nursing department preceptor manualassess learning needs and styles facilitates, plan &...
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Nursing Department Preceptor Manual
Dear Preceptor, Thank you for agreeing to be a preceptor for the Mohave Community College Nursing program Senior Practicum. We greatly appreciate your time and service to both our students and to the College. We want you to have a positive experience collaborating with our program. Enclosed is a packet that will provide information intended to facilitate the experience for you and the student. The Senior Practicum provides a culminating intensive clinical experience that gives the student an opportunity to refine their clinical practice. Emphasis should be placed on integrating the many roles of professional nursing and serve as a vehicle for students to enhance their critical reasoning and judgement and communication skills. At the end of the practicum you will receive a certificate of appreciation and a letter which verifies your preceptor hour for submission to your employer. In addition, you will receive an evaluation asking about your experience with the Mohave Community College Nursing program. We appreciate your feedback in helping to achieve an outstanding program for both preceptors and students. As part of our appreciation for your services we would like to invite you in advance to the Annual Preceptor Appreciation Night which will be held in March. Please look for an invitation to follow in the upcoming months. We look forward to working with you to ensure you and the student have an excellent experience. With regards, Beth Hooven, BSN, RN Jenny Jack, MSN, RN Joanne Yarrish, MSN, RN Mohave Community College Faculty Advisors
Mohave Community College Nursing Department Staff and Faculty Directory
Leadership & Administration
June Weiss, MSN, RN Director of Nursing Programs Direct: (928) 681-5626 Email: [email protected]
Tiffany Port, MSN, RN Practical and Registered Nurse Program Manager Direct: (928) 681-5629 Email: [email protected]
Vi Ann Cruse, BSN, RN Clinical Skills Program Manager Email: [email protected]
Cheryl Pike PN/RN Programs Assistant Direct: (928) 681-5635 Email: [email protected]
Abby Einrem Clinical Skills Program Assistant Direct: (928) 505-3306 Email: [email protected]
Faculty NUR121 Fundamentals of Nursing
No Photo Available Beth Hooven, BSN, RN Valerie Warner, MSN, RN Resident Faculty, LHC Resident Faculty, BHC Telephone: 866-664-2832 Telephone: 866-664-2832 Email: [email protected] Email: [email protected]
Brandi Swanner, MSN, RN Erin Kapcsos, MSN, RN Resident Faculty, DAC Resident Faculty, NMC Telephone: 866-664-2832 Telephone: 866-664-2832 Email: [email protected] Email: [email protected]
NUR122 Medical Surgical Nursing
Rachel Benetti, MSN, RN Jennifer Jack, MSN, RN Resident Faculty, DAC Resident Faculty, BHC Telephone: 866-664-2832 Telephone: 866-664-2832 Email: [email protected] Email: [email protected]
Erin Kapcsos, MSN, RN Resident Faculty, NMC
Telephone: 866-664-2832 Email: [email protected]
NUR221 Specialties in Nursing (Pediatrics/Obstetrics/Pysch)
Obstetrics Psych No Photo Available No Photo Available Ginger Dorsett, MSN, RN Maria Luna-Wolfe, MSN, RN Associate Faculty, LHC Associate Faculty, DAC Telephone: Telephone: Email: [email protected] Email: [email protected] Pediatrics No Photo Available Andrea Gafford, MSN, RN Associate Faculty, LHC Telephone: Email: [email protected]
Joanne Yarrish, MSN, RN
Resident Faculty, NMC Telephone:
Email: [email protected]
NUR222 Advanced Medical Surgical Nursing
Beth Hooven, BSN, RN Jennifer Jack, MSN, RN Resident Faculty Resident Faculty Telephone: Telephone: Email: [email protected] Email: [email protected]
Joanne Yarrish, MSN, RN
Resident Faculty Telephone:
Email: [email protected]
PRECEPTING THE STUDENT
BETH HOOVEN, BSN, RN
GOAL OF THIS
WORKSHOP
TO PROVIDE KNOWLEDGE, KNOW-HOW, TIPS, AND TOOLS THAT CAN BE UTILIZED IN MAKING A PRECEPTORSHIP AN AMAZING EXPERIENCE FOR BOTH YOU AND YOUR STUDENT.
OBJECTIVES
Upon completion of this preceptor class the nurse preceptor will be able to:
• Describe the roles and responsibilities of the preceptor.
• Describe strategies to facilitate socialization of the student into the clinical environment.
• Define the adult learning strategies used when precepting a student.
• Define the characteristics of an effective learning environment and how it facilitates critical thinking/reasoning behaviors.
• Describe ways that generations, cultures and linguistics may impact learning experiences.
• Describe strategies to prevent and manage student issues.
• Describe how feedback can be incorporated into the clinical day.
• Discuss the importance of an effective evaluation process.
SENIOR PRACTICUM
WHAT IS THE PROBLEM?
WHY DO WE NEED A SENIOR
PRACTICUM?
• Limited qualified Clinical Instructors
• Inconsistent experiences at clinical placement facilities that do not prepare students as new graduate Nurses
• Preceptors are not trained to precept students
• Inconsistency in patient assignments
• Clinical facility unable to evaluate potential of a student for future employment
• Preceptors may not view precepting students as a way to further their own professional development as well as increase job satisfaction
• Students fell they are not getting “real life” experience in current clinical rotation model
SENIOR PRACTICUM Occurs in the final semester of
Nursing school
Is 160 hours of dedicated clinical immersion experience – 148hrs on site
&12hrs assisting in Lab
•A specialty area may be requested by the student; the request may be granted if the clinical placement site agrees and the student meets the following criteria:•No Nursing course failures•No history of clinical probation•Overall program average 87% or greater
In the medical/surgical clinical areas
• Identified by the clinical placement site• Provided education on how to be a student preceptor – Mandatory 4-hr
Precepting a Student Workshop
The student is paired with a staff Nurse
• Can be day or night shift• Many facilities do students (Semesters 1 – 3) during the day and practicum
at night to minimize impact to staff
The student works the Preceptors schedule and has up to six (6) weeks
to complete the required hours
BENEFITS OF THE PRACTICUM EXPERIENCE
BENEFITS
Student Preceptor Clinical Facility CollegeRicher clinical experience Reinvigorated the practice of the
preceptor.Advantage in recruiting student for
future employment.Decrease cost associated with Clinical
Instructors.
Improved collaboration Increase in job satisfaction Improved relationship with College. Improved relationship with clinical facility.
More realistic experience Professional Development Reduced attrition of hired new graduate nurses.
Opportunity to partner with clinical facility to educate preceptors.
Greater confidence in the abilities of the individuals overseeing the
students.
Train students in accordance with policies.
