to the School of Nursing at Grantham University.

Transcription

1 preceptor handbook

2 preceptor handbook 1 Welcome to the School of Nursing at Grantham University. Our faculty and preceptors join with hundreds of other nurses and health care professionals to facilitate the learning of our nursing students in professional nursing practice. We appreciate their willingness to lend their expertise as faculty, preceptors and mentors to students who are seeking to advance their careers. In partnership with program faculty, they are making a valuable contribution to the next generation of Master of Science in Nursing (MSN) nurses. We welcome students to the heart of our program, the Capstone Courses. The faculty performance in these courses will distinguish students among their peers as professional nurses who possess advanced knowledge and skills in their chosen roles. We look forward to our graduates taking a leadership role in providing better nursing care and services for diverse populations in a variety of settings. The purpose of the Preceptor Handbook is to provide an orientation to the roles and responsibilities of the student, preceptor and faculty in the School of Nursing. Whether you are a faculty member, preceptor or student, please read this handbook carefully to understand the roles of each and the interactions among all that are required for successful learning in role performance courses.

3 preceptor handbook 2 contents The Collaborative Preceptor Model 3 Mission, Vision, and Core Values 4 School of Nursing Mission and Philosophy 5 Mission Statement - School of Nursing Philosophy of Nursing Program Outcomes Comparison with National Standards of Nursing Education for msn Program 6 The Practicum Experience 10 Preceptor Selection Criteria and Characteristics University Faculty Responsibilities Preceptor Responsibilities Student Responsibilities Accidents/Injuries Student Conduct and Performance During Practicum Experiences 13 Professional Behavior and Language Unprofessional Conduct/Professional Misconduct

4 preceptor handbook 3 The Collaborative Preceptor Model The Grantham School of Nursing s Collaborative Preceptor Model of clinical teaching is grounded in clinical practice excellence and promotes professional collaboration among the instructor, preceptor and student within the framework of a role performance course. The interactive Model is especially appropriate in a distance education program for the postlicensure nursing student. Working nurses find it particularly beneficial because this Model takes advantage of their previous education and experience. RN students are able to apply theoretical learning directly in the practice setting, within the context of the performance course, and concurrently in their own work setting. Students also benefit from the preceptor s currency in expert clinical practice and insider knowledge of the practice setting. The Model provides the opportunity for collaboration and development of collegial relationships between academia and nursing service. This Model assumes that for the preceptor to be effective, she or he must be knowledgeable about the mission and philosophy of the program, the course requirements, the principles of adult learning, and collaborative strategies to actively engage the student in developing an individualized learning plan. In the Model, the preceptor facilitates and guides students in meeting practice-based objectives and achieving clinical learning outcomes. The preceptor and student work together to arrange times, select appropriate experiences, and collaborate on projects of mutual interest. The student is expected to exercise initiative, sound judgment, and ethical behavior throughout the clinical experience. A preceptor is a highly competent RN, or other designated individual with a specific area of expertise (e.g., an MD), who offers student access to required learning activities to achieve the outcomes of the role performance course. The preceptor works closely with the student in a one-to-one relationship, providing orientation, training, demonstration of skills, and supervision within the framework of preestablished clinical objectives. In addition, the preceptor serves as a clinical guide, facilitator, and role model for the student. She or he has the ability to assist the student in choosing appropriate opportunities for learning. The preceptor participates in the evaluation of the student s performance, although the final judgment for the grade always rests with the course instructor. The selection of the preceptor is a collaborative effort among the Grantham School of Nursing, the healthcare agency and the student. The School takes responsibility for approving the selection of, and making arrangements with, the preceptor and agency for clinical instruction. Preceptors are selected based on their educational preparation, professional experience and level of expertise, and their ability and willingness to assist a graduate nursing student in obtaining appropriate learning experiences to meet clinical course objectives. The preceptor must be endorsed by the agency before the course instructor approves the selection of the preceptor. The preceptor receives no remuneration for participation in the student s learning experience.

