1 Preceptor Orientation 1 Department of Nursing & Allied Health RN to BSN Program Preceptor Orientation Program Revised January 2011
2 Preceptor Orientation 2 The faculty and staff of SUNY Delhi s RN to BSN program would like to extend our sincerest appreciation for your willingness to precept a nursing student and share your knowledge and expertise with new professionals to the field. As you know, the value of a precepted practicum experience is immeasurable. Students look to preceptors for mentorship, direction, and guidance. You are not only supporting students in becoming confident and knowledgeable clinicians, but future leaders in the discipline as well. Thank You.
3 Preceptor Orientation 3 TABLE OF CONTENTS INTRODUCTION Page About this Guide...4 Tracking...4 Directions...4 Mission...5 Program/Student Learning Outcomes...5 Design & On-line Learning Implications...6 Course Descriptions...7 THE PRECEPTOR Definition & Qualifications...7 Benefits...7 Roles & Responsibilities...8 ESTABLISHING AND DEVELOPING THE RELATIONSHIP Orientation...10 Clarification of Expectations...10 Determining Meeting Times...10 IMPLEMENTATION Serving as Educator, Role Model, and Resource...11 Supervision, Evaluation and Feedback...11 Additional Strategies and Tips...12 APPENDIX...14 EVALUATION...18 REFERENCES...19
4 Preceptor Orientation 4 Introduction About this Guide The purpose of this orientation guide is to provide new preceptors with a brief overview of Delhi s RN-to-BSN Program; to define and clarify the roles and responsibilities of preceptors, students, and faculty; and to give preceptors general guidelines in working with students before, during, and after the practicum. Tracking Our accrediting body, The National League for Nursing Accreditation Commission (NLNAC), requires us to track and assess our preceptor education efforts and so this orientation guide concludes with a brief evaluation intended to ensure that our preceptors understand their roles and what is (and is not) expected of them and the students. Generally, the evaluation at the end of this orientation should take no longer than minutes to complete. Directions Please read through the guide. At the end, follow the link to complete the evaluation. You will be asked to enter your name, phone number, and address. The scoring is automated, and a copy of the results will be sent to you via the address you provided and to the RN-to- BSN staff. Be assured that the results will not be shared with your employer, students, or anyone outside of SUNY Delhi s RN-to-BSN staff. Should any results appear problematic you will be contacted directly by one of our staff..
5 Preceptor Orientation 5 Mission of the College The mission of SUNY Delhi is to provide its students with academic opportunities that yield clear thinkers and productive citizens who are prepared for service, leadership, and successful careers. Mission of the Program The mission of the RN-to-BSN Program is to develop professional nursing leaders who will integrate healthcare expertise with civic responsibility and to enable graduates to contribute significantly toward the employment demands in the healthcare community and in nursing education. Program/Student Learning Outcomes Graduates of the SUNY Delhi RN-to-BSN program will: 1. Synthesize knowledge from the biological, social, and behavioral sciences, as well as humanities and nursing to provide culturally competent care to individuals, families, and communities. 2. Critically analyze and selectively apply research findings to nursing practice related to disease prevention, health promotion, illness, and restoration of health. 3. Collaborate with community-based partners to promote health in diverse client populations. 4. Effectively communicate with clients, diverse patient groups, and healthcare disciplines and adapt communication methods to meet the healthcare, educational, and counseling needs of diverse client groups across a multiplicity of settings. 5. Access, critically appraise, and utilize clinical evidence, data, and information from a wide range of resources to comprehensively and accurately provide nursing care to clients, families, and the public in a variety of settings. 6. Assume diverse leadership roles across the continuum of care to responsibly manage human, fiscal, and material resources. 7. Integrate professional role, values, ethical, moral, and legal aspects of nursing into practice in a variety of structured and unstructured settings.
6 Preceptor Orientation 6 8. Be guided by nursing theory, incorporating knowledge of environmental, social, cultural, economic, political, technological, and global factors to develop plans to affect beneficial client outcomes. Program Design & Online Learning Implications The RN-to-BSN program was designed with the working RN in mind. It is a 100% online curriculum, with required precepted practica completed in the students hometown communities. Courses are 7 weeks long, with selections offered every 7 weeks throughout the year. Four of the courses require precepted practica: NURS 301: Health Assessment NURS 400: Leadership & Management in Nursing NURS 401: Community Health Nursing NURS 403: Senior Practicum Successful online students are organized and self-disciplined and able to prioritize and manage their own learning, because online courses do not rely on physical attendance (Blackboard, 2000). Instead, student learning is assessed in how thoroughly and consistently the student responds to discussions, critically thinks about and organizes the learned information, and applies that learning toward the assignments. To this end, our faculty employs a constructivist methodology in the online environment. Constructivism is based on the premise that learners create, organize, and interpret knowledge in their own ways (Legg, Adelman, Mueller, & Levitt, 2009). Constructivist methods include (a) providing real-world scenarios for students to investigate, (b) providing opportunities for reflection and application of knowledge acquired, (c) challenging students to make connections between research and practice, and (d) building on previously learned concepts with the intention of helping students develop, focus, and support their ideas through evidence and critical thinking.
