DOMINICAN COLLEGE DIVISION OF NURSING

Transcription

1 DOMINICAN COLLEGE DIVISION OF NURSING FAMILY NURSE PRACTITIONER PROGRAM PRECEPTOR HANDBOOK DOMINICAN COLLEGE DIVISION OF NURSING 470 WESTERN HIGHWAY ORANGEBURG, NY (845) Created 12/04 Revised 5/15 1

2 Table of Contents Introduction... 1 Mission Statement... 2 Mission and Philosophy of Division of Nursing... 3 Clinical Evaluation of FNP Students.4 Clinical Site 4 Preceptor Responsibility..4 Student Responsibility 4 FNP Coordinator Responsibility.4 Preceptors..5 Preceptor Recognition 5 Clinical Evaluator..6 Clinical Evaluation Process. 6-7 Completion of Clinical Hours 8 Unsafe/Unfit Student Clinical Placement Policy 8 Curriculum Vitae.9 Professional Practice..10 Appendix A: Clinical Site Forms Clinical Hours Record 11 Clinical Site Evaluation Student Evaluation of Site Evaluator..13 Self- Evaluation by Student

3 Preceptor Evaluation by Student 16 Preceptor Evaluation of Student Specialty preceptor Evaluation of Student Performance..19 Appendix B: Course Descriptions Appendix C: Course Syllabi NR 640, NR 660, NR 680, NR Appendix D: Grading..27 2

4 Introduction Nurse Practitioner programs have been developed to provide nurses with a specialized body of knowledge which enables them to function in advanced practice roles in a variety of health care settings. Preceptors for nurse practitioner students may include certified nurse practitioners and physicians in multiple settings. Preceptors to nurse practitioner students may include certified nurse practitioners and physicians in multiple settings. Preceptors for nurse practitioner students serve as teachers, role models and mentors in these settings. This handbook was prepared to familiarize you with the role that you will provide as preceptor for nurse practitioner students. The success of our program depends upon the experiences that the students receive during their clinical practicums. Therefore, your interaction with nurse practitioner students and faculty is important and an integral component of the curriculum. We hope the information contained in this handbook will assist you in your preceptor role. If you have any questions or suggestions, please do not hesitate to discuss them with the program coordinator or the clinical evaluator. If you need any additional information, please contact: Annemarie McDermott, DNP, RN, MSN, FNP-BC Coordinator, MS/Family Nurse Practitioner Program Assistant Professor (845) annemarie.mcdermott@dc.edu Eva Humbach, RN, MS, FNP Clinical Evaluator eva.humbach@dc.edu 1

5 Mission Statement The aim of Dominican College is to promote educational excellence, leadership, and service in an environment characterized by respect for the individual and concern for the community and its needs. Founded by the Dominican Sisters of Blauvelt, the College is an independent institution of higher learning, Catholic in origin and heritage. In the Dominican tradition, it fosters the active, shared pursuit of truth and embodies an ideal of education rooted in the values of reflective understanding and compassionate involvement. Committed to building its programs upon a strong foundation in the liberal arts and sciences, the College maintains a student-centered climate and serves a diverse community of students in undergraduate and graduate programs. The College empowers this community of learners to excel, lead and serve with integrity and to engage responsibly in the pursuit of a more just, ethical and sustainable world. Dominican College is dedicated to the principle that its educational programs and services must be both challenging and supportive, distinguished both by high standards and by attention to the needs and potential of the individual student. Affirmed and engaged by these standards and values, graduates are prepared for purposeful lives and for the careers and professions they choose to pursue. 2