ROLES AND RESPONSIBILITIES
CLINICAL SKILLS PROGRAM ASSISTANT
• Obtain practicum requests from students, guiding them in choices of sites, types of nursing practice and scheduling choices;
• Make initial contact with agency, obtaining name of preceptor and the nature of the clinical arrangement;
• Provide the student with preceptor's name, agency, phone numbers and other contact persons as needed;
• Articulate the role of the preceptor, student and faculty in the preceptor experience;
• Supply preceptor, agency and student with written information related to the intent of the clinical placements, including preceptor handbook and contact numbers for faculty;
PRECEPTORThe Preceptor is expected to:• Have at least one year of clinical expertise in the defined area of
nursing practice;• Attend mandatory preceptor workshop – Precepting the Student• Be willing to act as a role model and serve as part of the student's
support system in the clinical area;• Be familiar with the roles of the Preceptor, faculty and student in
the preceptorship experience;• Discuss the experience expectations, program student learning
outcomes, course student learning outcomes, and facility/unit expectations with the student prior to the clinical practicum;
• Orient the student to the clinical area, institution, other health team members and nursing care standards for practice in the clinical setting;
• Plan learning experiences to increase student proficiency in previously learned skills and assist student in the gradual assumption of beginning level staff assignments, facilitating progressive independence in the clinical setting;
PRECEPTOR• Demonstrate required skills and supervise student performance, assisting
the student in clinical activities, and maintaining supervision during specific activities including: administration of IV medications, transfusion of blood products, administration of heparin, insulin, taking of doctors' orders, and delegation to licensed and non-licensed nursing personnel;
• Assist in socialization of the student into the nursing role through a collaborative collegial relationship;
• Provide the student with ongoing constructive feedback;
• Assist the student to integrate theory into clinical practice;
• Inform clients of the students' participation in nursing care;
• Utilize others, including colleagues, nursing administrators, and faculty as resources for teaching, problem-solving, support and guidance;
• Communicate ongoing student progress to the student and faculty member, contact the faculty member as needed to clarify issues including student inability to practice nursing care at an acceptable level; and contribute to the student's summative evaluation.
FACULTYThe faculty is expected to:
• Articulate the role of the Preceptor, student and faculty in the preceptorship experience;
• Assist student as needed to develop learning goals, monitoring progress through evaluation forms;
• Meet with Preceptor and student in person at least one time during the practicum;
• Be available for consultation with Preceptor and student by telephone or visitation;
• Act as a resource for student and Preceptor, assist in solving problems;
• Participate in a summative evaluation of student and Preceptor experience, discussing learning outcomes attained, student growth, and the effectiveness of the experience;
• Provide the Preceptor with feedback on performance if requested; and
• Provide the Preceptor with written acknowledgment for their role in the student's learning experience.
STUDENT
The student is expected to:
• Share course student learning outcomes, in writing with preceptor;
• Develop knowledge and skills in the defined area of nursing practice;
• Use problem solving and critical reasoning to adapt scientific knowledge to the clinical practice arena;
• Contact the preceptor and negotiate learning experiences and schedules;
• Understand the roles of the student, faculty and preceptor in this preceptorship experience;
• Identify learning style to preceptor to facilitate selection of learning strategies;
• Seek appropriate learning opportunities throughout the clinical experience;
• Communicate with preceptor regarding changes in schedule to achieve 148 clinical hours (excluding lecture) 24 hours – 36 hours per week for six - seven weeks, to be adapted as necessary in conjunction with faculty and preceptor.
• Communicate with Faculty immediately when issues arise.
STUDENT
• Request instruction, supervision and assistance from preceptor and faculty as needed;
• Demonstrate responsible, accountable, and ethical behaviors;
• Practice clinical skills under supervision of the preceptor assuming progressive independence as clinical competence increases;
• Perform independently only those skills that the student is competent and prepared to perform within the student's scope of practice;
• Develop collaborative relationships with clients, the preceptor, agency personnel and other members of the health care team;
• Demonstrate understanding of leadership roles of nurse including delegation, committee membership and unit management;
• Adhere to unit policies and procedures;
• Seek feedback from the preceptor;
• Participate in summative self evaluation; and
• Participate in evaluation of course, preceptor, and agency.
LIAISON
• Designate an individual at each clinical placement site to serve as a liaison to College
POSITIVE CHARACTERISTICS
OF PRECEPTORSPOSITIVE
ENTHUSIASTIC ATTITUDE
SHOWS RESPECT
INTERESTED AND VESTED IN STUDENT SUCCESS
PRECEPTORS ARE ESSENTIAL!!
THE SUCCESS OF EACH STUDENT’S CLINICAL EXPERIENCE IS DEPENDENT ON THE SELECTION OF QUALIFIED NURSES TO SERVE AS TEACHERS AT THE BEDSIDE.
YOU ARE TEACHERS, ROLE MODELS AND MENTORS.
YOU GUIDE AND MONITOR STUDENTS IN THE APPLICATION OF KNOWLEDGE LEARNED
IN THE CLASSROOM AND TRANSLATE IT TO PATIENT CARE IN PRACTICE.
YOU EVALUATE AND PROVIDE FEEDBACK AS THE STUDENT PROGRESS TOWARD DEFINED PROFESSIONAL BEHAVIORS AND COMPETENCIES.
YOU HAVE A PROFOUND IMPACT ON OUR FUTURE NURSES
MODULE 1PRECEPTOR ROLES AND RESPONSIBILIES
THE PRECEPTOR PROCESS
YOU WERE SELECTED AND IDENTIFIEDYOU ARE THE CHOSEN ONES
YOU ARE TRAINEDYOU WILL BE EDUCATED
SUPPORTEDWE GOT YOUR BACK
EVALUATEDYOUR INPUT IS VALUABLE
PRECEPTOR ROLES AND RESPONSIBILITIES
•EDUCATOR
• ROLE MODEL
•PLANNER
•RESOURCE
• PROTECTOR
• EVALUATOR
• SOCIALIZER
EDUCATOR Assess learning needs and styles Facilitates, plan & organizes learning opportunities evaluation of progress Confirms, critiques, modifies and adds to their clinical
experience Set realistic learning objectives and goals Provides real-time feedback and formal evaluation Communicates with faculty Assists in the Development of critical thinking and
reasoning of the student nurse
ROLE MODEL
MODELS STANDARDS OF PRACTICE
GOOD LISTENER
SPEAKS FOR SELF
RECEIVES AND PROVIDES CONSTRUCTIVE FEEDBACK (POSITIVE OR NEGATIVE)
IDENTIFIES AND WORKS TO RESOLVE DIFFICULTIES OR CONFLICT WITH OTHERS
PROTECTOR
SEEKS OUT AND SUPPORTS DEVELOPMENT OF SKILLS, WHILE ENSURING SAFE PATIENT CARE AND PRACTICE
PROMOTES AND PROVIDES A SAFE AND POSITIVE LEARNING EXPERIENCE
RECOGNIZES LIMITATIONS OF SELF AND STUDENT
ACTS TO ADVOCATE AND PROTECT THE STUDENT FROM ADVERSE BEHAVIORS OF OTHERS
PROMOTE POSITIVE SOCIALIZATION OF THE STUDENT INTO THE NURSING PROFESSION
EVALUATOR
DIRECTLY OBSERVES AND PROVIDES FEEDBACK IN A TIMELY MANNERREINFORCES POSITIVE BEHAVIOR
PROMPTLY ADDRESS INAPPROPRIATE BEHAVIORDISCUSSES STUDENT PERFORMANCE WITH STUDENT AND FACULTYVALIDATES THE SKILLS AND COMPETENCIES OF STUDENT
ENSURES ADHERENCE TO PROFESSIONAL STANDARDS OF CAREPROVIDE WRITTEN EVALUATION USING APPROPRIATE TOOLS
MODULE 2THE EFFECTIVE PRECEPTOR
CHARACTERISTICS OF EFFECTIVE PRECEPTORS
MODELS PROFESSIONAL BEHAVIORS AND ATTITUDESORGANIZED AND FOCUSED
DYNAMIC AND ENTHUSIASTICCOMPETENT AND CONFIDENTRELATES WELL TO STUDENTS
VALUE PRECEPTOR – STUDENT INTERACTIONPROVIDES APPROPRIATE, FREQUENT FEEDBACKDISPLAYS AND PROMOTES A HIGHER LEVEL OF THINKING AND REASONS
COMMUNICATION AND THE EFFECTIVE PRECEPTOR
EXPLAINS THE BASIS FOR ACTION AND DECISIONS – WHY, WHEN AND HOW
ANSWER STUDENT’S QUESTIONS CLEARLY AND PRECISELY
BE OPEN TO DIFFERENT IDEAS, OPINIONS AND WAYS OF LEARNING
CONNECT INFORMATION TO BROADER CONCEPTS
POSSESSES AND DEMONSTRATES BROAD KNOWLEDGE – YOU DON’T NEED TO BE AN EXPERT!