7 Preceptor Orientation 7 Clinical Course Descriptions & Objectives You have agreed to precept an RN taking one of the courses listed on the previous page. For your reference, we have included the course descriptions and objectives in the Appendix on page 17 of this document. The Preceptor Definition & Qualifications SUNY Delhi s Department of Nursing & Allied Health defines preceptors as qualified individuals who work one-on-one with RN-to-BSN students in the clinical area to promote attainment of student learning objectives. Preceptors are willing to share their professional values, skills, and beliefs. They are effective verbal and written communicators, have good problem solving skills, and are organized and dependable. Preceptors are licensed registered nurses with a minimum of a BSN degree, who have at least 2 years of experience, one of which must be in the area of practicum specialty for which the preceptor is used. Benefits of Precepting For the Preceptor: Recognition as an experienced role model and educator, contributing to professional development Having a role in advancing nursing practice Satisfaction in facilitating learning and development of new skills for entering professionals Opportunity to sharpen knowledge and skills Opportunity to influence change in the workplace Opportunity to influence change in nursing education Opportunity to network and share ideas with other preceptors and nursing leaders For the Student: Individualized support and encouragement from a practicing, experienced professional Increased knowledge and skills in the specialty area
8 Preceptor Orientation 8 Opportunity to apply curriculum content into practice (i.e., application of theory-topractice) Increased confidence in skills and problem solving Opportunity to exchange and discuss ideas Roles and Responsibilities of SUNY Delhi Faculty/Staff, Preceptors, and Students Preceptor responsibilities include: 1. Complete Preceptor Data Form. 2. Complete Preceptor and Student Agreement Form and the appropriate course Learning Contract. 3. Orient student to the practicum setting including identification of facility policies and procedures. 4. Serve as a role model, practitioner, educator, and mentor. 5. Supervise student in the practicum setting, where applicable. 6. Critique student's ability to provide organized and safe nursing care. 7. Provide suggestions that will assist and improve student performance to achieve course and practicum outcomes. 8. Contact course faculty member concerning any issues that may arise. 9. Be available to student at all times or provide a back-up preceptor in case of absence from the practicum setting where applicable. 10. Assist course faculty with formal evaluation, as per course guidelines, by providing documentation of the student s progress in meeting designated course outcomes. 11. Complete Preceptor Programmatic Evaluation Form. Faculty and staff responsibilities for utilization of preceptors in all courses include: 1. Discuss with agency personnel coordination of the practicum and identification of qualified preceptors. 2. Obtain a clinical contract between SUNY Delhi and the healthcare facility. 3. Assist student in identifying a preceptor who will work with the student in achieving the course objectives. 4. For NURS 403 only, assist student in developing learning contract prior to the precepted practicum, including objectives and learning strategies. 5. Discuss with the student and preceptor the student's progress, ensure communication between the College and practicum site, and exchange ideas and/or suggestions to better achieve course outcomes. These meetings can occur by telephone and/or exchanges. 6. Obtain feedback from the preceptor of student progress in demonstrating designated course outcomes for the purpose of student, course, and program evaluation. 7. Incorporate data from discussions with the student and preceptor, along with preceptor s written documentation, to provide the final student evaluation and assignment of performance rating and/or grade.
9 Preceptor Orientation 9 Student responsibilities include: 1. During the term prior to the practicum experience (or earlier), identify appropriate agencies and confirm status of agency affiliation in coordination with the practicum coordinator at SUNY Delhi. 2. During the term prior to the practicum experience, identify a preceptor within the affiliated agency, and provide the preceptor with the Preceptor Data Form. 3. Complete Preceptor and Student Agreement Form and appropriate course Learning Contract. 4. For NURS 403 only, collaborate with course faculty and preceptor to develop a learning contract the term prior to the precepted practicum, including objectives and learning strategies, for this practicum experience. 5. Provide preceptor with a copy of the course syllabus containing designated course outcomes of the course in which student is enrolled. 6. Adhere to all hospital or practicum facility policies and procedures. 7. Comply with health and other professional requirements of the practicum facility prior to start of practicum, including such protocols as background checks, ID, or other orientations. 8. Successfully complete the terms established within the learning contract. 9. Dress in a professional manner consistent with practicum facility guideline and be clearly identified as a student. 10. Be prepared to work in practicum setting in a safe manner that demonstrates professional standards. 11. Arrive at the agreed time. 12. Attend all established practicum days or notify preceptor of absence and establish makeup experience. 13. Complete Student Evaluation of Preceptor Form. 14. Adhere to all College policies and procedures identified in the College Catalog, Student Handbook, and/or course syllabus. Practicum Coordinator responsibilities include: 1. During the term prior to the practicum experience, communicate information regarding process for securing agency affiliations and appropriate preceptors, including deadlines and necessary forms, with students registered for upcoming practicum courses. 2. Confirm students plans and initiate contract negotiations with new agencies (agency contact information provided by students). 3. Follow up on agreement negotiations through execution of agreement. 4. Inform student when agreement is finalized. 5. Maintain affiliation listings and information on agency-specific protocols. 6. Communicate with students on progress in securing a preceptor. 7. In collaboration with faculty, review all preceptors for appropriate qualifications and inform students of approvals. 8. Collect, review, and file all preceptor paperwork (Data Form, Agreement Form, and Learning Contract) and maintain preceptor database. 9. Provide faculty with each student s preceptor contact information. 10. Collect results of Preceptor Orientation Program Evaluation.
