Bachelor of Nursing
HANDBOOK
for
CLINICAL EDUCATORS & MENTORS
This handbook reviewed by:
Lynne Slater
Director of Clinical Education
Callaghan
Gwyneth Harbrow
Clinical Liaison Nurse
School of Nursing & Midwifery
Faculty of Health
University of Newcastle
2012
Copyright 2012
School of Nursing & Midwifery
Faculty of Health
The University of Newcastle
Contents
Introduction ............................................................................................................................................... 3
Who do I communicate with about students and matters related to clinical learning? ............................ 3
What is the management structure of the School in relation to clinical placement? ................................ 4
What does the University expect of me? .................................................................................................. 5
Who is responsible for the client when a student is providing care? ....................................................... 6
Are students insured? .............................................................................................................................. 6
Overview of Undergraduate Clinical Skills .............................................. Error! Bookmark not defined.
What can students actually do on clinical placement? ............................................................................. 7
What do I do if I have concerns about a student’s attendance or performance? ..................................... 7
What do I do if the student’s practice is unsatisfactory? .......................................................................... 8
What happens if a student is injured or involved in an incident on placement? ...................................... 8
What are the assessment requirements on a clinical placement? ........................................................... 8
Clinical Summary Forms ..................................................................................................................... 9
Clinical Performance Reports.............................................................................................................. 9
Skills Checklists ................................................................................................................................. 11
Nursing Narratives ............................................................................... Error! Bookmark not defined.
What should I do if students don’t want to be on the placement? .......................................................... 12
What support is there for me as a Clinical Educator/Mentor? ................................................................ 12
What feedback and acknowledgement do I receive as a Clinical Educator/Mentor? ............................ 12
Do students need to attend orientation to the placement? .................................................................... 12
I have a student/group of students for whom English is a second language – what support is there for
them? ............................................................................................................................................... 13
I have told the School about my concerns with a particular student’s performance and now I see they
are back on another clinical. Why is this? ....................................................................................... 13
I was expecting a student to arrive at the clinical venue and he/she hasn’t arrived - what should I do?14
What do I do if a student arrives to attend placement and says he/she can’t undertake the usual
activity because of a previous injury or condition? .......................................................................... 14
What do I do if I am sick or unable to attend laboratories or placement? .............................................. 14
Introduction
The information in this handbook is specific to the School of Nursing and Midwifery. Clinical
Nurse Educators, Mentors and Preceptors should also be familiar with information contained
in the Faculty of Health Placement Handbook.
Clinical Nurse Educators, Mentors and Preceptors often have a lot of questions related to
School procedures in association with clinical courses and clinical placement. The format of
this handbook is based on Frequently Asked Questions.
Who do I communicate with about students and matters related to clinical
learning?
The Director of Clinical Education or representative will always be available on the mobile
phone number/s below:
Director of Clinical Education
Lynne Slater (Callaghan)
T: 02 49217707
M: 0429 313711
E: Lynne.Slater@newcastle.edu.au
Assistant Director of Clinical Education
Sarah Jeong (Ourimbah)
T: 02 4921 6043
M:
E: Sarah.Jeong@newcastle.edu.au
Assistant Director of Clinical Education
Raelene Kenny (Port Macquarie)
T: 02 6581 6297
M:
E: Raelene.Kenny@newcastle.edu.au
Clinical Placement Liaison Nurse
Gwyneth Harbrow (Callaghan and Port Macquarie)
T: 02 49215820
M: 0407623114
E: Gwyneth.Harbrow@newcastle.edu.au
Clinical Placement Liaison Nurse
Sharon Hilgendorf (Ourimbah)
T:
M:
E sharon.hilgendorf@newcastle.edu.au
Clinical Placement Unit
T: 02 49216321 (Callaghan)
E: nursing-clinical-query@newcastle.edu.au
Clinical Placement Unit
02 49216336 (Ourimbah)
Please note nursing-clinical-query@newcastle.edu.au is the generic email address for the
Clinical Placement Unit. It is checked constantly by staff in the unit.
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Course Coordinators - as advised prior to the commencement of each semester.
Course Coordinators should contact you once they have been advised of your employment.
If you have not been contacted and have not been advised and do not know your Course
Coordinator you may wish to contact the Clinical Coordinator (Administration) OR Director of
Clinical Education as above; OR Undergraduate Program Convenor, Joy Lyneham to
determine your Course Coordinator.