5 preceptor handbook 4 Mission, Vision + Core Values Mission Our mission is to provide quality, accessible, affordable, professionally relevant programs in a continuously changing global society. Vision Grantham University is committed to being a globally recognized innovator in higher education, serving those who serve and serving those who strive to make a difference in their professional lives and community. Core Values Grantham University faculty, administration and staff are committed to: Accessibility and Affordability: Grantham University demonstrates commitment to the accessibility and affordability of higher education by facilitating learning that fits into the student schedule, seeking efficiencies that keep programs affordable. Diversity: Grantham University affirms its commitment to an inclusive community by making its academic programs, educational services and employment opportunities available to all qualified individuals and encourages tolerance, mutual respect, and acceptance of differences throughout the institution. The University believes diversity enhances its institutional culture, improves productivity, and prepares its graduates to participate effectively in the global community. Education and Service to Those Who Serve: Grantham University honors those who serve our country and our communities. We are dedicated to the provision of affordable and uniquely accessible programs and support to these deserving students. Excellence and Innovation: Grantham University maintains a strong commitment to high standards in all aspects of its academic programs, learning outcomes, and student support services, seeking continuously to strengthen and improve the effectiveness of its academic programs and operations and seeking creative and effective ways to meet the diverse needs of its student population. Student-Centric Success: Grantham University places the academic and personal success of its students at the center of all University functions, services, activities and academic programs. The University also follows best practices to facilitate students development and success from the point of entry to degree completion. Institutional Integrity: Grantham University commits all students, faculty, staff and administrators to uphold the highest standards of integrity, honesty and personal responsibility. To provide a quality academic experience, the University is committed to continually assessing and re-evaluating every aspect of its academic model. The University endeavors to build an institutional culture grounded in candor, transparency, and best professional practices.

6 preceptor handbook 5 School of Nursing + Philosophy Philosophy of Nursing The global society requires the nurse to be competent in digital literacy and technological skills to maintain evidencebased practice that leads to improved health outcomes and interdisciplinary collaboration. Nursing education embraces innovation in curriculum delivery and promotes asynchronous learning in a virtual environment. Nursing practices in a multicultural society and creates a caring, respectful environment that values the uniqueness of each person. Nursing education fosters respect for cultural and ethnic diversity and focuses on personal and professional growth of the learner. Nursing utilizes evidence-based practice to guide performance. Critical thinking involves the integration of inquiry, analysis and judgment to provide enhanced outcomes in patient-centered care. Post-licensure programs contribute to the body of nursing knowledge through strategic curriculum design that incorporates authentic, scholarly projects. Nursing education also participates in quality improvement to provide a current, rigorous curriculum that is consistent with contemporary practice and technological advances. Quality improvement is a core value in health care leading to improved safety and positive patient care outcomes. Professional nursing participates in quality improvement processes and is committed to continual performance improvement to deliver the highest standards of care to a diverse population. Professional standards are upheld through moral, ethical and legal conduct with an assumption of personal accountability for all personal and professional actions. Evaluation of professional responsibilities is an ongoing process in response to the needs of the nursing profession in a global society. Communication, through written, verbal, non-verbal and electronic modes along with collaborative skills, produces a positive work environment, enhances the productivity of the nursing team, and promotes interpersonal relationships leading to patient-centered care. Interdisciplinary practice depends on teamwork to produce effective outcomes in the contemporary healthcare environment.

7 preceptor handbook 6 School of Nursing program outcomes Grantham University s School of Nursing recognizes that nursing is an intellectually, mentally and physically demanding profession. Students seeking admission should be aware that all graduates are expected to achieve program outcomes throughout their education with or without reasonable accommodation. MSN Program Outcomes Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. Incorporate concepts of advanced practice nursing when making nursing diagnoses and critical thinking decisions about educational and therapeutic interventions. Design nursing care for a clinical or community-based population based on cultural diversity, biophysical, psychosocial and organizational needs. Demonstrate high-level communication skills when involved with patients and professionals both within and outside the healthcare field. Combine theory and researched-based knowledge from nursing and the sciences as they relate to the interdisciplinary team when designing, coordinating, and evaluating quality patient care. Formulate career management strategies, including selfadvocacy, to enhance professional growth. NOTE: Concepts in bold are in alignment with Grantham University s Learning Outcomes.

