Eleanor Mann School of Nursing. Graduate Preceptor Handbook

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Transcription:

Eleanor Mann School of Nursing Graduate Preceptor Handbook 2017

WELCOME Dear Graduate Preceptor: Thank you for sharing your knowledge and clinical/academic expertise with our graduate students. The Eleanor Mann School of Nursing relies on preceptors to enhance the learning experiences of our graduate students. Your willingness to support our students allows us to accommodate students from across the country while meeting the goals and mission of our graduate programs. You are a valued member of our academic team! This Preceptor Handbook provides information on a number of topics related to your role as a preceptor for our students. We encourage you to familiarize yourself with the document and to ask questions about any areas of content. We ask that you are diligent in your monitoring of student s progress and that you utilize your faculty contact throughout the process. The course coordinator will utilize your feedback to determine the status of the student s learning in various aspects of the practicum course. We expect your objective, honest feedback so that our students can have meaningful experiences and successfully accomplish their professional goals. Please feel free to contact us with any questions, concerns, or ideas you have for our programs. We are here to support you in the support of students, and welcome your input. Again, thank you for your contribution in the preparation of future advance practice registered nurses, nurse educators, and nurse leaders! Sincerely, Martha Butler, PhD, RN Angela Stewart, DNP, APRN, ACNP-BC, AOCNP, TTS Assistant Director, Graduate Studies AGACNP Specialty Coordinator mrbutler@uark.edu afrankl@uark.edu 479-575-2934 479-575-3904

THE ELEANOR MANN SCHOOL OF NURSING PROGRAMS The Eleanor Mann School of Nursing offers both undergraduate and graduate nursing programs. The Bachelor of Science in Nursing (BSN) provides students with extensive knowledge and hands-on experience in a wide variety of settings, offers small clinical class sizes, low faculty-student ratios, and tremendous one-on-one support from professors. The program emphasizes nurses varied roles as care givers, managers, teachers, and researchers; prepares graduates to practice in the complex, highly sophisticated and exciting world of health care; and provides a solid foundation for success in graduate schools and specialty certification. The online RN to BSN (BSN) program offers a research base for nursing practice that promotes the ability of the nurse to effect change needed to improve health. In the study of professional nursing, the student builds on a planned general education for the academic disciplines and acquires theoretical and specific knowledge to meet health care needs. In addition, the curriculum provides opportunity for students with technical nursing education to expand their knowledge and scope of practice. The baccalaureate program establishes a foundation for graduate education in nursing and for continued personal and professional development. The online Master of Science in Nursing (MSN) offers the Nurse Educator (NE) and the Nurse Executive Leader (NEL) concentrations. Graduates from the MSN program contribute to the nursing profession through the application of knowledge and skills in evidence-based leadership and nursing education. The online Doctor of Nursing Practice (DNP), which started in the fall of 2013, is a practice-focused doctorate for those nurses who desire a terminal degree with a clinical focus. The DNP prepares advance practice nurses to function as experts and leaders in increasingly complex health-care settings. There are two levels of entry for the practice doctorate: post-bsn and post-msn. The online DNP program adheres to the standards set forth by the American Association of Colleges of Nursing s Essentials of Doctoral Education for Advanced Nursing Practice (2006); the Adult-Gerontology Acute Care Nurse Practitioner Competencies (2012); and, the Adult Gerontology Clinical Nurse Specialist Competencies (2010). Graduates from the BSN-DNP Program are eligible to take national certifications exams through the American Nurses Credentialing Center (ANCC).

SCHOOL OF NURSING PHILOSOPHY, MISSION AND VISION Philosophy The Eleanor Mann School of Nursing (EMSON), an established entity within the College of Education and Health Professions, and the University of Arkansas in Fayetteville serve to advance the profession of nursing by preparing graduates to meet ever-changing client needs for healthcare. The School of Nursing provides excellence in educational delivery to prepare nursing graduates at baccalaureate, masters, and doctoral levels. The School of Nursing encourages a learner-centered approach to teaching and learning - meeting students where they learn best (Benner, et al., 2010). Students are considered active participants in the learning process toward professional role development that serves diverse populations of individuals, families, and communities. Students deliver evidence-based nursing practice with a sense of inquiry to understand the client s personal experience as it relates health and illness. The School of Nursing supports life-long learning and advances scholarship through programs at all levels of preparation. Entry to practice is supported at the baccalaureate level through traditional programs and articulation options for practicing licensed nurses. The on-line MSN program is built upon The Essentials of Masters Education in Nursing and allows students from any location to receive quality education in the role of the professional nurse educator. Students apply theoretical foundations of teaching and learning as they advance educational programs for nursing students and client populations at the community, state, national, and global levels. We believe that Doctor of Nursing Practice (DNP) graduates are prepared to provide leadership in application of evidence-based clinical practice and contribute to the development of nursing science through independent and collaborative participation in scholarly activities focusing on the improvement of client care outcomes. Multiple entry options for the DNP program are offered. The on-line DNP program is built upon The Essentials for Doctoral Education for Advanced Nursing Practice. Students receive advanced preparation in the foundations essential for the advanced practice role to develop clinical judgment and decision making to impact client outcomes at the point of care. Graduates of all programs recognize the significance of inter-professional collaboration, health policy, use of technological advances, and client care coordination in attaining the highest functional outcomes for populations served. EMSON graduates function as change agents providing leadership to improve quality in health care. Mission The Eleanor Mann School of Nursing (EMSON) recognizes the mission of teaching, research, and service as the foundation for advancing the University by collectively transforming lives through nursing education, and by inspiring leadership in health care for a global society. Vision The Eleanor Mann School of Nursing (EMSON) strives to be a recognized leader in nursing education, by preparing highly qualified nurses at multiple levels of academic preparation to demonstrate excellence in service through evidence based practice, teaching, and research.