What is the management structure of the School in relation to clinical
placement?
Student
Clinical Educator
1st / 2nd Year
Students
Mentor
3rd Year or other
mentored placements
3rd Year last semester =
Clinical Mentor &
Academic Mentor
Clinical
Placement Unit
Course
Coordinator
Director of
Clinical Education
Undergraduate
Program Convenor
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What does the University expect of me?
The School of Nursing and Midwifery expects Clinical Educators, Preceptors and Mentors to
act as positive role models for students by:
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Demonstrating and encouraging enthusiasm for the area of nursing in which students
are placed;
Demonstrating knowledge, skills and behaviours that are consistent with the current role
of the Registered Nurse;
Practising according to the ANMC competency standards, Code of Professional Conduct
and Code of Ethics for a Registered Nurse;
Being cognisant and consistent with the policies of the facility in which the clinical
placement is taking place;
Indicating preparation for the clinical placement by ensuring that he/she is familiar with
the unit prior to the placement commencement date and being familiar with the course
outline and clinical placement objectives;
Indicating adequate preparation for teaching/facilitating learning in the laboratory
environment by preparing according to the laboratory workbook and being familiar with
the course outline and clinical laboratory objectives.
The School of Nursing and Midwifery expects Clinical Educators, Preceptors and Mentors to
demonstrate a student centred approach to learning, evidenced by:
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Assisting the student to relate their clinical experience to learnt theory;
Providing early, timely and constructive feedback to the student about his/her
performance (that is: within a timeframe that encourages further learning within the
clinical placement period);
Contacting the Course Coordinator or Director of Clinical Education about any concerns
to allow for student and Educator/Mentor support;
Acknowledging that the student may feel out of place in a new environment and
assisting others in supporting and accepting students into the new environment;
Suggesting resources the student should use to support their learning;
Providing direction to the student and assisting in determining learning opportunities
during the placement.
The School of Nursing and Midwifery expects Clinical Educators, Preceptors and Mentors to
complete documentation associated with clinical placement and return to the Clinical
Placement Unit as required in a timely manner:
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Documentation includes Clinical Summary Forms and, when required, Clinical
Performance Reports;
Clinical Educators, Preceptors and Mentors are to complete the Clinical Summary Forms
at the end of each week the student is on a clinical placement. Unless in a preceptored
placement, this responsibility lies with the University employed Educator, in a
preceptored/mentored placement this responsibility lies with the Preceptor/Mentor.
It is expected that if a student’s placement is facilitated, the Facilitator seek input
from the student’s preceptor in the clinical area with whom the student has been
working. This allows for a more accurate assessment of the students overall
progression and achievement.
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Each day of clinical placement MUST be signed by the Educator/Preceptor/Mentor;
Report any non-attendance to the Clinical Coordinator or the Clinical Placement Unit as
soon as possible;
All Unsatisfactory grades and/or Needs Development must be supported with a Clinical
Performance Report;
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In the event of unsatisfactory performances or awarding more than 6 “Needs
Development” within one week’s Clinical Summary Report, an appropriate Clinical
Performance Report needs to be completed and sent to the Course Coordinator or
Clinical Placement Unit immediately;
Notify the Course Coordinator of the “Unsatisfactory” or “Needs Development” reports
and advise the student that they need to contact the Course Coordinator;
Satisfactory Clinical Summary Forms are to be delivered (by mail or person) to the
Clinical Placement Unit on the last day of the clinical placement or every two weeks,
whichever is sooner;
If the student is deemed unsafe – that is they have exposed patients or others to risk,
harm or an adverse event; or has demonstrated unprofessional behaviour, a Clinical
Challenge agreement will be discussed with the course coordinator and/or director of
Clinical Education. If this agreement is not deemed to have been completed
satisfactorily, the student will be given an unsatisfactory grade for that placement.
Both the Clinical Summary Forms and the Clinical Performance Reports are carbonated.
The original (white copy) is to be returned to the Clinical Placement Unit. The yellow
copy stays in the student’s book. Please remember to press firmly with a biro pen and to
place the cardboard under the yellow copy before writing;
In a facilitated placement the University Educators (only) are to assess and complete the
core skill assessments as set out for each course; checked off using the checklists from
the text Tollefson (2010 or 2012). Only when a student is attending a preceptored or
mentored placement will the nominated RN Preceptor/Mentor undertake this
assessment;
RN Mentors, Preceptors or Clinical Educators (other than the University Educator) are
permitted to complete further assessments as required by the students. These might
involve at least ONE extra skill per placement in first and second semester of second
year and first semester of third year.
