MT. SAN JACINTO COLLEGE
ASSOCIATE DEGREE
REGISTERED NURSING PROGRAM
NURSING 248
PRECEPTORSHIP
COURSE SYLLABUS
FALL 2014
1
Table of Contents
Course Description
Course Calendar
General Information
Grading Plan
Student Responsibilities
Policies
Teaching and Learning, Method of Evaluation, Criteria for
Evaluation
Grading Practices
ATI Testing
Assessment Technology Institute (ATI) Integration Policy
Course Modules
Nursing 248 Course Modules
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
CLINICAL INFORMATION
Criteria for Unsafe Clinical Behaviors
Student Learning Outcomes
Procedure guidelines for students
Developing Objectives
Criteria for Student Placement
Preceptorship Agreement
Preceptee Learning Style Assessment
Quality Assurance Form
Evaluating the Preceptee
Program Evaluation by Preceptee
Preceptee Evaluation by Preceptor
Program Evaluation by Preceptor
Preceptor Calendar
Clinical Evaluation Tool
1
N248 Preceptorship Course Syllabus
Course Description:
This course provides the fourth semester nursing student the opportunity to
integrate and apply previously learned skills and knowledge in the role of
graduate nurse and prepare for professional responsibilities and employment.
The student will participate as a pre-licensed preceptee member of the
healthcare team and will assume responsibility for a group of clients under the
direct supervision of a qualified Registered Nurse. Students will use critical
thinking skills throughout the experience in their role of advocate, leader, and
manager of patient care.
Lead Instructor:
Dr. Peter Zografos, PhD., RN
Susan Farrington, MSN, RN, PHN, CNS
Office:
Telephone:
Allied Health Building, Room 500
Dr. Peter Zografos (951) 639-5568
Susan Farrington
(951) 639-5192
E-mail:
pzografos@msjc.edu
sfarrington@msjc.edu
CLINICAL:
Complete a 135 hour clinical rotation:
9 (12-hour) shifts= 108 hours
9 (3 hour) seminar days on campus= 27 hours
Total Units:
2.5
Office Hours:
TBA
Prerequisites:
Nursing 244
Co-requisite:
Nursing 074
MT San Jacinto College
Associate Degree Nursing Program
N248 Preceptorship Course Calendar
2
Week
Date
1
10/22/2014
Module
1, 3 & 4
Plan for the day
ATI Comprehensive Predictor Exam
Orientation on expectations
Introduction to Preceptor
2
10/29/2014
2, 5 & 6
3
11/05/2014
1&7
4
11/12/2014
1, 2
5
11/19/2014
6
6
11/26/2014
7
7
12/03/2014
2, 3 &4
8
12/10/2014
7
9
12/19/2014
1&7
Dosage Calculation Exam
Orientation on Expectation
Introduction to Preceptor
ATI Nutrition Exam
NCLEX Candidacy Application with
Director Brooks 11-1200
ATI Leadership Exam
Virtual ATI information
Group debriefing
Pyxis Medication Administration
Group debriefing
Simulation room 514
Group debriefing
Debate
Group debriefing
Case Study Presentation SBAR
ATI Pediatric/OB/Pharm Exam
Retakes
Student Evaluations
Survey Monkey
3
Assignment due
G mail account due
Introduce Employee Surveys
APA Legal and Ethical Paper due
Debate
Case Study Presentation SBAR
Employee Surveys assignment due
Potluck
MT SAN JACINTO COLLEGE
ASSOCIATE DEGREE REGISTERED NURSING PROGRAM
NURSING 248
GRADING PLAN
A.
Grading Plan
Theory = 10%
Clinical work = 90%
Formula for Final Grade Calculation
Activity
Theory
Case Study Presentation
Debate Participation
Legal and Ethical Paper
ATI EXAM Nutrition
ATI EXAM Leadership
Virtual ATI (all 4 modules
completed) (5% per module)
Clinical
B.
Points
Percent of Final Grade
100
5
45
35%
10%
35%
20%
Pass/Fail
Total 150
0%
100%
Grading Scale:
91 – 100%
83 – 90%
75 – 82%
=A
=B
=C
4
GENERAL INFORMATION
REQUIRED TEXTS:
1. Associate Degree Nursing Student Policy and Procedure Handbook
2. Preceptorship Student Course Syllabus
3. Preceptor Handbook
STUDENT RESPONSIBILITIES
To obtain a letter grade for this course, the student must:
1.
Develop and have faculty approval for appropriate learning objectives for the
specific clinical experience (based on student needs and clinical area).
2.
Complete a minimum of 135 hours of clinical experience..
6.
Complete a written mid-term and final self-evaluation.
7.
Actively participate in clinical workshops.
8.
Actively participate in formal evaluation of preceptorship.
9.
Take responsibility for 75% of a client assignment by the RN by the end of the
preceptorship.
10.
Maintain professionalism at all times.
It is the student’s responsibility to keep track of course progress/deficiencies. If the
student is falling below minimum standard in either the theoretical or clinical areas, it is
strongly recommended that the student make an appointment with the instructor to
discuss the problem. Instructors have open office hours that are posted in the main
nursing reception area and at the front of the syllabus. Faculty may elect to initiate a
written “STRATEGIC PLAN FOR SUCCESS CONTRACT” if the student is not
performing at an appropriate level.
Academic support is available for all students through the Nursing Skills Lab, Learning
Resource Centers, Remediation Instructor, and the Student Success Counselor. When
funding permits, the Associate Degree Nursing Program offers academic success support
by means of a “Remediation Instructor” that provides open office hours for student selfreferrals and instructor referrals.
5
1.
2.
3.
4.
5.
6.
7.
The student is responsible for obtaining a copy and reviewing the ADN Student
Policy and Procedure Handbook
The student is responsible for checking their MSJC Student email a minimum of 3
times a week.
The student is responsible for attending all theory and clinical sessions.