ACCREDITATION The baccalaureate, master s, and doctor of nursing practice degree programs at the University of Arkansas Eleanor Mann School of Nursing are accredited by the: Commission on Collegiate Nursing Education One DuPont Circle, NW Suite 530 Washington, DC 20036 http://www.aacn.nche.edu/ccne-accreditation The Arkansas State Board of Nursing has granted the Eleanor Mann School of Nursing continued approval until 2018.

GRADUATE CLINICAL PRACTICE GUIDELINES Students are responsible for coordinating clinical placements for required clinical courses, and submitting required documentation for the completion of affiliation agreements. The EMSON shall comply with clinical facility placement requirements as stipulated in the formal affiliation agreement(s). No person has the authority to commit the University of Arkansas and/or the Eleanor Mann School of Nursing for any purpose (e.g., enter into agreements) except as authorized by the Board of Trustees, University of Arkansas. A. Clinical Expectations The EMSON graduate nursing students' clinical practice is based on national standards, principles of safe practice, agency policy, and their knowledge, skill, and development as graduate nursing students. Therefore: 1. Students are expected to be familiar with the following practice and competency standards as applicable to their respective practice: a. The ANA Scope and Standards of Practice (American Nurses Association, 2010) b. The ANA Code of Ethics for Nurses (ANA, 2015); c. The Joint Commission National Patient Safety Goals; d. Agency Policies and Procedures; e. National Association Clinical Nurse Specialist Statement on Clinical Nurse Specialist Practice and Education; f. American Nurses Credentialing Center (2012) Adult-Gerontology Acute Care Nurse Practitioner competencies; g. American Nurses Credentialing Center (2010) Adult-Gerontology Clinical Nurse Specialist competencies; h. American Nurses Credentialing Center Family Nurse Practitioner competencies; i. National League for Nursing Nurse Educator competencies j. American Organization of Nurse Executives Nurse Executive competencies k. Evidence-based practice guidelines such as those at http://guidelines.gov 2. All students are responsible for: a. Performing in accordance with these guidelines. b. The safety of assigned patients in their care. c. Their own actions. d. Reporting observed situations that she or he believes compromise either the organization's or EMSON policies to the preceptor and the course faculty. The faculty will report these situations to the Director of EMSON. B. Participant Responsibilities in Graduate Clinical Experiences 1. In order to assure quality in the learning experiences of students in the professional program of studies, assignments are designed to facilitate development of advanced nursing roles. The experiences are expected to provide students an opportunity to:

a. Translate theory into practice in the delivery of advanced nursing care in a specific care setting and/or for a specific population. b. Develop effective diagnostic reasoning, clinical judgment, and evidence-based practice through interactions with professionals who have demonstrated success in practice. c. Increase competence and confidence in advanced nursing roles under the guidance of faculty and preceptors. d. Benefit from the relationship between nursing education and nursing practice. 2. Faculty Responsibilities a. Ensure overall coordination of the experience. b. Provide student with orientation to course expectations/requirements. c. Establish and maintain patterns of communication with clinical nurse and student. d. Facilitate problem-solving and provide on-going guidance to preceptor and student. e. Meet (virtually or face-to-face) with the student according to an arranged schedule to review progress in meeting course outcomes and goals for personal and professional growth. f. Assume responsibility for the evaluation of student clinical performance incorporating data supplied by preceptor and student. g. Assume responsibility for the overall evaluation of the experience collaborating with the agency, preceptor, and student. 3. Preceptor Responsibilities* a. Provide EMSON with a current Curriculum Vita (updated yearly) which reflects the affiliation with the clinical site where clinical experiences will occur. These clinical sites must have a valid clinical site agreement with EMSON before clinical experiences can begin. b. Act as a role model as practitioner, teacher, and/or manager c. Provide the student with ongoing constructive feedback that relates performance standards to student performance. d. Provide suggestions that will assist and improve student performance to achieve course and clinical objectives. e. Assist students to gain competence and confidence in assuming responsibilities and functions comparable to the beginning graduate nursing role. f. Communicate ongoing student progress to the student and faculty and contribute to the student's summative evaluation g. Provide on-site supervision of students * A copy of the Preceptor agreement license, credentials, and site agreement must be on file in the EMSON before the clinical experience can commence at the site. 4.Student Responsibilities a. Assume responsibility for securing preceptors and sites for clinical experiences, and ensure that valid preceptor and site agreements are attained. For each clinical experience, students