No assessment can be undertaken by an Enrolled Nurse
Please note:
Although students are preceptored and supported in their learning by nurses
employed by our clinical partners, the School of Nursing and Midwifery expects
facilitators to employ a model of facilitation where they are clinically active in the
demonstration and guidance of clinical skill development as taught by the School of
Nursing and Midwifery. This should be accomplished in negotiation with allocated
preceptors, by dividing your ward time amongst students to allow for time working
alongside with them. This not only provides additional support with clinical skills but
also to enable adequate and fair assessment of student development as per the
clinical summary guidelines". It is expected that facilitators seek input from student
preceptors when completing their assessment of students within these guidelines.
Who is responsible for the client when a student is providing care?
Essentially, the Registered Nurse supervising the patient and the student is responsible for
the client at all times.
Are students insured?
The School has agreements with all clinical placements that cover insurance of students.
Students are covered for personal accident insurance and public liability insurance. They are
not eligible for workers’ compensation. Students are only insured for periods of formal
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learning. Additional clinical experience outside of placement and ‘work experience’ is not
covered by insurance.
Clinical Educators and Mentors need to know if the student is present and when they leave
the facility. Some venues may ask staff and students to “sign in”. Please ensure that these
policies are adhered to.
As well, at the beginning of each day, ensure that all students are present in their allocated
area.
What can students actually do on clinical placement?
The Clinical Educator/Preceptors and Mentors are responsible for the activity in which the
student engages. One of the most challenging aspects of these roles can be determining the
student’s readiness for tasks and capitalising on the opportunistic teaching that occurs in
clinical environments. Each student is bound by a Scope of Practice which is determined by
the skills demonstrated and practised in the laboratories prior to placement, as well as the
associated theoretical level. However, each student should also be assessed to ensure that
they are at the level commensurate with undertaking those skills. If they are not competent at
that level, you are expected to provide assistance with their learning. If, following this
assistance the student does not progress this needs to be documented.
Students should always work within their Scope of Practice for their specified year. These
are available on Blackboard and are also emailed to the venue on commencement of each
semester.
Students are expected to practice within the principles developed as shown in the Scopes of
Practice as these are the skills that they have had demonstrated and practiced, and also
have had some theoretical grounding. However, higher level skills that have not been
practiced in the laboratories should not be encouraged. Examples of these are invasive
procedures such as catheterisation and central line care, in first or second year .
There are also variations depending on a number of factors such as student confidence, past
experience and comfort in the unit, as well as the unit policy and expectations. Each student
should be encouraged to practice all established skills under the supervision of a RN or
yourself so that the student becomes comfortable and proficient in the core needs of patient
care.
Students are provided with a list of clinical objectives for each course. As well they are
requested to develop a short list of personal objectives prior to commencing the clinical
placement (these can be as few as three or four appropriate and achievable objectives and
can be extended throughout the placement).
If the student is attending your area as a member of a group of students with an Educator,
facility employees can always seek advice from the Educator about the expectations of the
student.
What do I do if I have concerns about a student’s attendance or performance?
In the first instance, you should provide immediate feedback to the student in a private area
about your concerns. If you feel that the activity/behaviour is unsatisfactory or indicates poor
development, this should be identified to the student and referred to in the Clinical Summary
book.
If the student has not demonstrated unsafe or unprofessional behaviour which might lead to
the student leaving the placement, you should discuss and set learning objectives for the
student to guide the student’s improvement. A Clinical Performance Report should be
completed, recording the situation and reasons for the concerns (at the back of the Clinical
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summary Book). Then, in discussion with the student (and Course Coordinator if required)
set specific pathways and goals for the student that if achieved indicate a satisfactory
standard in these areas. If necessary, you can add extra documents to support your
information. Students should be encouraged to realise that as students it is reasonable that
they have areas that need developing, however, the University also needs these concerns to
be documented to ensure student support in the future.
If you are unsure of your assessment or remain concerned, you should contact the Course
Coordinator or the Director of Clinical Education. The Clinical Placement Unit may also be
able to assist in contacting the appropriate staff.
Your concerns will always be taken seriously and you will be supported in your decisions
about a student. However, please be aware that in order for university staff to process and
act upon unsatisfactory student performances you must be prepared to provide feedback to a
student in a timely manner and complete this relevant documentation.