The student is responsible for coming to theory and clinical prepared to discuss the
topics as assigned and to actively participate.
The student is responsible for completing all theory and clinical assignments and all
campus laboratory skill activities.
At the end of the course, the student is expected to submit a written evaluation of
the course, of their clinical performance, of the clinical instructor and of the clinical
facility on the appropriate forms.
The student is responsible for completing the required Diagnostic (ATI)
Examinations.
Refer to the Assessment Technology Institute Testing Policy in the
Associate Degree Nursing Student Policy and Procedure Handbook, 2014-2015.
ATTENDANCE POLICY
See: Associate Degree Nursing Student Policy and Procedure Handbook, 2014-2015
POLICIES
The following program policies are in effect for all students enrolled in the
Associate Degree Nursing Program courses.
Please refer to the Academic Policies and Procedures in the Associate
Degree Nursing Student Policy and Procedure Handbook, 2014-2015:
1. Absences, Tardiness, and Clinical Make-up Assignments
2. Absences Related to Examinations
3. Clinical and On Campus Lab Dress Code
4. Unit Examination Policy
5. The Use of Technology and Social Media Policy
6. Academic Dishonesty and Plagiarism
7. Chain of Communication
8. Strategic Plan for Success Contract
9. Criteria for Unsafe Clinical Behavior
10. Pharmacology and Dosage Examination
6
11. 10 Critical Behaviors for Skills
12. Classroom and Clinical Expectations
13. Assessment and Technology Institute (ATI) Testing
14. Disabilities and Essential Functions
TEACHING/LEARNING METHODS
1.
2.
3.
4.
5.
8.
8.
9.
Lecture/discussion/ Case Studies
Group work/role playing
Viewing of audiovisual materials
Completion of written and reading assignments-Learning Style Assessment
Nursing skill demonstration
Independent study
ATI Nutrition and leadership
Simulation
METHODS OF EVALUATION
1.
Clinical performance evaluation
CRITERIA FOR EVALUATION
Activity
Theory
Case Study Presentation
Debate Participation
Legal and Ethical Paper
ATI EXAM Nutrition
ATI EXAM Leadership
Virtual ATI (all 4 modules
completed) (5% per module)
Clinical
Points
Percent of Final Grade
100
5
45
35%
10%
35%
20%
Pass/Fail
Total 150
GRADING PRACTICES AND GRADING SCALE
Grading Scale:
91 – 100%
83 – 90%
75 – 82%
=A
=B
=C
7
0%
100%
ATI INTEGRATION POLICY
See: Associate Degree Nursing Student Policy and Procedure Handbook, 2014-2015
COMPREHENSIVE PREDICTOR EXAM
The Comprehensive Predictor Exam is administered in the N244 Course of the fourth
semester.
This 180-item test offers an assessment of the student’s basic comprehension and
mastery of basic principles including fundamentals of nursing; pharmacology; adult
medical-surgical nursing; maternal newborn care; mental health nursing; nursing care of
children; nutrition; leadership and community health nursing. The percentage of
questions from all major NCLEX® client need categories (management of care, safety
and infection control, health promotion and maintenance, psychosocial integrity, basic
care and comfort, pharmacological therapies and parenteral therapies, reduction of risk
potential and physiological adaptation) will be similar to the percentage of questions on
the NCLEX-RN®,. This test will generate the following data: Individual Score (%
Correct), Predicted Probability to Pass NCLEX-RN®, National and Program Means,
Individual Scores (% Correct) within Content Topic Categories, Topics to Review and
Individual Scores (% Correct) within an Outcome (Thinking Skills, Nursing Process,
Priority Setting, NCLEX-RN® Client Need Categories, Clinical Topics). The student has
180 min (3 hours) to complete this assessment.
8
COURSE
MODULES
9
NURS 248 Student Modules
Program Learning Outcomes
7 Core Values
Course Learning Outcomes
Develop and utilize effective verbal and
written communication methods that
can be used with patients, family and
health care professionals to promote
optimum wellness and patient advocacy
MODULE 1
Able to keep track of multiple responsibilities
and complete tasks within expected time
frames
Nursing
Role/Leadership
Express importance and demonstrate habits
for life-long learning
Develop leadership skills and promote
research/evidence based practice
Prioritize action related to patient needs and
delegates actions if appropriate
Ask questions to appropriate team member
when unsure about any aspect of care
Design Problem Solving Plans (PSP)
using the nursing process to direct and
manage care of patients
Is receptive to input form others, not
becoming defensive
Provide safe care for patients at the staff nurse level utilizing
the nursing process
MODULE 2
Nursing Process
Progressively apply therapeutic communication skills
necessary to perform the activities of a new registered nurse
Compare and contrast the various
physical, social, cultural, and spiritual
environments using the nursing process
to promote, maintain and restore
optimum wellness
Accurately document the nursing process in the medical
record
Participate as an inter-professional team
member in the care of patients, acting
independently by the fourth week
Incorporate principles of environmental,
informatics, patient and personal safety
when using the nursing process to
provide care for patients
Compare and contrast the various
physical, social, cultural, and spiritual
environments using the nursing process
to promote, maintain and restore
optimum wellness
MODULE 3
Patient Centered
Care
Interpret physician and inter-professional
orders
Conduct comprehensive psychosocial and physical health
history that includes patient’s perspective and considers
cultural, spiritual, social considerations
Complete understanding and interpretation of assessment
data
Design Problem Solving Plans (PSP)
using the nursing process to direct and
manage care of patients
Able to anticipate risks related to assessment data
Advocate for patient and family as appropriate in
multidisciplinary team discussions
Analysis of physiological needs of
patients to promote, maintain, and
restore optimum wellness
Synthesize growth and development
concepts for the care of patients of
10
various ages
Develop and utilize effective verbal and
written communication methods that
can be used with patients, family and
health care professionals to promote
optimum wellness and patient advocacy
MODULE 4
Progressively apply therapeutic communication skills
necessary to perform the activities of a new registered nurse
Communication
Accurately document the nursing process in the medical
record
Incorporate principles of environmental,
informatics, patient and personal safety
when using the nursing process to
provide care for patients
Accurately and consistently communicate patient values and
preferences and expressed needs with inter-professional
team using SBAR
Participate as an inter-professional team
member in the care of patients, acting
independently by the fourth week
Incorporate ethical, legal, and safety
standards and professionalism (Nursing
Practice Act).
