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 Louisiana University, and University of Louisiana at Lafayette ADVANCED PRACTICE REGISTERED NURSE (APRN) PROGRAMS Dear Preceptor: Thank you for serving as a preceptor for an APRN graduate student from Southeastern Louisiana University, a member of the Intercollegiate Consortium for a Master of Science in Nursing (ICMSN). The clinical experiences our student will obtain in your office or clinic are of critical importance to a successful learning experience in our program. The clinical setting allows synthesis of concepts and application of principles of care to occur. You are the key to successful learning experiences in the clinical setting. The APRN student will work closely with you, learning from your advice and example. Through your supervision, the student will progressively develop the skills and clinical judgment necessary to become an APRN. The student s clinical faculty will make at least one visit to the office or clinical site to discuss the student s progress and observe the student seeing patients within the current semester clinical objectives. The preceptor and faculty member collaborate in providing clinical instruction and evaluation. The Graduate Nursing department personnel, along with the student, ensure the following items are completed prior to initiation of the preceptor relationship: An Affiliation Agreement or Contract A current Preceptor Professional Profile or resume indicating professional preparation and licensure that is required for all preceptors. A signed Preceptor/Faculty/Student letter of agreement In this packet you will find current information about our program and general information that may be of help to you in your preceptor role. We would like to hear your suggestions about what other information would be beneficial to you. Welcome as a Graduate Preceptor in the ICMSN. We appreciate your contribution to our program and your critical role in the clinical education of our students. Sincerely, Lorinda J. Sealey, PhD, RNC-MNN lsealey@selu.edu (985) 549-5045
Overview of the Intercollegiate Consortium for a Master of Science in Nursing (ICMSN) The ICMSN (including UL Lafayette, Nicholls State University, Southeastern Louisiana University, Nicholls State University and McNeese State University) offers a unique structure for articulation and educational access to advanced study in nursing. The design promotes sharing of resources and responsibilities through a collegial and collaborative relationship among nursing faculty and students representing diverse educational backgrounds and experiences in nursing and higher education. The program prepares nurses to gain advanced knowledge in specialized areas of nursing to enhance their effectiveness in nursing care as nurse practitioners, administrators, or educators and provides the foundation for advanced professional certification and doctoral education. The goals of the ICMSN are: Use the consortium design which promotes sharing of resources and talent to effectively meet student learning needs Utilization of effective distance learning strategies to provide educational access for students from diverse cultural, social, and geographical backgrounds. Provision of a curriculum that fosters scholarship, knowledge, research utilization, sound decision- making skills, relationship building and clinical competency in graduates. The program outcomes of the ICMSN center on: Scholarship Core knowledge Research utilization Reasoning, judgment, thinking Roles, values, attitudes Professional relationships General Information The graduate nursing program provides a comprehensive curriculum for a Master of Science in Nursing. Currently the ICMSN offers the following concentrations: Primary Care Family Nurse Practitioner Family Psychiatric/Mental Health Nurse Practitioner Nursing Education Nursing Executive Preceptor Requirements The requirements for serving as a preceptor are: 1. Current unencumbered licensure in discipline 2. Certification in appropriate area(s) 3. Practices in a setting that provides clinical experiences appropriate for the development of the students skills 4. One year of clinical experience. How long will you be precepting the student? Precepting assignments may last for one to three semesters as the student progresses through the clinical courses.