COMMUNICATE CLEAR OBJECTIVES AND EXPECTATIONS
CAPTURE THE ATTENTION OF THE LEARNER – MAKE LEARNING FUN!!!
CAREFUL ANALYSIS OF THE LEARNER
ACCURATE ASSESS STUDENT’S KNOWLEDGE, ATTITUDES & SKILLS
USES DIRECT OBSERVATION OF THE STUDENT
PROVIDES EFFECTIVE FEEDBACK
PERFORMS FAIR AND THOUGHTFUL EVALUATION
SKILLS IN PRACTICE AND TEACHING
PROVIDES EFFECTIVE ROLE MODELING
DEMONSTRATES SKILLFUL INTERACTION WITH PATIENTS & STAFF
PRESENTS INFORMATION WITH ORGANIZATION & CLARITY
GENERATES INTEREST IN THE SUBJECT MATTER
BALANCES CLINICAL AND TEACHING ACTIVITIES AND RESPONSIBILITIES
DELEGATES APPROPRIATE RESPONSIBILITIES TO THE STUDENT
MOTIVATE THE STUDENT
EMPHASIZES PROBLEM SOLVING & CRITICAL THINKING/REASONING
TRANSLATES SPECIFIC CASES INTO GENERAL PRINCIPLES
PROMOTES ACTIVE INVOLVEMENT OF THE STUDENT
DEMONSTRATES ENJOYMENT AND ENTHUSIASM FOR TEACHING & PATIENT CARE
DEVELOPS A RESPECTFUL & SUPPORTIVE RELATIONSHIP WITH THE STUDENT
GROWING IN EFFECTIVENESS….
BECOME A CONNOISSEURS OF TEACHING
Learn teaching techniques
Know different learning styles
Get to know your student and how they like to learn
Exchange ideas and seek out information from other preceptors
Try different teaching strategies
ENJOY AND SAVOR THE SUCCESS OF YOUR STUDENT
REFLECTIVE EXERCISE
TAKE FIVE MINUTES TO REFLECT ON A PRECEPTOR OR MENTOR YOU HAD IN THE PAST……
WHAT IS THEIR NAME AND WHERE DID YOU MEET THEM?
IN WHAT STAGE OF YOUR CAREER DID YOU ENCOUNTER THEM?
WHAT MAKES THEM STAND OUT FROM OTHER MENTORS/PRECEPTORS?
HOW DID THEIR TEACHING STYLE AFFECT YOUR LEARNING?
WHAT DID THEY DO TO MAKE LEARNING MEANINGFUL BUT FUN?
IF YOU COULD WRITE THEM A NOTE WHAT WOULD YOU THANK THEM FOR?
MODULE 3
PRINCIPLES OF ADULT LEARNING
ADULT VS. CHILD LEARNINGOlder adults have life experiences so they respond differently then children
• Adults want data to back up information
• They want to know “what’s in it for them”
• Adults like interact learning
• Adults needs information to be relevant and useful
HOW AN ADULT LEARNS
Learning is change: in behavior, knowledge or skill
Adults often seek out learning opportunities
Adults choose to get involved in learning – this correlates with their motivation
Adults learn by doing (Skills stations, simulation work) (See 1, do 1, teach 1)
Adults focus on realistic problems (Case studies, scenarios)
ADULT LEARNING PRINCIPLES
VARK Learning Styles Examples of VARK Learning Styles
THE MULTIMODAL LEARNER
Are the majority of learners (50-70%)
Multiple preferences and interest are varied
May have 2-3 strong preferred learning methods
These learns need more then 1 strategy for learning and communicating
They feel uncomfortable, insecure using only 1 learning method
GENREATIONS IN THE WORK FORCE TODAY
HANDLING CULTURAL DIFFERENCES
BARRIERS TO LEARNING FOR THE STUDENT
Inadequate knowledge English as a second language
Fatigue Disorganization Poor time management skills
Lack of experience in applying theory to practice Fear of making a mistake Feeling of inadequacy or lack of self confidence (or to
much confidence)
Stress Learning disabilities: Attention deficit Disorder, reading
disorder, dyslexia, slow to process info Medical issues
TEACHING PROFESSIONALISM
DEMONSTRATE EXCELLENCE as a practitioner
DOMENSTRATE EHTICS- Live and practice an ethical professional demeanor
MODEL- professionalism
ENCOURAGE- professionalism
ASSURANCE- professional knowledge base, courtesy, ability to convey respect, confidence & trust
HOW DO YOU TEACH THE NOVICE ?
Observe their skill level
Provide guidelines and expectations
Demonstrate skills
Don’t overload with facts at one time
Teach the expected norms
Address any deviation from the norm at once
Assist with differentiating in the importance of finding (assessment, labs, reports)
Praise correct processes and correct less desirable choices
Utilize scenario based teaching to improve decision making and critical thinking/reasoning
Help them learn to prioritize- turning findings into care provisions
REFLECTIVE EXERCISE
MODULE 3CRITICAL THINKING & CRITICAL REASONING
USING THE NURSING PROCESS TO TEACH CRITICAL THINKING AND CRITICAL REASONING
USING THE NURSING PROCESS TO TEACH CRITICAL THINKING AND CRITICAL REASONING
MODULE 4PREVENTING PROBLEMS AND SURVIVING
DIFFICULT SITUATIONS
PREVENTIONPRIMARY: PREVENT THE PROBLEM BEFORE IT OCCURS.
• Know the experience expectation
• Orient the student well.
• Have clear expectations and goals.
• Continuously reassess.
SECONDARY: EARLY DETECTION
• Pay attention to you hunches/clues/gut.
• Don’t wait to give specific feedback. Give early and monitor closely for change in behavior.
TERTIARY: MANAGE A PROBLEM TO MINIMIZE IMPACT.
• If it is not working seek help ASAP
• Don’t be a martyr.
• Do nor give a good evaluation to a student who has not earned it.