Use appropriate language and tone when
resolving conflict
Determine acuity/staffing patterns at least twice with
preceptor’s guidance
MODULE 5
Incorporate principles of environmental,
informatics, patient and personal safety
when using the nursing process to
provide care for patients
Quality
Improvement/Fisca
l
Responsibility
Integrate knowledge of drug
classifications used to promote,
maintain, and restore optimum wellness
MODULE 6
Communicate observations or concerns related to hazards to
patients, families and the health care team and use the
organizational reporting system for errors
Understand quality improvement methodologies
Educate patient on safety practices when administering
medication, drawing blood, starting an IV , using PCAs
Safety
Demonstrates safe practices related to medication
administration including rights , verification of allergies ,
two patient identifiers, read-back process, independent
double checks for high alert medications
Prepare the students for candidacy to
take the National Council Licensure by
Examination (NCLEX) and continue
lifelong learning
Navigate the electronic health record
Apply the principles of evidence-based care to practice
MODULE 7
Evidence Based
Practice
Develop leadership skills and promote
research/evidence based practice
11
Locate critically reviewed or peer-reviewed scientific
literature for patient care
Decision-making is based on sound clinical judgment and
clinical reasoning
Module 1: Nursing Role and Leadership
Program Learning 7 Core Values
Outcome
Develop and utilize Nursing Role/
effective verbal and Leadership
written
communication
methods that can be
used with patients,
family and health
care professionals
to promote
optimum wellness
and patient
advocacy
Develop leadership
skills and promote
research/evidence
based practice
Preceptorship
Course Learning Outcome
-Able to keep track of multiple
responsibilities
and complete tasks within
expected time
frames
-Express importance and
demonstrate habits
for life-long learning
-Prioritize action related to
patient needs and
delegates actions if appropriate
-Ask questions to appropriate
team member
when unsure about any aspect of
care
-Is receptive to input form
others, not
becoming defensive
Learning Activities/
Method of Evaluation
Text books, lecture notes, drug
reference books, clinically
related research
Debriefing
ATI Leadership Review and
Exam
Small group discussions
Develops a plan to meet selflearning needs.
12
Preceptorship Clinical Evaluation
Tool
-Able to keep track of multiple
responsibilities and complete tasks
within the expected time frames
Express importance and demonstration
habits for life-long learning
Prioritize action related to patient
needs and delegates actions if
appropriate
Ask questions to appropriate team
member when unsure about any aspect
of care
Is receptive to input from others, not
becoming defensive
Module 2: Nursing Process
Program Learning
Outcome
Design Problem
Solving Plans using the
nursing process to
direct and manage care
of patients
Compare and contrast
the various physical,
social, cultural, and
spiritual environments
using the nursing
process to promote,
maintain, and restore
optimum wellness
7 Core Values
Preceptorship
Course Learning
Outcome
-Provide safe care for
patients at the staff nurse
Nursing Process level utilizing the nursing
process
-Progressively apply
therapeutic
communication skills
necessary to perform the
activities of a new
registered nurse
-Accurately document the
nursing process in the
medical record
-Participate as an interprofessional team
member in the care of
patients, acting
independently by the
fourth week
-Interpret physician and
inter-professional
orders
Learning Activities/
Method of Evaluation
Preceptorship Clinical Evaluation Tool
Text books, lecture notes,
drug reference books,
clinically related research
-Provide safe care for patients at the staff
nurse level utilizing the nursing process
-Progressively apply therapeutic
communication skills necessary to perform
the activities of a new registered nurse
-Accurately document the nursing process
in the medical record
-Participate as an inter-professional team
member in the care of patients, acting
independently by the fourth week
-Interpret physician and inter-professional
orders
Group debriefing
13
Module 3: Patient Centered Care
Program
Learning
Outcome
Compare and
contrast the
various physical,
social, cultural,
and spiritual
environments
using the nursing
process to
promote, maintain
and restore
optimum wellness
Design Problem
Solving Plans
(PSP) using the
nursing process to
direct and manage
care of patients
Analysis of
physiological
needs of patients
to promote,
maintain, and
restore optimum
wellness
7 Core Values
Patient
Centered Care
Preceptorship
Course Learning
Outcome
-Conduct
comprehensive
psychosocial and
physical health history
that includes patient’s
perspective and
considers cultural,
spiritual, social
considerations
-Complete
understanding and
interpretation of
assessment data
-Able to anticipate risks
related to assessment
data
-Advocate for patient
and family as
appropriate in
multidisciplinary team
discussions
Student
Learning
Objectives
Demonstrate
professional
accountability by
complying with
college, nursing
department and
agency
regulation/policy
100% of the time
Utilize nursing
knowledge, skills,
protocols to
assure an
environment
conducive to
restoration and
maintenance of
the adult medical
surgical clients
14
Learning Activities/
Method of Evaluation
Preceptorship Clinical
Evaluation Tool
Text books, lecture notes, -Conduct comprehensive
drug reference books,
psychosocial and physical health
clinically related research history that includes patient’s
perspective and considers cultural,
Debriefing
spiritual, social considerations
-Complete understanding and
ATI Leadership Review
interpretation of assessment data
and Exam
-Able to anticipate risks related to
Small group discussions
assessment data
-Advocate for patient and family
Develops a plan to meet
as appropriate in multidisciplinary
self-learning needs.
team discussions
Synthesize growth
and development
concepts for the
care of patients of
various ages
15
Module 4: Communication
Program Learning
Outcome
Develop and utilize
effective verbal and
written communication
methods that can be
used with patients,
family and health care
professionals to promote
optimum wellness and
patient advocacy
-Incorporate principles
of environmental,
informatics, patient and
personal safety when
using the nursing
process to provide care
for patients
-Incorporate ethical,
legal, and safety
standards and
professionalism
(Nursing Practice Act).