How do I communicate with ICMSN faculty about my student, their progress, and the Preceptorship? The student will have contact information for their clinical faculty member. You may call the graduate nursing office at the university the student is enrolled at any time for further information. McNeese State University 337-475-5753 Southeastern Louisiana University 985-549-5045 University of Louisiana at Lafayette 337-482-5601 Nicholls State University 985-448-4184
Advanced Practice Registered Nurse (APRN) Definition: The application of an expanded range of practical, theoretical, and research-based competencies to a phenomena experienced by patients within a specialized clinical areas of the larger discipline of nursing. (Hamric, Spross & Hanson, 2005, p. 89) Description: A nurse practitioner is a registered nurse with a master s of science degree in nursing (MSN) who is prepared for advanced nursing practice in health care. This practice includes management of patient health/illness status, teaching and coaching to promote health, establishing mutually respectful relationships with patients and other professionals, utilizing research and evidence-based guidelines, managing and negotiating health care delivery systems, monitoring and ensuring the quality of health care, and maintaining cultural competence. Nurse practitioners practice independently and interdependently and are directly accountable for clinical judgment. Certification and Licensure: Advanced practice nurses are responsible for attaining and maintaining national board certification in an area of specialty practice. Certification must be attained prior to obtaining an advanced practice license. Certification establishes evidence that an individual has achieved competence, knowledge and skills at an advanced level. The certification process includes the individual s qualifications and practice in a defined clinical or functional area, and a national exam. Continuing education and clinical practice requirements or re-examination are required for continuing certification and licensure. Scope of Practice: Advanced practice nurses have the knowledge base and clinical skills to prepare them for specialization, expansion, and advancement in practice. The scope of practice continues to evolve in response to the dynamic nature of today s health care environment. APRN s work independently and in collaboration with physicians to diagnose and treat clients across the healthcare continuum. Advanced practice nursing is regulated through state and federal laws.
Preceptor Procedures The clinical education of graduate nursing students relies on the expertise of qualified clinicians to provide real world experiences. Students within the ICMSN are encouraged to seek local preceptors who can augment their classroom and textbook studies. The fact that a student approached you to consider a Preceptorship is a compliment to your ability and reputation as a clinician. There is a formal process for securing contracts with clinical agencies and agreements with preceptors. If you would like more detailed information about that process, please contact the Graduate Nursing office. The purposes of Clinical Preceptorships are to: Integrate the student into the roles of advanced practice. Assist the student to apply theory to practice. Assist the student to develop and improve skills, competence and expertise. Develop entry-level competencies. Purposes of Preceptor Feedback/Evaluation of the student To improve and enhance student performance To enable the student to successfully complete course objectives To mentor the student in role and professional development To provide ongoing and final evaluation To assist clinical faculty in evaluation of student performance The preceptor will provide the student with two types of evaluation: formative and summative. 1. Formative evaluation is the ongoing evaluation provided over the course of the semester. Formative evaluation is usually informal, yet highly valuable to students because feedback can build the student s confidence, as well as identify areas needing improvement. 2. Summative evaluation is the final evaluation of the student s performance at the end of the semester. The preceptor will document the summative evaluation on the form provided in the preceptor packet. It is important for students to review the evaluation form and the criteria at the beginning of each semester. Course and individual student learning objectives should also be reviewed at this time, providing the student and preceptor with an opportunity to discuss expectations and responsibilities.
Nursing 582/682, Advanced Practice Nursing: Family Health I Course Description: Develop the role and competencies for primary care family nurse practitioners. Clinical experiences will focus on the care of individuals and families in the pediatrics and child-bearing women populations. Course Objectives: 1. Synthesize evidence for practice to assess and manage both health and illness states in the care of pediatrics and child-bearing women. 2. Conduct a comprehensive and systematic assessment as a foundation for decision making in the care of pediatrics and child-bearing women. 3. Engage in the diagnostic process using clinical reasoning, differential diagnosis, and the integration and interpretation of evidence. 4. Plan and implement therapeutic interventions designed to return pediatric and child-bearing women to stable states and optimize health. 5. Employ clinical reasoning and collaborative strategies to design, coordinate, and evaluate patient-centered care. 6. Implement evidence-based clinical practice guidelines to guide screening activities, identify health promotion needs, and provide anticipatory guidance and counseling addressing environmental, lifestyle, and developmental issues. 7. Employ leadership skills and decision making in the provision of culturally competent, high quality care, coordination and oversight for care delivery. 8. Direct the delivery of clinical services within an integrated system of health care incorporating quality improvement strategies. 9. Monitor one s own practice through self-evaluation and review of preceptors and faculty. 10. Conduct a healthcare business review to develop an understanding of billing, budgeting, cost/benefit analysis, and marketing. 11. Incorporate information and communication technologies, resources, and principles of learning to teach individuals and families considering their health literacy. 12. Demonstrate competency in personal, collegial, and a collaborative approach to enhance patient care.
