Nursing and Allied Health Unit Associate Degree Nursing Program Nursing Education Faculty Handbook 2015-2016

Nursing and Allied Health Unit Associate Degree Nursing Program Nursing Education Faculty Handbook 2015-2016 Revised August 2015

Nursing Faculty Orientation Checklist Faculty Member Name: Human Resources File Complete Curriculum Vitae and/or Resume Fingerprints Transcript Date Hired: Completed BRN Approval- EDP-02 form to fill out CPR, BRN License, PPD, Flu, Immunizations Copy of Curriculum Vitae and/or resume Create a BRN Faculty Profile for accreditation Meeting with Instructional Aide Orientation to classroom and instructional support Computer workstation and telephone Blackboard Access Email Access ParScore/ParTest Keyed access Xerox access code Workstation supplies Classroom/Simulation requests for events outside of scheduled class meetings Campus Orientation/Tour Office of Instruction Enrollment Services- picture ID card Library- orientation and library card Nursing Director Briefing- teaching assignment and schedule New Faculty Orientation Handbook Student Policy and Procedure Handbook Mentor Faculty Evaluation Process Census Rosters Lead Instructor Course Briefing Communication between faculty teams and Student communication Police Department Parking permit Lana May or Karla Garcia (951) 487-3182 Police Dispatch (951) 639-5188 Faculty Signature Date:

Nursing Education Faculty Handbook Acknowledgement of Review I the Nursing Education Faculty Handbook. have received, reviewed, and agree to follow I agree to follow the policy and procedures in compliance with the Nursing Education Handbook, MSJC Associate Degree Nursing Program Student Policy and Procedure Handbook, American Nurses Association Code of Ethics, California Board of Registered Nursing Nurse Pracice Act, which supersede MSJC College and faculty association requirements. During your tenure in the Nursing and Allied Health Unit, you will have many questions. It is important to get the correct answer from the most appropriate source. The policies and procedures written in this handbook are designed to assist faculty and help answer some of the most frequently asked questions. Each fall, the director distributes a revised copy of the Nursing Education Handbook to all program members via email and hardcopy. It is the nursing faculty member s responsibility to review the Policy and Procedure changes which will be located on the following locations: Nursing and Allied Health Communication Blackboard Unit N drive Dean, Director, Program Clerk s office NAHU website www.msjc.edu/alliedhealth Contents presented in this Acknowledgement of Review are in accordance with the MSJC Human Resources approved Nursing Faculty Job Description: recruitment # 12-020 This handbook should be read carefully, saved, and used as a reference throughout your tenure in the Associate Degree Nursing Program. Signature Date Faculty Member (PRINT Name)

Table of Contents Introduction to Mt. San Jacinto College Associate Degree Nursing Program Nursing Faculty Orientation Check List College and Program Mission Statement 1 Unit Mission Statement 1 Accreditation 2 Historical Background 3 Faculty Orientation 4 Organizational Charts 5 Faculty and Staff Contact Information 6-7 Program Educational Options 8 Program Learning Objectives (PLO) 9 Associate Degree Nursing Program Overview Philosophy and Program Core Values 12 Program Core Values Definitions 13 Student Policy and Procedure Handbook 14 Nursing Department Resources 15-16 College Campus Resources 17-19 Total Curriculum Plan 20-21 Brochures ADN and LVN-RN 22-34 Position Description of the Associate Degree Nursing Program Dean 36-37 Director 38 Assistant Director 39-40 Clinical Coordinator/Assistant Director 41 Nursing Skills Lab Coordinator 42 Content Expert 43 Lead Instructor 44 Instructor 45-46 Assistant Instructor 47-48 Clinical Teaching Assistant 49-50 Student Success Counselor 51-52 Clerical IV / Program Specialist 53-55 Instructional Aide II 56-57 Clerical Assistant II 58-60 Accreditation Forms EDP-P-02 62-63 Faculty Profile 64 BRN Requirement Checklist 65 Faculty Resources From Parking To Paychecks Report of Accident, Campus Security, and Emergency Procedures 67 Parking 68 Census Rosters/Instructor Absences 69 ITS 69 Guest Lectures/Positive Attendance Grading 70 Posting Grades 70 Book Store 71 Food Services 72 Flex Time 73-74

Pay Checks 74 Print Shop Request 75-76 Classroom, Skills Lab, On-Campus Lab, and Clinical Resources Blackboard Communication Shell 78 Faculty Guidelines for Syllabus Development 79 Reference/Textbook/Desk Copies 80 Clinical Teaching Orientation Manual 81-133 Clinical Forms 134-142 SBAR 143-166

Mt. San Jacinto College Mission Statement Mt. San Jacinto College Associate Degree Nursing Program Mission Statement Mt. San Jacinto College, a California Community College, offers accessible, innovative, comprehensive and quality educational programs and services to diverse, dynamic and growing communities both within and beyond traditional geographic boundaries. We support life-long learning and student success by utilizing proven educational methodologies as determined by collaborative institutional planning and assessment. To meet economic and workforce developmental needs, MSJC provides students with basic skills, general and career education that lead to transfer, associate degrees and certificates. Our commitment to student learning empowers students with the skills and knowledge needed to effect positive change and enhance the word in which we live. The mission of the Mt. San Jacinto College Associate Degree Nursing Program is to prepare entry level registered nurses to function effectively within nursing and related professional disciplines. These graduates will deliver evidence based patient centered care using the nursing process to care for culturally diverse persons across the life span in a variety of healthcare environments. Graduates will use effective communication to be patient advocates. We respect the individuality of students and recognize that each student has different learning styles, diverse cultural and ethnic backgrounds, and unique support systems. The nursing program strives to promote student success in a positive, innovative learning environment. The program outcomes aim to graduate nursing students that develop and demonstrate the following core values: communication, evidence-based practice, nursing process, nursing role/leadership, patient centered care, quality improvement/fiscal responsibility, and safety. (Revised: June 2015) Page 1

Accreditation The Associate of Science Degree in Nursing Program is accredited by the California Board of Registered Nursing (BRN). Upon completion of the 78 unit program, the graduate earns an Associate of Science Degree in Nursing and is eligible to apply for the National Council Licensure Examination (NCLEX-RN) for licensure as a Registered Nurse. Mt. San Jacinto College is accredited by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges, (10 Commercial Blvd. - Suite 204, Novato, CA 94949, (415) 506-0234; fax: (415) 506-0238, www.accjc.org), a regional accrediting body recognized by the Council for Higher Education Association and the U. S. Department of Education. The college has been approved for training of veterans under the various United States public laws and California veteran enactments; the Bureau of Immigration and various United States public laws and California veteran enactment. The Bureau of Citizenship and Immigration Services has approved Mt. San Jacinto College for international students under educational visas. Mt. San Jacinto College is authorized under federal law to enroll non-immigrant students. Page 2

Historical Background of Mt. San Jacinto College Nursing and Allied Health Unit In 2010-11 the founding Dean for the Nursing and Allied Health Instructional Unit was hired; the new Nursing and Allied Health CTE and Academic Program Unit structure fully established and the Unit Dean charged with developing a strategic plan for the Unit s future function. The Nursing and Allied Health Unit is expected to continue its rapid growth which began when the nursing and allied health programs housed in the Career Technical Education Unit, were first added to the MSJC, Menifee campus in 1995-96. The Nursing and Allied Health Unit will continue to offer rigorous, high-quality instructional programs to serve the healthcare needs of the local and surrounding community and will continue to form the flagship identity of the Menifee campus as described in the Educational Master Plan (XI. D. page 49; XIII. G., H. page 70). As a comprehensive community college, MSJC offers courses and programs that satisfy the transfer requirements of four-year colleges and universities. We offer a variety of vocational and technical programs to prepare students for a rewarding career. Basic Skills and English as a Second Language (ESL) training programs are designed for students who want to build a strong foundation and ensure academic success. Community Education programs and classes help lifelong learners and those seeking personal enrichment. The Mt. San Jacinto Community College District was formed in 1962 by a vote of the citizens in Banning, Beaumont, Hemet and San Jacinto. Named for the majestic 10,000-foot peak that dominates the area s skyline, the Mt. San Jacinto Community College District stretches 45 miles from east to west to include the communities of Banning, Beaumont, Idyllwild, San Jacinto, Hemet, Perris, Sun City, Lake Elsinore, Canyon Lake, Murrieta, Menifee, Temecula, Aguanga and Anza. Economic activity includes a varied agricultural industry, light manufacturing, tourism and a thriving service sector meeting the needs of the region s growing population. District geography is diverse, ranging from desert and valley grasslands to pine-forested mountains. The college enrolled its first students in the fall of 1963, holding classes in rented facilities. The San Jacinto Campus was opened in 1965 with two buildings and has grown into a comprehensive college campus serving the needs of students and the community. In 1975, the residents of Temecula, Lake Elsinore, Perris and adjacent areas voted to join the Mt. San Jacinto Community College District, increasing the college s area to the present 1,700 square miles. Although the boundaries have remained stable since 1975, the District has changed dramatically, especially since the 1980s. In recent years, unprecedented population growth has fostered the highest rate of enrollment increase of all 111 community colleges. Mt. San Jacinto Community College District covers 1,700 square miles in central and southwestern Riverside County, one of California s fastest-growing and most dynamic regions. Page 3