7 Core Values
Communication
Preceptorship
Course Learning Outcome
-Progressively apply therapeutic
communication skills necessary to
perform the activities of a new
registered nurse
-Accurately document the nursing
process in the medical record
-Accurately and consistently
communicate patient values and
preferences and expressed needs
with inter-professional team using
SBAR
-Participate as an inter-professional
team
member in the care of patients,
acting
independently by the fourth week
-Use appropriate language and tone
when resolving conflict
16
Learning
Activities/
Method of
Evaluation
Text books, lecture
notes, drug
reference books,
clinically related
research
Debriefing
Small group
discussions
Open book ATI
review
Preceptorship Clinical Evaluation
Tool
-Progressively apply therapeutic
communication skills necessary to
perform the activities of a new
registered nurse
-Accurately document the nursing
process in the medical record
-Accurately and consistently
communicate patient values and
preferences and expressed needs with
inter-professional team using SBAR
-Participate as an inter-professional
team
member in the care of patients, acting
independently by the fourth week
-Use appropriate language and tone
when resolving conflict
Module 5: Quality Improvement/Fiscal Responsibility
Program Learning
Outcome
Incorporate
principles of
environmental,
informatics, patient
and personal safety
when using the
nursing process to
provide care for
patients
7 Core Values
Quality
Improvement/
Fiscal
Responsibility
Preceptorship
Course Learning Outcome
-Determine acuity/staffing
patterns at least twice with
preceptor’s guidance
-Communicate observations or
concerns related to hazards to
patients, families and the health
care team and use the
organizational reporting system
for errors
Learning Activities/
Method of Evaluation
Text books, lecture notes, drug
reference books, clinically
related research
Debriefing
Small group discussions
Preceptorship Clinical Evaluation
Tool
-Determine acuity/staffing patterns at
least twice with preceptor’s guidance
-Communicate observations or
concerns related to hazards to patients,
families and the health care team and
use the organizational reporting
system for errors
-Understand quality improvement
methodologies
-Understand quality
improvement methodologies
17
Module 6: Safety
Program Learning 7 Core Values
Outcome
Integrate
Safety
knowledge of drug
classifications used
to promote,
maintain, and
restore optimum
wellness
Preceptorship
Course Learning Outcome
-Educate patient on safety
practices when administering
medication, drawing blood,
starting an IV , using PCAs
Learning Activities/
Method of Evaluation
Text books, lecture notes, drug
reference books, clinically
related research
Debriefing
-Demonstrates safe practices
related to medication
administration including rights , Small group discussions
verification of allergies , two
patient identifiers, read-back
process, independent double
checks for high alert medications
Preceptorship Clinical Evaluation
Tool
-Educate patient on safety practices
when administering medication,
drawing blood, starting an IV , using
PCAs
-Demonstrates safe practices related to
medication administration including
rights , verification of allergies , two
patient identifiers, read-back process,
independent double checks for high
alert medications
-Navigate the electronic health record
-Navigate the electronic health
record
18
Module 7: Evidence Based Practice
Program Learning 7 Core Values
Outcome
Prepare the students Evidence
for candidacy to
Based Practice
take the National
Council Licensure
by Examination
(NCLEX) and
continue lifelong
learning
Develop leadership
skills and promote
research/evidence
based practice
Preceptorship
Course Learning Outcome
-Apply the principles of
evidence-based care to practice
-Locate critically reviewed or
peer-reviewed scientific
literature for patient care
-Decision-making is based on
sound clinical judgment and
clinical reasoning
Learning Activities/
Method of Evaluation
Text books, lecture notes, drug
reference books, clinically
related research
Debriefing
Small group discussions
19
Preceptorship Clinical Evaluation
Tool
-Apply the principles of evidencebased care to practice
-Locate critically reviewed or peerreviewed scientific literature for
patient care
-Decision-making is based on sound
clinical judgment and clinical
reasoning
CLINICAL
INFORMATION
20
Criteria for Unsafe Clinical Behavior
May include, but is not limited to the following:
Safety (S)
Examples
A.
Violates or threatens the physical safety of
the client.
Comes unprepared to clinical; injures a client; fails
to properly position client; does not appropriately
utilize side rails/restraints; functions under the
influence of substances affecting performance.
B.
Violates or threatens the psychosocial
safety of the client.
Repeatedly uses non-therapeutic techniques;
attacks/degrades the individual's beliefs or values.
C.
Violates or threatens the microbiological
safety of the client.
Fails to recognize and correct violations of medical
asepsis technique/sterile technique; does not wash
hands appropriately when caring for clients; does
not maintain standard precautions.
D.
Violates or threatens the chemical safety of
the client.
Violates any of the 5 rights of medication
administration; fails to accurately prepare, calculate,
and monitor IV infusions.
E.
Violates or threatens the thermal safety of
the client.
Fails to observe safety precautions during 02
therapy; injures client with hot or cold applications.
Nursing Process (NP)
Inadequately and/or inaccurately:
A. assesses the client.
B. plans the care for the client.
C. implements therapeutic interventions.
Examples
Unable to identify basic human needs; fails to
observe/report/chart critical client data; uses poor
judgment and/or makes decisions resulting in
ineffective nursing care.
D. evaluates client care.
21
Skills (SK)
A.
Unable to perform expected clinical
performance objectives and/or skills.