10 Preceptor Orientation 10 Establishing & Developing the Relationship Orientation During the beginning of the precepting relationship, the focus should be on establishing trust and a level of comfort which is the foundation of a good learning experience. Students may be anxious, particularly in a new environment. Orienting the student to the facility and policies as necessary, introducing the student to other staff, including the student in appropriate level activities, and assuring your availability will help to promote trust and comfort and help the student feel welcome. Finally, sharing one s background and experiences, as well as discussing the student s background, experiences, and career goals, can be an important component to the developing relationship. Clarification of Expectations Going over the Roles and Responsibilities (pp ) for clarification and understanding of the course learning objectives (pp. 7-10) is an important part of the orientation phase as well. Preceptors and students are highly encouraged to contact the faculty if there are any questions about learning objectives or assignments before the precepted experiences begin. Determining Meeting Times The student and preceptor should negotiate meeting times that work with the preceptor s schedule and the student s needs, while still addressing course objectives and learning activities. Regular evaluation and feedback after meetings help the student to reflect on his or her experiences and provides an opportunity to address and troubleshoot problems.
11 Preceptor Orientation 11 Implementation Implementation of learning objectives is really the focus of the student-preceptor relationship and is when the preceptor actively becomes the practitioner, role model, resource, educator, and mentor and demonstrates his or her skills as a clinician. Assisting the student s development by guiding decision making and problem solving, while allowing the student to develop his or her own understanding and sense of autonomy, and nurturing a sense of professional accountability are key goals of the relationship. Over time, the preceptor may give less direction while the student acts more independently. Educator, Role Model, and Resource Effective preceptors understand that learning styles vary from person to person and try to utilize strategies that seem to best enhance the student s understanding. Being open and communicative about what you observe is crucial, along with having a willingness to be flexible about how and what you teach. Allowing a student to observe various situations and your decision making processes and interactions with staff, patients, and families will enrich the student s understanding of your role. Adult learners often bring a good deal of background and experience to student preceptorships and want to know that their strengths will be capitalized upon and their weaknesses will be addressed with appropriate assignments and constructive feedback. Students look to preceptors for clear, professional guidance and view preceptors as experts in their areas who will help build on their previous learning. Supervision, Evaluation, and Feedback Preceptors are expected to be available to students at all times in the practicum. In the event this is not possible, preceptors are expected to arrange for a temporary back-up preceptor. While
12 Preceptor Orientation 12 formal and written evaluation procedures will be provided to the preceptor by the faculty during the course, informal evaluation and feedback is a part of the learning process. Learning is facilitated when: The learner has an opportunity to test ideas, analyze mistakes, take risks, and be creative The learner has feedback of his or her progress toward established goals Learning takes place in situations where satisfaction is derived: Good work deserves praise, just as problem performance requires correction Similarities between past and current experiences are recognized Open communication and feedback is one of the foundations of a productive studentpreceptor experience. Principles of effective communication for both preceptor and student include: Active listening: showing interest and acceptance Eye contact Being open minded and avoiding pre-judgment of the speaker or the message Tuning into the words and feelings conveyed Noting the person s (and one s own) body language Avoiding interruptions: Listen first and then respond Responding to what is being communicated rather than the way it is being sent Similarly, responding to the message, not the person Asking questions to verify understanding: What I hear you saying is... Communications that involve both sending AND receiving messages Using I statements ( I feel, I prefer ) rather than you statements, as these minimize resistance and defensiveness Talking with the listener being more effective than talking at the listener Additional Strategies and Tips Sometimes problems or conflicts arise in a student/preceptor relationship. These should be addressed and solved right away, rather than waiting until the end or never addressing them at all. Fisher (2000) described three main methods to conflict resolution: win-lose, lose-lose, and win-win.
