Eastern New Mexico University MSN Program NURS 544: Clinical Capstone Preceptor Guide

Transcription

1 Running head: MSN PRECEPTOR GUIDE 1 Eastern New Mexico University MSN Program NURS 544: Clinical Capstone Preceptor Guide Faculty: Valerie Kyle, PhD, MSN, RN Nursing Program Director Eastern New Mexico University Valerie.kyle@enmu.edu

2 CLINICAL CAPSTONE 2 The faculty members at Eastern New Mexico University Nursing Program wish to express their sincere gratitude for the time and effort you have agreed to invest in this preceptorship. This document represents a compilation of the NURS 544 Clinical Capstone requirements, practicum guidelines for successful completion of this course, evaluation forms, and preceptor contract forms. Your role as a mentor is to guide and supervise the teaching component of the graduate student s course requirements. The MSN with Nursing Education emphasis at ENMU focuses on the attainment of a few selected NLN core competencies for novice nurse educators. Your guidance and expertise will greatly enhance the students practicum experiences and their abilities to meet or exceed these competencies. You are encouraged to discuss your student s goals for this semester and to identify teaching strategies best befitting the clinical environment and population served by your student. The faculty will remain available to answer questions and clarify assignments to you and your student throughout the semester. The faculty will contact you via and phone as deemed necessary, and you are strongly encouraged to do so as well. Collaboration between you, your mentee and faculty is vital to the success of not only your student, but also ENMU s nursing program. As a guide please fill out the following forms to ensure accurate, comprehensive and thorough capstone requirement fulfillment: Appendix A Appendix B Appendix C (signature) Appendix D Appendix E Thank you so very much for your assistance, ENMU MSN Program Faculty

3 CLINICAL CAPSTONE 3 Overview of Practicum Requirements Students are required to spend 96 hours during the semester focused on practicum learning integral to the course work accomplished in the MSN curriculum. Students spend practicum hours at various educational based sites. Preceptors may provide supervision, guidance, may act as a resource person, or a point of contact specifically for activities such as faculty development, conferences, workshops, curriculum development activities, and leadership activities. Preceptors are education expert nurses who have earned, at a minimum, a Masters degree in nursing. As community-based resources, preceptors contribute significantly to the MSN students learning and professional socialization. Preceptors and faculty work collaboratively to maximize potential for student learning. Students are responsible for identifying a qualified preceptor. In consultation with their preceptors and faculty, students determine practicum activities consistent with the course objectives developed by faculty. Students are required to process, in a timely manner, all practicum hours with their preceptors whether or not the practicum session was spent directly with the preceptor. Students must distribute their practicum hours throughout the semester, since they are essential components of the integrated courses. Ideally, no student will stay within his or her employing institution for practicum. Certainly, no student may stay in the unit or department where they are employed. Clinical time for which students receive financial or other compensation may not be counted as practicum hours. Basic Requirements Students enrolling in the clinical capstone course NURS 544 must ensure that the following are documented and current in their student file for the duration of the respective course. Active New Mexico RN licensure 2. Immunity to rubella (titer) and to Hepatitis B, Pertussis (DTAP), Measles/Mumps, Varicella 3. Freedom from active tuberculosis (proof will vary and may include PPD, or chest x- ray) 4. Professional liability insurance

4 CLINICAL CAPSTONE 4 5. Current CPR certification (Health Care Provider) For the duration of the capstone course, students must maintain satisfactory work behaviors including, but not limited, to the following: Respecting client/student population confidentiality. Preventing conflicts of interest concerning preceptors, clinical sites, and job responsibilities. Fulfilling all obligations involving the preceptor, including being punctual for scheduled appointments, completing all mutually agreed upon activities, and initiating communication as necessary to keep the preceptor fully informed. Functioning within the student role during the clinical experience. Dressing appropriately by wearing ENMU MSN-Student identification with uniform, laboratory coat and street attire, or scrubs. (Note: This excludes play attire e.g.; shorts, flip-flops, jeans, halter-tops.)

5 CLINICAL CAPSTONE 5 Appendix A PRECEPTOR & STUDENT INFORMATION (Preceptor and student complete. Student return form to faculty) Practicum Course NURS 544 Clinical Capstone Student Current Address Work Phone Home Phone Cell Address PRECEPTOR Name & Credentials: School, Name & Year received MSN Degree: RN licensure state: Clinical Expertise: Experience as a Nurse Educator: Place(s) of Employment:

6 CLINICAL CAPSTONE 6 Official Title: Mailing Address: Work Phone Home Phone Cell Best time to contact: Name of Immediate Supervisor & Credentials Official Title Agency Name Agency Mailing Address City, State, Zip Phone Student: Please Complete the ONE Section Which Applies to You I attest to the fact that I am not an employee or supervisor of the unit where some of the practicum may occur, and that the information provided by my preceptor on the form (above) is accurate to the best of my knowledge. I also attest to the fact that the proposed preceptor is not related to me, is not my immediate supervisor in my work situation, and is not my employee or subordinate. Signature of Student: Date: I attest to the fact that I am an employee of the agency selected, and that I have received permission from (course faculty) to use this site. I also attest to the fact that I am not an employee or supervisor of the unit of clinical experience. To the best of my knowledge, the information provided by my proposed preceptor on the form (above) is accurate. I also attest to the fact that the proposed preceptor is not related to me, is not my immediate supervisor in my work situation, and is not my employee or subordinate.