8 preceptor handbook 7 core professional competencies + School of Nursing Program Outcomes Comparison with National Standards of Nursing Education for msn Program Grantham University Core Professional Competencies NLN Competencies for Graduates of master s Education QSEN Competencies AACN Essentials of Baccalaureate Education End of Program Student Learning Outcomes Communication: Formulating and expressing thoughts and ideas effectively using oral, written and non-verbal communication skills in person, in writing, and in a digital world. Spirit of Inquiry: Contribute to the science of nursing in one s specialty area of practice by analyzing underlying disparities in knowledge or evidence; formulating research questions; and systematically evaluating the impact on quality when evidence-based solutions to nursing problems are implemented. Teamwork and Collaboration: Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient-care. Informatics: Use information and technology to communicate, manage knowledge, mitigate error, and support decision making. Informatics and Healthcare Technologies: Recognizes that the master s-prepared nurse uses patient-care technologies to deliver and enhance care and uses communication technologies to integrate and coordinate care. Inter-professional Collaboration for Improving Patient and Population Health Outcomes: Recognizes that the master s-prepared nurse, as a member and leader of interprofessional teams, communicates, collaborates, and consults with other health professionals to manage and coordinate care. Demonstrate high-level communication skills when involved with patients and professionals both within and outside the healthcare field. Critical thinking/problem solving: Using analytical reasoning when gathering and evaluating relevant information to effectively formulate possible solutions for an issue, problem, or a variety of issues; includes the ability to recognize potential consequences of a decision. Nursing Judgment: Make judgments in one s specialty area of practice that reflect a scholarly critique of current evidence from nursing and other disciplines and the capacity to identify gaps in knowledge and formulate research questions. Evidence-Based Practice (EBP): Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care. Translating and Integrating Scholarship into Practice: Recognizes that the master sprepared nurse applies research outcomes within the practice setting, resolves practice problems, works as a change agent, and disseminates results. Incorporate concepts of advanced practice nursing when making nursing diagnoses and critical thinking decisions about educational and therapeutic interventions.

9 preceptor handbook 8 core professional competencies + School of Nursing Program Outcomes Comparison with National Standards of Nursing Education for msn Program Grantham University Core Professional Competencies NLN Competencies for Graduates of Baccalaureate Education QSEN Competencies AACN Essentials of Baccalaureate Education End of Program Student Learning Outcomes Professional and Social Responsibility: Engaging in social responsibility through seeking justice, valuing diversity, respecting the environment, and demonstrating professionalism through integrity, mutual accountability, and ethical behavior. This includes considering the social and global impact of individual and organizational decisions, and an awareness of and adhering to regulations, professional standards, and industry best practices. Professional Identity: Implement one s advanced practice role in ways that foster best practices, promote the personal and professional growth of oneself and others, demonstrate leadership, promote positive change in people and systems, and advance the profession. Human Flourishing: Function as a leader and change agent in one s specialty area of practice to create systems that promote human flourishing. Safety: Minimize risk of harm to patients and providers through both system effectiveness and individual performance. Quality Improvement (QI): Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of healthcare systems. Patient-centered Care: Recognize the patient or designee as the sources of control and full partner in providing compassionate and coordinated care based on respect for patient s preferences, values, and needs. Organizational and Systems Leadership: Recognizes that organizational and systems leadership are critical to the promotion of high quality and safe patient care. Leadership skills are needed that emphasize ethical and critical decision making, effective working relationships and a systems-perspective. Clinical Prevention and Population Health for Improving Health: Recognizes that the master sprepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/ identified populations. Design nursing care for a clinical or community-based population based on cultural diversity, biophysical, psychosocial, and organizational needs. Distributed Collaboration: Working effectively across distributed locations and asynchronously to achieve a common goal through relationshipbuilding, shared responsibility, empathy, and respect. Human Flourishing: Function as a leader and change agent in one s specialty area of practice to create systems that promote human flourishing. Professional Identity: Implement one s advanced practice role in ways that foster best practices, promote the personal and professional growth of oneself and others, demonstrate leadership, promote positive change in people and systems, and advance the profession. Quality Improvement (QI): Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of healthcare systems. Evidence-Based Practice (EBP): Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care. Interprofessional Collaboration for Improving Patient and Population Health Outcomes: Recognizes that the master s-prepared nurse, as a member and leader of inter-professional teams, communicates, collaborates, and consults with other health professionals to manage and coordinate care. Combine theory and research based knowledge from nursing and the sciences as they relate to the interdisciplinary team when designing, coordinating and evaluating quality patient care.