Intercollegiate Consortium for a Master s of Science in Nursing Southeastern Louisiana University, McNeese State University and University of Louisiana at Lafayette N582/682, Advanced Practice Nursing: Family I PRECEPTOR EVALUATION OF NURSE PRACTITIONER STUDENT Student(print) Preceptor and Title:(print) Semester/Year: INSTRUCTIONS: Please complete the evaluation forms by circling the appropriate numbers and by writing supporting comments related to the student s strengths and areas of needed improvement. (Use reverse of page or attach additional page for comments). Scale: 0 = Unable to Evaluate; 1 = Poor; 2 = Marginal; 3 = Satisfactory; 4 = Above Average; 5 = Excellent Management of Patient Health/Illness Status Demonstrates a complete health assessment for pediatric and female clients of various ethnicities and cultures in primary care practice. 1. Performs and accurately documents a comprehensive history and physical exam within 60 minutes 2. Performs an episodic history and exam within 30 minutes 3. Able to complete the care for a minimum of 5 patients in a 6 hour clinical experience 4. Identifies health and psychosocial risk factors of patients and families. 5. Identifies signs and symptoms of acute and chronic physical and mental illnesses. 6. Performs and appropriately documents a comprehensive and problem-focused physical examination. 7. Differentiates between normal and variations of normal findings using knowledge of pathophysiology and epidemiology. 8. Demonstrates critical thinking and diagnostic reasoning skills in clinical decisionmaking. 9. Describes history, physical findings, and diagnostic information to develop appropriate differential diagnoses. 10. Comprehends acute and chronic conditions identifying appropriate diagnostic and therapeutic interventions and regimens, including initiation of effective emergency care, with attention to safety, cost, invasiveness, simplicity, acceptability, adherence, and efficacy. 11. Discusses prescribed medications based on patient characteristics, drug efficacy, safety and cost as legally authorized and counsels concerning drug regimens, drug side effects and interactions. 12. Reviews with the patient the use of complementary/alternative therapies as well as other nonpharmacologic treatment modalities. 13. Performs primary care procedures correctly based on program s clinical preparation and clinical setting expectations. 14. Recognizes results of interventions using accepted outcome criteria, revises plan accordingly, and consults/refers when needed. 15. Communicates the patient s health status using appropriate terminology, format, and technology.
The Nurse Practitioner Patient Relationship 16. Creates a climate of mutual trust and established partnerships with patients and families. 17. Validates and verifies findings with patients. 18. Maintains confidentiality while communicating data, plans, and results in a manner that preserves the dignity and privacy of the patient and provides a legal record of care. The Teaching Coaching Function Coaches and counsels patients and their families on health promotion, health maintenance, and safety in the primary care setting. 19. Assess the patient s need for teaching based on: a. Need for anticipatory guidance associated with growth and developmental stage b. Care management that requires specific information or skills c. Patient s understanding of his/her condition 20. Assess the patient s need for teaching based on: d. Need for anticipatory guidance associated with growth and developmental stage e. Care management that requires specific information or skills f. Patient s understanding of his/her condition 21. Educates patients regarding a mutually acceptable plan of care that addresses the self management of acute/chronic illness with sensitivity to the patient s learning ability and cultural/ethnic background. 22. Communicates health advice, instruction and counseling appropriately using evidence-based rationale. 23. Designs and implements a health plan based on the individual s health screening examination. 24. Explains revisions to the health plan during follow-up visits. 25. Teaches patients and their families about health needs based upon clinical findings Professional Role 26. Uses scientific theories and research to implement the student nurse practitioner role. 27. Illustrates the research process in the development of advanced practice protocols in the primary care setting. 28. Incorporates the role of advanced practice nursing into the development and planning, of a health plan for adolescent and adult clients of all ethnicities and cultures. 29. Advocates for the patient to ensure health needs are met to include timely and appropriate referrals and consultation. 30. Interprets the adult nurse practitioner role in primary and specialty health care to other health care providers and the public. Managing and Negotiating Health Care Delivery Systems 31. Considers access, cost, efficacy, and quality when suggesting care decisions. 32. Demonstrates knowledge of relevant legal regulations for nurse practitioner practice including reimbursement of services. 33. Maintains current knowledge regarding state and federal regulations and programs for family health care. Monitoring and Ensuring the Quality of Health Care Practice 34. Incorporates professional/legal standards into practice. 35. Acts ethically to meet the needs of patients. 36. Engages in self-evaluation concerning practice and uses evaluative information,