7 CLINICAL CAPSTONE 7 Signature of Student: Date: PRECEPTOR CONTRACT I, agree Revised Fall 2007 to serve as a preceptor for Preceptor-Name & Credentials ID# Course # For Student Name At Agency/School Address City State Zip Phone # Beginning Date: Completion Date: I accept the following as responsibilities for the duration of the preceptorship. I will: 1. Serve as a resource person, role model, and consultant to the assigned student. 2. Coordinate the practicum experience with the faculty person. 3. Recommend educational assignments which will help the student integrate classroom theory. 4. Verify by signature the presence of student at agreed upon practicum sites dates and times. 5. Assist in determining the degree to which the student has met the learning objectives in the practicum setting. 6. Notify the school and student at least two weeks in advance if unable to complete this contract. 7. Notify the faculty as well as the agency of any incident requiring a formal report. I attest to the fact that the proposed student is not related to me, is not my immediate supervisor, and is not my employee or subordinate.

8 CLINICAL CAPSTONE 8 Preceptor Name and Title (type or print) Preceptor Signature Date To Preceptors: Please complete this form, and forward it to your Supervisor to complete the next page. As soon as faculty receives the completed form students may begin practicum, Please mail/scan/fax Appendix A directly to the Nursing office. Valerie.kyle@enmu.edu Fax #: ENMU MSN Program 1500 W. Ave. K Station 12 Portales, NM Thank you! ENMU faculty is responsible for: Providing appropriate resources for course content. Providing supervision through telephone, and/or on-site visits, and conferences with students and preceptors. Notify the preceptor at least two weeks in advance, if a decision is made to terminate the contract. Faculty Signature / Date.

9 CLINICAL CAPSTONE 9 Appendix B EASTERN NEW MEXICO UNIVERSITY MSN PROGRAM INSTITUTIONAL CLEARANCE TO PRECEPT To: Preceptor s Supervisor From: ENMU Nursing Program Please complete this form and return it to the Nursing Program in the SASE we have provided to expedite the student s beginning practicum. The Nursing faculty appreciates your consideration. I understand that Preceptor s Name, who is directly accountable to me, has agreed to serve as a preceptor for:. Name of student To the best of my knowledge, such a preceptorship will not present a conflict of interest for our employee and I support the preceptorship. Name of Administrator/Supervisor Name of Institution/Agency Signature of Administrator/Supervisor Date..

10 CLINICAL CAPSTONE 10 Appendix C ACTIVITIES LOG Guidelines for activities and time allotment: Examples of acceptable activities are: teaching a one hour course (required), co-teach additional nursing courses both in classroom or at clinical site with preceptor, assist teach in simulation lab, assist teach an online nursing course, client education in formal setting, nursing education course in hospital, school, public health setting, faculty development workshop, nursing conference, leadership activities such as curriculum review, course construction, or faculty evaluation process, participation in nursing consortium activities. Minimum time allotment for each type of activity (must total at least 96 hours): Teaching project: at least 30 hours (preparation, teaching and evaluation) Leadership activities: 16 hours maximum Assistant teaching (classroom, simulation, lab): 20 hours Curriculum development: 15 hours maximum Faculty development, evaluation (workshops, conferences etc ): 15 hours maximum Students: Fill in all information for your preceptor to sign. Preceptor: Your signature verifies the accuracy of the student s information. Date Hours Activities/ Location Subtotal Hours Preceptor Signature

11 CLINICAL CAPSTONE 11 Student Signature: Preceptor Signature:

12 CLINICAL CAPSTONE 12 Appendix D Preceptor Evaluation of Student Performance Ongoing Your assessment of how the student performs while in your presence is extremely important to the student and to faculty. We encourage you to review the content and organization of this form with your student(s): At the beginning of the course, to ensure you share a mutual understanding of the requirements for this capstone course. During the semester, as a reference point for your work together. At the end of the term, prior to the deadline for sending it to faculty. When conferring with you during the course, faculty will use the form to frame our discussions; however, we welcome all of your comments throughout the course. Final When you are determining the student s final scores, confer with the student particularly to highlight achievements and identify discrepancies between your views. If you have significant differences between your perceptions, and are unable to resolve these differences, involve faculty as soon as possible. Mail your completed assessment directly to course faculty at the Nursing Program. Do not give evaluation to the student, please. Mail/Fax to: MSN Program Eastern New Mexico University 1500 W. Ave. K Station 1 Portales, New Mexico Fax #: valerie.kyle@enmu.edu