6 MISSION AND PHILOSPHY OF THE DIVISION OF NURSING REVISED 2015 Dominical College is an independent, four-year and master s level liberal arts college for men and women, fully accredited by the Middle States Association of Colleges and Secondary Schools. Located seventeen miles north of New York City, and founded in 1952 as a three-year liberal arts college for women and religious, the baccalaureate degree nursing program began in By 1992, the nursing division offered baccalaureate daytime, weekend, accelerated, and evening options, and in 1999, a master s degree for family nurse practitioners. Mission and Philosophy of the Division of Nursing The mission of the Division of Nursing is to educate, empower, and serve current and future nurse professionals and their communities in the college tradition of educational excellence, leadership, and service. Grounded in the liberal arts, the nursing curriculum assists students to learn reflective understanding and compassionate involvement, and a sense of ethical, civic, and social responsibility. Nursing faculty are committed to the development of culturally sensitive, caring leaders who promote moral courage and strive to meet the diverse educational needs of those who seek personal growth and professional identity through higher education. Faculty support a curriculum that values personal integrity, prepares women and men for productive careers, and generates inquisitive minds that use knowledge to effect change in the larger society of which they are a part. 3

7 Clinical Evaluation of Family Nurse Practitioner Students Dominican College is committed to quality advanced practice nurse practitioner education. As such, faculty supervision, including observation of the student s clinical performance with clients is essential. In order to support the partnership between the student, faculty, preceptor, and site evaluator, the following document has been developed for use by all parties involved. Clinical Site The clinical site provides the context through which the student applies their knowledge and advanced skills; and observes the modeling of professional behavior. The site must therefore have the resources that will allow for student development and attainment of advanced clinical decision-making skills. The clinical agency must have adequate facilities and clinical preceptors to provide the type of clinical activities the student needs that includes but is not limited to: Appropriate client population Dedicated preceptor(s) The appropriate environment ( rooms for student to conduct practice) Appropriate time frame students may need to conduct practice Preceptor Responsibility The preceptor has the responsibility to ensure the student reaps the benefits the site has to offer. In the event the preceptor notes the site is not conducive to student learning they will discuss the situation with the student and together they will present their findings to the clinical evaluator. Student Responsibility The student is an adult learner and as such actively seeks experiences that would be beneficial in the attainment of the advanced practice nurse role. The FNP clinical site evaluator will provide students with guidance to help direct them and their preceptors in shaping comprehensive and focused clinical experiences. In the event the student notes the site is not conducive to learning the student will discuss the situation with the preceptor and site evaluator. FNP Program Coordinator Responsibility The FNP Program Coordinator, in partnership with all parties, determines if a particular site will be used again based on all information and evaluations. 4

8 PRECEPTORS The preceptor is an essential facilitator throughout the process of student learning. The preceptor serves as a mentor in the application of knowledge and the development of expertise in clinical decision-making. The National Organization of Nurse Practitioner Faculties (NONPF, 2002) issued the following guidelines for preceptors. In order to assure quality and appropriateness the clinical preceptor must: NP preceptor: o hold a license in the state in which the student is being precepted and national certification as appropriate to the area they are precepting o have at least a master s degree in nursing and a minimum of one year experience as a nurse practitioner o provide clinical experience in ambulatory and primary health care setting o have clinical experience with diverse/multicultural clients and families MD/Do preceptor: o hold a license in the state in which the student is being precepted and national certification in their area of expertise Curriculum Vitae/Resume o credentials and educational preparation appropriate to the type of service provided as evidenced in the curriculum vitae/resume The responsibilities of the preceptor include: serve as a role model and mentor to the student supervise one nurse practitioner student validate the student s performance in the practicum facilitate the student meeting clinical objectives collaborate with clinical evaluation faculty The preceptor will be provided, by the student, with the course syllabus including objectives and content covered as well as the preceptor handbook. PRECEPTOR RECOGNITION A certificate of appreciation Letter of acknowledgment, including hours of precepting, to be used for recertification 5