It is important that all information in the assessment and feedback process including the
setting of clear goals is documented on the Clinical Summary sheets and Clinical
Performance reports.
What do I do if the student’s practice is unsatisfactory?
Contact the School of Nursing and Midwifery staff immediately if you have any concerns at
all about a student’s performance. The first point of contact is the Course Coordinator or the
Director of Clinical Education. A Clinical Performance Report is to be completed and
forwarded to the Clinical Unit immediately.
If you have strong concerns about the student’s actions, you may ask them to leave the
clinical area until you contact a university representative, and a consultative decision made
about the student’s clinical placement.
What happens if a student is injured or involved in an incident on placement?
An incident is something that results (or potentially results) in harm to the student or others. It
can include physical injury or psychological assault. Students have been told to notify the
Clinical Educator/Preceptor/Mentor if they are involved in a matter of concern and that the
Clinical Educator will support them in notifying the facility and University of the incident and
completing relevant documentation found in Blackboard through Clinical Resources / Prep
for Placement / Policies and Associated Forms (also contained in the Faculty of Health
Placement Handbook). When notifying the School of Nursing and Midwifery about the
incident you should contact the Clinical Placement Unit on (02) 4921 6326.
The documentation for both the facility and the University should be completed within 24
hours and returned to the Clinical Placement Unit. Students should keep a copy of the form
for their own records.
What are the assessment requirements on a clinical placement?
All students are to attend in full the hours required for their placement. This includes 8 hours
of placement and does not include meal breaks. Briefing and debriefing are counted in these
hours.
Students ARE NOT to leave early as the hours of placement are counted towards the total
clinical hours required by the Nurses and Midwives Board (NSW).
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If you are an Educator with a group of students it may be advisable to negotiate time with
each student to facilitate their assessments and to provide learning and assistance when
required.
If the activity/ behaviour continues once identified, and set learning objectives are not
achieved a Clinical Challenge Contract can be set with consultation with the Course
coordinator.
Students may request to be assessed in other skills (as covered by their Scopes of Practice).
These may be assessed by supportive staff in the venue.
ALL assessments MUST be undertaken by an RN.
Clinical Summary Forms
The student details information should be completed by the student, including their personal
information and course code. Clinical Educators should collect the books at the beginning of
the placement to ensure completion even if a student does not attend all days. These can
then be returned to the students at the end of the clinical placement. It is the student’s
responsibility to ensure these forms are completed.
The Clinical Summary provides a record of the student’s hours of attendance and
performance. It is to be completed by the Clinical Educator/Mentor at the end of each week
and sent to the Clinical Placement Unit at the end of the placement, or at the end of each 2
week block.
Each page should ONLY be for ONE WEEK and only for one course. For example, a two
week placement requires one separate page for each week.
Clinical Performance Reports
If a student has an unsatisfactory Clinical Summary, a Clinical Performance Report is to be
completed by the Clinical Educator or Mentor and the matter is to be discussed with the
student. The Clinical Summary and the Clinical Performance Report are to be returned to the
Clinical Placement Unit immediately. The Course Coordinator will review the documentation
and an academic decision will be made about the students’ continuation. This may require
the student to repeat either part of, or the entire clinical placement.
Clinical Educators/Mentors should be aware that unless the student’s performance has been
documented as unsatisfactory and the student has been given early feedback and an
opportunity to improve, it is difficult to support an unsatisfactory grade. If a Clinical
Educator/Mentor has any concerns at all about a student at any time, the Clinical Educator
should speak with the student, document that feedback has been given on the Clinical
Performance Report, and notify the Course Coordinator.
Sometimes, providing feedback about poor performance is challenging. Support in providing
this type of feedback to students will be provided by the Course Coordinator or the Director
of Clinical Education when needed.
Students are required to complete 100% of clinical hours in each placement as part of the
assessment. Hence the importance of the Clinical Educator/Mentor accurately documenting
the hours attended.
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Overview of Undergraduate Clinical Core Skills
NB. Assessment, documentation and client education is a component of all skills.
First year, first
semester
First year, second
semester
Second year, first
semester
Second year,
second semester
Therapeutic
communication
Accurate taking,
recording and
interpreting
patient
temperature,
pulse and
respiration.
Fluid status
assessment and
documentation
Management of
oxygen therapy
and oxygen
delivery devices.