13 CLINICAL CAPSTONE 13 NLN Competencies for Nurse Educators used at ENMU MSN program: Competency 1- Facilitate Learning Grounds teaching strategies in educational theories and evidence based practice. Recognizes multicultural, gender and experiential influences on teaching and learning. Competency 2- Facilitate Learner Development and Socialization Identifies individual learning styles, and unique learning needs of international, adult, multicultural, educationally disadvantaged, physically challenged, at risk, and seconddegree learners. Creates learning environments that are focused on socialization to the role of the nurse and facilitate learners self-reflection and personal goal setting. Competency 3- Use Assessment and Evaluation Strategies Uses extent literature to develop evidence-based assessment and evaluation practices. Implements evidence based assessment and evaluation strategies that are appropriate to the learner and to learning goals. Competency 4- Participate in Curriculum Design and Evaluation of Program Outcome Demonstrates knowledge of curriculum development, including identifying program outcomes, developing competency statements, writing learning objectives, and selecting appropriate learning and activities and evaluation strategies. Bases curriculum design and implementation decisions on sound educational principles, theory and research. Competency 5- Function as Change Agent and Leader Develops leadership skills to shape and implement change. Integrates a long-term, innovative and creative perspective into the nurse educator role. Course Goal To assist students in utilizing concepts from prior course work in the application of teaching and learning best practices in the clinical/educational setting. The following evaluation form addresses the student s performance in alignment with NLN core competencies for Nurse Educators as defined above.

14 CLINICAL CAPSTONE 14 Preceptor Evaluation of Student Performance Student : Course: NURS 544 Semester/Year : Competencies Competency 1 Facilitate Learning Student Performance Expected competencies pertain to behaviors associated with the student teacher role, skills, ability to carry oneself professionally, ability to assume leadership roles and responsibilities of a nurse educator Recognized multicultural, gender, and experiential influence on teaching and learning. Scores 0 = Did not achieve 1 = Achieved slightly 2 = Achieved moderately 3 = Achieved considerably 4 = Achieved maximally N = Did not observe Competency 1 Facilitate Learning Grounded their teaching strategies in educational theory & evidence-based teaching practices. Competency 2 Facilitate Learner Development and Socialization Used problem-solving and decision-making skills e.g., took initiative in planning, participating in, and processing learning activities.

15 CLINICAL CAPSTONE 15 Competency 2 Facilitate Learner Development and Socialization Identified individual learning styles, and unique learning needs of international, adult, multicultural, educationally disadvantaged, physically challenged, at risk, and second-degree learners. Competency 3 Use Assessment and Evaluation Strategies Utilized evidence based nursing educational principles appropriate for the teaching component of the practicum (ex: pedagogy, andragogy, clinical pathways, conceptual model, simulation technology, and competency based educational model). Competency 3 Use Assessment and Evaluation Strategies Functioned as a role model for ongoing education to other nurses, nursing students, and/or to learners. Competency 4 Based curriculum design and implementation decisions on sound educational principles, theory and research.

16 CLINICAL CAPSTONE 16 Participate in Curriculum Design and Evaluation of Program Outcome Competency 4 Participate in Curriculum Design and Evaluation of Program Outcome Demonstrated knowledge of curriculum development, including identifying program outcomes, developing competency statements, writing learning objectives, and selecting appropriate learning activities, and evaluation strategies for the population of learners in the clinical setting. Competency 5 Function as Change Agent and Leader Through interactions with preceptor and learners, the student integrated a long-term, innovative and creative perspective into her role as nurse educator. Competency 5 Function as Change Agent and Leader Demonstrated leadership skills to shape and implement change. Appendix E

17 CLINICAL CAPSTONE 17 Preceptor Evaluation of Faculty Semester Faculty Preceptor Name and Credentials Practicum Site 1. Please indicate how satisfied you are with your orientation to the preceptor responsibilities a. 1-very dissatisfied 2-Dissatisfied 3-Undecided 4-Mostly satisfied 5-Very satisfied b. If not, why? 2. Please indicate your satisfaction with how the faculty communicated with you throughout the semester. a. 1-very dissatisfied 2-Dissatisfied 3-Undecided 4-Mostly satisfied 5-Very satisfied b. If not, why? 3. Please indicate how satisfied you are with accessibility and availability of faculty throughout the semester. a. 1-very dissatisfied 2-Dissatisfied 3-Undecided 4-Mostly satisfied 5-Very satisfied b. If not, why? 4. Please indicate how satisfied you are with the documentation provided to you at the beginning of the semester (syllabus, evaluation forms, and contract). a. 1-very dissatisfied 2-Dissatisfied 3-Undecided 4-Mostly satisfied 5-Very satisfied b. If not, why? Additional comments: Appendix F

18 CLINICAL CAPSTONE 18 Student Self-Evaluation Student : Course: NURS 544 Semester/Year : Competencies Competency 1 Facilitate Learning Student Performance Expected competencies pertain to behaviors associated with the student teacher role, skills, ability to carry oneself professionally, ability to assume leadership roles and responsibilities of a nurse educator Recognized multicultural, gender, and experiential influence on teaching and learning. Scores 0 = Did not achieve 1 = Achieved slightly 2 = Achieved moderately 3 = Achieved considerably 4 = Achieved maximally N = Did not observe Competency 1 Facilitate Learning Grounded their teaching strategies in educational theory & evidence-based teaching practices. Competency 2 Facilitate Learner Development and Socialization Used problem-solving and decision-making skills e.g., took initiative in planning, participating in, and processing learning activities.