9 CLINICAL EVALUATOR Will make contact with each of their students within two weeks of the start of the course. If the clinical evaluator is unable to establish communication with their students after three attempts and within the first three weeks of the start of the course, the clinical evaluator must contact the course instructor and program coordinator and provide documentation of those attempts. Will begin a file for each student that will include the dates, times, and nature of contacts with the student and preceptor throughout the course including all s. Will contact the preceptor within the first two weeks of the course to make sure all the appropriate documents have been received. This includes a copy of the preceptor handbook, course syllabus and schedule. Clinical evaluators are expected to be available to their assigned students throughout the semester. is the primary form of communication. All clinical evaluators are to use their assigned Dominican address. Clinical Evaluation Process: Clinical Evaluators are expected to make two site visits for each student for each clinical course. There are two definitive evaluations: 1 at mid- course and the final evaluation. The mid-course evaluation is completed after the faculty conducts a site visit. This evaluation will include a review of the student s self -evaluation, a review of the daily clinical log, preceptor input into student progress, evaluator s assessment of the student s performance, and number of hours completed at the time of the visit. The clinical evaluation tool is used to guide the evaluation process. The student will submit a formative self- evaluation at their mid-clinical hours for the course (70-75 hours for NR 640, 660 and 680; for NR 700). This will be reviewed by the student and the clinical evaluator at the site visit. Goals for the remaining clinical experience at the site should be included in the self- evaluation. Once reviewed the faculty will sign and date the form. The student will submit their hours log, to date, and review it with the clinical evaluator to assess if the student is on target to complete their hours in a timely manner. If not, the student will submit, to the clinical evaluator, how they intend to complete their hours. 6

10 The formative site visit will occur after the completion of hours but not after more than 90 hours for NR 640, 660, 680 and hours but not more than 200 hours for NR 700 have been completed. It is the students responsibility to coordinate the site visit between her/himself, the clinical evaluator, and the preceptor. Students who do not establish and maintain effective communication with the clinical evaluator to schedule their site visit(s) are at risk for not progressing to the next course. 7

11 Completion of Clinical Hours: At the completion of 150/300 clinical hours, the clinical evaluator will determine if the students has met the clinical objectives for the course. This determination is based on: student self-evaluation, preceptor input, and the mid and end of course evaluations. Students must complete the required number of hours on the date announced by the faculty member at the start of the course. The exact completion date for each course/clinical rotation applies to all students. If extenuating circumstances interfere with the student s ability to complete the clinical hours by the announced date, the student must notify the site evaluator, the course instructor, and the program coordinator. The should include the reason(s) for the delay, the number of hours to be completed by the d of the rotation, and the expected date of completion of clinical hours. The request will be reviewed by the clinical evaluator, course instructor and program coordinator and the student will be notified via as to the outcome of the request. Unsafe/Unfit Student Clinical Placement Policy If a student is deemed unsafe/unfit in the clinical agency, the following procedures will be followed: Recommendations: The preceptor will ask the student to leave the clinical agency. The preceptor must inform the clinical evaluator or coordinator of the program. The clinical evaluator will meet/call the preceptor and student individually at the earliest possible time to discuss the matter. After having investigated the situation, the clinical evaluator will consult with the coordinator of the program. The student will fail the course if a patient was placed in physical or emotional jeopardy. Or The student will be counseled and placed with another preceptor in a different agency of appropriate. 8

12 Curriculum Vitae Please submit your Curriculum Vitae or complete the form below. Name: Date and Place of Birth Employer Work Telephone & fax address Higher Education Institution Degree and Date Field/Specialty Certification and Licensure Expiration Date Agency Academic Appointments From To Title Status Institution and Location 9

13 Professional Practice Dates Activities Location Institution and Affiliation Professional Memberships Dates Organization Position Academic and Professional Honors Date Honor Conferring Organization Most Recent Publications & Continuing Education Please circle the appropriate answer to the following questions: 1. How many years have you been in clinical practice a. >15 year b years c years d. 3-5 years e. 0-2 years 2. How many years have you precepted students a. > 10 years b. 5-9 years c. 1-4 years d. 3-5 years e. < 1 year f. 0 years 10