Faculty Orientation POLICY: All faculty members newly hired to Mt. San Jacinto College Associate Degree Nursing Program participate in at least two face-to-face formal orientations. The first orientation covers the entire College prospectively and the Nursing and Allied Health Unit. A follow up orientation is designed to cover the Associate Degree Nursing faculty roles and responsibilities, program operations, policies/procedures, and program accreditation. PROCEDURE: I. Attend two required nursing faculty orientations and obtain a copy of the Nursing Education Faculty Handbook II. During orientation review: job description and faculty members role in program evaluation, program governance, college governance, parking to paychecks, policies/procedures, program academic calendar of events III. Meet with the program director regarding BRN approval, schedule, and teaching assignment and verify workload. IV. Meet bi-monthly with the Nursing Program Director V. Mentors are assigned to utilize as a resource. Course coordinators/lead instructors also serve as mentors to both new full-time and associate faculty. Effective: 8/2011 Reviewed: 7/2013 Revised: 7/2013- R. Brooks Page 4

Associate Degree Nursing Program Organizational Chart Page 5

Associate Degree Nursing Program Contacts Support Staff Main Line (951) 639-5577 Kristin Rodriguez Gomez Julie Baker Janet Brandenburg Janyt Camper Hal Edghill Debbi Vesey Clerical Assistant IV, Associate Degree Nursing Program (951) 639-5578 Clerical Assistant II, Nursing and Allied Health Unit (951) 639-5577 Clerical Assistant III, Allied Health Programs (951) 639-5557 Student Success Coordinator (951) 639-5558 Instructional Aid II (951) 639-5768 Administrative Associate to the Dean (951) 639-5561 Administration Joyce Johnson, MSN, RN Carol Comeau, MSN, RN Interim Dean, Nursing & Allied Health Unit (951) 639-5350 Interim Associate Dean Nursing & Allied Health Unit (951) 639-5560 Faculty Peter Zografos, PhD, RN Susan Farrington, MSN, RN Susan Barboza-Anderson, MSN, RN Raelene Brooks, MSN, RN Angela Feeler, DNP, RN Director, Associate Degree Nursing Program (951) 639-5568 Assistant Director, ADN Faculty (951) 639-5192 ADN Faculty (951) 639-5569 ADN Faculty (951) 639-5191 ADN Faculty (951) 639-5577 Page 6

Laura Gibson, PhD, RN Regina Marks, MSN, RN ADN Faculty (951) 639-5570 ADN Faculty (951) 639-5563 Associate Faculty Marci Cabral, MSN, RN Nicholas Garcia, MSN, RN Leticia Gomez, MSN, RN Paula Jones, MSN, RN Lidia Lopez, BSN, RN Mary Moore-Hughes, MSN, RN, PHN Lorrie Myren BSN, RN Denise Roberts, BSN, RN, PHN Dessia Stokes-Berry, BSN, RN ADN Associate Faculty/Clinical Coordinator (951)639-5577 ADN Associate Faculty/Clinical Professor (951) 639-5577 ADN Associate Faculty/Clinical Professor (951) 639-5577 ADN Associate Faculty/Clinical Professor (951) 639-5577 ADN Associate Faculty/Clinical Professor (951)639-5577 ADN Associate Faculty/Clinical Professor (951)639-5577 ADN Associate Faculty/Clinical Professor (951)639-5577 ADN Associate Faculty/Clinical Professor (951)639-5577 ADN Associate Faculty/Clinical Professor (951)639-5577 Page 7

Associate Degree Nursing Program Educational Options Three educational options are available to meet licensure eligibility Associate Degree Nurse (Generic) - Upon Completion of the two year nursing curriculum and all college graduation requirements, the student is awarded an Associate of Science Degree and is eligible to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Associate Degree Nurse (LVN-RN Transition) - Licensed Vocational Nurses who have graduated from accredited schools of vocational nursing may apply for this option which requires completion of a transition course, all second year nursing courses, and all other college graduation requirements. The student is awarded an Associate of Science Degree and is eligible to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN). 30-Unit Option (LVN-RN Transition) Page 8

Program Learning Outcomes Incorporate ethical, legal and safety standards and professionalism (Nurse Practice Act). Develop leadership skills and promote research/evidence based practice Design Problem Solving Plans (PSP) using the nursing process to direct and manage care of clients. Develop and utilize effective verbal and written communication methods that can be used with clients, family and health care professionals to promote optimum wellness and patient advocacy. Incorporate principles of environmental, informatics, client and personal safety when using the nursing process to provide care for clients. Integrate knowledge of drug classifications used to promote, maintain, and restore optimum wellness. Synthesize growth and development concepts for the care of clients of various ages. Compare and contrasts the various, physical, social, cultural, and spiritual environments using the nursing process to promote, maintain and restore optimum wellness Analysis of physiological needs for clients to promote, maintain and restore optimum wellness Prepare student for candidacy to take the National Council Licensure by Examination (NCLEX) and continue lifelong learning. Page 9

Course/Student Learning Outcomes 1. Nursing Role/Leadership Uses the nursing roles of communicator, actively participates in implementing change 2. Nursing Process Uses a systematic approach to assess, diagnose, plan, implement/intervene and evaluate patient care. 3. Patient-Centered Care Recognizes the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient s preferences, values and needs 4. Communication Implements therapeutic communication skills that foster open communication, mutual respect and shared decision making to achieve quality patient care 5. Evidence-Based Practice Integrates best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care 6. Quality Improvement/Fiscal Responsibility Uses data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems. Recognizes that cost effectiveness is essential for success for the health care organization 7. Safety Minimizes risk of harm to patients and providers through both system effectiveness and individual performance Page 10

Associate Degree Nursing Program Overview Page 11

Philosophy Philosophy The philosophy of the Associate Science Degree, Registered Nursing Program focuses on the individual needs of the students and patients, within the context of families, communities and environments who exist on a health wellness/illness continuum. Learning occurs via a dynamic engaged process that prepares the student to function effectively as an entry level registered nurse within nursing and inter-disciplinary teams. Program Core Values The Associate Degree Nursing program mission and philosophy statements align with the college mission and philosophy statement. The philosophy, Program Learning Outcomes, Student Learning Outcomes, and Core Values take into consideration the basic concepts of QSEN competencies: 1. Nursing Role/Leadership 2. Nursing Process 3. Patient Centered Care 4. Communication 5. Evidence Based Practice 6. Quality Improvement/Fiscal Responsibility 7. Safety Page 12

Program Core Values Definitions Communication Implements therapeutic communication skills that foster open communication, mutual respect and shared decision making to achieve quality patient care Evidence-Based Practice Integrates best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care Nursing Process Uses a systematic approach to assess, diagnose, plan, implement/intervene and evaluate patient care. Nursing Role/Leadership Uses the nursing roles of communicator, actively participates in implementing change Patient-Centered Care Recognizes the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient s references, values and needs Quality Improvement/Fiscal Responsibility Uses data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems. Recognizes that cost effectiveness is essential for success for the health care organization Safety Minimizes risk of harm to patients and providers through both system effectiveness and individual performance. Quality Safety Education in Nursing accessed June 2014 Page 13

Associate Degree Nursing Student Policy and Procedure Handbook It is the nursing faculty member s responsibility to review the Nursing Student Policy and Procedure Handbook. All updates and changes can be easily accessed in the following locations: NAHU website www.msjc.edu/alliedhealth Skills Lab Blackboard Student policy and Procedure Handbook To access the policy and procedure handbook log-on to the My MSJC component of blackboard from the msjc.edu website with your username and password > The courses you are teaching will populate on the right side of the screen. Click on the Nursing Allied Health Communication link > Click on the Department Documents tab on the left side > Click on the DNAH Student Policy and Procedure Handbook link. Page 14