Examples
First semester student fails to obtain accurate vital
signs; second semester student fails to maintain
sterile technique; unable to verbalize key
information previously covered in lab and/or class;
third or fourth semester student unable to manage
and/or prioritize multiple client assignment.
Decision Making (DM)
Examples
A.
Assumes inappropriate independence in
action or decisions.
Performs procedures not yet evaluated; fails to
appropriately seek assistance.
B.
Fails to recognize own limitations,
incompetence and/or legal responsibilities.
Refuses to admit error; fails to complete assigned
nursing responsibilities, cannot identify own legal
responsibility in specific nursing situations.
Professional Accountability (PA)
Examples
A.
Fails to accept ethical and legal
responsibility for his/her own actions
thereby violating professional integrity as
expressed in the ANA Code for Nurses,
NSNA Code of Academic and Clinical
Conduct, and the Nurse Practice Act.
Fails to conduct self in professional manner;
falsifies records; does not follow school/hospital
policies and procedures; participates in cheating
and/or plagiarism.
B.
Violates client confidentiality
Removes printed client data from the facility; shares
client information with individuals outside the
health team.
22
Student Preceptorship Guidelines
1.
Procedures that can be done independently:
a.
Skills and procedures that have been taught in the classroom, practiced in
the Skills Lab and observed for return demonstration by an instructor.
b.
If the student has NOT had the opportunity to perform a practiced skill in
the hospital setting then they need to be observed by the preceptor for the
first time.
2. Procedures that require clinical expertise in a specialty area CANNOT be done by a
nursing student, for example:
a.
PA measurements, flushing or removal of central lines.
b.
Extubation
c.
Administrating any type of chemotherapy
d.
Titrating vasoactive drugs (e.g. drips)
e.
Documentation during a code as part of the legal record
f.
Any skill that requires additional certification by an RN cannot be done
during the Preceptorship
g.
Any form of Conscious Sedation
h.
Pitocin Drips
3. If there is any question about whether a student can perform certain skills contact
either the faculty liaison or the nursing education department of the facility.
4. The preceptor must be present on the unit when the student is assigned to the shift.
Lunch and breaks are an exception. Preceptors must ensure another RN is responsible for
the student during these times.
5. Students are not to perform a skill that they have not performed for six months or are
not comfortable with unless an RN is supervising the student.
6. Students are not allowed to take verbal or telephone orders without and RN present
and monitoring the communication. Orders transcribed by students must be co signed by
and RN.
7. For agency specific requirements refer to the guidelines for each agency listed below,
including the Policy and Procedure Manual and or contact the education department at
the facility.
23
Developing Personal Preceptorship Objectives
Directions:
1.
Check the current N 248 information for due date of objectives to faculty.
a.
b.
c.
d.
Read sample objectives for your chosen clinical setting.
Review copy of last clinical evaluation to determine areas of improvement
and areas of strength.
Using a behavioral verb and a specific time frame, write a rough draft of a
minimum of six objectives you want to achieve during the preceptorship.
These objectives must be written at the application (or above) level of the
taxonomy (see next page).
Refine objectives and submit to faculty. Keep terms consistent and define
terms.
2.
Incorporate faculty suggestions and revise objectives. Resubmit to faculty or
preceptorship coordinator.
3.
Review objectives with preceptor(s) to make sure they are attainable
within 108 hours and applicable to the chosen clinical area.
4.
At midterm for N 248, review personal objectives and revise, as needed. Submit
and discuss revisions with the faculty and preceptor(s).
5.
Attach copy of personal objectives to N 248 clinical evaluation and submit to
faculty at the end of the preceptorship (after your last day).
24
Criteria for Student Placement
1.
Student placement will be based on program ATI scores, clinical
and lecture instructors feedback, and student surveys
2.
Students may be given a preceptorship survey to help identify their preference and
interest of unit placement.
3.
The instructor will notify the appropriate personnel of each facility.
4.
Students will complete a preceptorship placement survey.
5.
When prioritizing settings, students are not to choose a unit in which they are
employed.
6.
If multiple requests for a specific facility or unit are identified, student placement
may be determined by Preceptorship Coordinator.
7.
Students will receive written notification for the determination of placement.
8.
Preceptorship assignments are at the discretion of the Preceptorship
Coordinator.
25
MT. SAN JACINTO COLLEGE
ASSOCIATE DEGREE PROGRAM
N248 Preceptorship
Preceptorship Agreement
I.______________________________________________, a fourth semester nursing student at
Mt. San Jacinto College, will participate in the Preceptor Program beginning ______________,
and ending______________________2014 .
My preceptor is _______________________________,at _____________________agency on
the _______shift. I will work with my preceptor to schedule blocks of time, not to exceed 40
hours a week. This schedule provides for continuity of my learning experience.
It is my responsibility to arrange my schedule to coincide with that of my preceptor. I understand
that I am NOT to be on duty in the absence of my assigned preceptor or a pre-approved alternate
preceptor. I will notify faculty prior to any absence, change in preceptor’s work schedule, or
work assignment (float to a different area, assume charge nurse assignment).
I understand that the faculty is ultimately responsible for my clinical placement and evaluation. I
also understand that I am still a student at Mt. San Jacinto College, and as such, am still governed
by the policies and procedures of the Nursing Department and the College. I will wear my Mt.
San Jacinto College name badge at all times and will adhere to the specified uniform policy for
the preceptorship.
The preceptorship consists of 108 hours of clinical, working a full-shift each time.
I will attend any required Mt. San Jacinto College and agency orientation.
I understand that faculty is always on-call to assist, as needed. The faculty will routinely visit
both the preceptee and the preceptor during the preceptorship.