including peer review, to improve care and practice. 37. Ensures quality of care through knowledge, evaluation, collaboration, and consultation. Cultural Competence 38. Acknowledge personal biases and prevents these from interfering with the delivery of quality care to persons of differing beliefs and lifestyles. 39. Incorporates patient and family cultural preferences, health beliefs and behaviors, and traditional practices into the management plan. 40. Provides spiritually and culturally competent care that demonstrates respect for diversity and social justice. Student Signature : Date: Preceptor Printed Name: Preceptor Signature: Faculty Signature: Date: Date:
Nursing 583/683, Advanced Practice Nursing: Family Health II Course Description: Develop the role and competencies for primary care family nurse practitioners. Clinical experiences will focus on the care of individuals and families in the adolescent and adult populations. Course Objectives: 1. Synthesize evidence for practice to assess and manage both health and illness states in the care of adolescents and adults. 2. Conduct a comprehensive and systematic assessment as a foundation for decision making in the care of adolescents and adults. 3. Engage in the diagnostic process using clinical reasoning, differential diagnosis, and the integration and interpretation of evidence. 4. Plan and implement therapeutic interventions designed to return adolescents and adults to stable states and optimize health. 5. Implement evidence-based clinical practice guidelines to guide screening activities, identify health promotion needs, and provide anticipatory guidance and counseling addressing cultural, environmental, lifestyle, and developmental issues. 6. Employ leadership skills in implementing patient safety and quality improvement activities utilizing effective communication strategies in an interdisciplinary approach. 7. Incorporate information and communication technologies, resources, and principles of learning to teach patients and families considering health literacy. 8. Direct the delivery of clinical services within an integrated system of health care incorporating quality improvement strategies. 9. Employ clinical reasoning and collaborate strategies to design, coordinate, and evaluate patient-centered care. 10. Monitor one s own practice through self-evaluation and review of preceptors and faculty. 11. Evaluate the use of health information technologies in the clinical setting to promote policies that incorporate ethical principles and standards for its use in patient-centered care. 12. Employ leadership skills and decision making in the provision of culturally competent, high quality care, coordination and oversight for care delivery.
Student(print) Preceptor and Title:(print) Semester/Year: Intercollegiate Consortium for a Master s of Science in Nursing Southeastern Louisiana University, McNeese State University and University of Louisiana at Lafayette N583/683, Advanced Practice Nursing: Family II PRECEPTOR EVALUATION OF NURSE PRACTITIONER STUDENT INSTRUCTIONS: Please complete the evaluation forms by circling the appropriate numbers and by writing supporting comments related to the student s strengths and areas of needed improvement. (Use reverse of page or attach additional page for comments). Scale: 0 = Unable to Evaluate; 1 = Poor; 2 = Marginal; 3 = Satisfactory; 4 = Above Average; 5 = Excellent Management of Patient Health/Illness Status Demonstrates a complete health assessment for adolescent and adult clients of various ethnicities and cultures in primary care practice. 1. Performs and accurately documents a comprehensive history and physical exam within 50 minutes 2. Performs an episodic history and exam within 20 minutes 3. Able to complete the care for a minimum of 8-10 patients in a 6 hour clinical experience 4. Identifies health and psychosocial risk factors of patients and families. 5. Identifies signs and symptoms of acute and chronic physical and mental illnesses. 6. Performs and appropriately documents a comprehensive and problem-focused physical examination. 7. Differentiates between normal and variations of normal findings using 8. knowledge of pathophysiology and epidemiology. 9. Demonstrates critical thinking and diagnostic reasoning skills in clinical decisionmaking. 10. Describes history, physical findings, and diagnostic information to develop appropriate differential diagnoses. 11. Comprehends acute and chronic conditions identifying appropriate diagnostic and therapeutic interventions and regimens, including initiation of effective emergency care, with attention to safety, cost, invasiveness, simplicity, acceptability, adherence, and efficacy. 12. Discusses prescribed medications based on patient characteristics, drug efficacy, safety and cost as legally authorized and counsels concerning drug regimens, drug side effects and interactions. 13. Reviews with the patient the use of complementary/alternative therapies as well as other nonpharmacologic treatment modalities. 14. Performs primary care procedures correctly based on program s clinical preparation and clinical setting expectations. 15. Recognizes results of interventions using accepted outcome criteria, revises plan accordingly, and consults/refers when needed. 16. Communicates the patient s health status using appropriate terminology, format, and technology.