13 Preceptor Orientation 13 In win-lose strategies, the person with authority and power expects to dominate and others to withdraw. While this is a common strategy, it has the potential to make the conflict a destructive force, rather than an opportunity for learning. In lose-lose approaches, the conflict is suppressed or smoothed over by reaching for the easiest and most obvious compromise. Each party gets a little of what he or she wants, however, both are settling for less satisfaction and perhaps not aware that a more satisfying solution may be available. In win-win strategies, a systematic and conscious attempt is made to satisfy the interests and needs of both parties through collaboration. The conflict is seen as a problem to be solved rather than a war to be won. It is both people versus the problem, rather than one person versus the other, there is more focus on the relationship over short term accommodations. With open and honest communication, win-win strategies work toward increasing trust and acceptance. The win-win approach requires patience and skill in human relations and problem solving.
14 Preceptor Orientation 14 NURS 301: Health Assessment Appendix Clinical Course Descriptions & Objectives COURSE DESCRIPTION: This course includes principles of health history, assessment, and physical examination of clients across the lifespan using a systems and evidence-based approach. This course uses a practicum setting of 45 hours to develop holistic approaches and techniques of health assessment utilizing critical thinking skills. The student is responsible for finding a qualified preceptor in a practicum area who will supervise the student and work collaboratively with the faculty to enable the student to accomplish the objectives. Therapeutic communication skills for effective interviewing and history taking will be a focus. Students are expected to accurately perform a series of assessments culminating in a systematic, comprehensive health assessment, analyze the assessment data, develop a plan of care and document the findings. Students will also conduct a cultural/spiritual assessment and a mental status examination of an elderly patient on clients of their choice. These two assessments will not need to be supervised by a preceptor. COURSE OBJECTIVES: Upon completion of this course, the learner will be able to: 1. Demonstrate the collection of a comprehensive database, including age-appropriate health history, lab data, and physical examination. 2. Differentiate among normal, normal variants, and abnormal findings. 3. Modify history taking, physical examination, psychosocial assessment, and screening procedures according to the client s concerns, gender, age and developmental status, psychosocial and cultural/spiritual characteristics, and health status. 4. Synthesize health assessment data to determine health status of the individuals. 5. Use critical thinking in the synthesis of data to identify physical, social, cultural/spiritual, economic, and environmental factors that influence the health status clients. of 6. Develop a plan of care based on the data collected during the assessment process and evidence-based practice.
15 Preceptor Orientation 15 NURS 400: Leadership & Management in Nursing COURSE DESCRIPTION: This course is designed to provide knowledge and skills needed for implementation of leadership and management roles within healthcare. Units of content focus on changes in the health care delivery system, leadership and management theories, effective interpersonal skills for leadership, organizational structures and climates, planned change, information management, financial management, outcomes measurement, and performance evaluation. The practicum of 45 hours provides opportunities for the student to develop and expand leadership skills needed in the practice of professional nursing. COURSE OBJECTIVES: 1. Examine the philosophies of health care organizations in terms of their impact on the care of clients. 2. Explain the basic requirements needed to maintain effective organizational structure. 3. Describe human organizational behavior in relationship to the health care system (i.e., instituting and responding to change, power, autonomy, leadership, and collaboration). 4. Examine human resource management skills (i.e., staffing, fiscal management, training and education, performance appraisal, understanding and managing absenteeism, collective bargaining, and labor relations). 5. Critically examine the impact of broad environmental factors (political/social/economic/cultural/physical) on human organizational behavior. 6. Critically review literature related to theories of leadership. 7. Examine self to determine leadership competencies and limitations. 8. Plan strategies to improve leadership competencies. 9. Explain the basic elements of change theories.
16 Preceptor Orientation 16 NURS 401: Community Health Nursing COURSE DESCRIPTION: This course will provide the student with a broad introduction to local, national, and international community health practices and the role of nursing within this context. Using an evidence based framework, students will explore epidemiology; health promotion and disease prevention within groups; individual and family case management, community assessment, and intervention; health informatics; and factors influencing the delivery of and access to community health services. The health care needs of at-risk populations will be examined. This course includes a practicum learning experience of 45 hours in an individualized placement that addresses the student's area of interest. COURSE OBJECTIVES: 1. Discuss current issues and trends in community health nursing. 2. Complete a basic assessment of a client in the community with consideration of multiple determinants of health. 3. Apply the principles and methods of epidemiology to select nursing care situations. 4. Critically appraise relevant health promotion and/or illness and injury prevention strategies for select aggregates/groups, based on a windshield assessment of a specified community. 5. Evaluate the effect of nursing interventions upon individuals, families, groups, and communities. 6. Analyze the roles of community health nurses and other members of the community health team (i.e., health care providers, community groups, etc.). 7. Apply principles of health informatics in diverse community health settings. 8. Utilize scientific and theoretical knowledge as the basis for providing nursing care to clients in the community.