19 CLINICAL CAPSTONE 19 Competency 2 Facilitate Learner Development and Socialization Identified individual learning styles, and unique learning needs of international, adult, multicultural, educationally disadvantaged, physically challenged, at risk, and second-degree learners. Competency 3 Use Assessment and Evaluation Strategies Utilized evidence based nursing educational principles appropriate for the teaching component of the practicum (ex: pedagogy, andragogy, clinical pathways, conceptual model, simulation technology, competency based educational model) Competency 3 Use Assessment and Evaluation Strategies Functioned as a role model for ongoing education to other nurses, nursing students, and/or to learners. Competency 4 Based curriculum design and implementation decisions on sound educational principles, theory and research.

20 CLINICAL CAPSTONE 20 Participate in Curriculum Design and Evaluation of Program Outcome Competency 4 Participate in Curriculum Design and Evaluation of Program Outcome Demonstrated knowledge of curriculum development, including identifying program outcomes, developing competency statements, writing learning objectives, and selecting appropriate learning activities, and evaluation strategies for the population of learners in the clinical setting. Competency 5 Function as Change Agent and Leader Through interactions with preceptor and learners, the student integrated a long-term, innovative and creative perspective into her role as nurse educator. Competency 5 Function as Change Agent and Leader Demonstrated leadership skills to shape and implement change. Appendix G Eastern New Mexico University

21 CLINICAL CAPSTONE 21 MSN Program Sites used for Practicum Student: Course: NURS 544 Semester/Year: Date (s) Agency/Unit/Site Address Appendix H

22 CLINICAL CAPSTONE 22 Practicum Preceptor Evaluation Semester Course Number and Name Student Practicum Site Preceptor name and credentials 1. Please indicate how satisfied you are that your preceptor was supportive in helping you achieve your goals. a. 1-Very dissatisfied 2- Dissatisfied 3-Undecided 4-Mostly satisfied 5- Very satisfied b. If not, why? 2. Please indicate your satisfaction with how available your preceptor was for you. a. 1-Very dissatisfied 2- Dissatisfied 3-Undecided 4-Mostly satisfied 5- Very satisfied 3. Please indicate your satisfaction with how your preceptor served as a resource person for you. a. 1-Very dissatisfied 2- Dissatisfied 3-Undecided 4-Mostly satisfied 5- Very satisfied 4. Please indicate how satisfied you are that your preceptor provided guidance. a. 1-Very dissatisfied 2- Dissatisfied 3-Undecided 4-Mostly satisfied 5- Very satisfied 5. Please indicate your satisfaction with the collaboration you had with your preceptor. a. 1- Very dissatisfied 2- Dissatisfied 3- Undecided 4- Mostly satisfied 5- Very satisfied 6. Additional comments Appendix I Practicum Site Evaluation

23 CLINICAL CAPSTONE 23 Semester Student Course Number and Name Practicum Site 1. Please indicate how satisfied you are that the experience at this practicum site helped you meet your goals. a. 1-Very dissatisfied 2- Dissatisfied 3-Undecided 4-Mostly satisfied 5- Very satisfied b. If not, why? 2. Please indicate your satisfaction with how welcome you felt at this site. c. 1-Very dissatisfied 2- Dissatisfied 3-Undecided 4-Mostly satisfied 5- Very satisfied 3. Please indicate your satisfaction with how encouraged you felt while you were there. d. 1-Very dissatisfied 2- Dissatisfied 3-Undecided 4-Mostly satisfied 5- Very satisfied 4. Please indicate how satisfied you are that the resources you needed were available to meet your goals for this practicum (e. g. number of clients, lighting, and seating- if it was a presentation to a group, expertise or guidance..) e. 1-Very dissatisfied 2- Dissatisfied 3-Undecided 4-Mostly satisfied 5- Very satisfied f. Comments 5. Who did you contact? Name: Role 2. Would you recommend this site to another student? 3. Additional comments

24 CLINICAL CAPSTONE 24 Appendix J

25 CLINICAL CAPSTONE 25 National Patient Safety Goals I (first and last name) have reviewed and understand the Joint Commission National Patient Safety Goals, and will adhere to these standards while in the clinical settings during my NURS 544 clinical capstone course. Student Name Date Student Signature