Nursing Department Resources Nursing Student Success Coordinator A dedicated nursing coordinator is available for nursing students to assist with Time Management, Study Skills, Financial Aid, Scholarships, Transfer Information, Writing a Resume, and other needs with regard to nursing student success. From day one, all nursing students are provided information about the Nursing Student Success Coordinator and are encouraged to meet with the coordinator, who is located in the Nursing and Allied Health Unit on the Menifee Valley Campus in Building 500. ATI Integration Policy The Comprehensive Assessment and Review Program (CARP) is a learning program offered by Assessment Technology Institute (ATI) that provides students with focused testing utilizing research-validated practice examination questions and remediation tools/activities for each nursing course in the Associate Degree Nursing Program. The CARP offers individual, self-paced, content specific and targeted remediation to increase student success. The CARP is used in the Nursing Program to assist students with the application of theoretical content to actual client-care situations and to facilitate NCLEX-RN Preparation. Skills Lab The Skills Lab is separated into four areas in the 500 building-rooms: 515, 514, 516, and 512. Three rooms are simulation rooms and one room is for student computer stations and study area. The Skills Lab contains and continues to purchase a variety of audiovisual (AV) materials to augment lecture presentations and provides students with opportunities for self-study. The department AV holdings include over one hundred titles, CD-ROMS and self-paced learning programs that are uploaded onto the thirteen student work stations. There are a variety of resources available for all nursing students: 1. Skills practice with Professor 2. Skills check-off with Professor 3. Computer learning activities 4. Laptop checkout and use 5. SIM Man simulation activities 6. Computer accessibility for online learning to access ATI Skills Modules and other web based resources 7. Reference Textbook and Nursing journal articles (located in the physical Menifee Valley Campus Library and online library resources) Page 15

South West Association of Nursing Students (SWANS) The SWANS Organization is a constituent of the National Student Nurses Association and California Student Nurses Association and practices shared governance. SWANS are student nurses uniting together to convey the standards and ethics of the nursing profession to become responsible and accountable members of the nursing profession, to advocate for high quality, research-based, affordable and accessible healthcare to the community to strengthen the efforts of each individual student through mentoring and to develop into students who are prepared to lead the profession of nursing in the future. Peer Mentoring/Peer Tutoring Peer mentoring is a subsidiary of the South West Association of Nursing Students (SWANS). The program is established to provide support and guidance to the nursing students from other nursing students perspective to achieve success. For more information, please email msjcadnmentoring@gmail.com (funded by the Song Brown Grant). California Collaborative Model of Nursing Education (CCME) The California Collaborative Model of Nursing Education provides a streamlined option for ADN students to obtain their BSN degree. This dual enrollment education pathway is a core strategy with statewide impact to advance nursing education. This model is specific to the articulation opportunities of students to attend Cal State San Marcos. The program has a variety of articulation agreements with a number of baccalaureate programs. Page 16

College Campus Resources Counseling The mission of the Mt. San Jacinto College Counseling Department is to facilitate proactive planning for student success, leadership and life-long learning through academic, career, transfer, personal, and crisis counseling. Counselors and staff advocate, educate, guide, and empower students intellectual and social development within an educational and multicultural environment. DSPS Disabled Students Programs and Services (DSP&S) is a student services program that assists students with disabilities in gaining maximum access to college curriculum and programs while attaining their academic, vocational and personal goals in a mainstreamed setting. Students may be referred to DSP&S by professors, counselors, community agencies, high schools, a parent, or by self-referral. They are eligible for appropriate and reasonable accommodations and support services upon completion of an application, verification of the disability, and an intake interview in DSP&S. Enrollment Services The Enrollment Services Office provides numerous services to students and members of the community. General information about the college is provided. Petitions to enroll in class after the traditional enrollment dates, transcripts, credit by examination and enrollment verification are all initiated in this office. Student academic records, courses taken, units attempted, units earned, grades, grade points, graduation date and other data are maintained in this office. EOPS The Extended Opportunity Programs & Services (EOP&S) was established as a result of Assembly Bill 164 passed by the California Legislature in 1969 to increase the enrollment of educationally disadvantaged and low-income students on community college campuses. Financial Aid While Mt. San Jacinto College subscribes to and supports the philosophy that primary responsibility for funding college expenses rests with students and their families, the college recognizes that some students and/or their families have limited financial resources and are unable to meet all of the expenses associated with higher education without supplemental assistance. Page 17

Scholarships Scholarship Title Application Deadline Information COADN Leadership Scholarship Application Flyer Website April 10, 2012Review COADN website for updates Discover Nursing Scholarship Search Website Use website to search for scholarships Flo s Cookie Jar (NSNA) Website Review website Health Professions Education Foundation Website Multiple Scholarships, Review website Health Professionals Scholarship Program HPSP Fact Sheet Website Review website for more information Hemet Sunset Rotary Club TBA TBA Hispanic Scholarship Fund Website Multiple Scholarships, Review website Japanese American Citizens Website Varies based on eligibility League NSNA Scholarship Website Multiple Scholarships, Review website Sharps Compliance Essay Fact Sheet April 30, 2012Review Website Contest Website Tylenol Future Care Scholarship Website Applications open 3-12- 2012Application Period April 15- June 15 United Negro College Fund Website Multiple Scholarships, Review website For additional scholarships, visit the MSJC Scholarship page located on the Financial Aid webpage. Puente Project Puente is an academic, counseling, and leadership program that prepares students to succeed in the university environment. The course curriculum and content is multi-cultural, emphasizing Mexican-American/Latino experiences and literature. The students visit university and college campuses. The program starts every fall and runs through the spring semester. Veterans Services Mt. San Jacinto College is fully approved for the training of students under the various government educational programs for veterans and eligible dependents of deceased or disabled veterans. After filing an application for admission, a veteran wishing to receive one of the VA Educational Benefits should contact the VA representative on the campus of their choice (SJC/MVC). Page 18

Matriculation services were mandated in 1986 with the passage of AB3, a bill created to address the high dropout rate of community college students by offering services to assist students in completion of their educational goals. Job Location Development Program (JLDP) is set-up to assure that students are successful in their education and work-related activities while they remain in the program. Job Placement Services offers several important services: Job Opportunities Job Skills/Knowledge Internship Referrals Portfolio Development Resume Building Employment Resources Workshops The office maintains a wide variety of job listings in all areas, which are posted daily. Students may also do a job search via the Internet using Cal JOBS and other websites. A large number of resources to assist students are available on careers, interviewing techniques, resume writing and job market projection. These include computer programs, videos, books, and other written materials. Helpful staffs are always available to get students started on their career exploration job search. Page 19

Mt. San Jacinto College Associate of Science Degree Associate of Science Degree TOTAL CURRICULUM PLAN NOTE: All courses must be completed with a grade of C or higher COURSE NUMBER COURSE TITLE UNITS THEORY HOURS CLINICAL HOURS FIRST SEMESTER Nursing 194 (18 weeks) Nursing 212 (9 weeks) Nursing 214 (9 weeks) Nursing 071 (18 weeks) SECOND SEMESTER Nursing 222 (9 weeks) Nursing 224 (18 weeks) Nursing 226 (9 weeks) Nursing 072 (18 weeks) THIRD SEMESTER Nursing 234 (18 weeks) Nursing 236 (9 weeks) Nursing 238 (9 weeks) Nursing 073 (18 weeks) FOURTH SEMESTER Nursing 244 (9 weeks) Nursing 248 (9 weeks) Nursing 074 (18 weeks) LVN-RN ROLE TRANSITION Nursing 232 (18 weeks) Nursing 072 (18 weeks) Pharmacology and Dosage Calculations for Nurses 3.5 63 0 Foundations of Nursing 4 36 108 Introduction to Medical-Surgical Nursing I 4 36 108 Foundations of Nursing Skills Lab 0.5 0 27 Nursing Care of Children and Families 3.5 36 81 Beginning Medical-Surgical Nursing II 5 45 135 Nursing Care of Childbearing Families 3.5 36 81 Basic Medical Surgical Nursing Skills Lab 0.5 0 27 Intermediate Medical-Surgical Nursing III 5 45 135 Mental Health Nursing 3 27 81 Gerontology and Community Nursing 2 18 54 Intermediate Nursing Skills Lab 0.5 0 27 Advanced Medical-Surgical Nursing IV 4 36 108 Preceptorship 2.5 0 135 Advanced Nursing Skills Lab 0.5 0 27 LVN-RN Role Transition 3 36 54 Basic Medical Surgical Nursing Skills Lab 0.5 0 27 Page 20