SOAPSOAP – An Approach to Problem InteractionsSUBJECTIVE:Chief Complaint: What made you think there is a problem? What do you/others think? Does the individual perceive a problem?OBJECTIVE:Identify and list specific behavior to document the issue. Need specific so you can intervene effectively.ASSESSMENT:What is your “diagnosis” of the problem. Is it a cognitive knowledge base issue, lack of clinical skills, affective(stress, anxiety), values, environmental, medical.PLAN:What are you going to now? Gather more data, get help or intervene on your own.ALWAYS F/U WITH FACULTY WITH ISSUES ABOUT STUDENTS!
PRECEPTOR ISSUES THAT MAY AFFECT TEACHING
Health Issues: Personal or family
Practice Issues: Staffing, over-scheduling, financial issues
Relationship Issues: Personality clash with student
IMPORTANT QUESTIONS;
Is the presence of the student preventing you from doing what must be done?
Are your issues seriously affecting the learning experience of the student?
Do I need to remove myself from precepting for the benefit of the student and myself?
THE ART OF GIVING
FEEDBACKMODULE 5
BENEFITS OF FEEDBACK
Helps the student evaluate their progress
Helps the student understand preceptor expectations and if they are meeting the expectations
Regular feedback encourages the student to try new skills
Provides the opportunity for preceptor to show interest in the developing student
Facilitates communication
Makes the evaluation process easier, assessment prior to feedback
Improves the teaching skills of the preceptor
BARRIERS TO FEEDBACK
•“They know how they are doing.” “Why say the obvious?”
• “That episode was probably an anomaly.”
•“I don’t have time to sit down and give feedback.”
•“Giving feedback is awkward.” “The person will get defensive.”
I.M.P.R.O.V.E.
Identify objectives with the student
Make a feedback-friendly environment
Prioritize what feedback to give
Respond to the student’s self-assessment of the issue
Objective Observation should be made
Validate what the student has done well and/or suggest alternative strategies
Establish a plan to implement change (if needed) and have the student summarize the feedback and plan of action
REFLECTIVE EXERCISE
Think of a time when someone gave you negative feedback or even criticism in public.
1. How did it make you feel?
2. What was your reaction?
3. How did you act towards that person after that encounter?
What could have been done differently?
MODULE 6MEANINGFUL EVALUATION
WHY EVALUATION IS IMPORTANT
• Evaluating students is a CRITICALFUNCTION as well as an EXPECTATION of teaching/precepting
• Accurate and meaningful evaluation is a KEY COMPONENT of precepting
• Effective and ongoing evaluation can ENHANCE the quality of the students’ experience. It sets the stage for FUTUREprofessional/personal growth.
EVALUATION: WHAT IS IT?
Evaluation session is a SCHEDULED, FORMAL session between preceptor and student.
CONTENT based on OBJECTIVE data from personal OBSERVATION.
ASSESSMENT is an ON-GOING process. COLLECTION of information on students’ CURRENT knowledge, skills & attitudes.
FORMAL EVALUATION is based on the cumulative OBSERVATIONS, ASSESSMENTS and FEEDBACK.
EVALUATION: WHAT COULD GO WRONG
“Halo Effect”
“OOPS” - Insufficient Evidence
“You never told me that!”
“BUT I need a higher grade!”
“UH-Oh” – Should they pass??
G - R – A – D – E STRATEGY FOR EVALUATION
G ….. GET READY Review expectations
Review evaluation tool
Consider unique opportunities/challenges in your area
What are the expectations for the learner?
R….REVIEW EXPECTATIONS WITH LEARNER? Meet very early in the experience
Determine knowledge/skill level
Review of goals/objectives
Describe the evaluation process
A …..ASSESS Observe
Record/Document
Provide Feedback
Have student do self-assessment
D …..DISCUSS ASSESSMENT AT MID-TERM Formal mid-term meeting
Learner and evaluator fill out form in advance
Compare evaluation together
Discuss differences and how expectations are being met
E ….END WITH THE “GRADE” Complete evaluation in advance
Schedule sufficient time to deliver
Support your evaluation with examples
Highlight items that can be worked on in the future
Sign and submit
THANK YOU
Emory University. (2016). Preceptor workshop. Retrieved from http://www.nursing.emory.edu/_includes/documents/sections/centers-and-initiatives/wocnec/Preceptor%20Workshop%20SelfStudy%206-27-2013.pdf
Golightly, M., Kennett, N., & Stout, J. A. (2017, December 1). Innovative approach to senior practicum. The Journal of Nursing Education, 56 (12) p. 745-747. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/29206266
Hall, K.C. (2016). Role functions of staff nurse preceptors for undergraduate pre-licensure nursing students. Journal of Nursing Education & Practice, 6(7), 19-30. Retrieved from http://www.sciedu.ca/journal/index.php/jnep/article/viewFile/8483/5383
Murray, T. A. (2013, January). Innovations in nursing education: the state of the art. Journal of Nursing Regulation, 3(4), 25-31. Retrieved from https://www.journalofnursingregulation.com/article/S2155-8256(15)30183-6/fulltext
University of Southern Maine School of Nursing. (2018) Retrieved from https://usm.maine.edu/nursing/practicum-preceptor-experience
Virginia Pharmacists Association. (2012-2013). Retrieved from https://virginiapharmacists.org/wp-content/uploads/2017/06/feedback-evaluating_students.pdf
NUR222 Course Information Course Catalog Description Focus is on the impact of acute health/illness transitions on individuals, families and groups. Emphasis is on synthesis and applications of nursing therapeutics in the transition of students to their role in the profession of nursing with an introduction to organizational transitions. Concepts of nutrition, pharmacology, pathophysiology and nursing therapeutics are integrated. Course Student Learning Outcomes Upon successful completion of NUR222 – Nursing IV, the student should be able to:
1. Accountability: Practice within the ethical and legal framework of current nursing practice standards as well as reflecting political awareness. 2. Caring: Apply and integrate physical, emotional, cultural and spiritual components of caring behaviors that demonstrate respect for the human condition for self, individuals, families and groups. 3. Communication: Communicate effectively in complex situations to achieve mutually defined goals in collaboration with clients, families, peers, faculty and other members of the health care team. 4. Clinical Competency: Utilize evidence-based practice principles and nursing skills to provide safe and cost effective therapeutic nursing interventions for self and for individuals, families and groups experiencing transitions in well-defined practice settings. 5. Critical Thinking: Use theory, principles of evidence-based practice, technology and research to formulate clinical judgments and guide nursing practice. 6. Culture: Apply principles of cultural competency in the provision of nursing care to individuals, families and groups. 7. Learning-Teaching: Identify, adapt and implement the learning-teaching process to address the needs of individuals, families and groups. 8. Management/Leadership: Collaborate with other personnel within the organizational structure to manage client care through supervision, delegation, coordination, procurement of available resources and advocacy.