26 CLINICAL CAPSTONE 26 Syllabus NURS 544: Clinical Capstone (3 credits) Contact Information and Office Hours Instructor Name Valerie Kyle, PhD, MSN, RN Office ENMU, Lea Hall, Room 112 Phone Fax Fax: Office Hours Mon-Thurs.: 9-12 and 1-4.Fri. By appointment only. Required Materials Bastable, S. (2014). Nurse as educator. Principles of teaching and learning for nursing practice (4 th ed.). Sudbury, MA: Jones and Bartlett. Billings, D. M. & Halstead, J. A. (2012). Teaching in nursing (4 th ed.). St Louis, MO: Elsevier Saunders. ISBN Butts. Philosophies and theories for advanced nursing practice. Sudbury, MA: Jones and Bartlett ISBN: Giddens, J. F. (2013). Concepts for nursing Practice. St Louis, MO: Elsevier. Goldsteen, R. L., & Goldsteen, K. (2013). Jonas' introduction to the U.S. healthcare system (7 th ed.). New York, NY: Springer Publishing Company. Grace, P. J. (2009). Nursing ethics and professional responsibility in advanced practice. Sudbury, MA: Jones and Bartlett. Iwasiw, C. L., Goldenberg, D., (2015). Curriculum development in nursing education (3rd ed.). Sudbury, MA: Jones and Bartlett. Moyer, B. A. & Wittmann-Price, R. A. (2008). Nursing education: Foundations for practice excellence. Philadelphia, PA: F.A. Davis. ISBN 13: Porter-O Grady, T. & Malloch, K. (2003). Quantum Leadership: Advancing information, transforming health care. Sudbury, MA: Jones and Bartlett.(or newest edition)

27 CLINICAL CAPSTONE 27 Tappen, Ruth M. (2011). Advanced nursing research: From theory to practice. Sudbury, MA: Jones & Bartlett Learning. ISBN-13: Brown, Sarah J. (2012). Evidence-based nursing: The research practicum connection (2 nd ed.). Sudbury, MA: Jones & Bartlett Learning. ISBN 13: American Psychological Association. (2011). Publication Manual of the American Psychological Association (6 th ed). Washington, DC: Author. ISBN-13: Domains (Metaparadigms) of Nursing Person an individual human being of intrinsic worth, who is part of a family, a community and the world who becomes the focus of nursing whenever a potential or actual health care need exists. Health a unity of the whole person body, mind, and spirit; a harmony that includes physical, psychological, social, spiritual, and moral realms. Environment the totality of an environment (physical, geographical, and sociocultural), situation, or event with related experiences that give interpretive meanings to guide human expressions and decisions. Nursing - As an art and a science, nursing molds the attitude, intellectual competencies, and technical skills of the nurse into the desire and ability to help people cope with their health care needs, whether they are ill or well. We, the faulty consider the unique function of the nurse to be knowledgeable caring: using the scientific approach to improve nursing practice, thereby contributing to the health and independence of people throughout their lifespan. Program Goal The overall goal of the MSN program is to prepare the professional nursing instructor, with a focus on education courses, which will ensure that students will be qualified to teach in a community college, a university, or a health-based institution (e.g., hospital). The courses will include current technology advances, as well as current teaching pedagogies. Program Student Learning Outcomes (PLOs) include: 1. Evaluate today s nursing curricula in both academic nursing education and professional staff development.(pslo#1) 2. Apply leadership principles to respond to the growing complexity of healthcare instruction at all levels. (PSLO# 2) 3. Analyze nursing philosophy and methods of qualitative and quantitative research to make evidenced-based nursing practice decisions as an educator.(pslo#3)

28 CLINICAL CAPSTONE Examine personal and professional ethics regarding health policy decisions, plans, and actions to be undertaken to achieve quality health care delivery within a society.(pslo#4) 5. Design a contextual nursing program curriculum.(pslo#5) 6. Apply culturally sensitive and evidenced-based teaching strategies addressing the needs of diverse learning populations.(pslo#6) ENMU Nurse Educator Graduate Competencies: Competency 1- Facilitate Learning Grounds teaching strategies in educational theories and evidence based practice. Recognizes multicultural, gender and experiential influences on teaching and learning. Competency 2- Facilitate Learner Development and Socialization Identifies individual learning styles, and unique learning needs of international, adult, multicultural, educationally disadvantaged, physically challenged, at risk, and seconddegree learners. Creates learning environments that are focused on socialization to the role of the nurse and facilitate learners self-reflection and personal goal setting. Competency 3- Use Assessment and Evaluation Strategies Uses extent literature to develop evidence-based assessment and evaluation practices. Implements evidence based assessment and evaluation strategies that are appropriate to the learner and to learning goals. Competency 4- Participate in Curriculum Design and Evaluation of Program Outcome Demonstrates knowledge of curriculum development, including identifying program outcomes, developing competency statements, writing learning objectives, and selecting appropriate learning and activities and evaluation strategies. Bases curriculum design and implementation decisions on sound educational principles, theory and research. Competency 5- Function as Change Agent and Leader Develops leadership skills to shape and implement change. Integrates a long-term, innovative and creative perspective into the nurse educator role. Course Goal To assist students in utilizing concepts from prior course work in the application of teaching and learning best practices in the clinical/educational setting.