The Nurse Practitioner Patient Relationship 17. Creates a climate of mutual trust and established partnerships with patients and families. 18. Validates and verifies findings with patients. 19. Maintains confidentiality while communicating data, plans, and results in a manner that preserves the dignity and privacy of the patient and provides a legal record of care. The Teaching Coaching Function Coaches and counsels patients and their families on health promotion, health maintenance, and safety in the primary care setting. 20. Assess the patient s need for teaching based on: Need for anticipatory guidance associated with growth and developmental stage Care management that requires specific information or skills Patient s understanding of his/her condition 21. Assess the patient s need for teaching based on: Need for anticipatory guidance associated with growth and developmental stage Care management that requires specific information or skills Patient s understanding of his/her condition 22. Educates patients regarding a mutually acceptable plan of care that addresses the self management of acute/chronic illness with sensitivity to the patient s learning ability and cultural/ethnic background. 23. Communicates health advice, instruction and counseling appropriately using evidence-based rationale. 24. Designs and implements a health plan based on the individual s health screening examination. 25. Explains revisions to the health plan during follow-up visits. 26. Teaches patients and their families about health needs based upon clinical findings Professional Role 27. Uses scientific theories and research to implement the student nurse practitioner role. 28. Illustrates the research process in the development of advanced practice protocols in the primary care setting. 29. Incorporates the role of advanced practice nursing into the development and planning, of a health plan for adolescent and adult clients of all ethnicities and cultures. 30. Advocates for the patient to ensure health needs are met to include timely and appropriate referrals and consultation. 31. Interprets the adult nurse practitioner role in primary and specialty health care to other health care providers and the public. Managing and Negotiating Health Care Delivery Systems 32. Considers access, cost, efficacy, and quality when suggesting care decisions. 33. Demonstrates knowledge of relevant legal regulations for nurse practitioner practice including reimbursement of services. 34. Maintains current knowledge regarding state and federal regulations and programs for family health care. Monitoring and Ensuring the Quality of Health Care Practice 35. Incorporates professional/legal standards into practice. 36. Acts ethically to meet the needs of patients.
37. Engages in self-evaluation concerning practice and uses evaluative information, including peer review, to improve care and practice. 38. Ensures quality of care through knowledge, evaluation, collaboration, and consultation. Cultural Competence 39. Acknowledge personal biases and prevents these from interfering with the delivery of quality care to persons of differing beliefs and lifestyles. 40. Incorporates patient and family cultural preferences, health beliefs and behaviors, and traditional practices into the management plan. 41. Provides spiritually and culturally competent care that demonstrates respect for diversity and social justice. Student Signature : Date: Preceptor Printed Name: Preceptor Signature: Faculty Signature: Date: Date:
Nursing 584/684, Advanced Practice Nursing: Family Health III Course Description: Course is designed to provide advanced practice nursing students with content to develop the role and competencies for primary care family nurse practitioners. Clinical experiences are designed to focus on the care of individuals and families in the geriatric population. Course Objectives: 1. Synthesize evidence for practice to assess and manage both health and illness states in the care of geriatric patients and their families. 2. Conduct a comprehensive and systematic assessment as a foundation for decision making in the care of geriatric patients and their families. 3. Engage in the diagnostic process using clinical reasoning, differential diagnosis, and the integration and interpretation of evidence. 4. Plan and implement therapeutic interventions designed to return geriatricians to stable states and optimize health. 5. Implement evidence-based clinical practice guidelines to guide screening activities, identify health promotion needs, and provide anticipatory guidance and counseling addressing environmental, lifestyle, and developmental issues. 6. Design advanced nursing care for geriatricians and their families based on biopsychosocial, public health, nursing and organizational sciences. 7. Demonstrate an understanding of healthcare delivery systems and their economic, legal, and political influences on health care. 8. Design strategies to improve the healthcare environment using systems theories. 9. Develop a health information resource for use by geriatricians and their families. 10. Employ clinical reasoning and collaborative strategies to design, coordinate and evaluate patient-centered care. 11. Evaluate national patient safety goals and develop a patient safety plan related to just culture. 12. Advocate, at a system level, to help bring about policy changes that facilitate cost-effective positive patient care outcomes.