10 preceptor handbook 9 core professional competencies + School of Nursing Program Outcomes Comparison with National Standards of Nursing Education for msn Program Grantham University Core Professional Competencies NLN Competencies for Graduates of Baccalaureate Education QSEN Competencies AACN Essentials of Baccalaureate Education End of Program Student Learning Outcomes Career Management: Identifying knowledge, skills, abilities, and personal strengths and experiences necessary to pursue career goals. Recognizing areas for professional growth, how to navigate and explore job options, and to self-advocate for opportunities in the workplace. Nursing Judgment: Make judgments in one s specialty area of practice that reflect a scholarly critique of current evidence from nursing and other disciplines and the capacity to identify gaps in knowledge and formulate research questions. Professional Identity: Implement one s advanced practice role in ways that foster best practices, promote the personal and professional growth of oneself and others, demonstrate leadership, promote positive change in people and systems, and advance the profession. Patient-centered Care: Recognize the patient or designee as the sources of control and full partner in providing compassionate and coordinated care based on respect for patient s preferences, values, and needs. Background for Practice from Sciences and Humanities: Recognizes that the master sprepared nurse integrates scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care across diverse settings. Formulate career management strategies, including selfadvocacy, to enhance professional growth. Data Aptitude: Develop information literacy and the capacity to manage data with subsequent finding, structuring, evaluating, and interpreting, in order to provide meaningful analysis to accomplish a specific purpose. While information literacy is not one of the four competency areas, informatics is listed as a subconcept for context and environment with the following statements: In nursing, informatics is becoming increasingly important in every sphere, from patient care to system-wide operations to research. In general, nurse informaticist competencies can be divided into three major areas: 1) direct care; 2) support; and 3) information infrastructure (TIGER Informatics Competencies team, 2008). Quality Improvement (QI): Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of healthcare systems. Information Management and Application of Patient care Technology: Recognizes that the master s-prepared nurse uses patient-care technologies to deliver and enhance care and uses communication technologies to integrate and coordinate care. Combine theory and research based knowledge from nursing and the sciences as they relate to the interdisciplinary team when designing, coordinating and evaluating quality patient care. Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations.

11 preceptor handbook 10 The Practicum Experience Practice experience is designed to verify early mastery of new levels of practice by direct or indirect learning. Direct learning occurs with direct human interface or human experience learning situations. Indirect learning situations are designed to give the student access to data or health care situations that are not readily accessible to the student. These indirect situations may include simulated mass casualty events, simulated database problems, simulated interpersonal communication scenarios and other new emerging learning technologies. Innovative strategies to assess student achievement of clinical competence might be portfolio, advanced simulation using actors, virtual simulation, use of high fidelity mannequins, and tele-monitoring with students in distant sites. All practice experiences are evidence-based and reflect contemporary practice and nationally established patient health and safety goals. Preceptor Selection Criteria and Characteristics The selection of the preceptor is a collaborative effort among the Grantham School of Nursing, the health care agency and the student. However, the School faculty gives the final approval for arrangements and the selection of the preceptor for the clinical instruction. Preceptors are selected based on the following criteria: Educational preparation appropriate to MSN-level practicum Current and active RN licensure Professional certification (necessary for some role options, e.g., a CNS) Professional work experience and level of expertise Evidence of continuing education In addition to the formal criteria for selection, preceptors are expected to exhibit these characteristics: Ability and willingness to assist students in achieving clinical goals Extensive knowledge base and proficient skills related to an area of clinical practice that is pertinent to the course Current practice experience to maintain competency Ability to relate theoretical and evidence-based concepts to nursing practice Communication skills that foster professional growth and learning Role modeling that demonstrates expert judgment, professional attitudes and values, and ethical behavior Please note: Preceptors cannot be a personal friend, peer or relative of the student. The preceptor may be a colleague within the same work setting but cannot be a personal friend or relative. The preceptor s RN and/or NP license, Medical license, or CNS certification must be provided to the course faculty. University Faculty Responsibilities The role of the faculty of record has specific responsibilities as listed below: Maintain open communication lines with clinical facilities, administrators and preceptors. Review student learning objectives. Determine the appropriateness of the facility and the preceptor. Serve as a resource if student-related problems arise. Ensure contractual arrangements are in place in any facility in which a student is placed. Facilitate a synchronous meeting with preceptor during the practicum. Provide feedback to preceptor regarding practicum experience. Collect end-term evaluation of clinical facilities. Discuss findings with preceptor. Review student weekly activity logs regarding student progress. Faculty will initiate at least one synchronous (person-to-person) contact during the practicum with the preceptor; this may take any agreed upon form: Skype, Zoom room, video chat, Google hang-out, etc. Faculty responsibility will be to gather all pertinent data and complete an evaluation of the student s Practicum.