should obtain a signed Preceptor Agreement and a current Curriculum Vita from each preceptor which reflects the preceptor s affiliation with the clinical site. Please Note: Preceptor and site requests for summer and fall semester are due March 15; requests for spring semester are due October 15. b. Ensure that each preceptor is provided a current copy of the EMSON Graduate Handbook c. Assume responsibility for understanding course requirements and outcomes d. Develop goals for personal and professional growth communicating these to faculty and clinical preceptors. e. Assume responsibility for fulfilling goals and directed learning activities. f. Maintain lines of communication with clinical preceptor and faculty to promote achievement of directed learning activities. g. Complete any facility-required orientation and confidentiality/hipaa compliance requirements prior to clinical experience. h. Adhere to the Professional Appearance policy as found in the Graduate Nursing Student Handbook and abide by any specific facility requirements in relation to appropriate dress and appearance during all clinical experiences. i. Maintain punctual clinical schedule according to a predetermined agreement, and notify preceptor and faculty when schedule cannot be met. j. Assume responsibility for arranging and maintaining the schedule of conferences with faculty. k. Maintain clinical log and review this with faculty on a scheduled basis. l. Participate in self-evaluation. m. Participate in the evaluation of achievement of directed learning activities, preceptor, and the clinical experience as a whole.

DNP CO-PRECEPTOR CLINICAL MODEL DNP Co-Preceptor Clinical Model. A co-preceptor model to enhance the clinical education experience for faculty, preceptors, and students uses an adaptation of the Clinical Education Model developed by a think tank of national leaders (Foret Giddens, et al., 2014). The adapted model includes the addition of competency assessments. The DNP student arrives in the clinical site having completed a standardized pre-clinical education curriculum that prepares them to successfully demonstrate readiness for the clinical experience. Both clinical and faculty preceptors possess advanced practice specialty knowledge, skills, and abilities. The preceptors contributions depict the potential gap in current preceptor pool competencies and those needed by the DNP student (AACN, 2006; AACN, 2011; Peyser, Daily, Hudak, Railey, & Bosworth, 2014). The faculty co-preceptor will bring those competencies to the clinical education experience (see figure 1). The goal of the model is to prepare practice-ready nurse practitioner graduates. Figure 1 EMSON s Co-preceptor Clinical Model References American Association of Colleges of Nursing (2006). The Essentials of Doctoral Education for Advanced Nursing Practice. Washington, DC: Author. American Association of College of Nursing (2011). The Essentials of Master s Education in Nursing. Washington, DC: Author.

Peyser, B., Daily, K. A., Hudak, N. M., Railey, K., & Bosworth, H. B. (2014). Enlisting New Teachers in Clinical Environments (ENTICE); novel ways to engage clinicians. Advances in Medical Education And Practice, 5359-367. doi:10.2147/amep.s69063 Foret Giddens, J.F., Lauzon-Clabo, L., Morton, P.G., Jeffries, P., McQuade-Jones, B., & Ryan, S. (2014). Re-envisioning clinical education for nurse practitioner programs: Themes from a national leaders dialogue. Journal of Professional Nursing, 30(3), 273-278.

PRECEPTOR QUALIFICATIONS AND GUIDELINES Graduate Post-Licensure Students Graduate students work closely with preceptors for guided practice and faculty collaboration. Positive learning experiences are best assured when students select their own preceptors and sites. This fosters development of networking skills in the student and assures preceptor availability at a time and geographic location suitable to the student's needs. Ideally preceptors should be doctorally prepared and have evidence of expertise in the area. EMSON faculty can serve as preceptors for graduate students, but not in the same section where the faculty member is the instructor of record. DNP Preceptor Qualifications 1. Must be Master's or doctorally prepared or have some qualification in a specialized clinical area equivalent to Master's preparation or higher (MD, DO, etc.). 2. Must hold an unencumbered license to practice in the state in which he/she practices. 3. APRNs must have advanced practice license with national certification. 4. Must have at least two years of experience in the clinical practice area. 5. Must hold prescriptive authority for students who plan to apply for prescriptive authority. 6. Nature of practice must be congruent with clinical experiences needed by the student. 7. Must submit license, evidence of relevant certification, and curriculum vita to the Eleanor Mann School of Nursing. 8. Must receive approval to serve as preceptor prior to commencement of the clinical learning experience. MSN Nurse Educator Preceptor Qualifications 1. Must be Master's prepared or higher; Master's degree in nursing preferred. 2. Must hold an unencumbered license to practice in the State in which he/she practices. 3. Must submit license, evidence of relevant certification, and curriculum vita to the Eleanor Mann School of Nursing. 4. Must receive approval to serve as preceptor prior to commencement of the clinical learning experience. 5. For teaching practicum the preceptor must: have two years experience as a nurse educator. be employed by an institution that prepares nurses. be willing to facilitate student learning through supervision, mentorship, and evaluation. provide student teaching assignments congruent with classroom/clinical experiences required in the course. Clinical experiences, sites, and preceptors will be negotiated between the student, preceptor, and EMSON officials. A preceptor agreement must be signed and submitted to EMSON prior to the commencement of the clinical experience.