Student(print) Preceptor and Title:(print) Semester/Year: Intercollegiate Consortium for a Master s of Science in Nursing Southeastern Louisiana University, McNeese State University and University of Louisiana at Lafayette N584/684, Advanced Practice Nursing: Family III PRECEPTOR EVALUATION OF NURSE PRACTITIONER STUDENT INSTRUCTIONS: Please complete the evaluation forms by circling the appropriate numbers and by writing supporting comments related to the student s strengths and areas of needed improvement. (Use reverse of page or attach additional page for comments). Scale: 0 = Unable to Evaluate; 1 = Poor; 2 = Marginal; 3 = Satisfactory; 4 = Above Average; 5 = Excellent Management of Patient Health/Illness Status Demonstrates a complete health assessment for geriatric and other populations of clients of various ethnicities and cultures in primary care practice. 1. Performs and accurately documents a comprehensive history and physical exam within 40 minutes 2. Performs an episodic history and exam within 15-20 minutes 3. Able to complete the care for a minimum of 12 patients in a 6 hour clinical experience 4. Identifies health and psychosocial risk factors of patients and families. 5. Identifies signs and symptoms of acute and chronic physical and mental illnesses. 6. Performs and appropriately documents a comprehensive and problem-focused physical examination. 7. Differentiates between normal and variations of normal findings using knowledge of pathophysiology and epidemiology. 8. Demonstrates critical thinking and diagnostic reasoning skills in clinical decisionmaking. 9. Describes history, physical findings, and diagnostic information to develop appropriate differential diagnoses. 10. Comprehends acute and chronic conditions identifying appropriate diagnostic and therapeutic interventions and regimens, including initiation of effective emergency care, with attention to safety, cost, invasiveness, simplicity, acceptability, adherence, and efficacy. 11. Discusses prescribed medications based on patient characteristics, drug efficacy, safety and cost as legally authorized and counsels concerning drug regimens, drug side effects and interactions. 12. Reviews with the patient the use of complementary/alternative therapies as well as other nonpharmacologic treatment modalities. 13. Performs primary care procedures correctly based on program s clinical preparation and clinical setting expectations. 14. Recognizes results of interventions using accepted outcome criteria, revises plan accordingly, and consults/refers when needed. 15. Communicates the patient s health status using appropriate terminology, format, and technology.
The Nurse Practitioner Patient Relationship 16. Creates a climate of mutual trust and established partnerships with patients and families. 17. Validates and verifies findings with patients. 18. Maintains confidentiality while communicating data, plans, and results in a manner that preserves the dignity and privacy of the patient and provides a legal record of care. The Teaching Coaching Function Coaches and counsels patients and their families on health promotion, health maintenance, and safety in the primary care setting. 19. Assess the patient s need for teaching based on: Need for anticipatory guidance associated with growth and developmental stage Care management that requires specific information or skills Patient s understanding of his/her condition 20. Assess the patient s need for teaching based on: Need for anticipatory guidance associated with growth and developmental stage Care management that requires specific information or skills Patient s understanding of his/her condition 21. Educates patients regarding a mutually acceptable plan of care that addresses the self management of acute/chronic illness with sensitivity to the patient s learning ability and cultural/ethnic background. 22. Communicates health advice, instruction and counseling appropriately using evidence-based rationale. 23. Designs and implements a health plan based on the individual s health screening examination. 24. Explains revisions to the health plan during follow-up visits. 25. Teaches patients and their families about health needs based upon clinical findings Professional Role 26. Uses scientific theories and research to implement the student nurse practitioner role. 27. Illustrates the research process in the development of advanced practice protocols in the primary care setting. 28. Incorporates the role of advanced practice nursing into the development and planning, of a health plan for adolescent and adult clients of all ethnicities and cultures. 29. Advocates for the patient to ensure health needs are met to include timely and appropriate referrals and consultation. 30. Interprets the adult nurse practitioner role in primary and specialty health care to other health care providers and the public. Managing and Negotiating Health Care Delivery Systems 31. Considers access, cost, efficacy, and quality when suggesting care decisions. 32. Demonstrates knowledge of relevant legal regulations for nurse practitioner practice including reimbursement of services. 33. Maintains current knowledge regarding state and federal regulations and programs for family health care. Monitoring and Ensuring the Quality of Health Care Practice 34. Incorporates professional/legal standards into practice.