29 CLINICAL CAPSTONE 29 Course Description This course encourages students to apply nursing education principles and methods acquired during prior coursework to teach, evaluate and assess current teaching practices in the student s community. Students will utilize nursing education best practices and evidence-based practice findings in the delivery of a nursing based class. The capstone course emphasizes the utilization of nursing concepts and theories, teaching methodologies, curriculum development, roles and responsibilities of nurse educators and students in the application of best teaching practices in the clinical setting. Course Learning Outcomes Upon completion of this capstone course, the student will: 1. Utilize evidence based practice findings to design a one-hour course for nursing students or practicing nurses. (PSLO #1) 1. Teach a one-hour class in an educational setting such as university, community college or clinical practice environment (ex: Hospital, Long-term care facility, School). (PSLO#1,6) 2. Evaluate personal teaching session. (PSLO#4) 3. Collaborate with preceptor (s). (PSLO#2,4) 4. Participate in faculty development activities as available in student community (ex: workshop, conferences). (PSLO#2,4) 5. Choose a nurse leader in the community and interact with leader, participate in leadership activities as allowed by setting and preceptor. (PSLO #4) 6. Keep hourly logs of clinical hours including preparatory work and actual site activities. (PSLO#4) 7. Reflect upon application of teaching and learning activities in a journal. (PSLO #4) 8. Synthesizes clinical experience in a final written project. (PSLOs 1,2,3,4,5,6)

30 CLINICAL CAPSTONE 30 Course Schedule Activities Identify clinical sites for your practicum. Examples of appropriate sites are hospital education units, hospital units, schools of nursing such as Universities, Community Colleges offering Nursing Programs. Contact potential preceptors. Review Preceptor Paperwork. Return signed Preceptor Paperwork to course facilitator within 2 weeks of semester start. ( Appendices A & B) Download Activities Log (Appendix C) Go to the Joint Commission website at and review these goals prior to your practicum experience. Complete, sign and return the National Patient Safety Goal agreement form within 2 weeks of semester start.(appendix G) Post a synopsis of planned activities, chosen sites and time management table to discussion forum. Assignments/Due dates Post to assignment link: Preceptor Paperwork Post to assignment link: Planned activities and timetable Post a synopsis of planned teaching session you are going to teach. Provide a brief outline of your lesson plan, and how you are preparing for the class. Specify the student/client population you are planning to teach, and how you are including population diversity/cultural components into your lesson plan. Keep a Journal of your activities Post to assignment link: Planned course synopsis Post to assignment link: Journal Utilize Collaborate in the BB course room to present your teaching session to course facilitator and peers. Activities Log and Eastern New Mexico University, MSN Program, Clinical Sites used for Practicum form. Keep a log of your activities (Appendix C) ( course preparation time, collaboration with preceptor, students, clients, simulation lab hours and content covered, workshops, conference, leadership activities) Fill in ENMU MSN program clinical sites used for Practicum form ( Appendix D) Preceptor Evaluation & Self evaluation Provide a copy of the preceptor evaluation form to your preceptor(s). The preceptor should return the form directly to course facilitator. (Appendix E). Fill out self-evaluation forma and return to course facilitator (Appendix F) Synthesis The synthesis paper should include elements from your journal, activities log, preceptor/student interactions and collaboration, interaction with students, comfort level with teaching project, assessment of teaching evaluation results, and a synthesis of your progression through course work and practicum in your role as nurse educator. A final assessment of your Schedule planned session in BB at least 2 weeks in advance Post to assignment link: Activities Log and Eastern New Mexico University, MSN Program, Clinical Sites used for Practicum form. Post to assignment link: Preceptor Evaluation form Self-Evaluation form Post to assignment link: Synthesis

31 CLINICAL CAPSTONE 31 abilities to perform as a novice nurse educator and to meet the NLN core competencies for nurse educator as highlighted on this syllabus should also be addressed in this final document. In essence, your reader should be able to identify a progression in your ability to meet these role competencies. Adhere to APA format guidelines, no first person.

32 CLINICAL CAPSTONE 32 Grading Criteria Assignments Preceptor Paperwork Planned Activities Planned Teaching Activity Point allocation/ Weight 5 points=5% 10 points=5% 15 points=15% Journal 15 points= 15% Collaborate Teaching session 20 points=20% Activities Log Eastern New Mexico University, MSN Program, Clinical Sites used for Practicum form. Preceptor Evaluation & Self-Evaluation 10 points=10% 5 points=5% Synthesis 20 points= 20% Total 100 points=100% Grading Scale A = % B= 80-89% C= % D= % F= 59 % Calculation of Grades Grades will be calculated to the first position to the right of the decimal (0.6 or above will be rounded to the next whole number). The student must earn a grade of C or higher in order to successfully complete this course. Students must earn a grade of C or better in all nursing courses to matriculate in the program. Students are allowed to repeat required nursing courses in order to successfully achieve the grade of C or better in an individual course. Please refer to ENMU Nursing Student Handbook for more information. Student & Faculty Expectations Communication with the instructor is preferred via Blackboard. Institution or phone calls are other acceptable means of communication. The instructor will respond to inquiries, messages, or s within 24 to 48 hours.