Progression Through The Associate Degree Nursing Program LVN-RN TRANSITION FIRST SEMESTER N194: Pharmacology & Dosage Calculations for Nurses Theory (18 Weeks) August-December N212: Foundations of Nursing Theory and Clinical (9 Weeks) August-October N214: Introduction to Medical-Surgical Nursing Theory and Clinical (9 Weeks) October-December N071: Foundation of Nursing Skills Lab (18 Weeks) August-December SECOND SEMESTER N224: Beginning Medical-Surgical Nursing II Theory and Clinical (18 Weeks) January-May N226: Nursing of Childbearing & Families (OB) Theory and Clinical (9 Weeks) January-March or March-May N222: Nursing Care of Children & Families (Pediatrics) Theory and Clinical (9 Weeks) January-March or March-May N072: Basic Medical-Surgical Skills Lab (18 Weeks) January-May N232: Role Transition Theory and Clinical (18 Weeks) January-May N072: Basic Medical-Surgical Skills Lab (18 Weeks) January-May THIRD SEMESTER N234: Intermediate Medical-Surgical Nursing III Theory and Clinical (18 Weeks) August-December N236: Mental Health Nursing Theory and Clinical (9 Weeks) August-October or October-December N238: Gerontology and Community Nursing Theory and Clinical (9 Weeks) August-October or October-December N073: Intermediate Nursing Skills Lab (18 Weeks) August-December FOURTH SEMESTER N244: Advanced Medical-Surgical Nursing IV Theory and Clinical (9 Weeks) January-March N248: Preceptorship Clinical (9 Weeks) March-May N074: Advanced Nursing Skills Lab (9 Weeks) March-May Page 21

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Position/Job Descriptions Associate Degree Nursing Program Page 35

BRN: Section 1425 Management Job Description DEAN OF NURSING EDUCATION & ALLIED HEALTH Job Summary Under the direction of the Dean of Instruction, Career Education, the Associate Dean of Nursing Education & Allied Health is responsible for the administration of the Nursing Assistant, Vocational Nursing, Associate Degree Registered Nursing and all Allied Health programs. Leadership will include the supervision of clerical and support staff, full-time and associate nursing and allied health faculty, program expenditures, budget management and campus and clinical facilities for the nursing and allied health programs. The Associate Dean of Nursing Education & Allied Health will administer the nursing and allied health programs throughout the district by consistently coordinating, updating and revising these programs to assure compliance with third party regulatory mandates. Examples of Duties Develops instructional class and clinical site rotation schedules and determines staffing priorities for all nursing and allied health programs Recommends instructional staff for hire after seeking approval by the relevant licensing board and is responsible for orientation, evaluation and disciplinary measures for all nursing programs Develops action plans regarding procurement of instructional expenditures; is accountable for nursing and allied health program budgets Prepares publications for all nursing and allied health programs Acts as the liaison between the college nursing and allied health programs and local schools, colleges, healthcare facilities, professional organizations and community leaders Participates in and supports the faculty in the continued development, implementation, coordination and reporting functions for the nursing and allied health programs Plans and facilitates all nursing program committee meetings, including but not limited to, Annual Nursing Advisory Committee meetings, Education and Practice Committee meetings and Pre-Semester Faculty Workshops Prepares documentation and reports required by the Board of Registered Nursing, the Board of Vocational Nursing and Psychiatric Technicians and other third party regulatory agencies Reviews student applications to all nursing and allied health programs and prepares letters of acceptance/denial and ensures student files comply with all applicable third party regulatory requirements Forwards completed relevant required program completion documentation to Enrollment Services, the Board of Registered Nursing and the Board of Vocational Nursing and Psychiatric Technicians Assures application process for NCLEX-RN and NCLEX-VN is reviewed and completed for relevant candidates; and, manages all aspects of self-study and re-accreditation process to maintain continuous State Board accreditation status of the Associate Degree Registered Nursing Program, Vocational Nursing Program and other programs as warranted. Page 36

Knowledge, Skills and Abilities The incumbent should possess an in-depth knowledge and application of State Board regulations and requirements for the Vocational and Associate Degree Registered Nurse programs and a strong working knowledge of communication and interpersonal skills. The incumbent should possess excellent organizational skills and management expertise. The incumbent should possess an ability to forecast and plan nursing and allied health academic programs; and, an ability to work with diverse student, staff and community populations. The incumbent must have clinical nursing experience and have remained current regarding issues in healthcare and patient care practice standards. Minimum Qualifications A current active California RN license, AND Master s degree or higher from an accredited college or university in nursing which includes coursework in nursing, education or administration, AND A minimum of one (1) year experience (within the last five years) in an administrative position (as interpreted by the licensing agency as one (1) year as Assistant Director or Director of Nursing Education), AND A minimum of two (2) years experience teaching in pre-or post-licensure nursing programs, AND At least one (1) year experience as a registered nurse providing direct patient care; or, equivalent experience and/or education, as determined by the board of Registered Nursing and the Board of Vocational Nursing and Psychiatric Technicians, AND A sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability and ethnic backgrounds of community college students Desired Qualifications Three (3) years experience in healthcare delivery as a Registered Nurse Three (3) years of teaching experience (in Nursing), curriculum development and counseling Effective oral and written communication skills Demonstrated ability to manage financial resources with a record of fiscal responsibility and accountability Demonstrated advocacy for students and students needs Page 37

BRN: Section 1425 DIRECTOR, ASSOCIATE DEGREE NURSING PROGRAM Job Description Under the direct supervision of the Dean of Nursing & Allied Health, the Director of the Registered Nursing Program is responsible for the continued development, implementation, promotion and daily operation of the Registered Nursing Program. The college has provided reassigned time of 50%. The remaining 50% is dedicated to provide instruction for Associate Degree Nursing classes. This position does not include the supervision of any other Allied Health programs. Duties and Responsibilities Coordinates, directs and participates in all activities involved in planning, developing, organizing, implementing, evaluating and managing the Registered Nursing Program and special department projects Serves as the Registered Nursing Program liaison, maintains compliance with accreditation and legal standards to the Board of Registered Nursing and the National League for Nursing and other accrediting agencies Directs the collection and analysis of data for annual reports, self-study reports and site visits required by the Board of Registered Nursing, the National League for Nursing and other accrediting agencies Maintain ongoing communication with all Lead Registered Nursing Program Faculty, Associate Faculty and Classified Employees/Front Office Staff Assist in the development of program goals, program policies, new programs and objectives based on industry, community and college input Coordinates recruitments, admission and ongoing advisement of generic, transfer and foreign Registered Nursing students Conducts ongoing systematic program planning, evaluating, organizing and implementing assessment of student success Assist with curriculum planning and the development of the schedule of classes and faculty teaching assignments for the Registered Nursing Program and other assigned courses Assists in the development and management of program budget Coordinates Faculty enrollment and compliance with BRN regulations, orient new faculty Participates in the recruitment, selection, orientation, supervision and evaluation of faculty for the Registered Nursing Program in accordance with the requirements of the accreditation agencies Plans and conducts RN Director Meetings and other meetings in accordance with accreditation guidelines Participates in student orientation Assists with writing Strategic Plans of Success and counsel for students Schedule time to meet with students for evaluation and counseling purposes Weekly meetings to coordinate program operations and performs other duties assigned by the direction of the Dean Minimum Qualifications A Master s degree or higher from an accredited college or university which includes course work in nursing education or administration (Section 1425, Title 16 Regulations) At least one year of clinically competent experience as a Registered Nurse providing direct patient care or equivalent experiences as determined by the board A minimum of one year experience in an Administrative position A minimum of two years experience in teaching, pre or post-licensure nursing programs Page 38