12 preceptor handbook 11 Preceptor Responsibilities Preceptors play a most significant role in making the students practicum experiences meaningful and challenging. For all parties involved in the teaching-learning process, it is imperative to clearly define the responsibilities of the preceptor, course faculty, and student to ensure a mutually satisfying teaching-learning experience. Preceptors should have a minimum of 2 years of experience in their specialty area. Certification in the area of specialty is preferred. Below is a listing of major responsibilities expected of preceptors: Maintain a current license to practice as advanced practice nurse (APN). Preceptors in nursing education or administration, may not have an APN license; however, they must possess a current and unencumbered RN license in the state of practice and must have an MSN degree or higher in an appropriate nursing major or specialty. Obtain a notarized signature, an electronic signature, and the verification of licensure through NURSYS. Document for notarized signature is on website. Provide adequate learning facility or clinical space; facilitate student s interactions with a variety of assignments necessary for appropriate learning experiences in a multicultural environment. Student s orientation to the facility must be done before or during the first clinical week. Conduct a joint review with student(s) of the learning objectives to ensure the objectives will be met during the practicum experience. Should there be problems in meeting any of the specified objectives, the preceptor will inform the student(s) and/or faculty concerned. Actively participate and facilitate each student s practicum experiences employing diverse teaching strategies. Examples include role modeling, hands-on demonstration, and the development of diagnostic reasoning through case presentation to enhance progress toward meeting clinical course objectives. Provide an increasing scope of responsibility and accountability as the student progresses toward meeting and/or exceeding the defined learning objectives. Participate in evaluating students knowledge base and teaching/ management skills through: - Direct supervision, observation, and teaching of students - Discussion/critique of students verbal and written reports - Review students written reports (weekly activity logs) for practicum experience - Support students in maintaining their own records for documentation of expected competencies Notify the course faculty should any problems arise that would prevent the preceptor from accomplishing negotiated and required objectives, or diminish the scope or quality of students practice experiences. Timely notification of the faculty concerned will resolve the problem without jeopardizing students practice experience and/or putting undue burden of responsibility on the preceptor. Student Responsibilities To ensure adequate learning, each student s responsibilities to the preceptor and the clinical site need to be clearly delineated. Major responsibilities expected of students are listed below: It is the student s responsibility to choose an appropriate facility and their own preceptor for practicum who will supervise the student during the hands-on portion of the MSN program. Grantham accepts no responsibility for obtaining a practicum site. Students should interview the preceptor and feel comfortable with the preceptor and the setting. Students must maintain a current and unencumbered RN license in the state of practice and a current CPR card, as well as immunizations, per clinical facility policy. Student must provide verification that other requirements (such as background check, etc.) are completed. Major Medical/Hospitalization Insurance. All students registered in practicum nursing courses must have major medical/hospitalization insurance. Students are required to sign an Attestation/waiver to release Grantham University from financial liability if the student does not maintain or cancels his/her major medical/hospitalization insurance. Students must submit completion of the following (ensuring that they will not be more than one year old at the end of the practicum) OSHA, HIPAA, and Blood-borne Pathogen training. This will most often be obtained from the place of employment. If this is not available, blood-borne pathogen is available here (quantumunitsed.com/online-ceu/osha-ceus.php) with CEU s for $3, OSHA Hazard, MSDS, and PPI may be completed here