33 CLINICAL CAPSTONE 33 The instructor will inform the student of changes or updates within the course room via announcement messages and via institutional accounts. The instructor will periodically review posts, s, ask questions and provide individual feedback to students via private messages. The instructor will inform student of their progress weekly. The instructor will return graded assignments within one week of submission. It is the student s responsibility to check Blackboard daily for any new announcements or possible changes. Course Requirements Computer Requirements All papers must be electronically submitted in Microsoft Word or compatible (rich-text format (.rtf). When submitting a PowerPoint presentation to the Discussion Board, Save As the presentation in format (.ppt), not in a later format (.pptx). Assignments Requirements Students will submit assignments in a formal manner, utilizing proper sentence mechanics, spelling, and grammar. A separate title page and references page is required, with running head and other APA formatting (e.g., 12 point, Times New Roman font; running head on each page of the document). Carefully read the assignment instructions and grading rubric before beginning an assignment. ASSIGNMENTS 1. Preceptor Paperwork: 5 points=5% Review and complete preceptor paperwork to include Preceptor & Student Information, Preceptor Contract, and Institutional Clearance to precept. Post required documents to assignment link. 2. Planned Activities: 10 points=10 % Post a synopsis of planned activities, chosen sites and time management table to assignment link. Examples of acceptable activities are :teaching a one hour course (required), assist teach in simulation lab, assist teach an online nursing course, client education in formal setting, nursing education course in hospital, school, public health setting, faculty development workshop, nursing conference, leadership activities such as curriculum review, course construction, or faculty evaluation process. The NURS 544 course facilitator will provide feedback on planned activities, and discuss additional proposed options with student. 3. Planned Teaching Activity: 15 points=15%

34 CLINICAL CAPSTONE 34 Post a synopsis of planned course you are going to teach to assignment link. Provide a brief outline of your lesson plan, and how you are preparing for the course. Specify the student population you are planning to teach, and how you are including population diversity/cultural components into your lesson plan. Include teaching strategies and an evaluation tool of your teaching that you will distribute and collect at the end of your teaching activity. Plan to teach using Collaborate on BB. 4. Collaborate Teaching session: 20 points=20% Teach your session using Collaborate in BB. Your instructor will evaluate your teaching during this session. For this session, you will be named as moderator in the collaborate room, as well as the instructor. You will send an invitation to your peers to watch you and interact during your teaching session. This is a live event so planning ahead is highly suggested. A schedule will be available in the course room for you to fill in to inform your peers of your planned activity time. In addition to using collaborate you are more than welcome to teach in the educational setting of your choice, provided you have secured a preceptor and authorization from the chosen institution. A teaching evaluation can be found in the rubric in the assignment forum. The teaching session represents your ability to demonstrate your knowledge on the topic of choice, your ability to interact with students from diverse backgrounds, your willingness to engage in discussion, your choice of a variety of activities to engage students in higher level thinking exercises, and your ability to organize the content you present in a well-structured manner. 5. Journal: 15 points= 15% Keep a journal of your activities throughout the semester. Utilize references to substantiate your reflection as you have accomplished in previous courses (NURS 514). Written in the first person, your reflections should represent a synthesis of your clinical experiences (for example, your interaction with clinical site preceptors, learning environments, collaboration with educators etc...)post your journal to assignment link. 6. Activities Log: 10 points=10 % Post your completed activities log to the assignment link. Make sure to obtain signatures form preceptor(s) to validate your participation in learning activities. Include Eastern New Mexico University, MSN Program, Clinical Sites used for Practicum form. 7. Preceptor Evaluation and Self-Evaluation: 5 points=5% Provide a preceptor evaluation form to your preceptor. The preceptor will forward their evaluation of your behaviors/ competencies to the course facilitator via mail/ , or fax. Your course facilitator will enter your preceptor evaluation into the grading book. Fill the selfevaluation and return to course facilitator. 8. Synthesis: 20 points=20% The final project should include elements from your journal, activities log, preceptor/student interactions and collaboration, interaction with students, comfort level with teaching project,