Course Schedule
Week Date Required Reading/ Assignments/ Tests/ Due Dates
1
Review Items: • Syllabus • Schoology • Student Handbook • ATI (Re)Orientation (it’s the same, but not used the same) • ATI Capstone Content Review + Virtual-ATI • Senior Practicum • Student Nurses Organization at MCC Re-Launch (access code:
KJZHP-V3TN3) Fun-rientation:
• 2 Truths & a Lie! • Great Expectations
Role of the Nurse: NPSG, the Joint Commission
2
Group A Senior Practicum begins ATI Self-Assessment Inventory Web due @ 2359
Labor Day – no class
A&P Preparation Day in LHC – everyone welcome to attend in Room 303 (will be recorded & posted in Schoology)
• Concepts: alteration and oxygenation, alteration and perfusion, alteration and volume, alteration and in mentation.
3 Neuro
• Assessment of Cerebral Function • Mentation and Sensory Motor Complications of Acute Illness • Stroke
• Neurologic Diagnostic Procedures • Seizures & Epilepsy
4 Neuro • Traumatic Brain Injury
• Acute Spinal Cord Injury
5 • Shock • Multisystem Organ Dysfunction
Week Date Required Reading/ Assignments/ Tests/ Due Dates
Shock Multifunction
Organ Dysfunction Syndrome
Exam 1
6 Hemodynamic
Monitoring Basic Cardiac
Rhythm Interpretation
RN Leadership Online Practice 2016 A open September 30 - October 6 (60 ?s) Homework: High-Acuity Nursing Clinical Resoning Checkpoint chapter 8
• Introduction to Hemodynamic Monitoring • Basic Cardiac Rhythm Interpretation • Electrocardiography & Dsyrhytmia Monitoring • Pacemakers
Skills Lab • Performance Guideline for Drawing Blood from a Central Vein
Catheter • Implanted Port - accessing the site • Implanted Port - de-accessing the site • Peripherally inserted central catheter – obtaining a blood sample • Administering intravenous bolus (push) medications
7 Cardiac
• High-Acuity Nursing • Determinants & Assessment of Cardiac Function • Alterations in Cardiac Function • Alterations in Myocardial Tissue • Cardiovascular Diagnostic & Therapeutic Procedures • Invasive Cardiovascular Procedures • Angina & Myocardial Infarction • Heart Failure & Pulmonary Edema • Valvular Disease • Inflammatory Disorders • Hypertension • Aneurysms
Group A Senior Practicum ends
8 Leadership Exam 2
Leadership & Legal
9 Respiratory
• Determinants & Assessment of Pulmonary Function • Nutritional Support: Total Parental Nutrition • Respiratory Diagnostic Procedures
Week Date Required Reading/ Assignments/ Tests/ Due Dates
• Acid-Base Imbalances
Skills Lab Central Line Skills check-off due
10 Respiratory
• Mechanical Ventilation • Alterations in Pulmonary Function • Chest Tube Insertion & Monitoring • Respiratory Management & Mechanical Ventilation • Pulmonary Embolism • Pneumothorx, Hemothorax & Flail Chest • Respiratory Failure
Skills Lab • In-line Suctioning • Endotracheal Tube Care • Tracheostomy Care
11 Renal
Diabetes
Homework: High-Acuity Nursing Clinical Reasoning Checkpoint chapter 26, Posttest chapter 32
• Acute & Chronic Kidney Injury • Diabetic Crises: Diabetic Ketoacidosis • Hyperglycemic Hyperosmolar State • Hemodialysis & Peritoneal Dialysis
Graduation Applications Due
12 Nutrition
Veteran’s Day – no class
Senior Career Fair 1330-1600 BHC Building 600
Week Date Required Reading/ Assignments/ Tests/ Due Dates
13 Liver
Pancreases Hematology
• Alterations in Liver Function • Alterations in Pancreatic Function • Alterations in Red Blood Cell Function & Hemostasis • Alterations in White Blood Cell Function & Oncologic
Emergencies • Gastrointestinal Diagnostic Procedures • Liver function tests & other blood tests • Hepatitis & Cirrhosis • Pancreatitis • Lupus Erythematosus • Cancer Disorders • Leukemia & Lymphomas
Skills Lab Trach Skills check-off due
14 Wounds Burns
• Complex Wound Management • Acute Burn Injury
Withdrawal period ends Group B Senior Practicum Ends
15 Proctored Assessment – RN Nutrition Focused Review due @ 0900 Proctored Assessment – RN Comprehensive Predictor 2016 (180 ?s) Final exam review – open forum
16 Proctored Assessment – RN Comprehensive Predictor Focused Review due @ 0900 Exam 4
Pinning
Preceptors are
encouraged to attend and
celebrate with their student.
Mandatory Pinning Rehearsal with Room Decorating 0930-1200 Kingman NCK Room 240
Pinning Ceremony 1700 Kingman NCK Room 240
Senior Practicum Student Skills Checklist
Student’s Name: ____________________________________ Senior Practicum students may not perform, but may observe, the following: • Care and use of arterial lines • Hanging blood transfusion • IV Insertion on pediatric clients • Care of clients who require the use of a particulate respirator
Date Activity/Skill Competency Met
Date Activity/Skill Competency Met
Client Identification Reporting Alarms Hygiene (Complete/Partial)
Linens and bed-making Specimen collection (Urine, Stool,
Sputum, Wound culture)
Elimination (Bedpan/Urinal/Urethral catheter care)
Drainage Collection (Foley and Suction)
Central line care flush/drsg change Set-up Tube feeding Oral Care/NPO Suction Sequential Stockings/TEDS Positioning/ROM/Transfer
activity/Safe pt. handling Heating/Cooling Blanket
Ostomy Care Trach Care /Suction
Enemas SSE/TAP H2O
Client in traction / Skin Integrity Wound care
Fall Prevention/Client Safety
Feeding safety, food/fluid distribution, I&O
Restraint &Alternatives Application/Monitoring
Enteral Feeding: NGT/PEG NGT irrigation/suction
Glucose Meter Finger-sticks
Postmortem care Pulse Oximetry Basic EKG
Senior Practicum Student Skills Checklist
Date Activity/Skill Competency Met
Date Activity/Skill Competency Met
INFECTION CONTROL DOCUMENTATION Standard Precautions Flow sheet Hand-washing I&O Isolation Techniques Peritoneal Dialysis Sharps/Waste Disposal
Using PPE Restraint use, assessment and
documentation
VITAL SIGNS Chest Tube Drainage Temperature Hemovac/JP Drain Pulse Client Teaching Respiration Head to Toe Assessment Blood Pressure (Manual) Foley insertion Height/Weight Telemetry Monitor set-up MEDICATION Wound care stage PO Continuous bladder irrigation Sublingual Monitor IV site & infusion Subcutaneous Suction set up IM Oxygen NC/mask/ TC Transdermal Scales: Bed/chair/stand-up IVPB
Preceptor Printed Name: _______________________________________ Preceptor Signature: ___________________________________________ Date: _______________________________
NUR 222 Practicum Student Evaluation Tool
Student Name: _____________________________________ Date: _____________________
Clinical Facility: _______________________________________________________________
Directions: To be completed at the middle and end of the practicum experience.