13 preceptor handbook 12 for free (free-training.com/osha/soshamenu.htm), and HIPAA Training here for $25 (onlinehipaatraining.net/basic-hipaa-trainingemployee.htm). There are more details regarding documents to assist the student in the Practicum Guide for Students. Final arrangements for preceptorships are established by joint student-preceptor review of the course objectives and expected learning experiences of students in the clinical site. Students should not start clinical practice until so indicated by the course faculty member and the facility/preceptor. Orientation to the setting is the responsibility of the student and the preceptor. It must be conducted before or during the first week of clinical practice. The student should provide the preceptor on the orientation day a copy of: - Course objectives and individualized learning objectives for the specified term (this may be revised with input from the preceptor) - Copy of the evaluation tool to be completed by the preceptor If a student is unable to report for clinical practice due to illness, they must contact the facility and/or preceptor promptly. The same must be reported to the faculty member. Students who do not have current and reported CPR certifications, immunizations, health screening tests, health insurance, and professional liability insurance will not be allowed in the clinical areas, and the days missed will be counted as clinical absences. A student who is absent or tardy during the practicum on the assigned day is expected to contact the preceptor prior to the assigned reporting time. Students are expected to have 100% attendance for all practicum experiences. Clinical absences can impact fulfillment of the clinical course objectives. Accidents/Injuries If an accident or injury occurs while the student is in the assigned practicum area, the student is responsible for following up on the necessary medical care. Preceptors are to follow the clinical agency s policy for employee/student injuries, such as an incident report, emergency room treatment, etc. The Dean and Course Faculty should be notified and a memo regarding the injury and its disposition should be placed in the student s record within 24 hours. Students are expected to be in the clinical facility on time. Tardiness is considered unprofessional behavior. Students must dress professionally. The identification photo ID includes the first name, credential(s), and Grantham student identification (GU ID). The ID may be clipped on the uniform/lab coat. The photo ID badge must be worn by all students during any practicum experience. If a student does not display a photo/id name badge, the student may be asked to leave the clinical area. Inability of the student to meet the clinical objectives for the specified term will either result in failure or an incomplete grade (I), depending on the evaluation of the student by the faculty with preceptor input. The student cannot be paid while participating in the practicum experience.

14 preceptor handbook 13 Student Conduct and Performance During Practicum Experiences Professional Behavior and Language Nursing students are expected to respect the rights of others regardless of their race, religion, nationality, sex, age, sexual orientation, physical condition, or mental state, during the practicum experience. Students are expected to: Adhere to established practicum deadlines. Have no unexplained absences, either at arrival or during the practicum experience. Exhibit promptness when attending practicum experiences. Remain for the entire clinical learning experience, unless excused. Adhere to policies and procedures related to the assigned agency. Promptly and properly identify themselves and their role(s) during practicum experience. Adhere to the uniform and dress policies dictated by the facility. Unprofessional Conduct and/or Professional Misconduct Nursing students are expected to act in a manner consistent with the Code of Ethics of their applicable professional organization. Failure to comply may result in action by administrators and/or facility including in appropriate cases, dismissal from the nursing program. Examples include but are not limited to: Unprofessional behavior at the agency. Unsatisfactory performance as judged by the preceptor. Fraudulent or egregious acts. Demonstrated and/or documented incompetence. Personal conduct which adversely effects the work environment and/or the supervisor s ability to perform his/her responsibilities. Exhibiting aggressive or intimidating behavior (e.g., profanities, threats, loud talking, rudeness, verbal coercion) toward or in the presence of faculty, staff, peers, patients/clients, or agency personnel.