17 Preceptor Orientation 17 NURS 403: Senior Practicum COURSE DESCRIPTION: This course enables the student to further develop leadership abilities, communication, critical thinking, and decision-making skills. Students are assigned individually planned experiences under the direction of a preceptor. Each student identifies specific learning activities for the practicum which relate directly to the selected healthcare agency. Students will prepare a contract defining the role of the student and how he or she will meet the course objectives while working with the designated preceptor. A written log is submitted documenting the student s learning activities for the practicum. Emphasis is placed on fostering independence and self-direction for all students. Each student completes 45 hours in the individualized practicum. This experience is self-arranged to meet the career goals of the student, in a convenient location, and at convenient times. Guidance is provided in defining the experience and obtaining a preceptor as necessary. COURSE OBJECTIVES: Upon completion of this course, the learner will be able to: 1. Evaluate the process of caring for multiple clients and their families in selected healthcare environments. 2. Integrate legal and ethical standards of multidisciplinary healthcare practices into individualized practica. 3. Demonstrate the use of critical thinking as a basis for decision-making in clinical practice. 4. Apply appropriate leadership and management strategies in the delivery and evaluation of care provided by nurses and multidisciplinary healthcare providers. 5. Collaborate with clients, families, aggregates, and other healthcare providers, as appropriate to the individual practicum, for the planning and delivery of care. 6. Integrate nursing knowledge, theoretical concepts, and research from all nursing and allied health courses into the practicum experience.
18 Preceptor Orientation 18 Evaluation Please follow the link below to our online evaluation. You will be asked to enter your name and contact information for verification purposes. We will not share your contact information with anyone outside of the RN to BSN Program staff at SUNY Delhi.
19 Preceptor Orientation 19 References Blackboard. (2000). Educational benefits of online learning. Retrieved April 22, 2009, from its.pdf Fisher, R., (2000). Sources of conflict and methods of conflict resolution. Retrieved Month day, year, from Legg, T., Adelman, D., Mueller, D., & Levitt, C. (2009).Constructivist strategies in online distance education in nursing. Journal of Nursing Education, 48(2),
Master of Science in Nursing Program Nurse Educator PRECEPTOR / FACULTY / STUDENT ORIENTATION HANDBOOK Angelo State University Revised Fall 2014 1 TABLE OF CONTENTS Master of Science in Nursing Program
UTHealth School of Nursing MSN Preceptor Handbook Introduction A clinical preceptorship is a supervised clinical experience that allows students to apply knowledge and skills in a practice setting. Each
1 UTHealth School of Nursing Doctor of Nursing Practice (DNP) Preceptor Guidelines Introduction A clinical preceptorship/fellowship is a supervised clinical experience that allows students to apply knowledge
UNIVERSITY OF NORTH DAKOTA COLLEGE OF NURSING AND PROFESSIONAL DISCIPLINES ADULT-GERONTOLOGY PRIMARY CARE NURSE PRACTITIONER TRACK PRECEPTOR CLINICAL HANDBOOK 2014-2015 Welcome! Thank you so much for agreeing
Mercy College of Nursing and Health Sciences 31 Mercy College of Nursing and Health Sciences Master of Science in Nursing Dean: Kezia Lilly Faculty: Dana Hunt Office: 4431 S. Fremont St. Springfield, MO
NURSING EDUCATION Purpose This program is designed for professional nurses who have earned a Master s or Doctoral Degree in Nursing and seek further education in advanced nursing practice. Concentrations
A LEADING AMERICAN UNIVERSITY WITH INTERNATIONAL REACH ASSOCIATE OF SCIENCE IN NURSING PROGRAM Dear Preceptor, The faculty members of the Associate of Science in Nursing Program of Western Kentucky University
ADULT-GERONTOLOGY PRIMARY CARE NURSE PRACTITIONER Nurse Practitioner Student Learning Outcomes Students in the Nurse Practitioner Program at Wilkes University will: 1. Synthesize theoretical, scientific,
Academic Policies Professional Standards Program Curricula Student Resources RN-BS Nursing Program Handbook 2014-2015 www.canton.edu Table of Contents Purpose.p.4 About the Program...p.4 Mission of the
POST-GRADUATE CERTIFICATE Post Graduate/APRN Certificate Programs Purpose This distance education program is designed for the experienced registered nurse who has earned a master s or doctoral degree in
DOMINICAN COLLEGE DIVISION OF NURSING FAMILY NURSE PRACTITIONER PROGRAM PRECEPTOR HANDBOOK 2015 2016 DOMINICAN COLLEGE DIVISION OF NURSING 470 WESTERN HIGHWAY ORANGEBURG, NY 10962 (845) 848-6028 Created
1 INTRODUCTION A clinical preceptorship can be defined as a supervised clinical experience which allows students to apply knowledge gained in the didactic portion of a program to clinical practice. Because
RN-MS PROGRAM RN-MS Program Purpose This accelerated program is designed for the experienced, practicing registered nurse who plans to continue nursing studies through the master's level and does not hold
Master of Nursing Graduate Degree Clinical Nurse Leader Clinical Manual for Students 2014-1015 Reviewed and Approved August, 2014 Associate Dean for Research and Graduate Education Table of Contents Overview...3
Nursing MASTER OF SCIENCE IN NURSING Director: Jennifer Twaddell Department of Nursing Mission and Purposes The Department of Nursing is dedicated to carrying out the mission of the College of Arts and
An Invitation to Apply: Simmons College School of Nursing and Health Sciences: Department of Nursing Director of the Doctor of Nursing Practice (DNP) Program THE SEARCH Simmons College School of Nursing
4.1 Describe the formal and informal performance appraisal processes used in the organization, including self-appraisal, peer review, and 360 o evaluation (as appropriate) for all levels in the organization.