The preceptor will rate each area of clinical performance using the following scale:
4. Very good
3. Satisfactory
2. Needs Improvement*
1. Unsatisfactory*
*A rating of 1 or 2 requires comment by preceptor
** A rating of 1 or 2 requires comment by the preceptor. It is expected that at the midpoint this level of rating is common. Comments target area for student growth and facilitate student learning. However, at the end of the clinical experience, ratings 1 and 2 mean that student is not meeting the objectives. Meeting the outcomes: The student with assistance is able to handle and/or manage client situations presenting multiple problems. When clues are obvious, she/he is able to adapt the care plan based on broad scientific concepts. He/she is able to transfer learning from one experience to a similar one. Her/his performance of skills is SAFE, and ADEQUATE to achieve the goals, but varies from the ideal. Therefore, a rating of 1 or 2 at the end of the clinical indicates that the student demonstrates marked difficulty in managing client situations that involve a minimum number of problems. He/she remains unaware of the need for adaptation in the plan of care even when obvious clues are present. She/he is unable to learn from prior experience, and is unable to relate safe nursing care to scientific concepts independently or with assistance. Overall, the student fails to meet the clinical outcomes in this course.
Student Self-Evaluation The student should complete this evaluation at midterm and on the final day of the practicum experience.
Student Learning Outcome Midterm Rating
Date/Comments Final Rating
Date/Comments
Practice within the ethical and legal framework of current nursing practice standards as well as reflecting political awareness.
Student Learning Outcomes Midterm Rating
Date/Comments Final Rating
Date/Comments
Apply and integrate physical, emotional, cultural and spiritual components of caring behaviors that demonstrate respect for the human condition for self, individuals, families and groups.
Student Learning Outcome Midterm Rating
Date/Comments Final Rating
Date/Comments
Communicate effectively in complex situations to achieve mutually defined goals in collaboration with clients, families, peers, faculty and other members of the health care team.
Student Learning Outcome Midterm Rating
Date/Comments Final Rating
Date/Comments
Utilize evidence-based practice principles and nursing skills to provide safe and cost effective therapeutic nursing interventions for self and for individuals, families and groups experiencing transitions in well-defined practice settings.
Student Learning Outcome Midterm Rating
Date/Comments Final Rating
Date/Comments
Use theory, principles of evidence-based practice, technology and research to formulate clinical judgments and guide nursing practice.
Student Learning Outcome Midterm Rating
Date/Comments Final Rating
Date/Comments
Apply principles of cultural competency in the provision of nursing care to individuals, families and groups.
Student Learning Objective Midterm Rating
Date/Comments Final Rating
Date/Comments
Identify, adapt and implement the learning-teaching process to address the needs of individuals, families and groups.
Student Learning Objective Midterm Rating
Date/Comments Final Rating
Date/Comments
Collaborate with other personnel within the organizational structure to manage client care through supervision, delegation, coordination, procurement of available resources and advocacy.
Preceptor Evaluation of Student
The Preceptor should complete this evaluation on the student at midterm and on the final day of the practicum experience. Student Learning Outcome Midterm
Rating Date/Comments Final
Rating Date/Comments
Practice within the ethical and legal framework of current nursing practice standards as well as reflecting political awareness.
Student Learning Outcomes Midterm Rating
Date/Comments Final Rating
Date/Comments
Apply and integrate physical, emotional, cultural and spiritual components of caring behaviors that demonstrate respect for the human condition for self, individuals, families and groups.
Student Learning Outcome Midterm Rating
Date/Comments Final Rating
Date/Comments
Communicate effectively in complex situations to achieve mutually defined goals in collaboration with clients, families, peers, faculty and other members of the health care team.
Student Learning Outcome Midterm Rating
Date/Comments Final Rating
Date/Comments
Utilize evidence-based practice principles and nursing skills to provide safe and cost effective therapeutic nursing interventions for self and for individuals, families and groups experiencing transitions in well-defined practice settings.
Student Learning Outcome Midterm Rating
Date/Comments Final Rating
Date/Comments
Use theory, principles of evidence-based practice, technology and research to formulate clinical judgments and guide nursing practice.
Student Learning Outcome Midterm Rating
Date/Comments Final Rating
Date/Comments
Apply principles of cultural competency in the provision of nursing care to individuals, families and groups.
Student Learning Objective Midterm Rating
Date/Comments Final Rating
Date/Comments
Identify, adapt and implement the learning-teaching process to address the needs of individuals, families and groups.
Student Learning Objective Midterm Rating
Date/Comments Final Rating
Date/Comments
Collaborate with other personnel within the organizational structure to manage client care through supervision, delegation, coordination, procurement of available resources and advocacy.
Midterm Date: ______________________
Preceptor’s Name: ___________________________ Preceptor’s Signature: ________________________
Student’s Signature: __________________________
Final Date: ______________________
Preceptor’s Name: ___________________________ Preceptor’s Signature: ________________________
Circle Grade: Pass Fail Incomplete
Student’s Signature: __________________________
Policies for the Clinical Experience
Policies • Preceptors must demonstrate expertise in their clinical area and have a minimum of one year of direct
patient care experience;
• Students will not be assigned to clinical units where they, a close relative, spouse or significant other is employed;
• Students may not select preceptors. Preceptors may not select students;
• The assignment of preceptors is a decision made by the faculty and facility;
• Preceptors are to be physically present on the unit when the student is there;
• Students are not to be assigned to supervise medication aides;
• Senior Practicum students may request a specialty area if they meet the following criteria:
o No Nursing course failures o No clinical or academic probation o Average of 87% or better in Nursing courses at the time of the practicum experience
Nursing Program Quick Reference Guide
For Senior Practicum Preceptors
The following guide provides information and answer to questions frequently asked by Preceptors about the Senior Practicum experience.
How to prepare for the Preceptor role: The following suggestions will help you prepare to carry out the functions of a Preceptor:
1. Review the following: � Course syllabus � Course student learning outcomes � Senior Practicum Clinical Evaluation Tool � Preceptor Handbook
2. Your student will reach out to you via email or telephone prior the practicum beginning. This serves as an ice breaker and makes the first day easier for both of you!
How to orient your student: Preceptors should ensure students are well oriented to:
� The physical layout of the unit � Policies and procedures � Nursing roles and responsibilities � Location of supplies and equipment � Organization of the healthcare team � Emergency procedures
How to organize your student assignments: Client assignments, responsibilities, and expectations for independent functioning should be gradually increased during the practicum. The following is a recommended progression:
Day 1:
� Orient the student to the facility, unit, policies and procedures � Shadow you and help with basics
Day 2:
� Assign the student two (2) of your less complex clients (unless you are in an ICU, then one (1) client)
� The student should perform all cares, documentation, and report
Day 3 - 10:
� Gradually increase the complexity and number of clients assigned to the student
Day 11 and 12:
� Student should be assigned a full client assignment for your unit
What to expect of the student: By the midterm evaluation (day 6) the student should be caring for an assignment that represents 50% of a typical assignment for your unit. By the end of the practicum the student should have a full client assignment expected for a New Graduate Nurse on your unit.
Students are expected to comply with all College and clinical facility policies and procedures.
How to evaluate your student: Your feedback about the student’s clinical performance is essential to their growth and transition into practice. You will be provided education on effective and timely feedback during the required Preceptor Workshop.
Students will be evaluated on-going, at the end of the day, at midterm, and at the end of the practicum.