CLINICAL SUPERVISION AND EVALUATION EMSON s faculty members provide oversight of the clinical learning environment. This includes virtual clinical conferences with preceptors, synchronous clinical post-conferences with all students on a day when they are in clinical environments, email correspondence, and phone consultations as needed with the preceptor and/or agency administrators. Course coordinators are responsible for communicating course responsibilities to approved preceptors. Faculty conduct synchronous conferences with the student and preceptor to monitor progress in the clinical course. Preceptors complete an online clinical evaluation of the student in Typhon EASI, and this information is used by faculty in the final evaluation of the student. Faculty have the ultimate responsibility for evaluation of the student and assignment of a course grade. Faculty provide ongoing evaluation via feedback in Typhon TM and assignments related to clinical experiences that meet course outcomes. Students provide online information and assessment of each clinical experience which allows faculty to ensure that each clinical setting provides the opportunity to meet learning objectives. Those experiences are documented online via Typhon TM and in recorded Blackboard COLLABORATE clinical conferences. At the end of each semester, each student completes a self-evaluation, a clinical site evaluation, and an evaluation of each preceptor via Typhon TM. The preceptor also submits an evaluation of each student via Typhon TM. Faculty review both evaluations, factors in the course work assigned in the clinical area, and determines a final student evaluation. Faculty complete an evaluation of the student using the same tool the preceptor and student use as a consistent baseline measure. If an experience is not meeting the needs of the course, the student, or the clinical site, student and faculty determine another placement in order to complete the course requirements. Interfacing with preceptors and clinical sites is limited by distance in this online program, but by virtual meetings and availability of faculty via phone, email, and in person when necessary allows faculty to make ongoing assessments of the preceptor, site, and student to meet course outcomes and personal objectives.

PRECEPTOR EVALUATION OF STUDENT ACHEIVEMENT OF PERSONAL GOALS As part of planning each clinical course, students are required to develop personal goals in alignment with course outcomes, documentation of care, and/or professional behavior in collaboration with their preceptor(s). For the initial submission, all preceptors signatures must be included on document which are then scanned and uploaded as one complete document. Preceptor signatures are required at the beginning and end of the semester. Students update their personal goal progress and submit via Blackboard the learning management system at least 24 hours PRIOR to each scheduled individual clinical conference.

PRECEPTOR EVALUATION OF THE COURSE Preceptors are asked to evaluate their experience each semester through a brief survey in Typhon TM. Questions in the survey are listed below: 1. Please rate your satisfaction as a preceptor for the University of Arkansas. 2. Are you willing to be a preceptor for the University of Arkansas in the future? 3. What suggestions do you have for improving the preceptor experience?

FACULTY AND STUDENT EVALUATION OF PRECEPTOR AND SITE Students complete evaluations of the preceptor and the site at the end of the clinical course via Typhon TM. Data is used by faculty along with faculty interaction with the preceptor and site to determine whether to recommend continued use of the preceptor and site in the future.

CLINICAL HOURS BY COURSE Course Title # of clinical contact hours MSN Nurse Educator Students NURS 5111 Clinical Practicum: Advanced Health Assessment 45 NURS 5323 Teaching in Nursing Practicum 135 NURS 5343 Specialty Development I 135 NURS 5353 Specialty Development II 135 BSN DNP Students NURS 5111 Clinical Practicum: Advanced Health Assessment 45 NURS 5272 Clinical Practicum Diagnostic Reasoning 90 NURS 5454 Adult-Geriatric (Chronic) Clinical 180 NURS 5475 Adult-Geriatric (Acute/Critical) Clinical II 225 NURS 5495 Primary Care of Emerging Issues Clinical Practicum 225 NURS 5683 NURS 5683 Primary Care of Women and Children 135 NURS 6224 Specialty Practice Clinical III 180 NURS 6244 Specialty Practice Clinical IV 180 NURS 628V Specialty Practice Clinical V 135 for BSN-DNP MSN-DNP Students NURS 6224 Specialty Practice Clinical III 180 NURS 6244 Specialty Practice Clinical IV 180 NURS 628V Specialty Practice Clinical V 135-180 The following pages contain information about specific clinical courses, and their expected outcomes. Please be sure to familiarize yourself with the descriptions and outcomes of the course in which you are precepting students. These outcomes will be the focus of the student s work with you during the clinical experience for the course.

NURS 5111 CLINICAL PRACTICUM: ADVANCED HEALTH ASSESSMENT Course Description Focus is on the application of skilled critical thinking, clinical decision making, diagnostic reasoning, and advanced physical examination techniques to develop differential diagnoses, problem list, and a plan of care for individual clients. Course Outcomes 1. Demonstrate integration of advanced practice skills with basic skills in obtaining a health history. 2. Demonstrate integrations of advanced practice skills with basic skills in conducting a physical examination. 3. Document a health history and physical examination for a new patient that accurately reflects the patient s health status. 4. Document a focused patient encounter using SOAP (subjective, objective, assessment, and plan) note that accurately reflects the patient s health status. 5. Formulate differential diagnoses and a beginning plan of care using clinical decision-making skills. Expectations 1. The clinical schedule is determined between you and the student. However, the student is required to have 45 hours by May 1. The student may have more than one preceptor during the semester. If it will be difficult to meet a particular objective in your setting, you may arrange beneficial experiences with other qualified clinicians to help the student meet the clinical objectives. 2. The purpose of this course is to develop skill in history taking and physical examination. Students will be studying a different body system each week from January 13 April 1. Learning is best accomplished by first observing, then performing the skill under your supervision. 3. The best way to learn health assessment skills is through repeated performance, so we encourage as many hands-on encounters with patients as is feasible. 4. Students have not started their specialty clinical experience, to they are not expected to independently develop in-depth management plans for clients. 5. As the expert, you will provide ongoing constructive feedback to improve student performance and achieve clinical objectives. Your feedback will help the student develop competence and confidence in his/her role as an advanced practice nurse.