Safe client
moving.
Accurate taking,
recording and
interpreting
patient blood
pressure.
Wound
assessment.
Oxygen saturation
monitoring.
Hand hygiene
and hand
washing.
Meeting client
hygiene needs –
showering, bed
bath, oral care,
mouth and eye
care
Pain assessment.
IV medication
administration via
bolus and burette.
Assisting safe
client ambulation.
Blood glucose
monitoring.
Comprehensive
mental health
assessment and
history taking.
Drug dosages –
principles and
calculations. (on
campus
assessment)
Falls risk
assessment.
Safe
administration of
parenteral
medication
(subcutaneous).
MMSE Comp.
Third year, first
semester
Aseptic technique.
(on campus
assessment)
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Skills Checklists
Clinical Educators/Mentors are also required to complete skills checklists from the text
Tollefson, (2010, 2012). Students are required to achieve mastery in all identified core skills
as well as attempt a range of context specific skills throughout the BN program (see the core
skills listed on Clinical Skills table above).
When assessing core skills the Clinical Educator or Mentor is to ask the student 3 - 5
questions from the relevant pages in Tollefson (2010, 2012). Students are expected to
provide relevant answers that indicate an understanding of the theory that supports the skill
they are undertaking.
This is then documented in the section on the check list termed: ‘Relates Theory to Practice’.
The Gibbs Reflection Cycle
This is the model that our students are guided to use for reflection.
This guides the students to ask:
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What happened?
How did it affect me?
What have I learned from this episode & experience?
How this incident and these experiences might change my future behaviour if ever faced
with similar incidents?
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What should I do if students don’t want to be on the placement?
From time to time, students can appear unmotivated, disinterested or even hostile to the
placement. This can be demoralising for staff. Some suggestions include:
1. Indicate to the student that they are perceived as not wanting to be on the placement,
explore what’s going from the students’ perspective and outline your expectations of
behaviour in the placement;
2. Document the discussion; and
3. Advise the Course Coordinator of your concerns;
4. Allocate a needs development as an initial assessment if required. If the behaviour does
not improve, an unsatisfactory may be allocated.
Students may appear disinterested because they are shy, aware they are “guests-in-thehouse”, concerned about what is expected of them and overwhelmed by the clinical
experience. In some cases, clinical staff are passionate about their area of practice and
students may not share that degree of passion. However, students are always expected to
indicate a willingness to learn and to participate in the work within the ward/venue.
In a very few cases students indicate a negative attitude to completing the placement and
are unable to perform in a way that reflects positively on them or the University. In those
cases, if the student behaviour does not improve and clinical expectations are not
unreasonable, you should contact the Course Coordinator and the student will be removed
from the placement. A Clinical Performance Report should be completed.
What support is there for me as a Clinical Educator/Mentor?
You should feel free to discuss matters about clinical facilitation with staff of the School at
any time. If you have any concerns about students, facility staff or the facility, please feel
free to contact the university staff. If you would like additional support at any time contact the
Course Coordinator or Director of Clinical Education.
What feedback and acknowledgement do I receive as a Clinical
Educator/Mentor?
The School asks students to complete an evaluation of their placement, which includes
feedback about their clinical educator/mentor. Feedback is then provided to the clinical
educator/mentor.
The School also uses an evaluation tool based on the Australian Nurse Teacher’s Society
(ANTS) nurse teacher competencies. This tool encourages self evaluation by you and also
for discussions with the Director of Clinical Education about areas that might require
improvement.
Do students need to attend orientation to the placement?
Each venue has specific requirements about students needs relating to orientation
procedures and introductions to the venue. These will also be part of the information sent to
you.
As part of the needs for placement students are required to attend yearly updates on campus
in relation to infection control, manual handling, emergency response and CPR. Most
facilities have indicated that students do not need to attend these when they arrive at the
clinical venue. However, some venues request an orientation so that students can be familiar
with the environment in which they work and much of this can be undertaken as a directed
activity in the unit.
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As well, students are required to complete an Orientation Checklist and Recognition of
Scope of Practice on their first week at every clinical venue. To complete this, students
MUST write down the place of the item or the answer to any questions. This is the student’s
responsibility. Once complete, it is to be signed by the clinical educator or mentor and is
submitted as part of the student’s portfolio.
I have a student/group of students for whom English is a second language –
what support is there for them?