35. Acts ethically to meet the needs of patients. 36. Engages in self-evaluation concerning practice and uses evaluative information, including peer review, to improve care and practice. 37. Ensures quality of care through knowledge, evaluation, collaboration, and consultation. Cultural Competence 38. Acknowledge personal biases and prevents these from interfering with the delivery of quality care to persons of differing beliefs and lifestyles. 39. Incorporates patient and family cultural preferences, health beliefs and behaviors, and traditional practices into the management plan. 40. Provides spiritually and culturally competent care that demonstrates respect for diversity and social justice. Student Signature : Date: Preceptor Printed Name: Preceptor Signature: Faculty Signature: Date: Date:
CLINICAL EXPERIENCE GUIDELINES 1. Student Records: Prior to initiation of the clinical experience, all students must have current clinical health requirements on file at their home institution. Students who fail to submit these records will NOT be allowed into the clinical setting. Further, it is the responsibility of the student to secure these records and provide them to the Graduate Nursing Program secretary of his/her ICMSN Home Institution. 2. Clinical Contracts: Clinical rotations will be available only with agencies/preceptors with which the students University has a contract.. Note: Students are not allowed to accrue clinical hours unless they are enrolled in a specific clinical course. This means accruing clinical hours and experiences during semester breaks and summers is NOT allowed. Students may be allowed to accrue clinical hours during evenings, weekends, and holidays occurring during the semester at the DISCRETION/AVAILABILITY of their clinical faculty. You must obtain prior approval for these hours. 3. Alternatives for acquiring additional clinical hours: Acquiring additional clinical hours within the population focus of the course during a semester may be considered on an individual basis up to a maximum of 20 hours. This must receive prior approval by the clinical faculty. 4. Continuing Education Hours used toward clinical time: Continuing Education Hours (CEU s) attended during a semester may be counted toward clinical hours. The maximum number of CEU s is 10% of the required number of clinical hours for the course (i.e. N582/682 requires 240 hours of clinical = 24 hours of CEU s). The CEU offering must be at an advanced practice level and must be approved by your clinical faculty prior to attending. 5. Employment and clinical hours: Please note that while you may choose a preceptor in an agency you are currently employed, your clinical/practicum hours are to be completed separate from your job responsibilities and during time you are not being compensated for your job. In other words, you are not to accrue clinical hours toward your degree while being compensated as an employee for the same time committed to clinical experiences. 6. Absences: Clinical hours must be completed. Any absences will necessitate rescheduling. Students should notify their preceptor and faculty when they are unable to attend. 7. Dress Graduate students should be appropriately dressed within their clinical agency guidelines. No open-toes shoes or jeans are allowed. Fingernails should be in good repair without colored polish. Students must wear an appropriate I.D., which identifies them as a Nurse Practitioner student when they are representing their ICMSN Institution s College of Nursing. 8. Clinical Logs(Documentation on Typhon): a. All students will be required to maintain accurate documentation of their clinical experiences in Typhon in a timely manner b. Clinical documentation should be completed each clinical day using Typhon.