6. Course faculty may contact you during the course for a formative evaluation of the student's performance. At any time, if you have concerns about a student's safety or performance, please contact the course faculty. 7. You will complete the attached student evaluation at the conclusion of the course. Your comments will contribute to the student's final grade which will be assigned by the course faculty. Students in this clinical course have completed or are concurrently enrolled in the following courses: Course # Course Title Cr When N5003 Theoretical and Scientific Foundations for Nursing Practice 3 Fall N5033 Role Development (DNP students only) 3 Fall N5043 Concepts of Health Promotion within Diverse Populations 3 Fall N5053 Evidence-based Practice and Innovation 3 Sp N5143 Advanced Pathophysiology 3 Sp N5102 Advanced Health Assessment 2 Sp N5111 Clinical Practicum: Advanced Health Assessment (45 contact hours) 1 Sp Students will take the following courses in the next semester Course # Course Title Cr When N5063 Health Care Policy 3 Sum N5123 Pharmacotherapeutics 3 Sum N5272 Clinical Practicum: Interpretive Diagnostic Reasoning 2 Sum (90 contact hours) (DNP students only)

NURS 5272 CLINICAL PRACTICUM: INTERPRETIVE DIAGNOSTIC REASONING Course Description Application of principles of pathologic mechanisms of disease, pharmacotherapeutics, and pharmacokinetics to refine and synthesize skills for history taking, physical examination, clinical assessment, diagnostic reasoning, and decision making for adult and geriatric individuals. Includes advanced clinical skills in acute and critical care settings. Course Outcomes 1. Utilize comprehensive history taking, physical examination, and principles of pathologic mechanism of disease to correctly identify and document complex, acute, critical, and chronic illnesses including urgent and emergent physical and mental health conditions. (DNP Essential I, VII, VIII) 2. Develop differential diagnoses by priority for new or recurring complex, acute, critical, and chronic physical, mental, and behavioral disorders or problems. (DNP Essential VII, VIII) 3. Synthesize data from a variety of sources to make clinical decisions in planning and implementing care, consultation, or referral. (DNP Essential VII, VIII) 4. In consultation with a pharmacist, prescribe appropriate pharmacologic modalities considering age, allergies, drug-drug compatibilities, cost, and patient adherence to regime. (DNP Essential VI, VII, VIII) 5. Screen for acute and chronic mental health and behavioral problems and disorders, adapting for the cognitively impaired individuals. (DNP Essential VII, VIII) 6. Communicate effectively with other health care team members. (DNP Essential VI) Expectations 1. The clinical schedule is determined between you and the student. However, the student is required to have 90 hours by end of the semester. The student may have more than one preceptor during the semester. If it will be difficult to meet a particular objective in your setting, you may arrange beneficial experiences with other qualified clinicians to help the student meet the clinical objectives. 2. The purpose of this course is to refine previously learned skills in history taking and physical examination and to enhance diagnostic reasoning. Developing differential diagnoses is the main focus of this course.

3. Students have not started their specialty population-focus clinical rotation so they are not expected to independently develop in-depth management plans for clients. 4. As the expert, you will provide ongoing constructive feedback to improve student performance and achieve clinical objectives. Your feedback will help the student develop competence and confidence in his/her role as an advanced practice nurse. 5. Course faculty may contact you during the course for a formative evaluation of the student's performance. At any time, if you have concerns about a student's safety or performance, please contact the course faculty. 6. You will complete a student evaluation at the conclusion of the course electronically using our Typhon TM system. Instructions will be coming via email closer to the end of the course. Your comments will contribute to the student's final grade which will be assigned by the course faculty.

NURS 5323 TEACHING IN NURSING PRACTICUM Course Description Supervised experiences in the nurse educator role in both classroom and clinical settings. Course Outcomes 1. Assess own knowledge/skills and plan professional development related to the nurse educator role. 2. Assess learning needs of selected groups. 3. Prescribe appropriate teaching/learning interventions. 4. Design instructional strategies, learning materials, and educational technology. 5. Use evaluation instruments. 6. Communicate effectively in a variety of educational settings. 7. Provide clinical supervision for learners. 8. Maintain academic records. 9. Demonstrate professional and educational values and legal/ethical standards. Expectations 1. Preceptors assist students in developing competence in the role of the nurse educator through role modeling, feedback, and evaluation. 2. Time allocations for the experience are displayed below: Experiences Time Total Individual self-assessment and goal setting based on Educator Competencies Five hours 5 Individual consultations (early and end of semester) Two sessions 2 Individual consultation with and observation of supervising faculty mentor; assisting, participating as needed; including faculty meetings Discussion postings (reflections on teaching activities each week including exemplars on effective and challenging events) Clinical supervision of students under guidance of supervising faculty mentor including post-conferences. Clinical evaluation activities (anecdotal notes; conferences with students) under guidance of supervising faculty mentor. Clinical team/faculty meetings (at least two meetings with other faculty in the clinical course) Classroom preparation activities (detailed teaching plan including evaluation methods) Classroom teaching/facilitation (may be on-line or in class contact; responsible for implementing teaching plan) Twenty hours 20 Weekly 14 32 contact hours 32 12 contact hours 12 Four hours 5 Five hours per class hour 20 Four contact hours 4 Classroom evaluation activities (grading and analysis) 12 contact hours 12 Portfolio preparation (see grading rubric) 9 hours 9 Total Hours: 135