ASSISTANT DIRECTOR OF NURSING BRN: Section 1425 Position Summary Under the direct supervision of the Dean, Nursing & Allied Health and in collaboration with the Associate Degree Nursing Program Director, the Assistant Director will assist in the supervision of the ADN Program and serve as the DNAH Clinical Coordinator as described in the Clinical Coordinator Roles & Responsibilities. The college provides up to 50% reassigned time to complete these activities. Duties and Responsibilities In the absence of the ADN Program Director, assumes Director Responsibilities of the ADN Program. Together with the ADN Director, serves as the liaison between MSJC ADN Program, college curriculum and other committees, local colleges, healthcare facilities, professional organizations and community. Assist in preparing reports and site visits required by the Board of Registered Nursing (BRN) Participates in the self-study and re-accreditation process to maintain continued state, regional and college accreditation status Advocates and communicates clinical placement needs for the Department of Nursing and Allied Health Maintain ongoing communication with all Lead Faculty/Course Coordinators, Full-time faculty, Associate Faculty, and Classified Office Staff Attend college meetings on behalf of the ADN Program Director as assigned Participate in state, local and professional ADN meetings (COADN) Together with the ADN Program Director assist with the continued development, implementation, coordination and reporting to the Board of Registered Nursing and other accrediting agencies Assist the ADN Program Director in the recruitment, selection, orientation and evaluation of faculty for the ADN Program in accordance with requirements accreditation agencies and college policy and procedure Assist the ADN Program Director with preparation and review of budgetary expenditures Assist the ADN Program Director with program and college curriculum planning and program review Assist with the development of the classes and faculty teaching assignments for the ADN Program and other assigned courses in the DNAH Plan, schedule and coordinate Student Orientation each semester including: Warm and Fuzzy New Student Orientation Clinical Site Orientations Coordinate training and instruction of DNAH Background Check Policy and Procedures Reminder to students at the end of each semester to update their background checks with a compliance deadline Actively participate in mandated committees including but not limited to: Admission Selection/Enrollment/Retention/Promotion Committee Learning Resource Committee Curriculum Committee Page 39

Mentor new Full-time and Associate Faculty using checklist tools and resources to include: 1. College Mission 2. ADN Program Philosophy 3. Mission 4. Program Policies and Procedures 5. Curriculum 6. Classroom and Clinical instructional practices 7. Coordinate and facilitate Student/Faculty Forums Assist the ADN Program Director in preparing and facilitating the annual ADN Program Advisory Meeting. Other duties as assigned Minimum Qualifications Knowledge, Skills and Abilities The incumbent should possess demonstrated organizational skills and management expertise; a knowledge of strong communication and interpersonal skills; an ability to forecast and plan nursing academic programs; and an ability to work with diverse students, staff and community populations. Must have knowledge of State Board regulations and requirements. Education and Experience BRN: (CCR section 1425) The Assistant Director of a Registered Nursing Program shall meet the education and experience requirements of: Master s or higher degree from an accredited college or university which includes course work in nursing, education, or administration; and a minimum of two years teaching experience in a pre or post-licensure program such as associate, baccalaureate, masters or doctoral degree nursing program; and At least one year s continuous experience as are registered nurse providing direct patient care; and A current California active licensure as a Registered Nurse Page 40

BRN: Section 1425 CLINICAL COORDINATOR/ ASSISTANT DIRECTOR Position Summary Under the direct supervision of the Dean, Nursing & Allied Health and in collaboration with the Directors of the Associate Degree Nursing Program, performs the duties and responsibilities. Duties and Responsibilities Collaborates with the Directors for clinical placement needs Participate and attends the Inland Empire Consortium meetings Advocates and communicates clinical placement needs of the Department of Nursing and Allied Health Arranges and facilitates all student orientations to clinical facilities in collaboration with Lead Instructors Establishes a face to face working relationship between all nursing programs and facility directors, managers, etc., at least once a year Produces and distributes a Master Clinical Facility Plan, including: 1. All participating clinical sites 2. All courses 3. Specialty area rotations 4. Exact number of student allowed on the floor and specialty areas 5. Required facility orientation? Yes/No 6. Formulate a letter of introduction for all clinical facilities prior to the start of each semester 7. Maintains and manages all clinical placements with current information/updates including: 8. Phone numbers 9. Instructor info 10. Dates 11. Times 12. Holidays 13. Breaks, etc. 14. Formulates a letter of appreciation each semester to Facility Administrators, Management and Staff on behalf of MSJC each semester 15. Makes visibility rounds at the minimum, once a month at every clinical site. Maintains close communication, contacts Lead instructors of identified issues 16. Investigates and visits potential clinical sites 17. Assists in the facilitation and coordinates the ongoing maintenance of Affiliation agreements 18. Facilitates the process of delivering the following to each facility staff educator: 19. Clinical rotations 20. Student and staff contact information 21. Immunization/background clearance data 22. Copies of course syllabi 23. Revised Policy and Procedure Manual (each Fall) 24. Reports to DNAH or Program Meetings 25. Clinical Coordinator updates 26. Attends Grant Advisory Committee meetings and all meeting where clinical placement discussions are scheduled. Page 41

NURSING SKILLS LAB COORDINATOR BRN: Section 1425 Activities and/or Tasks Required: Is responsible for working with Instructional Aide to prepare the facility to accommodate, operate, and store the equipment. Train faculty on use of the skills lab equipment. Work closely with IT personnel to establish the appropriate and complex technology requirements. Prepare policy and procedure for faculty and staff to employ when using the equipment. Attend planning meetings to include MSJC ADN Faculty meetings and LRC meetings. Develop and utilize materials for enhancement of student learning and faculty teaching within the changing healthcare environment. Coordinate and manage the skills lab environment and usage which includes but is not limited to addressing staff issues such as instructor absences and coverage and scheduling student check-off appointments. Provide demonstration, technical instructional assistance, and remediation to nursing and allied health students in practicing and refining performance of clinical skills in clinical laboratory classes, open lab time and by individual appointments. Maintain communication with faculty regarding student performance to include class orientations, student remediation and general updates to clinical instructors of individual student performances that are outstanding or substandard in any way. In collaboration with faculty, monitor inventory to select clinical equipment and supplies for purchase. Coordinate, administer and proctor the pre-assessment (TEAS) testing for all conditionallyaccepted nursing program candidates and end of semester ATI testing. Monitor and police the established computerized tracking system for student and faculty use of the skills lab and skills lab resources for program planning and resource utilization. Maintain and facilitate learning of Simulation Mannequins (SIM MAN) in the skills lab. Participate in simulation and SIM MAN training seminars, workshops or web-based teaching resources to stay up-to-date on the most current evidence based practice and teaching methods. Develop workshops and in-services of technology and software that are utilized by staff and students. Collaborate with faculty to develop nursing scenarios to enhance student critical thinking skills. Review software content for quality and content, including student and faculty feedback; and researches and recommends software purchases as needed. Maintain currency in field to help with recommendations for curriculum content and criteria improvement that is pertinent based on the most recent evidence based practices. Participate in college/campus governance by serving on campus/college committees; participate in professional development, student and other educational activities in accordance with college policies. Participate and actively build comprehensive, user-friendly manuals used by all staff to perform skills lab job duties and activities. Maintain a clean and orderly skills lab environment to include the enforcement of faculty and student policies and procedures as well as organizing the lab to facilitate usage and productivity. Measurable Outcome: Student success in the NURS-071, 072, 073, and 074 courses Assist Faculty with Running Simulation Scenarios as needed and deemed by the faculty member. In absence of full time Nursing Skills Lab Coordinator these responsibilities, duties and tasks will be jointly covered by faculty assigned to skills lab and Instructional Aide. Page 42

BRN: Section 1425 CONTENT EXPERT Qualifications There are content experts in the area of geriatrics, medical-surgical, mental health/psychiatric nursing, obstetrics, and pediatrics. The Content Expert shall have: 1. A Master s or higher degree from an accredited college or university in the designated nursing area or 2. A Master s degree that is not in the designated nursing area and shall: a. Have completed thirty hours of continuing education or two semester units or three quarter units of nursing education related to the designated nursing area; or have a national certification in the designated nursing area from an accrediting organization and b. Have minimum of 240 hours of clinical experience within the previous three years in the designated nursing area or have a minimum of one academic year of registered nurse level clinical teaching experience in the designated nursing area within the previous five years. Responsibility The content expert is responsible for reviewing and monitoring the program s entire curricular content for a designated nursing area. The content expert does an ongoing curriculum review and maintains the curriculum, developing, updating, and changing the content according to best clinical practice. The content expert will also support new faculty with development in that particular content area and give update reports to the Director of the Nursing Program. Page 43