c. Each student should keep a copy of completed logs at the end of each semester. d. Students who fail to complete the mandatory required hours or who do not submit their clinical documentation will receive a FAILING GRADE and will not be allowed to progress. Note: Clinical documentation of hours is extremely important for all advanced practice nurse graduate students as they are official verification of the required clinical hours necessary to qualify for national certification. 9. Student Clinical Evaluation: Each student will be evaluated at the conclusion of each semester by: a. Each preceptor with whom the student has documented experience b. Course Faculty The student is responsible for scheduling a suitable time for both evaluations to be completed. Evaluations should be completed by date and time posted on course site. Preceptor and Faculty Evaluations will be Pass or Fail. Any student receiving a failing preceptor and faculty evaluation will make an F in the course and be suspended from further graduate study. Clinical faculty members are responsible for final course grade with input from preceptors. If student does not meet professional standards, he/she will not receive a satisfactory grade. 10. Student Evaluation of Preceptor and Clinical Site Each student is responsible for completing the above mentioned evaluations at the end of each semester. These evaluations will be available electronically. a. Student Evaluation of Preceptor after completing a rotation with a preceptor b. Student Evaluation of Clinical Site after completing a rotation within the clinical site
CRITERIA FOR LETTER OF AGREEMENT BETWEEN STUDENT, PRECEPTOR AND INSTRUCTOR FOR ALL CLINICAL PRACTICUMS Prior to any practicum in which an ICMSN student enters into a preceptorship relationship, the student will collaborate with preceptor and faculty to plan and implement an instrument of agreement which will be signed by said student, preceptor and faculty member responsible for evaluation of the student. The instrument will be kept on file by the faculty member, and copies will be distributed to all other parties of the agreement. The letter of agreement will contain, but is not limited to, the following: 1. Student's responsibilities for attendance and participation in agency activities and in evaluation of the practicum experience. 2. Preceptor's commitment of time, supervision, guidance, and evaluation of the student and collaboration with student and faculty. 3. Faculty member's role in orientation and collaboration with student and preceptor, evaluation of classroom and clinical performance, and determination of course grade. 4. A statement providing for the confidentiality of information related to the agency, client, School of Nursing and/or student affairs riteria for Preceptor: 1. Leader, researcher, manager, expert practitioner, collaborator, teacher, role model, change agent 2. Accessible 3. Articulate communicator 4. Professionally active 5. Proficient to expert in interviewing, history taking, physical examination skills, diagnostic reasoning, planning and managing 6. Objectively assesses, critiques and validates the learner's competencies 7. Facilitator for professional advanced practice socialization 8. Emphasizes entry-level competencies 9. Current unencumbered licensure in discipline 10. Certification in appropriate area(s) 11. Practices in a setting that provides clinical experiences appropriate for the development of the students skills 12. One year of clinical experience The purposes of the clinical preceptorships are to: 1. Integrate the student into the roles of advanced practice nursing. 2. Assist the student to apply theory to practice. 3. Assist the student to increase skills, competence and expertise. 4. Develop entry-level competencies.
Intercollegiate Consortium for a Master s of Science in Nursing McNeese State University, Nicholls State University, Southeastern Louisiana University, and University of Louisiana at Lafayette Advanced Practice Nursing: Family Health LETTER OF AGREEMENT STUDENT - PRECEPTOR FACULTY The graduate student in the Intercollegiate Consortium for a Master of Science in Nursing (ICMSN) will commit an average of 16 hours weekly to participate in clinically sanctioned activities. The student may not participate in clinical activities while simultaneously receiving payment for work activities. The student will share in the evaluation of the preceptor and course content. The preceptor agrees to review the student's weekly plans and provide supervision and guidance to facilitate the student's goals and expectations for the clinical experience. The preceptor also agrees to collaborate with the student and professor in an ongoing evaluation of the students needs and clinical experiences. The preceptor agrees to provide a current resume /curriculum vitae. The student agrees that all information concerning the involved agency, clients, or College of Nursing will be kept confidential. The student also agrees that the preceptor will summatively evaluate the student's activities, professionalism, goal attainment, etc. The professor agrees to contract with the graduate student for a desired course grade and honor the contract if all agreed criteria are satisfactorily met. Student Printed Name/Course # Student Signature: Date: Preceptor Printed Name: Preceptor Signature: Date: Faculty Member Printed Name: Faculty Member Signature: Date: Contact Phone and Email for Preceptor Student to complete: List ALL Clinical Site(s) where student and preceptor will see patients: 1. 2. 3.
Intercollegiate Consortium for a Master s of Science in Nursing PRECEPTOR S PROFESSIONAL PROFILE Date: Name: Last First M.I. Credentials Agency Affiliation: Address: Street City State Zip Code Telephone No: ( ) Fax No: ( ) E-Mail: Position Title: EDUCATION: Nursing Degree: MSN Masters (non-nursing) Specify: PhD (Nursing) DNSc DNP PhD (non-nursing) Specify: Nurse Practitioner (Population Focus: ) Certification: active inactive Exp Date: License No. State Exp Date OTHER: Physician: M.D. D.O. License No. Exp Date: Counselor: LPC LCSW PhD Other: License No. Exp Date: Types of patients seen at your clinical site: (Circle all that apply) Infant Pediatric Adolescent Women (age 18 55) Men (age 35 & up) Older adult (65>) EXPERIENCE: (Past five years) Dates Institution Position