NURS 5343 SPECIALTY DEVELOPMENT I Course Description This course will include two foci. There will be readings focused on current topics in a specialty area. A focused field experience will allow student to integrate knowledge and skills in a specialty area of nursing in preparation for the nurse educator role. Course Outcomes 1. Complete the approved individualized learning objectives based on the assessment of current level of expertise and gaps in knowledge and experience. 2. Improve care delivery to patients, populations, and organizations within the specialty area through application of nursing best practices. Expectations 1. Students complete a self-assessment based on the following: o Didactic and clinical experience in a specialty area. o Comparison of current level of knowledge and expertise with national standards for a specialty area, the AACN (2008) BSN Essentials, and AACN (2011) MSN Essentials, and national certification test plans. o Identification of any gaps in knowledge and expertise in your specialty. 2. Students develop learning objectives and a plan for achieving them through the clinical experience this semester. 3. Preceptors are asked to review and approve the objective in terms of feasibility for completion in the setting. 4. Preceptors assist the student to find opportunities to complete approved objectives during the 135 hours of scheduled time in the setting. 5. Faculty will arrange conference time to support the preceptor and student at the beginning of the semester and at midterm. 6. Preceptors will complete an evaluation of the student in the online Typhon/EASI system.

NURS 5353 SPECIALTY DEVELOPMENT II Course Description Building on the Independent Study: Specialty Development I, this course will include two foci. There will be readings focused on current topics in a specialty area. A focused field experience will allow student to integrate knowledge and skills in a specialty area of nursing in preparation for the nurse educator role. Course Outcomes 1. Complete the approved individualized learning objectives based on the assessment of current level of expertise and gaps in knowledge and experience. 2. Improve care delivery to patients, populations, and organizations within the specialty area through application of nursing best practices. Expectations 1. Students complete a self-assessment based on the following: o Didactic and clinical experience in a specialty area. o Comparison of current level of knowledge and expertise with national standards for a specialty area, the AACN (2008) BSN Essentials, and AACN (2011) MSN Essentials, and national certification test plans. o Identification of any gaps in knowledge and expertise in your specialty. 2. Students develop learning objectives and a plan for achieving them through the clinical experience this semester. 3. Preceptors are asked to review and approve the objective in terms of feasibility for completion in the setting. 4. Preceptors assist the student to find opportunities to complete approved objectives during the 135 hours of scheduled time in the setting. 5. Faculty will arrange conference time to support the preceptor and student at the beginning of the semester and at midterm. 6. Preceptors will complete an evaluation of the student in the online Typhon/EASI system.

NURS 5454 ADULT-GERIATRIC (CHRONIC) CLINICAL I Course Description Focuses on the management of individuals with complex, chronic health problems. Emphasis is on the application of theoretical concepts, assessment skills, critical thinking, and evidence-based standards to formulate differential diagnoses, clinical impressions, treatment, and evaluation plans in the acute or out-patient setting. Course Outcomes 1. Integrate assessment, differential diagnosis, and advanced interventions in the care of adults with chronic illness. (DNP Essential III, IV, VIII) 2. Through collaboration and effective communication with other health care team members, develop and implement comprehensive, dynamic plans of care for adult populations with complex, chronic health problems. (DNP Essential I, III, IV, VI, VII, VIII) 3. Modify existing plans of care through synthesis of previous data derived from on-going assessment of client information and physical examination. (DNP Essential II, III, IV, VI, VII, VIII) 4. Utilize appropriate diagnostic and therapeutic interventions with concern for safety, cost, invasiveness, acceptability, simplicity, and effectiveness. (DNP Essential II, III, V, VIII) 5. Use evidence-based criteria to evaluate client outcomes and revise plans of care. (DNP Essential I, III, IV, VIII) 6. Provide for continuity of care beyond secondary care through collaboration and communication with appropriate referrals to community-based agencies. (DNP Essential VI, VII, VIII) 7. Develop, implement, and evaluate educational interventions for patients, families and staff. (DNP Essential II, VI, VIII) Expectations 1. The clinical schedule is determined between you and the student. However, the student is required to have 180 hours by end of the semester. The student may have more than one preceptor during the semester. If it will be difficult to meet a particular objective in your setting, you may arrange beneficial experiences with other qualified clinicians to help the student meet the clinical objectives. 2. The purpose of this course is to develop skills in assessment, planning, and implementing therapeutic interventions for adult-geriatric clients who suffer with chronic diseases.

3. Students should be able to develop in-depth plans in collaboration with their preceptor in this clinical experience. 4. As the expert, you will provide ongoing constructive feedback to improve student performance and achieve clinical objectives. Your feedback will help the student develop competence and confidence in his/her role as an advanced practice nurse. 5. Course faculty may contact you during the course for a formative evaluation of the student's performance. At any time, if you have concerns about a student's safety or performance, please contact the course faculty. 6. You will complete a student evaluation at the conclusion of the course electronically using our Typhon TM system. Instructions will be coming via email closer to the end of the course. Your comments will contribute to the student's final grade which will be assigned by the course faculty.