LEAD INSTRUCTOR/COURSE COORDINATOR The lead instructor shall: Schedule and Prepare the agenda for team meetings Assign a team member to take minutes of meetings, type minutes and distribute to all faculty and directors. Work with team members to develop course content in accordance with approved nursing curriculum Collect learning guides from instructors and place in syllabus according to the order of presentation Add other materials (syllabus description, evaluation forms, handouts, appendix, etc.) as required Submit the syllabus to the Director and Administrative support person prior to send for copying. Distribute copies to team members including adjunct faculty, director and department chairperson Coordinate campus lab activities Maintain a course file and give it to the director at the end of each course. The file is to include: 1. Syllabus 2. Test keys/ item analysis 3. Student scantrons 4. Grades/attendance forms 5. Course evaluations 6. Facility evaluations 7. Handouts Coordinate tests with team members input: 1. Assign due dates and number of questions per instructor and distribute to all members 2. Determine the number of questions for each test 3. Set date and time for team members to review questions 4. Assigns person responsible for proctoring each test (check schedule with the Director/Instructional Aide) 5. Assign person responsible for preparing each test 6. Put questions together and take duplicating, pick up, proof and return for duplicating 7. Pick up test and have ready on exam day 8. Prepare examination booklet answer keys for each faculty member, SCANTRON key, and item analysis reports 9. Remind faculty to speak to failing students and place learning contract in student s file. 10. Place test copy and student SCANTRON sheets in course file 11. Take necessary test to learning center for students with special needs Meet with At Risk students and report the student name to the Student Success Counselor in a timely manner Review student does not meet standards and student problems with team members Monitor attendance records every two weeks. Report excessive student absences to team members and with the Director. Meet with team to discuss make-up assignments. Ensure that all guest speaker request forms required by college policy are submitted to the Director prior to the activity and that copies are kept in the final course file. Mentor for associate faculty will provide input from department chairperson and Director. Finalize course grades, complete grade sheets, enter grades in computer grading system and print two copies. File one in the course file and submit one to the Director. Hold closure meetings for the course, discuss texts, clinical facilities, any changes Monitor student completion of course designated comprehensive assessment and review program requirements. Page 44

INSTRUCTOR The Instructor is a full-time, tenure track, contract faculty position with the following qualifications identified by the Board of Registered Nursing. BRN: Section 1425 Qualifications The Instructor shall have: 1. A Master s or higher degree from an accredited college or university that includes course work in nursing, education, or administration; 2. Completion of at least one year s experience teaching courses related to Registered Nursing or a course which includes practice in teaching registered nursing; 3. At least one year s experience as a Registered Nurse providing direct patient care or equivalent experience and/or education as determined by the board. Instruction Function as a didactic and clinical instructor in the Nursing Education Program. Area of assignment will be based on program, clinical expertise, and needs at that time. Prepare appropriate course outlines and syllabi to department and college standards Arrange classroom and clinical learning experiences consistent with course objectives and instructional methodologies that address student diversity and promote student success in the nursing education program. Utilize current teaching and learning methodologies to make effective instructional presentations Prepare and administer appropriate assessments designed to evaluate learning Maintains currency in subject area and promote critical thinking in classroom and clinical arenas Guide students in clinical area to safeguard client welfare and promote student learning Students Demonstrate respect for students rights at all times and role model behaviors consistent with nursing and the teaching profession Establish open line of communication to inform students of their progress according to established department policy Direct, guide, assess and evaluate students performances in the classroom, laboratory and clinical settings Maintain accurate records of students grades and attendance in accordance with administrative and department policy Inform students of their progress according to established department policy Develop a remediation plan for students with identified weakness in clinical and/or academic performance Refer students to the appropriate department for assistance when needed Participate in academic guidance counseling of students Provide individual assistance or advice to students who are not making satisfactory progress toward meeting course or program objectives Page 45

Curriculum (BRN 1425.1(a)) Assist with the development, organization, implementation, and evaluation of the nursing curriculum Nursing Education Department Report to the Associate Dean/Director of the Nursing Education Program Attend department faculty meetings Attend Nursing Department Advisory Board meetings Serve on faculty committees concerned with development of policies and administrative functions Assist in the selection of instructional supplies, textbooks, and capital equipment Serve on a voluntary basis as faculty advisor to nursing students organizations Maintain open communication with other nursing faculty and other assistance as needed Mentor new faculty College Serve on college wide shared governance committees concerned with development of policies and administrative functions Professional Development Maintain currency in subject are related to specific assignment Maintain currency in techniques of effective instruction Participate in continuing education to update and augment knowledge Participate in professional organizations Community Interpret the philosophy and objectives of the Associate Degree Nursing Program to the community within and outside of the college. Act as liaison between the nursing department and clinical agencies to interpret course and program objectives, and to plan for effective clinical experiences. Page 46

ASSISTANT INSTRUCTOR The Assistant Instructor is an adjunct faculty position with the following qualifications identified by the Board of Registered Nursing. BRN: Section 1425(e) Qualifications The Assistant Instructor shall have: A baccalaureate degree from an accredited college which shall include courses in nursing, or in natural, behavioral or social sciences relevant to nursing practice; Direct patient care experience within the previous five (5) years in the content area to which he or she will be assigned, which can be met by: One (1) year s continuous, full-time or its equivalent experience providing direct patient care as a registered nurse in the designated nursing area; or One (1) academic year or of registered nurse level clinical teaching experience in the designated nursing area of its equivalent that demonstrate clinical competency. Instruction Function as a clinical instructor in the Nursing Education Program. Area of assignment will be based on program and clinical expertise Arrange clinical learning experiences consistent with course objectives and instructional methodologies that address student diversity and promote student success in the nursing education program Maintain currency in subject area and promote critical thinking in clinical area Guide students in clinical area to safeguard client welfare and promote student learning Students Demonstrate respect for students rights at all times and role model behaviors consistent with nursing and the teaching profession Establish open line of communication to inform students of their progress according to established department policy Direct, guide, assess and evaluate students performances in the laboratory and clinical settings Maintain accurate records of students grades and attendance in accordance with administrative and department policy Inform students of their progress according to established department policy Develop a remediation plan for students with identified weakness in clinical performance Refer student to the appropriate department for assistance when needed Provide individual assistance or advice to students who are not making satisfactory progress toward meeting clinical objectives Nursing Education Department Report to the Associate Dean/Director of the Nursing Education Program Maintain open communication with other nursing faculty and offer assistance as needed Mentor new adjunct faculty Professional Development Maintain currency in subject area related to specific assignment Maintain currency in techniques of effective instruction Participate in continuing education to update and augment knowledge Participate in professional organizations Page 47

Community Interpret the philosophy and objectives of the Associate Degree Nursing Program to the community within and outside of the college. Act as liaison between the nursing department and clinical agencies to interpret course and program objectives, and to plan for effective clinical experiences. Page 48

CLINICAL TEACHING ASSISTANT The clinical Teaching Assistant is an adjunct faculty position with the following qualifications identified by the Board of Registered Nursing. BRN: Section 1425(f) Qualifications The Clinical Teaching Assistant shall have: 1. An Associate Degree in Nursing (ADN) or higher degree from an accredited nursing education program; 2. At least one (1) year continuous, full-time or its equivalent, experience in the designated nursing area within the previous five years (5) as a registered nurse providing direct patient care. Instruction Under the supervision of the Course Coordinator or Content Expert, the Clinical Teaching Assistant shall: Function as a clinical instructor in the Nursing Education Program. Area of assignment will be based on program and clinical expertise Arrange clinical learning experiences consistent with course objectives and instructional methodologies that address student diversity and promote student success in the nursing education program. Maintain currency in subject area and promote critical thinking in clinical arena Guide students in clinical area to safeguard client welfare and promote student learning Students Demonstrate respect for students rights at all times and role model behaviors consistent with nursing and the teaching profession Establish open line of communication to inform students of their progress according to established department policy Direct, guide, assess and evaluate students performances in the laboratory and clinical settings Maintain accurate records of students grades and attendance in accordance with administrative and department policy Inform students of their progress according to established department policy Develop a remediation plan for students with identified weaknesses in clinical performance Refer students to the appropriate department for assistance when needed Provide individual assistance or advice to students who are not making satisfactory progress toward meeting clinical objectives Nursing Education Department Report to the Associate Dean/Director of the Nursing Education Program Maintain open communication with other nursing faculty and other assistance as needed Mentor new adjunct faculty Professional Development Maintain currency in subject area related to specific assignment Maintain currency in techniques of effective instruction Participate in continuing education to update and augment knowledge Participate in professional organizations Page 49

Community Interpret the philosophy and objectives of the Associate Degree Nursing Program to the community within and outside of the college. Act as liaison between the nursing department and clinical agencies to interpret course and program objectives, and to plan for effective clinical experiences. Page 50