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),
MASTER OF SCIENCE IN NURSING (MSN) COURSE DESCRIPTIONS 600. THEORETICAL FOUNDATIONS OF ADVANCED NURSING (Credit, 3 hours). A systematic examination of the concepts of nursing, human beings, health, and
Nurse Practitioner Program Site Visitor Handbook Beth- El College of Nursing and Health Sciences 1420 Austin Bluffs Parkway Colorado Springs, Co 80918 (719-2- 4434) Fax 2-4496 1 Table of Contents Important
Expected Competencies of graduates of the nursing program at Philadelphia University Background Educational programs are prepared within the context of the countries they serve. They are expected to respond
Graduate Studies and Research 476 The University of North Carolina at Pembroke 2014-2015 Academic Catalog MASTER OF SCIENCE IN NURSING Director: Jennifer Twaddell Department of Nursing Mission and Purposes
Department of Health Sciences Moss School of Nursing Doctor of Nursing Practice: Family Nurse Practitioner (DNP) DNP Program Information Packet The Doctor of Nursing Practice (DNP) degree is designed for
CHAPTER 1: The Preceptor Role in Health Systems Management Throughout the nursing literature, the preceptor is described as a nurse who teaches, supports, counsels, coaches, evaluates, serves as role model
Nurse Practitioner Program Preceptor Handbook Beth- El College of Nursing and Health Sciences 1420 Austin Bluffs Parkway Colorado Springs, Co 80918 (719-255- 4434) Fax 255-4496 1 Table of Contents Welcome
Bradley University Department of Nursing Graduate Student Handbook Welcome Graduate Nursing Students! The Graduate Student Handbook has been developed to provide guidelines to foster your success. Throughout
Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
1 Mount San Jacinto College Associate Degree Nursing Program NURS 248 Preceptor Handbook 2014-2015 2 Letter to Preceptor Preceptorship Agreement Preceptorship Self Learning Module Table of Contents Preceptor
Nurse Practitioner Mentor Guideline NPAC-NZ Purpose To provide a framework for the mentorship of registered nurses to prepare for Nurse Practitioner (NP) registration from the Nursing Council of New Zealand.
: Post-Master's Pediatric Nurse Practitioner (PNP) University of Florida College of Nursing M. Dee Williams, PhD, RN email@example.com 1 Table of Contents A. Rationale... 3 B. Mission... 3 C. Student Learning
I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience/internship in the School Psychology program. Be sure to read it over carefully as you are
College of Nursing Newton Hall 1585 Neil Ave Columbus, OH 43215 Phone (614) 292-8900 Fax (614) 292-4535 E-mail firstname.lastname@example.org Web nursing.osu.edu To Our Preceptors: The Pediatric Nurse Practitioner Faculty
Master of Nursing Science Program in Community Nurse Practitioner (Revised Curriculum 2008) Curriculum Master of Nursing Science Program in Community Nurse Practitioner Academic Degree Master of Nursing
THE UNIVERSITY OF TEXAS AT TYLER COLLEGE OF NURSING & HEALTH SCIENCES N4631 WEB - Nursing Leadership and Management Spring 2013 FACULTY: Cynthia Bain MSN, BC, RN 214 549 8269 email@example.com The content
St. Luke s Hospital and Health Network Philosophy of Nursing: Nursing, a healing profession, is an essential component of St. Luke's Hospital & Health Network's commitment to providing safe, compassionate,
WEST CHESTER UNIVERSITY COLLEGE OF HEALTH SCIENCES DEPARTMENT OF HEALTH MPH PROGRAM GUIDELINES FOR APPLIED LEARNING EXPERIENCE I AND II For All MPH Program Tracks Community Health Health Care Management
University of Florida Post-Master's Adult- Gerontology Acute Care Nurse Practitioner (A-G ACNP) Certificate Academic Assessment Plan 2013-14 Institutional Assessment Continuous Quality Enhancement Series
W. Cary Edwards School of Nursing Practicum Packet MSN degree and Graduate Nursing Certificate Students This packet must be used for Practicums beginning in January 2016 NUR-740: Nurse Educator: Seminar
Course Number: NUR 420 Course Title: Senior Practicum in Nursing Course Placement: Level III -- Fall, senior year Prerequisites: NUR courses offered in sophomore and junior years Instructional Model: 4
Luth M. Tenorio, PhD, RN, Dean Janet Claypool, MN, Associate Dean Phone: (206) 296-5660 Degree and Certificate Offered Master of Science in Nursing (MSN) Leadership in Community Nursing (LCN) Family Primary