NURS 5475 ADULT-GERIATRIC (ACUTE/CRITICAL) CLINICAL II Course Description Experiences allow the student to apply safe, scientifically sound, cost effective, legal, and ethical management strategies to the care of adults with complex acute and critical illness. Emphasis is on the development of advanced clinical skills in acute and critical care settings. Course Outcomes 1. Through collaboration with other health care team members, develop a comprehensive plan of care to include a comprehensive history and physical, problem list, education plan, and referral follow-up process to determine outcomes of evidence-based care for adult and geriatric populations with complex acute and critical health problems. (DNP Essential I, III, IV, VI, VII, VIII) 2. Incorporate evidence-based practices, products, and technology that are specific to adult-geriatric populations into clinical practice and policy development. (DNP Essential II, III, IV, VII, VIII) 3. Use evidence-based criteria to evaluate client outcomes and modify existing plans of care through synthesis of previous data derived from on-going assessment of client information. (DNP Essential I, III, IV, VIII) 4. Utilize appropriate diagnostic and therapeutic interventions with concern for safety, cost, invasiveness, acceptability, simplicity, and effectiveness. (DNP Essential II, III, V, VIII) 5. Build on diagnostic reasoning and clinical decision making to co-manage critically ill patients with preceptor in acute or critical care setting. (DNP Essential III, IV, VI, VII, VIII) 6. Research and utilize specialty-based technical skills in the performance of diagnostic procedures and treatment/management of acute and critical conditions. (Population specific) 7. Implement and evaluate educational interventions for patients, families, and staff. (DNP Essential II, VI, VIII) 8. Provide for continuity of care beyond acute care through collaboration and communication with appropriate referrals to community-based agencies. (DNP Essential VI, VII, VIII) 9. Utilize legal and ethical principles to guide decision-making in the advanced nursing practice role. (DNP Essential I, V, VIII) 10. Communicate effectively with other health care team members. (DNP Essential VI)

Expectations 1. The clinical schedule is determined between you and the student. However, the student is required to have 225 hours by end of the semester. The student may have more than one preceptor during the semester. If it will be difficult to meet a particular objective in your setting, you may arrange beneficial experiences with other qualified clinicians to help the student meet the clinical objectives. 2. The purpose of this course is to refine skills in diagnostic reasoning, assessment, planning, and implementing therapeutic interventions for adult-geriatric clients who suffer with acute illnesses. 3. Students should be able to develop in-depth plans for acute or critically ill adult-geriatric patients with supervision by their preceptor in this clinical experience. 4. As the expert, you will provide ongoing constructive feedback to improve student performance and achieve clinical objectives. Your feedback will help the student develop competence and confidence in his/her role as an advanced practice nurse. 5. Course faculty may contact you during the course for a formative evaluation of the student s performance. At any time, if you have concerns about a student s safety or performance, please contact the course faculty. 6. You will complete a student evaluation at the conclusion of the course electronically using our Typhon TM system. Instructions will be coming via email closer to the end of the course. Your comments will contribute to the student s final grade which will be assigned by the course faculty.

NURS 5495 Primary Care of Emerging Issues Clinical Practicum Course Description Clinical component to 5483. Focuses on the management of individuals with acute and complex health conditions in the adult population. Emphasis on application of theoretical concepts, assessment skills, critical thinking, and evidence-based standards to formulate differential diagnoses, clinical impressions, treatment, and evaluation plans in family practice. Co-req: NURS 5483 Course Outcomes At the completion of this course, students will be able to: 1. Integrate current research findings, evidence-based practice guidelines, standards of care, and outcomes in managing the health of adults with selected emerging conditions. (DNP I, III, IV, VII, VIII) 2. Explore the impact of illness on individuals, families, and the healthcare system. (DNP I, II, III, IV, VII, VIII) 3. Evaluate available community referral sources in a variety of conditions commonly seen in adults. (DNP V, VI, VII, VIII) 4. Analyze the roles and contributions of members of the interdisciplinary health care team in caring for individuals, families, and communities with emerging conditions, and promoting wellness initiatives and disease prevention across the adult lifespan. (DNP II, VI) 5. Design a comprehensive, individualized, age- and condition-appropriate plan of care for treatment including promotion of health in clients with common conditions using appropriate theoretical framework. (DNP I, III, VI, VII, VIII) *The objectives for this course are based on the AACN Essentials of Doctoral Education for Advanced Practice Nurses and the NONPF Nurse Practitioner Core Competencies. Expectations 1. The clinical schedule is determined between you and the student. However, the student is required to have 225 hours by end of the semester. The student may have more than one preceptor during the semester. If it will be difficult to meet a particular objective in your setting, you may arrange beneficial experiences with other qualified clinicians to help the student meet the clinical objectives. 2. The purpose of this course is to refine skills in diagnostic reasoning, assessment, planning, and implementing therapeutic interventions for individuals with acute and complex health conditions in the adult population.. 3. Students should be able to develop in-depth plans for individuals with acute and complex

health conditions with supervision by their preceptor in this clinical experience. 4. As the expert, you will provide ongoing constructive feedback to improve student performance and achieve clinical objectives. Your feedback will help the student develop competence and confidence in his/her role as an advanced practice nurse. 5. Course faculty may contact you during the course for a formative evaluation of the student s performance. At any time, if you have concerns about a student s safety or performance, please contact the course faculty. 6. You will complete a student evaluation at the conclusion of the course electronically using our Typhon TM system. Instructions will be coming via email closer to the end of the course. Your comments will contribute to the student s final grade which will be assigned by the course faculty.