STUDENT SUCCESS COORDINATOR JOB DESCRIPTION Under direction of the Dean of Nursing and Allied Health, and in cooperation with the Associate Dean/Associate Degree Nursing Program Director, the Student Success Coordinator provides support to (3) main components of nursing program student services: 1. Nursing program entry and completion 2. Currently enrolled students identified as at-risk for attrition 3. Readmission students The Student Success Coordinator will have direct involvement with students and will report to nursing faculty members and/or the Nursing Director. The Student Success Coordinator will represent the Nursing and Allied Health Unit and act as a liaison to other college departments in order to support student success. The Student Success Coordinator represents the college acting as a liaison to the community, community groups, and/or organizations. The Student Success Coordinator will be required to work in coordination with the Skills Lab/Learning Resources Coordinator while taking direction from the program Director/Associate Dean and Unit Dean. DUTIES AND TASKS Maintaining documentation of case records and follow up meetings with students and faculty with at-risk students from admission through completion of the program. Represents the Nursing and Allied Health Unit at campus career fairs, classroom presentations, baccalaureate academic articulation events, and outreach events in the community. Works closely with Associate Dean/Nursing Program Director in the development and distribution of surveys and collecting and compiling necessary data for reporting purposes. Design and write reports covering demographics and data collection for grant reporting and Board of Registered Nursing accreditation reporting. Planning/executing operations such as special events to support student success. Develop and implement specialized services to students which addresses assessment, orientation, advising, student follow-up and intervention. Develop and maintain systems and procedures for gathering data for college program review. Arranging, scheduling, and/or supervising nursing student association/student government events, attending scholarship events. Reporting and tracking academic progression of students enrolled in the program. Develop, schedule, and conduct informational workshops (i.e. Application Workshops, Time Management, Stress/Anxiety Test Taking Skills, Mock Interviews, and Study Skills) to support: prospective nursing students, currently enrolled nursing students, graduating nursing students, and readmission students. Coordinate and lead peer mentoring events through the student nurses association. Coordinate individualized tutoring with staff or faculty member. Monitor the academic progress of students and ensure that students are receiving the proper support and remediation while enrolled in the nursing program. Page 51

Guide students in applying for various services and benefits offered by the College, the community and other agencies. Participate in the Associate Degree Nursing Program faculty meetings giving updates to faculty regarding the students and their progress. Maintains knowledge of industry employment standards and future workforce outlook. Participates in California Collaborative Model for Nursing Education (CCMNE) Regional Meetings. Performs other related duties as assigned. Page 52

CLERICAL ASSISTANT IV Class Summary Under general supervision, the Clerical Assistant IV performs a variety of clerical functions of a responsible and difficult nature involving planning, organizing and application of a comprehensive knowledge regarding a variety of policies, procedures and precedents. Some positions may train, assign and review the work of equivalent and lower level employees and/or student workers in performance of clerical work of average difficulty. Class Characteristics Incumbents in positions at this level may perform some tasks of lower and higher level clerical positions. However, 70% of the duties will require independent performance of the oversight of the performance of the full range of clerical operations. The work requires a comprehensive knowledge of the functions and structure of the office, as well as a good knowledge of related functions, organization and personnel in other offices and programs. The incumbents are responsible for planning and organizing the clerical work of the office, as well as for establishing priorities and determining deadlines. Typically, incumbents are responsible for providing clerical support to several individuals in an office. These positions require utilization of an overall knowledge of the office operations in the preparation of reports, follow-up on action items, and anticipation of the potential impact of proposed procedural or administrative policy changes on the current clerical operations of the office. Day-to-day work is performed without instructions and is normally reviewed only in terms of the overall accomplishment, usually by an academic or administrative member of the staff. Incumbents in positions at this level may also perform secretarial-type duties and responsibilities in support of the head of the office in conjunction with the general office clerical work. Examples of Typical Activities Functions may include: receiving and screening mail; referring letters which may be answered by other members of the staff, retaining those to be answered personally, or obtaining pertinent background material and correspondence and referring to the supervisor for action, based on an intimate knowledge and familiarity with the subject and of the functional and organizational structure of the office; screening visitors and telephone calls; determining the purpose of telephone calls or visits and handling the more routine and standard requests independently or referring callers to the most appropriate member of the office; making arrangements for meetings, conferences, inter-organizational seminars; making physical arrangements for meetings and notifying persons of time and place of meeting; preparing agenda items, minutes and follow-ups on action items; exercising initiative in composing correspondence and preparing reports requiring judgment in the selection of material and references from a variety of sources; devising new office procedures in scheduling work and controlling priorities (particularly during peak periods) and in the compilation of information for preparation of nonrecurring reports, including new word processing, spreadsheets and database formats; making travel arrangements and organizing meetings at off-campus locations; establishing new filing systems, particularly those that are complex and have cross-referencing requirements; typing correspondence, course outlines, schedules and other complicated statistical documents, usually from rough drafts and with responsibility for the selection and insertion of appropriate information from a variety of sources; preparing contracts and billing statements; receiving fee payments and writing receipts; requisitioning materials and supplies; planning, organizing, assigning and reviewing work for a small group of clerical employees or student workers; scheduling day-to-day work; explaining work methods and procedures; establishing priorities, deadlines and assisting in the selection of new employees and student assistants; training and contributing to the performance evaluation of clerical employees. Page 53

Minimum Qualifications Knowledge, skills and abilities: The incumbent shall possess thorough knowledge of correct English grammar, spelling and punctuation; thorough knowledge of office procedures, methods and practices; ability to learn, independently interpret and apply a variety of complex policies and procedures; ability to independently identify appropriate applications of a wide variety of complex written policies and procedures in circumstances not clearly described by available guidelines; ability to coordinate many different clerical tasks, determine the relative importance of each, set deadlines and complete projects accordingly; ability to review clerical processes and identify deviations from applicable policies or procedures; ability to trace clerical processing errors and correct same; ability to plan, organize and review the work of others; ability to train co-workers; ability to establish and maintain cooperative working relationships with co-workers and others; ability to apply judgment, discretion and initiative in performing, with minimal supervision, complex clerical work in a variety of areas, programs or projects; ability to establish format and spatial relationships in correspondence, charts, statistical outlines, reports, and other documents; ability to independently initiate, draft and prepare clear and concise memoranda and correspondence that requires a selection of materials and references from a variety of sources; ability to keep complex records and files; ability to project needs for the office; and, the ability to perform arithmetic computations, monitor a budget and provide input for budget proposals. Education and experience: Any combination equivalent to graduation from high school and three (3) years of experience in office clerical work. Two (2) years of training at a vocational business school or two (2) years of full-time college education involving a variety of secretarial, business or commercial subjects may be substituted for two (2) years of the required experience. Non-job related college education may be substituted for up to two (2) years of experience on the basis of one (1) year of college education for six (6) months of experience. Page 54

Kristin Rodriguez Gomez Program Specialist Associate Degree Nursing Mt. San Jacinto College Nursing and Allied Health Unit Unit Support Program Support Faculty Support Student Support Administrative Program Applications Compose Correspondence Faculty Assistance Receptionist Data Entry & Schedule Development Establish & Maintain Records Enrollment and Registration Office Supplies Clerical/Student Worker Supervision Independent Work Coordination of Events Computerized Reports Update & Revise Policy and Procedure Manuals Coordination of Special Events Update & Revise Master Calendars Assist with Self Study and Accreditation Development of Materials Student Licensure Program Meetings Review & Revise Syllabus Updated 8/4/2014 Page 55

INSTRUCTIONAL AIDE II, NURSING Job Summary Under professional academic/student services supervision, the Instructional Aide II performs discipline-specific technical tasks relating and involved with students' educational and support services processes. Incumbents may not move from one position to another unless he/she meets the minimum qualifications specific to the discipline. Class Characteristics Positions in this classification typically have direct involvement with students and report to a faculty member. Instructional Aide II assignments require a discipline specialist in an instructional program area because they are assisting students to present or reinforce learning concepts, taking care of specialized laboratory equipment and otherwise handling materials and supplies that are specific to an area of study. At least 70% of the duties must fall within the typical activities listed below for a position to be assigned to this classification. Examples of Typical Activities Functions may include: planning, preparing and developing various instructional aides such as bibliographies, charts, graphs, handouts, visual aids, etc.; assisting in semester schedule development; administering and grading quizzes, tests, examinations, and other assessment tools; assisting students with lesson assignments to present or reinforce learning concepts; preparing and/or cleaning a laboratory; maintaining and repairing laboratory equipment; preparing demonstration materials; explaining workings of instructional materials, equipment, computers, and software to students, faculty and others; recruiting and supervising discipline-specific tutors and/or lab monitors, including orientation, training, work schedules and reporting hours; repairing or arranging for repair and overhaul of equipment, including technical and scientific equipment; coordinating a variety of activities involving services provided by others; creating and maintaining inventory records of equipment and resources; dispensing, ordering, storing and disposing of materials, supplies and waste within established guidelines; using computers and mainframe terminals with software and programs specific to the instruction program (discipline). Minimum Qualifications Knowledge, skills and abilities: The incumbent shall possess knowledge of student educational processes and needs specific to an instructional program (discipline) or student services function, computer programs and software, and instructional support materials; ability to work with students from diverse educational, ethnic, racial and disability backgrounds; ability to perform individual and small group tasks, as assigned by the faculty member; ability to set up and operate audio-visual equipment; ability to operate a computer or mainframe terminal with minimal instruction (limited to on-the-job training). Education and experience: Any combination equivalent to an Associate's degree in the discipline to which the assignment will be made. Sixty (60) semester units of college-level study may be substituted for the degree if the individual has at least three (3) classes (9 semester units minimum) in the discipline or has one (1) year of directly related experience in the classification s typical activities. In credit instructional programs, two (2) years of directly related experience in the classification's typical activities may be substituted for thirty (30) semester units. In career education instructional programs (disciplines), three (3) years of directly related experience may be substituted for the educational requirement, sixty (60) semester units. Desired Qualifications: Knowledge of nursing supplies; medical equipment set up and troubleshooting; and, knowledge of rules and regulations related to OSHA compliance of biohazardous waste material is desirable. Page 56