Preceptor Signature:__________________________________
Date:_______________
Alternate Preceptor Signature:__________________________
Date:_______________
Faculty Signature:____________________________________
Date:_______________
Preceptee Signature:__________________________________
Date:_______________
4 copies needed: 1-faculty, 1 -student, 2 -preceptor and alternate if necessary
26
MT. SAN JACINTO COLLEGE
ASSOCIATE DEGREE NURSING PROGRAM
Preceptee Learning Style Self-Assessment
Name: _________________________ Unit: _________
Date:___________________
The purpose of this self-assessment is for you to identify your individual learning styles. This
information can be used by you and your preceptor to coordinate favorable learning experiences.
Check all that apply
1.
What teaching/instructional methods are most helpful in your learning process?
 Discussion  Self-learning module
 One-on-one verbal instruction
 Video
 Computer aided
 Other
______________________________________________________________________________
______________________________________________________________________________
2.
What type of supervision promotes the most optimal learning for you?
 Direct supervision with coaching
 Direct supervision with coaching, if needed
 Preceptor available for questions
 Other
______________________________________________________________________________
______________________________________________________________________________
3.
What type of feedback would you prefer regarding your clinical practice/job
activities?
 Immediate
 Once daily
 At specific designated times
 Other
________________________________________________________________________
________________________________________________________________________
4.
How do you prefer to learn a skill?
 Read about skill
 Watch video
 Observe skill in work setting
 Practice skill in simulation
 Other
________________________________________________________________________
________________________________________________________________________
5.
Comments: _______________
Upon completing your orientation, give this form to your preceptor.
Signatures:
Preceptor: __________________________
Date Received: ____________________
Preceptee: _____________________________
27
Associate Degree Nursing Program
STUDENT QUALITY ASSURANCE WORKSHEET
Please use hard point pen
STUDENT TO FILL OUT THIS SECTION
Student:
Semester:
Date:
1
2
3
4
Instructor:
Clinical Facility/Hospital Unit:
Staff Nurse(s):
Patient’s Initials:
Patient age:
Diagnosis:
History:
Complete
*Partial
Completion
*Incomplete
1.
□
□
□
2.
□
□
□
3.
□
□
□
4.
□
□
□
5.
□
□
□
6.
□
□
□
INDIVIDUAL OBJECTIVES (Present to faculty and staff nurse)
*Follow-up Needed:
Comments regarding assignment:
STAFF TO FILL OUT THIS SECTION
Comments:
Staff Signature:
Signatures:
Reviewed by Instructor
Student
28
White to Instructor
Yellow to Student
SEE REVERSE SIDE OF FORM FOR STUDENT/STAFF GUIDELINES
MT. SAN JACINTO COLLEGE
ASSOCIATE DEGREE NURSING PROGRAM
Evaluating the Preceptee
Evaluation is an ongoing process. Evaluation reinforces correct behavior on the part of the learner. It helps the preceptee
realize how to change incorrect behavior and assists the faculty to determine the adequacy of their teaching. The purpose
of this section is to review learning objectives as they relate to evaluation, and to provide an overview of the evaluation
process.
Learning Objectives:
Objectives serve to guide the learning process, as well as provide a means to evaluate learning. A well-written objective
tells us not only what the preceptee wants to learn, but allows us to determine if they have achieved their goal. The
preceptee will have individually developed learning objectives. These objectives can be modified, and frequently are
based on the client population and availability of opportunities. They must be realistic for the clinical setting and the
length of time the student will be with you. Please evaluate the student’s objectives and assist the student in making
needed modifications.
Purpose of Evaluation:
Evaluation is a form of feedback that can reinforce learning. When you give feedback that an objective has been
achieved, the preceptee feels successful and motivated to continue learning. Positive reinforcement lets the student know
what they are doing right, and increases the probability that the preceptee will maintain the behavior or level of
performance. Evaluation is also a form of feedback that can help correct misinformation. If the preceptee is not
performing as well as you expect, evaluation can help to pinpoint areas that need improvement. Thus, evaluation can be
an effective teaching tool.
Evaluation is also used to provide feedback to the preceptor and nursing faculty on their effectiveness. You may feel that
you have successfully taught a preceptee something, but unless behavior demonstrates learning, you may not have gotten
the message across. Nursing faculty evaluate learning in the classroom through testing. The revised program outcomes
for this nursing program are to produce a graduate who can function in the work force. The behaviors you observe during
this experience assist you in evaluating achievement of this objective.
Method of Evaluation:
Please review the evaluation forms developed for the Mt. San Jacinto College Preceptorship Program. You will find these
forms at the end of this section. Faculty will assist you in completing the forms if you need assistance. The preceptees
will provide you with their individual objectives. These objectives play an important role in the evaluation process.
Please read them carefully and ask for clarification, as needed.
When to Evaluate:
Evaluation is an ongoing process that begins the first day the preceptee arrives on the unit, and ends when the
preceptorship is completed. Sometimes, a preceptee seems to be struggling at first. Try not to be overly alarmed. Some
struggles and failures along the way are expected. While evaluation is more or less a continuous process, it is more
objective to look at overall preceptee performance rather than isolated events on a day-to-day basis. If your preceptee
performance remains unsatisfactory in spite of all your efforts, you should not wait until the evaluation. Consult with the
29
faculty. They can help you to assess specific weaknesses and learning needs as well as assist you in giving constructive
feedback to preceptees.
Unfortunately, preceptees may occasionally fail in the preceptorship. Failure on the part of the student is not failure on
the part of the preceptor. If you believe the student is in jeopardy of not meeting the clinical objectives, make sure you
contact faculty as soon as possible. Faculty can help you make an assessment of the situation and give you advice on how
to work with the preceptee in the situation.
One last comment, do not be surprised if you find that your student is just beginning to “catch on”, and to really make
progress during the last week of the preceptorship. Both preceptor and preceptee often wish their time together was
longer. Finally, and most importantly, the preceptorship experience, and your role, assists preceptees to make tremendous
gains in self-confidence in their abilities. At the end, the preceptees are really proud of how far they have come. They
leave the preceptorship feeling more like RNs (the goal), and less like students.