NURS 683 Primary Care of Women and Children Clinical Course Description Clinical component to 5543. Focuses on the management of women and children with common conditions in primary care. Also includes anticipatory guidance, health promotion, and disease prevention. Emphasis on application of theoretical concepts, assessment skills, critical thinking, and evidence-based standards to formulate differential diagnoses, clinical impressions, treatment, and evaluation plans in family practice. Pre or co-requisites: NURS 5102 Advanced Health Assessment NURS 5111 Advance Health Assessment Clinical Practicum NURS 5123 Pharmacotherapeutics NURS 5243 Advanced Pathophysiology NURS 5543 Primary Care of Women and Children (Didactic) Course Outcomes Upon completion of this course, the student will be able to: 1. Integrate physical, psychosocial and cultural assessment into comprehensive management plans for women, adolescents, children, and their families. (DNP I, III, V, VI, VII, VIII) 2. Utilize knowledge, theory, and research findings to develop plans for wellness promotion and risk of illness reduction for women, adolescents, and children. (DNP I, III, VI, VII, VIII) 3. Develop management plans for women, adolescents, and children with common acute and chronic health problems. (DNP I, III, VI, VII, VIII) 4. Development management plans for prenatal care of women at low risk for complications in a community-based setting. (DNP I, III, VI, VII, VIII) 5. Develop management plans for families with common dysfunction and behavioral problems. (DNP I, III, VI, VII, VIII) 6. Develop therapeutic health teaching, anticipatory guidance, and counseling approaches for women, adolescents, children, and their families. (DNP V, VI, VII, VIII) 7. Evaluate clinical data and therapeutic options to differentiate between problem situations requiring nurse practitioner management, collaborative management, or referral to other providers. (DNP V, VI, VII, VIII) 8. Synthesize knowledge of community resources to effectively plan comprehensive nursing care for primary care and medically complex clients through collaboration and case management. (DNP V, VI, VII, VIII)

9. Analyze the impact of legal, political, economic and sociocultural factors on access and utilization of health care services for families. (DNP III, IV, V, VII, VIII) *The objectives for this course are based on the AACN Essentials of Doctoral Education for Advanced Practice Nurses and the NONPF Nurse Practitioner Core Competencies. Expectations 1. The clinical schedule is determined between you and the student. However, the student is required to have 225 hours by end of the semester. The student may have more than one preceptor during the semester. If it will be difficult to meet a particular objective in your setting, you may arrange beneficial experiences with other qualified clinicians to help the student meet the clinical objectives. 2. The purpose of this course is to refine skills in management of women and children with common conditions in primary care. 3. Students should be able to develop in-depth plans for management of women and children with common conditions in primary care with supervision by their preceptor in this clinical experience. 4. As the expert, you will provide ongoing constructive feedback to improve student performance and achieve clinical objectives. Your feedback will help the student develop competence and confidence in his/her role as an advanced practice nurse. 5. Course faculty may contact you during the course for a formative evaluation of the student s performance. At any time, if you have concerns about a student s safety or performance, please contact the course faculty. 6. You will complete a student evaluation at the conclusion of the course electronically using our Typhon TM system. Instructions will be coming via email closer to the end of the course. Your comments will contribute to the student s final grade which will be assigned by the course faculty.

NURS 6224 SPECIALTY PRACTICE CLINICAL III Course Description Provides an opportunity to synthesize advanced knowledge and role behaviors within a specialty concentration. Designed to apply nursing theory, translational research, epidemiologic principles, ethical/legal principles, outcome evaluations, healthcare systems thinking, and economics into a specialized clinical practice role and setting. Depending upon specialty and experience, may require travel to campus. Course Outcomes 1. Practice an advanced level of nursing through integration of knowledge from nursing, ethics, and the biophysical, analytical, and organizational sciences. (DNP Essential I, II, III, IV, VI, VII, VIII) 2. Demonstrate leadership through the development and evaluation of healthcare delivery approaches that ensure quality and safety. (DNP Essential II, III, IV, V, VI, VII, VIII) 3. Provide for continuity of care through collaboration and effective communication. (DNP Essential II, VI, VII, VIII) 4. Utilize information systems and patient care technology for the improvement and transformation of healthcare. (DNP Essential II, IV) 5. Develop, implement, and evaluate either (a) an educational intervention for patients, families or staff; OR (b) a quality improvement endeavor for the organization. (DNP Essential II, III, IV, V, VI, VII, VIII) 6. Manage an appropriately sized case load within selected specialty practice, depending upon amount of experience; OR function as a clinical practice specialist/consultant in an advanced practice setting. (DNP Essential II, III, V, VI, VII, VIII) 7. Initiate appropriate and timely consultation and/or referral when the health problem exceeds the scope of practice and/or expertise of the advance practice nurse. (DNP Essential I, II, VI, VII, VIII) 8. In collaboration with preceptor, mentor, and faculty identify CAPSTONE PROJECT (evidencebased practice question), prepare background and significance section, problem statement, and theoretical framework. (DNP I, II, III, VIII) Expectations 1. The clinical schedule is determined between you and the student; however, the student is required to have completed 180 clinical hours by July 31. The student may have more than one preceptor during the semester. If it will be difficult to meet a particular objective in your setting, you may arrange beneficial experiences with other qualified clinicians to help the student meet the clinical objectives.