: Post-Master's Adult Nurse Practitioner (AGNP) University of Florida College of Nursing M. Dee Williams, PhD, RN firstname.lastname@example.org 1 Table of Contents A. Rationale... 3 B. Mission... 3 C. Student Learning
FOUNDATION YEAR Student Evaluation I. Cover Sheet Student Name Home Phone Work Phone Cell Phone Email (Please Check) Full-time Part-time Field Instructor Work Phone Email Agency Cell Phone Site Address
MN-NP GRADUATE COURSES Course Descriptions & Objectives NURS 504 RESEARCH AND EVIDENCE-INFORMED PRACTICE (3) The purpose of this course is to build foundational knowledge and skills in searching the literature,
School of Nursing Program 18 Admisssion and Progression The Duke University School of Nursing Program MISSION The mission of the Duke University School of Nursing is to create a center of excellence for
PRECEPTOR SUMMARY INFORMATION Thank you for agreeing to be a preceptor for a USF nurse practitioner student during a clinical rotation. This information is designed to introduce the goals of a clinical
Wegmans School of Nursing Master of Science in: Advanced Practice Nursing Program Overview The mission of the program at St. John Fisher College is to provide a stimulating milieu of academic and clinical
School of Nursing Program 18 School of Nursing Program The Duke University School of Nursing Program Mission The mission of the Duke University School of Nursing is to create a center of excellence for
: Post-Master's Acute Care Nurse Practitioner (ACNP) University of Florida College of Nursing M. Dee Williams, PhD, RN email@example.com 1 Table of Contents A. Rationale... 3 B. Mission... 3 C. Student Learning
BAKER COLLEGE SCHOOL OF NURSING Graduate Nursing Handbook OVERVIEW MISSION, PHILOSOPHY AND PROGRAM OUTCOMES School of Nursing Mission The mission of the Baker College School of Nursing is to prepare graduates
COUNSELING PRACTICUM HANDBOOK Educational Leadership and Counseling Whitlowe R. Green College of Education Prairie View A&M University P.O. Box 519; MS 2430 Prairie View, TX 77446-0519 936-261- 3645 936-261-
Curry College s Master of Science in Nursing is designed for nurses who want to enhance their practice with cutting-edge knowledge and skills. Among the program features are: Convenient campus locations
Master of Science in Nursing 36-41 Hour Program The School of Health Sciences offers a graduate program of study leading to the Master of Science in Nursing which produces a nursing leader in the areas
TEXAS A&M UNIVERSITY CORPUS CHRISTI COLLEGE OF NURSING & HEALTH SCIENCES PRECEPTOR GUIDE FOR MSN CLINICAL COURSES REVISED EDITION FOR 2015-2016 Final review Eve Layman 08/26/15 TO: FROM: Christi Graduate
1 NURSING B257: COURSE ORIENTATION The instructional syllabus is an essential part of the learning process. It serves as a learning contract that clearly states the responsibilities of both the student
Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
N4612 Acute Care Practicum 1 University of Texas at El Paso School of Nursing Preceptor Packet Nursing 4612 Acute Care Practicum PRECEPTORSHIP POLICY STATEMENT UNDERGRADUATE NURSING PROGRAM This statement
Preceptor training Module University of Tennessee College of Nursing Knoxville Tennessee Preceptor Information What is a preceptor? An appropriately credentialed healthcare provider who will oversee the
Page 1 of 12 SCHOOL NURSE COMPETENCIES SELF-EVALUATION TOOL School Nurse School Date Completed School Nurse Supervisor Date Reviewed The school nurse competencies presume that some core knowledge has been
Nurse Practitioner Programs in New Brunswick Mission The Nurses Association of New Brunswick is a professional regulatory organization that exists to protect the public and to support nurses by promoting
Learning Outcomes Data for the Senate Committee on Instructional Program Priorities Program: Baccalaureate of Science in Nursing Registered Nurse to Baccalaureate of Science in Nursing (RN to BSN) Program
Curry College s Master of Science in Nursing focuses on the timely and relevant Clinical Nurse Leader (CNL ) role. The program is designed for nurses who want to enhance their practice with cutting-edge
Preceptor Orientation Packet Family Nurse Practitioner Program 2015-2016 Intercollegiate Consortium for a Master s of Science in Nursing McNeese State University, Nicholls State University, Southeastern
Agency #067.00 CHAPTER SIX STANDARDS FOR NURSING EDUCATION PROGRAMS SECTION I APPROVAL OF PROGRAMS This chapter presents the Standards established by the Arkansas State Board of Nursing for nursing education
