education, map them against external frameworks and identify evidence gaps. Background Clinical education for NPs depends on preceptors who integrate pedagogical expertise with advanced clinical practice, yet the competencies required for effective preceptorship have not been synthesised into a coherent framework. Design A scoping review conducted and reported according to established methodological and reporting guidance. Methods Nine bibliographic databases and ClinicalTrials.gov were searched to 18 June 2026, with eligibility defined using the population, concept and context framework and limited to the preceding ten years. Two reviewers independently screened, extracted and coded data. Indicators were mapped against four external frameworks, and methodological quality was assessed using the Crowe Critical Appraisal Tool. Results Fifty-eight sources were included; 34 provided direct NP-specific evidence and 54 (93.1%) originated in the United States. Eight competency domains comprising 41 subdomains and 48 observable indicators were identified. Frequently represented subdomains included clinical teaching and facilitation strategies (84.5%), professional identity and socialisation (75.9%) and formative feedback (74.1%). Culturally responsive teaching (19.0%), escalation and reporting (25.9%) and digitally supported assessment (6.9%) were less frequently reported. Most appraised sources were of moderate methodological quality (median Crowe score 28/40). Conclusions This review provides an evidence-informed foundation for NP preceptor development. However, the predominantly US-based and heterogeneous evidence requires international adaptation and empirical validation before the identified domains are adopted as a formal competency standard.