The School has organised support classes for all students who have English as a second
language. Classes are provided to assist students to develop their clinical language prior to
or during the semester. However, some students will still have difficulties while on placement.
It might be relevant to prioritise their English communication skills as one of the main primary
learning objectives in the clinical placement and this should be encouraged.
If you are concerned about the student’s proficiency in English, consult with the student
advising them to make this a priority for the placement. Consult with the student’s
preceptor/buddy to discuss any problems and provide support for the clinician when needed.
Contact the student’s Course Coordinator if there are problems that will need to be
addressed. The Course Coordinator will then arrange support for you and the student in
consultation with the Language Support Centre on campus.
If there is ongoing concern, a “Needs Development” or “Unsatisfactory” grade in
Communication should be awarded in the Clinical Summary book and a Clinical Performance
report completed. The Course Coordinator and/or the Director of Clinical Education can then
investigate further support for the student.
If the language difficulties impact on the student’s performance of safe practice, please
discuss a Clinical Assessment Procedure with the course coordinator.
I have told the School about my concerns with a particular student’s
performance and now I see they are back on another clinical. Why is this?
The purpose of the clinical placement is to provide students with a learning experience that
supports effective clinical practice. As we all know, on campus tutorials and simulated
environments do not fully provide this experience. When you let the School know of your
concerns, matters are discussed with the student and strategies to address these are put in
place. Frequently, the concerns about student performance in the clinical setting can only be
addressed through remediation and additional placement time.
If a student is considered to demonstrate unsafe or unprofessional behaviours and has not
responded to a Clinical Challenge Contract, their development is discussed by the Clinical
Committee. Outcomes are determined by the student’s needs and the needs for safe and
professional behaviour for the patient.
It is vitally important that all situations are clearly documented and in a timely manner. Some
students – others will be asked to leave the placement on the advice of the Director of
Clinical Education, the Undergraduate Program convenor or the specific staff member in
charge on the ward/venue.
Students do need to be given the chance to develop their confidence and skills. However, if a
makeup or remedial placement does not increase the student’s ability to complete their skills
or a satisfactory placement, the student may fail the course. The student then needs to
complete the whole course again.
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I was expecting a student to arrive at the clinical venue and he/she hasn’t
arrived - what should I do?
Contact the Clinical Placement Unit ((02) 4921 6321) and/or the appropriate Course
Coordinator so that the student’s safety can be ensured and insurance requirements
followed.
Students sometimes decide to withdraw from the program without notifying University staff,
and this knowledge is gained only when the clinical venue contacts us to say the student has
not attended. Alternatively, the student may not have completed the required clinical
laboratories in the weeks prior to placement and therefore is not able to attend placement.
Clinical Placement Unit staff do try to ensure all Educators/Mentors and facilities have
current knowledge about student attendance.
If a student is unable to attend placement for any reason (such as illness) they are advised to
contact their Educator/Mentor, the facility and their Course Coordinator. The process then is
for the student to submit an application for Adverse Circumstances via their myHub.
What do I do if a student arrives to attend placement and says he/she can’t
undertake the usual activity because of a previous injury or condition?
No student is to attend placement when they have had a previous illness or injury, or are
experiencing injury or ill health unless they have provided a clearance letter, document to the
Director of Clinical Education. Students are not to attend placement while experiencing such
infectious diseases as gastroenteritis, influenza, serious viral infection or other illnesses.
If a student indicates that they have a medical condition which leads to limitation in clinical
activities they should be asked to leave the placement and contact the Director of Clinical
Education immediately. If in doubt please ring the relevant Director or Assist. Director of
Clinical Education to discuss.
Examples are students who are under a Workcover agreement, who have worked a shift
directly preceding the placement “shift”, are indicating mental health issues or students who
cannot complete ALL of the physical requirements of clinical placement.
Where there are restrictions that would interfere with the student’s ability to demonstrate
competence in clinical practice, contact the Course Coordinator. The placement may be
changed or withheld until the student is able to meet the requirements of satisfactory clinical
performance. If you have any concerns about a particular student contact the Clinical
Coordinator or the Director of Clinical Education.
What do I do if I am sick or unable to attend laboratories or placement?
Make contact with:
 the relevant Director or Assistant Director of Clinical Education if it is outside office hours
(see phone numbers or in your paperwork relevant to the clinical placement); OR
 the Course Coordinator; OR
 the Clinical Placement Unit: as soon as possible.
Respective phone numbers are supplied in your paperwork.
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