Department of Health Sciences Moss School of Nursing Master of Science Degree in Nursing (MSN) MSN Program Information Packet The Master of Science in Nursing degree will provide graduates with a foundation
WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive) Definition of Clinical Mentor: A clinical mentor is defined as a person employed at the site
Standards for the School Nurse [23.120] STANDARD 1 Content Knowledge The certificated school nurse understands and practices within a framework of professional nursing and education to provide a coordinated
Quick Guide For Administrators Based on TIP 52 Clinical Supervision and Professional Development of the Substance Abuse Counselor Contents Why a Quick Guide?...2 What Is a TIP?...3 Benefits and Rationale...4
1 Faculty of Nursing Master s Project Manual For Faculty Supervisors and Students January 2014 2 Table of Contents Overview of the Revised MN Streams in Relation to Project 3 The Importance of Projects
School of Public Health MHA and CEMHA Degree Student Handbook 2014-2015 Revised August 2014 2014-2015 University of Illinois at Chicago School of Public Health - MHA Student Handbook P a g e 2 TABLE OF
1 SCHOOL OF NURSING GRADUATE PROGRAM STUDENT HANDBOOK 2014-2015 (Revisions effective January, 12, 2015) 2 The revisions contained in this document are effective January 12, 2015. They supersede existing
Preceptor Orientation Packet Family Nurse Practitioner Program 2013-2014 Intercollegiate Consortium for a Master s of Science in Nursing McNeese State University, Nicholls State University, Southeastern
Texas A&M International University College of Nursing and Health Sciences Canseco School of Nursing Master of Science in Nursing PRECEPTOR HANDBOOK Revised June 2014 1 Table of Contents Letter of Introduction...
Course Descriptions NUR 3805 Nursing Roles, Dimensions and Perspectives 3 credits The discipline of Nursing has been identified as having the potential for making a major impact on the transformation of
Department of Human Services Manual for Field Supervisors Updated Spring 2015 Table of Contents What Field Supervisors Need to Know about Supervising Students... 3 Contact information for the Field Coordinator:...
Nursing Education Programs and Licensure Requirements General Nursing Education Programs and Licensure Requirements General General 20-90-45. Definition of terms As used in sections 20-90-45 to sections
308 Doctor of Nursing Practice Clarke University offers a Doctor of Nursing degree in Family Nurse Practice to serve the needs of the working health care professionals seeking post baccalaureate study.
AACN SCOPE AND STANDARDS FOR ACUTE AND CRITICAL CARE NURSING PRACTICE AMERICAN ASSOCIATION of CRITICAL-CARE NURSES AACN SCOPE AND STANDARDS FOR ACUTE AND CRITICAL CARE NURSING PRACTICE Editor: Linda Bell,
WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive) Definition of Clinical Mentor: A clinical mentor is defined as a person employed at the site
DNP 2015 2016 TABLE OF CONTENTS Accreditation and Educational Outcomes 1 Curriculum of the Post-Master s DNP Program 1-2 Program of Study 2-3 Course Descriptions for Core Courses 4-6 The E-Portfolio 6-7
Master s Entry into Nursing Academic Manual 2015-2016 TABLE OF CONTENTS Overview of the Master s Entry into Nursing (MEN) Program 2 Outcomes 2 Plan of Study 3-4 Course Descriptions 5-11 Overview of the
Precepting The term preceptor, or teacher, has been known since 15 th century England. Preceptors are the most important teachers in providing a solid clinical experience for nurse practitioner students.
DOCTOR OF NURSING PRACTICE (DNP) Doctor of Nursing Practice (DNP) Purpose The distance education program leading to the Doctor of Nursing Practice degree at Wilkes University is linked to the mission statements
Course Descriptions and Clinical Project Description - 2015 B231 Communication for Health Care Professionals: RN BSN Note: this course must be taken in the first term for RN BSN Students Course Description:
University of Florida Post-Master's Psychiatric/Mental Health Nurse Practitioner Certificate Academic Assessment Plan 2012-13 Institutional Assessment Continuous Quality Enhancement Series Post-Master's
Department of Public Health Sec. 20-90 page 1 (11-04) TABLE OF CONTENTS The Board of Examiners for Nursing and Requirements for Registration of Professional Nurses and Certification of Licensed Practical