35 CLINICAL CAPSTONE 35 assessment of teaching evaluation results, and a synthesis of your progression through course work and practicum in your role as nurse educator. A final assessment of your abilities to perform as a novice nurse educator and to meet the NLN core competencies for nurse educator as highlighted on this syllabus should also be addressed in this final document. In essence, your reader should be able to identify a progression in your ability to meet these role competencies. Adhere to APA format guidelines, no first person. Attach your recorded teaching session to this assignment. Academic Integrity Policy Plagiarism and cheating of any kind on an examination, quiz, discussion, or assignment will result at least in an "F" for that assignment. Depending on the severity of the case, an offense may also lead to an "F" for the entire course, and appropriate disciplinary action, such as suspension or dismissal from the program of study and/or Graduate School. For further information, see the Student Handbook located online at For this course, students must adhere to the academic creed of this University and will maintain the highest standards of academic integrity. In other words, not cheat by giving answers to others or taking them from anyone else. The instructor will also adhere to the highest standards of academic integrity, so please do not ask for a change (or expect a change) in grade illegitimately or for the instructor to bend or break rules for one person that will not apply to everyone. Plagiarism is a serious offense. When in doubt, please cite all sources. Graduate students may want to publish quality work, so it is vital that all citations are complete and formatted correctly when originally presented. Disability Statement If you have, or believe you have a disability, you may contact the Disability Services Office (DSO) to coordinate reasonable classroom accommodations, access to technology or other academic assistance. DSO serves students with a wide range of disabilities including but not limited to medical or health impairment, vision or hearing disability, physical disability, learning disabilities, attention deficit disorder, or mental health impairment. All information will be treated confidentially. Accommodations are not retroactive. They begin only after: Appropriate documentation has been received and accepted by the Coordinator of Disability Services Letters of Accommodation (LOA) have been prepared You have delivered your Letters of Accommodation to your instructors Appropriate academic accommodations may then be provided for you. You may contact DSO in room 186 Student Academic Services building, phone Copyright

36 CLINICAL CAPSTONE 36 This course may contain copyright protected materials such as audio or video clips, images, text materials, etc. These items are either linked to or are being used with regard to the Fair Use doctrine in order to enhance the learning environment. Please do not copy, duplicate, download or distribute these items. The use of these materials is strictly reserved for this online classroom environment and student use only. All copyright materials are credited to the copyright holder. Use of References Scholarly sources are journals or websites that have been peer reviewed, meaning that an authority on the subject has reviewed the article and has found that the information is accurate. It is somewhat harder to evaluate a website to determine if it is peer reviewed. Typically, if it is an organization directly associated with the subject then you can usually consider these as scholarly. Websites such as WIKIPEDIA, Nurse.com, and Currentnursing.com are NOT scholarly as they do not identify the use of an expert to review the contents. Additionally, blog sites are generally based on opinion, not careful literature review. DO NOT USE THESE WEBSITES AS REFERENCES IN YOUR ASSIGNMENTS. A non-scholarly website will not be counted as a legitimate reference on your assignment. APA Guidelines for Scholarly Papers: The assigned papers will follow APA guidelines. Review these components in the APA manual (6 th edition): Title Page Font size Times New Roman, 12 point only Margins 1-inch top, bottom, right and left. Spacing For the paper, ALL text is double-spaced, including the References page. Punctuation use of commas, semicolons, colons, and periods; use of complete sentences. Pagination- The Running head and page number is included on each page of the document within the header. Abbreviations- Use only acceptable abbreviations in the APA manual. You may create abbreviations within your text by stating the full name the first time, with the abbreviation within parentheses; for example, World Health Organization (WHO). After the first time, the abbreviation only may be used; (WHO). Abstract- The abstract is a single paragraph (not indented), on its own page between the Title Page and the body of the paper. Abstracts have a maximum length of 250 words. Introduction- The word Introduction is not used in APA format. Instead, the title of the paper is repeated at the beginning of the body of the paper. Headings (typically not more than 3 levels) Paragraphs/indentations (paragraphs should be at least 3-5 sentences; NEVER a single sentence and no longer than two-thirds of a page.) In-text citations (Author(s), year), or (Author(s), year, p. ), if direct quote. Conclusion- This is a major heading, the word Conclusion is in bold type and centered. References (that match the in-text citations exactly)-the word References is centered at the top of a new page (Insert a page break).

37 CLINICAL CAPSTONE 37 FERPA and Privacy As a student, educational records are considered confidential. Under FERPA (Family Educational Rights and Privacy Act), records are confidential and protected. Under most circumstances, records will not be released without written and signed consent of the student. However, some directory information may be released to third parties without prior consent unless a written request to restrict this is on file. Students can learn more about student rights to privacy at In this course, students may be working with third party applications online (i.e. wikis, blogs and other Web 2.0 applications). The different proprietors of these sites may or may not have privacy guarantees and the FERPA policy at ENMU does not apply to these sites. It will be the student s responsibility to read the privacy documentation at each site. There are many other options to protecting student information at these sites. If students have filed the paperwork and are classified as protected under the ENMU FERPA qualifications, it will be acceptable to use an alias when using the Web 2.0 sites required for this course. If student still have concerns, please the instructor as soon as possible to discuss options. Syllabus Modification This syllabus may be revised and adapted throughout the semester to better serve the needs of the class. The instructor may assign additional, or alter, readings and/or assignments as needed. Additionally, the decision to remain in this class upon receipt of this syllabus serves as the student s acceptance of this syllabus as a binding contract, meaning they agree with the terms set forth and the expectations of them as members of the class.