On behalf of the preceptees, faculty, and Mt. San Jacinto College Nursing Department, thank you for participating in this
very important venture. Our future in nursing is based on your support, dedication, and time spent working with the
nurses of tomorrow.
30
MT. SAN JACINTO COLLEGE
ASSOCIATE DEGREE NURSING PROGRAM
Program Evaluation by Preceptee
Date:
Unit:
Agency:_____________________________
1.
Identify at least two positive experiences you encountered as a preceptee.
2.
If you could change anything in the preceptorship, what would you change, and how?
3.
How did the faculty support you in meeting your learning needs?
4.
State at least two ways in which the preceptorship assisted you in transitioning from student to the
expectations of an entry level RN role.
5.
What one word best describes your feeling about your experience in the preceptorship?
6.
Describe your feelings about being precepted in the agency to which you were assigned.
31
MT. SAN JACINTO COLLEGE
ASSOCIATE DEGREE NURSING PROGRAM
Preceptee Evaluation of Preceptor
Rating Scale: 5 = Excellent, 4 = Very Good, 3 = Average, 2 = Below Average, 1 = Needs Improvement, 0 = N/A (Not applicable
or unknown)
COMMUNICATION
1.
Established professional relationship with
2.
3.
4.
RATING SCALE
student.
5
4
3
2
1
0
Oriented to: unit, staff, hospital, policies,
procedures, and resources.
5
4
3
2
1
0
Provided feedback on:
a.
Appropriateness of learning objectives.
b.
Modifications of learning objectives.
c.
Progress toward completion of
objectives.
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
0
0
0
Provided constructive criticism and support when
managing client care.
5
4
3
2
1
0
Comments:
PROFESSIONAL ROLE
RATING SCALE
1.
Assisted in developing client care assignments
according to student ability and learning
objectives.
5
4
3
2
1
0
2.
Assisted in increasing skill level toward that of
an entry level RN.
5
4
3
2
1
0
3.
skills.
Assisted in developing priority and organizational
5
4
3
2
1
0
4.
Assisted in developing skills in delegating client
care.
5
4
3
2
1
0
5.
Assisted in finding skills for clinical practice.
5
4
3
2
1
0
6.
Promoted overall management skills.
5
4
3
2
1
0
Comments:
32
TEACHER/ADVOCATE ROLE
1.
RATING SCALE
Collaborated in adjusting learning experiences to
meet skill level of an entry level RN.
5
4
3
2
1
0
5
4
3
2
1
0
3.
Offered emotional support and guidance in transition
from student to entry level RN role.
5
4
3
2
1
0
4.
Provided appropriate supervision and
consultation with new skills or learning needs.
5
4
3
2
1
0
5.
Treated me more as a peer as the preceptorship
progressed.
5
4
3
2
1
0
6.
Included me in client care issues such as client
care conferences, communications with
physicians.
5
4
3
2
1
0
2.
Facilitated opportunities to gain additional
experiences.
learning
Comments:
OVERALL COMMENTS
Strengths:
Areas for Improvement:
Preceptor Signature: ____________________________
Preceptee Signature: ____________________________
Alternate Preceptor:
____________________________
Date:
____________________________
J:\wdocs\rn\gen\preceptor\evaluationsp03
33
Program Evaluation by Preceptor
Date:
Agency
Preceptor Name:
1.
Identify at least two positive experiences you have encountered as a preceptor.
2.
If you could change anything in the role of preceptor, what would you change, and how?
3.
Do you feel adequate communication existed with faculty during the preceptorship? If applicable, what
suggestions do you have for improvement?
4.
How did you utilize the faculty during the preceptorship? Do you have any suggestions for faculty?
5.
Do you have any suggestions for change of the student’s clinical evaluation form?
6.
Orientation to role:
a.
Did you find the orientation packet useful?
(1)
What was most helpful?
(2)
What, if anything, would you change?
34
(3)
What would you like to have added and/or deleted from the
orientation packet?
7.
What additional workshop/orientation materials would you like as a preceptor?
8.
Please list any ideas you have that would enhance or improve this program for next year.
35
PRECEPTORSHIP CALENDAR
Date: _________________________
Student: _______________________ Preceptor: _________________
Phone: ________________________
Unit: _____________________
Hospital: ______________________
Phone: ____________________
Week Sunday Monday Tuesday Wednesday Thursday Friday
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
**Please write in your clinical dates in the above blank calendar**
Saturday
Please date this calendar. A calendar indicating shifts and days assigned to work must be
developed, reviewed, and adhered to each week during the Preceptorship Program. Provide a
copy of this calendar for yourself, instructor/Preceptorship coordinator, and your preceptor. If
changes are necessary, notify your instructor/Preceptorship coordinator immediately. Board of
Registered Nursing requires that 108 hours of the Preceptorship must be completed.
36
Associate Degree Nursing Program
Clinical Evaluation Tool
Nursing 248 Preceptorship
Date: _____________________
Student’s Name: ________________
_________________
MO= Meets Objectives (Student consistently demonstrates and meets all criteria without
unsatisfactory)
NI= Needs Improvement (Student occasionally meets criteria 50% of the time without
unsatisfactory)
U= Unsatisfactory (Student rarely meets criteria <50% of the time) NA= Not applicable
MO
NI
U
NA Nursing Role/Leadership
Uses the nursing roles of communicator, actively participates in
implementing change
a. Behavior is ethical & honest as judged by ANA ethical
principles and Adheres to all school and facility policy and procedures
(Per Student Handbook)
b.
Consistently demonstrates professional behavior by role modeling and
being part of the inter-professional team (See Handbook)
c.
Possesses needed supplies/equipment to deliver patient care (student
identification badge, stethoscope, penlight, watch with ability to display
seconds, scissors, pen, check-off sheet)
d.