Daily post-shift debriefings are an effective way to discuss what went well and what the student should focus on for the next day.
Remember, the student is learning to be a generalist and will be functioning in the role of a Nurse for the first time. It will take years for them to get the experience, knowledge, and expertise you have.
Student/Preceptor Relationship: Preceptors mentor and supervise the student, and plan and coordinate their learning experience. Your most important roles include:
� Learning resource � Clinical teacher – when new procedures are introduced or when previously learned
procedures require supervision. � Professional role model – Your professional behavior such as how you dress, whether
you introduce yourself to the client and family, your communication styles, whether you comply with policy and procedure, and how you deal with mistakes will have a profound influence on the student and their nursing practice.
Faculty Advisor/Preceptor Relationship: Each student is assigned to a Faculty Advisor who can assist you in planning the student experience, with evaluations, identifying problem areas in the student’s performance, and in developing and implementing strategies to deal with them. Faculty Advisors should be contacted immediately for any of the following:
� You identify a pattern or single occurrence of unsafe behavior
� You have ongoing concerns regarding the student’s psychomotor skills, knowledge base, organizational, decision-making, communication abilities, or their professional conduct
� The student becomes ill or injured during the practicum � Anytime you have questions or concerns about the program, course, or the student’s
general preparedness � If the student fails to arrive for an assigned shift without prior notice
Other Frequently Asked Questions:
How long is the practicum? The student has six (6) weeks to complete the required hours.
How many hours are required? The student is required to complete 148 clinical practicum hours
How many days per week should I plan to be with the student? The student must do a minimum of two shifts per week, but can do three.
Do Preceptors have an opportunity to evaluate the course? Yes, you will receive an evaluation form to complete at the end of each Senior Practicum.
Will I be evaluated by the student? Yes, feedback is essential for professional growth and development.
How are Preceptors chosen? Preceptors are chosen for their clinical expertise, professional behavior, and willingness to work with the students. The College relies on Unit Managers to identify and recommend Nurses for this role.
What happens if I have to float to another unit? You should take your student with you. Floating to other units is an expectation of all Nurses so they should learn how to deal with this!
What if I need to call in sick? You, or someone on the unit, should contact the student to inform them to stay home. The student should not be placed with another Nurse.
Your student’s name is: _________________________________________________________
Your student’s Faculty Advisor is: ________________________________________________
Faculty Advisor Telephone Number: ______________________________________________
Faculty Advisor Email Address: __________________________________________________
Roles and Responsibilities Preceptor The nurse preceptor is expected to:
• Have clinical expertise in the defined area of nursing practice; • Be willing to act as a role model and serve as part of the student's support system in the
clinical area; • Be familiar with the roles of the preceptor, student and faculty in the preceptorship
experience; • Discuss the experience expectations, program student learning outcomes, course student
learning outcomes, and facility/unit expectations with the student; • Orient the student to the clinical area, institution, other health team members and nursing
care standards for practice in the clinical setting; • Plan learning experiences to increase student proficiency in previously learned skills and
assist student in the gradual assumption of beginning level staff assignments, facilitating progressive independence in the clinical setting;
• Demonstrate required skills and supervise student performance, assisting the student in clinical activities, and maintaining supervision during specific activities including: administration of IV medications, transfusion of blood products, administration of heparin, insulin, taking of doctors' orders, and delegation to licensed and non-licensed nursing personnel;
• Assist in socialization of the student into the nursing role through a collaborative collegial relationship;
• Provide the student with ongoing constructive feedback; • Assist the student to integrate theory into clinical practice situations; • Inform clients of the students' participation in nursing care; • Utilize others, including colleagues, nursing administrators, and faculty as resources for
teaching, problem-solving, support and guidance; • Communicate ongoing student progress to the student and faculty member, contact the
faculty member as needed to clarify issues including student inability to practice nursing care at an acceptable level; and contribute to the student's summative evaluation;
• Meet with the Faculty Advisor and student once at the beginning, middle, and end of the clinical experience;
• Notify the Faculty Advisor immediately if issues arise.
Student The student is expected to:
• Share course student learning outcomes, in writing with preceptor; • Develop knowledge and skills in the defined area of nursing practice; • Use problem solving and critical reasoning to adapt scientific knowledge to the clinical
practice arena; • Contact the preceptor and negotiate learning experiences and schedules; • Contact the preceptor and your Faculty Advisor to inform them if you are unable to
attend a regularly scheduled shift and make arrangements to reschedule;
• Understand the roles of the student, faculty and preceptor in this preceptorship experience;
• Identify learning style to preceptor to facilitate selection of learning strategies; • Seek appropriate learning opportunities throughout the clinical experience; • Communicate with preceptor regarding changes in schedule to achieve 148 clinical hours
(excluding lecture) 24 hours – 36 hours per week for six weeks, to be adapted as necessary in conjunction with faculty and preceptor.
• Communicate with faculty immediately when issues arise. • Request instruction, supervision and assistance from preceptor and faculty as needed; • Demonstrate responsible, accountable, and ethical behaviors; • Practice clinical skills under supervision of the preceptor assuming progressive
independence as clinical competence increases; • Perform independently only those skills that the student is competent and prepared to
perform within the student's scope of practice; • Develop collaborative relationships with clients, the preceptor, agency personnel and
other members of the health care team; • Demonstrate understanding of leadership roles of nurse including delegation, committee
membership and unit management; • Adhere to unit policies and procedures; • Seek feedback from the preceptor; • Meet with faculty and preceptor once at the beginning and end of the clinical experience; • Participate in formative (weekly) and summative (end of clinical experience) self-
evaluation; and • Participate in evaluation of course, preceptor, and agency.
MCC Faculty Advisor The MCC Faculty Advisors are expected to:
• Articulate the role of the preceptor, student and faculty in the preceptor experience; • Assist with orientation of preceptor and student to roles and responsibilities according to
course requirements; • Assist student as needed to develop learning objectives, monitoring progress through
evaluation forms; • Meet with preceptor and student, in person, once at the beginning and end of the clinical
experience; • Be available for consultation with preceptor and student by telephone or visitation; • Act as a resource for student and preceptor, assisting in solving problems; • Participate in a summative evaluation of student and preceptor experience, discussing
learning outcomes attained, student growth, and the effectiveness of the experience; • Provide the preceptor with feedback on performance if requested; and • Provide the preceptor with written acknowledgment for their role in the student's learning
experience. MCC Clinical Skills Program Assistant The MCC Clinical Skills Program Assistant is expected to:
• Obtain requests from students, guiding them in choices of sites, types of nursing practice and scheduling choices;
• Make initial contact with agency, obtaining name of preceptor and the nature of the clinical arrangement;
• Provide the student with preceptor's name, agency, phone numbers and other contact persons as needed;
• Supply preceptor, agency and student with written information related to the intent of the clinical placements, including preceptor handbook and contact numbers for faculty.
ACTIVITIES BEYOND THE STUDENT SCOPE OF PRACTICE
The following are activities which nursing students may not engage in during the Senior Practicum experience.