14 APPENDIX A: CLINICAL SITE FORMS Clinical Hours Record Course Number and Title: Preceptor s Name: Total Number of Hours Needed: Total Number of Hours Achieved: Clinical Specialty: Documentation of Hours Date Clinical Site/s Number of Hours Preceptor s Signature Student Signature Date 11

15 Clinical Site Evaluation Clinical Site Course Number 1. Clinical site was relevant and facilitated clinical learning 2. The clinical experience provided the opportunity to practice 3. The clinical site has the appropriate patient population 4. The clinical site has the appropriate resources 5. The staff was supportive of my experience 6. The clinical site was appropriate for meeting course objectives and student evaluation criteria Yes No Comments: Student name: Date: 12

16 Student Evaluation of Site Evaluator Evaluator name 1. Is available for professional direction 2. Offers constructive criticism of student s performance 3. Offers positive reinforcement 4. Promotes student s need for independence and self-sufficiency 5. Promotes clinical learning through site visit(s) 6. Demonstrates current clinical knowledge and expertise 7. Promotes supportive environment for learning 8. Provides for privacy and confidentiality when discussing student/preceptor encounters or recommending changes in behavior Yes No Comments: Student name Date Coordinator signature 13

17 Self-Evaluation by Student Evaluation Criteria Student Behavior Mid- Course Directed Assisted Self Directed 1. Reviews available health records 2. Demonstrates skillful, age appropriate interviewing to collect a relevant health history 3. Completes an appropriate physical exam demonstrating appropriate assessment techniques throughout the exam 4. Selects appropriate diagnostic tests to gather further information 5. Identifies specific health promotion/maintenance needs of patients and families 6. Correlates pathophysiology with patient s signs and symptoms, and laboratory data 7. Describes etiology, developmental considerations, pathogenesis and clinical manifestations of specific disease processes 8. Demonstrates knowledge of pathophysiology of acute and chronic diseases commonly encountered in the practice setting 9. Performs technical skills specific to practice setting 10. Evaluates all available data to identify and prioritize differential diagnoses across life span 11. Develops a plan of care with the patient that reflects the patient s educational needs, lifestyle, culture, and family and community resources 12. Encourages patients and family involvement and participation in plan of care 13. Assess educational needs and teaches patients and families accordingly 14

18 14. Assesses and manages most common acute illnesses, including demonstration of knowledge of pharmacologic interventions as appropriate, for patients across the lifespan according to legal parameters and current standards of care 15. Assesses and manages stable chronic conditions, including demonstration of knowledge of pharmacologic interventions as appropriate, for patients across the lifespan according to legal parameters and current standards of care 16. Identifies and manages urgent and/or emergency and/or crisis situations 17. Collaborates with health care team members and makes appropriate referrals 18. Demonstrates diagnostic reasoning ability in formulating patient assessments 19. Evaluates the effectiveness of the plan of care for the patient, as well as the family and implements changes as appropriate 20. Records in formation in a well - organized, legible, concise manner Comments: Goals met: Goals not met: Goals for remaining hours: Student name Course number 15

19 Preceptor Evaluation by Student 1. Acts as a role model for students 2. Relates theory/evidence to practice 3. Is readily available for clinical direction 4. Offers constructive criticism of student s performance 5. Offers positive reinforcement 6. Promotes student s need for independence and self-sufficiency 7. Uses clinical conferences to promote clinical learning 8. Demonstrates current clinical knowledge and expertise 9. Promotes supportive environment for learning 10. Provides for privacy and confidentiality when discussing student/preceptor encounters or recommending changes in behavior 11. Selects experiences suitable for meeting course objectives 12. Adjusts clinical experiences when necessary to meet individual learning needs 13. Would you recommend this preceptor in the future Yes No Comments: Student name: Date: Coordinator signature 16