Examines sources of information to prepare and deliver appropriate
patient care [medical record (electronic and/or paper), Kardex, MAR]
e.
Actively listens to nursing report (name, room diagnosis, allergy, code
status, MD, etc..)
f.
Uses time efficiently to maximize learning (i.e. text books, lecture
notes, drug reference books, clinically related research)
g.
Utilizes appropriate verbal and nonverbal communication when
interacting with patients, families, significant other(s) and healthcare
team
h.
Exemplifies professional behavior at all times, takes responsibility and
accountability for actions and able to work autonomously.
Seeks out learning opportunities to meet educational objectives and
remains a lifelong learner
i.
37
Complies with legal and regulatory requirements relevant to
nursing practice such as demonstrating ethical and legal behaviors
(HIPAA)
k. Seeks feedback and accepts constructive criticism and strives to modify
behavior
NA Nursing Process
Uses a systematic approach to assess, diagnose, plan,
implement/intervene and evaluate patient care.
a. Demonstrate appropriate assessments (Head to toe, body system, vital
signs, lab and diagnostic data, medication side effects) and anticipates
risks related to assessment data
j.
MO
NI
U
b.
Formulates and prioritizes 3 nursing diagnoses (including long term and
short term goals for each diagnosis) and 3 interventions per diagnosis
based on patient assessment
c.
Plans and implements patient-centered care based on patient
developmental, cultural and spiritual needs
Evaluates and revises nursing goals and interventions (Specific to
patient diagnosis)
Revises plan of care based on patient outcomes/responses to
care/nursing process in a timely, coordinated, and accurate manner
d.
e.
MO
NI
U
NA Patient-Centered Care
Recognizes the patient or designee as the source of control and full
partner in providing compassionate and coordinated care based on
respect for patient’s preferences, values and needs
a. Advocates for patient as appropriate in multidisciplinary team
discussions . and organizes care and sets priorities (Vital signs, bed
making, ADL’s etc.)
b. Anticipates and meets patient’s needs (Feeding, ambulation, ADL’s,
positioning, safety etc.) Protects confidentiality of health information in
electronic health records as well as paper medical records
c.
Maintains patient safety at all times (Bed rails up as needed, bed in low
position, call light within reach, phone within reach, patient
identification bands, allergy band, code status band)
d. Observes Standard Precautions at all times (hand washing, isolation
precautions)
e.
Applies theoretical principles learned in theory based on
comprehensive psychosocial and physical health history that
includes patient's perspective and considers cultural , spiritual, social
considerations (weekly CLO to practice)
38
f.
Establishes rapport when educating patient, family, and significant
other(s) prior to performing any procedures/actions/interventions etc.
g.
Performs procedures following essential functions (See Handbook)
h. Completes assignments in a timely manner based on sound clinical
judgment and clinical reasoning. (Per clinical instructor time frame)
MO
NI
U
NA Communication
Implements therapeutic communication skills that foster open
communication, mutual respect and shared decision making to achieve
quality patient care
a. Accurately and consistently communicate patient values, preferences and
expressed needs with inter-professional health care team using SBAR
b. Provide patient-centered care with sensitivity and respect for the
diversity of human experience/culture of client
c. Elicit expectations of patient & family for relief of pain, discomfort, or
suffering
d. Communicate care provided and needed at each transition in care
e. Identify and demonstrates use of correct terminology, grammar and
spelling in documentation
f. Properly document legible relevant information (including assessment)
in medical record (eg: vital signs, I & O, ADL’s, procedures)
g. Identify, describe and demonstrate use of verbal and nonverbal
communication
h. Consistently keeps instructor and staff buddy informed of patient care
needs
MO
NI
U
MO
NI
U
i. Relates plan of care to instructor, nurse, patient, and family
member/significant other (s) in a timely and accurate manner
NA Evidence-Based Practice
Integrates best current evidence with clinical expertise and
patient/family preferences and values for delivery of optimal health care
a. Actively involved in appropriate data collection and other research
activities and navigates the electronic health records per facility protocol.
b. Develop, modifies, and implements individualized care plan on patient
values, clinical expertise and evidence on two patients
c. Consults with members of the intra-professional team before deciding to
deviate from evidence-based protocols
d. Examine an discusses original EBP clinical research article and relate to
area of practice
NA Quality Improvement/Fiscal Responsibility
Uses 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 health care systems. Recognizes that
cost effectiveness is essential for success for the health care organization
39
a. Organizes and delivers care based on Standard Precautions (hand
washing, PPE, infection control standards)
b. Practices aligning the aims, measures and changes involved in
improving care
c. Complies with agency policy and understands quality improvement
methodologies
d. Uses hospital resources effectively and in a cost effective manner
e. Evaluates and implements systems-improvement based on clinical data.
MO
NI
U
NA Safety
Minimizes risk of harm to patients and providers through both system
effectiveness and individual performance
Demonstrates safe practices related to medication administration
a. including rights, verification of allergies , two patient identifiers, readback process, independent double checks for high alert
b. Recognizes unsafe situations and intervenes appropriately at all times
c. Performs three checks and seven rights for medication administration
process
d. Ensures patient and significant other(s) receive appropriate education
regarding safe care practices and medication administration
e. Calculates medication doses accurately and in a timely, organized and
accurate manner and educates patient on safety practices when
administering medications, drawing blood, starting and IV, using
PCAs.
f. Examines patients to determine responses to medications
effectiveness/side effects
g. Performs procedures as instructed in a timely, coordinated and accurate
manner
Evaluation
40
NURSING 248 Preceptorship
CLINICAL EVALUATION TOOL
Preceptor and Clinical Instructors
Narrative Summary
Clinical Performance:
Satisfactory/Unsatisfactory (Please Circle)
NARRATIVE:
Instructor’s Signature ________
_______________________ Date:
Student’s Signature _____________
____
41
____________Date:
______