• Preparation or IV administration of critical care drugs.
o Oxytocin, Magnesium Sulfate, and Terbutaline may be given under the direct supervision of their preceptor in labor and delivery only
• Witnessing consent forms, living wills and/or other legal documents
• Sign out, hang or crosscheck blood products. Students may monitor administration of blood products
under direct supervision of a registered nurse
• Operation of hemodynamic monitoring equipment (observation only)
• Operation or removal of temporary pacemakers
• Assuming responsibility for any patient’s valuables
• Examinations related to progression of labor (vaginal and/or rectal, as well as internal monitoring)
• Primary circulating or scrub nurse
• No placement of IVs or medication administration in the nursery without direct supervision by Preceptor
• Unsupervised charge of a unit.
• Taking verbal or telephone orders from a physician without supervision of Preceptor
• Independent application of restraints
NUR 222 Nursing IV Senior Practicum Preceptor Request
Completed by MCC and sent to Facility
NUR 222 – Nursing IV Semester: __ Fall __ Spring Year:
Student Information
Name:
Address:
City: State: Zip:
Mobile Telephone: Home Telephone:
MCC Email Address: Work Telephone:
Preceptor Information
Preceptor Name: Title:
Facility Address:
City: State: Zip:
Phone Number: Email Address:
Unit Manager:
MCC Use Only Below This Line
Mohave Community College Clinical Skills Program Assistant
Current contract on file: Registered Nurse Licensed Verified:
Approved: Not approved: Why?
Clinical Skills Program Assistant Printed Name:
Clinical Skills Program Assistant Signature:
Preceptor Check List
Assigned Tasks Due
Complete the Clinical Preceptor Information sheet and turn in to Abby Einrem at
Complete the online Preceptor Modules Make contact with student via email or
telephone to establish schedule
Complete Student Evaluation and discuss with the student
Meet with assigned Faculty to discuss student performance
Beginning, middle and end of practicum
Review the Student’s Weekly Self-Evaluation and discuss with them and provide feedback
Each week
Complete Student Evaluation and discuss with student and Faculty
Last practicum shift
Complete the Final Student Evaluation and discuss with the student
Last practicum shift the week
of the practicum
Clinical Preceptor Agreement
Registered Nursing Program Complete this form and return to Abby Einrem at [email protected] Facility: __________________________________________________________________________________ Facility address: ___________________________________________________________________________ __________________________________________________________________________________________ Assigned unit: __________________________ Unit Manager: __________________________ Assigned Preceptor name: __________________________________________________________________ Registered or Licensed Practical Nurse License Information: State Issued: ________________________ License Number: __________________________ Expiration Date: ________________________ Preceptor Highest Degree Earned: ___________________________________________________________ Describe briefly your years of experience in nursing and area (s) of expertise: __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Describe why you volunteered to be a preceptor for Mohave Community College:
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ List all certifications in Nursing: _____________________________________________________________ __________________________________________________________________________________________ I agree to act as a preceptor for (student name): ___________________________________________________________________________ Preceptor Signature: _______________________________________ Date: ____________________
Senior Practicum Student Information
Complete this form and return to Abby Einrem at [email protected] Student: ______________________________________________________________________ Student email address: _________________________________________________________ Student Telephone number: _____________________________________________________ Are you employed by a health care facility? Yes No If yes, which facility and unit? ___________________________________________________ Describe why you selected the facility you did for this Senior Practicum experience: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Describe your personal goals for this experience: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Student Printed Name: _________________________________________________________ Student Signature: _________________________________ Date: ___________________
1
Learner’s Course Evaluation
Course Title Precepting the Student Workshop Presenter: Date: Below are a series of statements. Please respond by circling the number you feel most reflects your opinion.
Strongly Agree
Agree
Neither
Agree or Disagree
Disagree
Strongly Disagree
The workshop learning objectives were met 5 4 3 2 1
The content was presented at a level which could readily be understood
5 4 3 2 1
There was opportunity for group participation 5 4 3 2 1
There was opportunity for individual participation 5 4 3 2 1
The material presented had practical relevance 5 4 3 2 1
The course content built on prior learning and experience 5 4 3 2 1
I feel I contributed to class discussion 5 4 3 2 1
I was motivated to learn 5 4 3 2 1
Course material reinforce learning 5 4 3 2 1
There was a variety of teaching methods 5 4 3 2 1
The teaching methods used helped me learn effectively 5 4 3 2 1
The instructor knew his/her subject thoroughly 5 4 3 2 1
The instructor achieved a good rapport with the group 5 4 3 2 1
There was opportunity for feedback and evaluation 5 4 3 2 1
2
Additional Comments
Which aspects of the course worked well?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
How could the course be improved? ________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Would you recommend this workshop to others? If not, please outline your reasons.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Any other comments, ____________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Signature: (optional) _____________________________________________________________________
Thank you for taking the time to complete this form. Your input is an integral part of the evaluation
and review process.
Clinical Over Sight Visit Form
This form is to be completed by the Faculty Advisor during each visit with the Preceptor and student.
Student Name: ____________________________________________________________________________
Preceptor Name: __________________________________________________________________________
Clinical Agency: ___________________________________________________________________________
Rating Scale: 1 = Unsatisfactory 2 = Needs Improvement 3 = Satisfactory 4 = Very good
*A rating of 1 or 2 requires comment by preceptor. It is expected that at the midpoint this level of rating is common. Comments target area for student growth and facilitate student learning. However, at the end of the clinical experience, ratings 1 and 2 mean that student is not meeting the objectives.
Course Student Learning Outcomes
Rating (1-4)
Date/Comments
1. Practice within the ethical and legal framework of current nursing practice standards as well as reflecting political awareness.
2. Apply and integrate physical, emotional, cultural and spiritual components of caring behaviors that demonstrate respect for the human condition for self, individuals, families and groups.
3. Communicate effectively in complex situations to achieve mutually defined goals in collaboration with clients, families, peers, faculty and other members of the health care team.
4. Utilize evidence-based practice principles and nursing skills to provide safe and cost effective therapeutic nursing interventions for self and for
individuals, families and groups experiencing transitions in well-defined practice settings. 5. Use theory, principles of evidence-based practice, technology and research to formulate clinical judgments and guide nursing practice.
6. Apply principles of cultural competency in the provision of nursing care to individuals, families and groups.
7. Identify, adapt and implement the learning-teaching process to address the needs of individuals, families and groups.
8. Collaborate with other personnel within the organizational structure to manage client care through supervision, delegation, coordination, procurement of available resources and advocacy.
Meeting the objectives: The student, with assistance is able to handle and/or manage client situations resenting multiple problems. When clues are obvious, she/he is able to adapt the care plan based on broad scientific concepts. He/she is able to transfer learning from one experience to a similar one. Her/his performance of skills is safe, and adequate to achieve the goals, but varies from the ideal.
Therefore, a rating of 1 or 2 at the end of the clinical indicates that the student demonstrates marked difficulty in managing client situations that involve a minimum number of problems. He/she remains unaware of the need for adaptation in the plan of care even when obvious clues are present. She/he is unable to learn from prior experience, and is unable to relate safe nursing care to scientific concepts independently or with assistance. Overall, the student fails to meet the clinical objectives in this course.
Faculty Advisor Name Printed: _____________________________________________________________ Faculty Advisor Signature: ________________________________ Date: _____________________