Mt. San Jacinto College Nursing and Allied Health Unit Hal Edghill Instructional Aide II Faculty Support Unit Support Professional Development Unit Public Relations Instructional Technology ATI Testing Unit Webmaster Instructional Equipment & Supplies Mentoring IT Services Work Orders Key Services Office/ Position Coverage Instructor Training Staff Training Tours District Networking Simulation Pre-Event Purchase Evaluation Receiving Testing Coordinator Test Proctoring Facilities Committees Post Event Inventory Control ATI Tech Support Blackboard Infrastructure Support Continuing Education Library Resources DSPS Liaison Research & Review Page 57

CLERICAL ASSISTANT II Class Summary Under the coordination of a higher-level clerical employee or under the immediate supervision of an academic or administrative member, the Clerical Assistant II may perform routine and repetitive general office clerical tasks as described for the Clerical Assistant I. Over 70% of a Clerical Assistant II s duties, however, would be in the clerical operation of an office in which the work processes are well-established and the overall operations of the office are somewhat limited in scope and variety. Class Characteristics Incumbents in positions at this level may typically perform a variety of general office clerical functions, usually without the benefit of continuing instruction or direct supervision, unless some changes in procedures or established practices are involved. Then, specific instructions are provided and a higher-level clerical, academic or administrative employee closely reviews the work upon completion. Incumbents of positions at this level may also be responsible for the complete clerical operation of a small office in which the work operations are relatively well established or the overall functions of the office are such that there is a limited requirement for incumbents to become directly involved therein and thus there is a limited range of subject matter knowledge to be developed and applied. In such instances, the work is performed under the direction of an academic or administrative member of the staff, but is still limited in terms of difficulty and responsibility because of the nature and variety of the work itself. This level may also perform in full-time typing positions that may be found in either an office or a clerical pool situation. Examples of Type of Activities Incumbents in this classification type routine correspondence, forms and perform simple data entry, draft routine correspondence, maintain a filing system (new folders, color coding, adding new categories), and maintain records (additions, deletions, revisions) in manual/computerized programs utilizing District standard word processing, spreadsheet and database software programs to complete tasks (document formats, spreadsheet designs/formulas and database architectures are usually established by someone else). Functions may include: receiving, screening and distributing mail to faculty/staff; providing pertinent background correspondence when the need is obvious; posting and maintaining records such as purchase orders, work orders, expenditures, overtime, compensatory time, student assistant hours and work study records. When assigned as a full-time typist, functions may also include: performing word processing of a particularly difficult and responsible nature involving accuracy, high-speed production, short deadlines, use of mathematical or scientific symbols or other elements requiring judgment in making determinations regarding matters of format; familiarity with technical dictionaries, textbooks and research reports for reference for precedent usage and spelling of new terms. Minimum Qualifications Knowledge, skills and abilities: The incumbent shall possess working knowledge of correct English grammar, spelling and punctuation for use in routine sentence structures; general knowledge of office methods, procedures and practices; ability to independently implement routine clerical procedures, according to available guidelines; ability to understand typical office correspondence and to explain routine manuals and procedural statements; ability to trace and correct routine clerical recording and processing errors; ability to clearly answer routine questions and explain procedures and policies to students, the public and other campus employees; ability to train, assign and review the work of part-time assistants/students performing routine clerical work; ability to establish and maintain cooperative working relationships with students, faculty and others; ability to apply judgment, discretion and Page 58

initiative in performing clerical work of average complexity; ability to screen mail, telephone calls and visitors; ability to maintain confidential files; ability to project needs for office equipment and supplies; ability to match names and numbers quickly and accurately; ability to compose routine correspondence and keep simple records; ability to learn and/or operate standard office equipment including copiers, calculators, etc; ability to make longhand or typewritten entries on forms; and, ability to perform arithmetical computations. Education and experience: Any combination equivalent to graduation from high school and one (1) year of experience in general office clerical work. One (1) year of training in a vocational business school/college or one (1) year of full-time college education in a variety of secretarial, business or commercial subjects may be substituted for the required year of experience. Page 59

Nursing & Allied Health Unit Front Desk Clerical Assistant II Julie Baker Daily Clerical Student Support Program Support Unit Support Maintain Call Log Pick up and distribute mail Provide Program information Assist Students experiencing problems enrolling in courses Assist Faculty and Staff with program issues Assist with maintaining student records Generate forms/ flyers for Programs Assist with editing of syllabi Maintain photo collections Maintain Unit Calendars and Contact Lists Develop Bi- Monthly Newsletter General Housekeeping Check voice messages and return calls Answer phone calls Provide Resources Assist students with pre-registration requirements Data Entry Maintain Faculty Office Hours Non-Instructional Supply Inventory Update Master Calendar and Blackboard as needed Assist Walk In s Respond to emails Respond to emails Assist Walk In s Shred documents for faculty Generate monthly report of contact log for tracking/trending Gather office supply requests Update J drive as needed Keep Brochures stocked Update Master Calendar Provide faculty information Receive paperwork Maintain clinical facility/ contract binders Submit help desk, work orders and print requests Page 60

Accreditation Forms Page 61

EDP-P-02 Page 62

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Mt. San Jacinto College Associate Degree Nursing Program California Board of Registered Nursing Faculty Profile Name: Title: RN License Number: Exp: Date of Hire: Educational Preparation COLLEGE/UNIVERSITY/CITY/STATE DEGREE & YEAR COMPLETED AREA OF PREPARATION COLLEGE/UNIVERSITY/CITY/STATE (Teaching) Professional Experience COURSE CONTENT/AREA FROM MONTH/YR TO MONTH/YR Clinical Experience AGENCY NAME AND CITY/STATE (List most recent first) POSITION CLINICAL AREA FROM MONTH/YR TO MONTH/YR Continuing Education COURSE TITLE/THEORY OR CLINICAL AGENCY UNITS HOURS DATE Certifications/Awards/Publications CERTIFICATION FROM MONTH/YR TO MONTH/YR Memberships AGENCY POSITION FROM MONTH/YR TO MONTH/YR Page 64

BRN Requirements Checklist Each faculty member is required to have the following items in there faculty folders: Current CPR Card BRN License EDP-P-02 PPD Flu Immunizations Updated copy of Curriculum Vitae and/or resume BRN Faculty Profile On File Expiration Date Page 65

From Parking to Paychecks College Faculty Resources College General Information Page 66

Report of Accidents/Campus Security/Classroom Emergency REPORT OF ACCIDENTS In case of an accident, attend to the student first and then notify supervisor, Department Chair, or the Office of Instruction, and complete an accident report involving personal injury form. CAMPUS SECURITY If the services of a college police officer are required, instructors should contact the MSJC College Police Department at extension 7777 from a campus phone, or (951) 639-5188 from an outside line. CLASSROOM EMERGENCY COMMUNICATIONS PROCEDURE EMERGENCY - DIAL 7777 FROM A CAMPUS PHONE OR 911 Mt. San Jacinto Community College District is committed to employee and student safety. Good communications are essential in reducing or eliminating potential injury to staff and students, and damage to property. This procedure shall be used in coordination with the adopted Emergency and Disaster Preparedness Plans of Mt. San Jacinto Community College District. This procedure is established to improve classroom communications in the case of an emergency and is written as part of the district's Injury and Illness Prevention Program. A classroom emergency is considered, but not limited to, a medical emergency, a possible threat of injury or medical emergency, or an incident or potential incident that poses a threat to the welfare of teachers, staff, and students, or damage to property. Each instructor shall follow this general classroom emergency communications procedure. This procedure is written to allow for flexibility and adaptability to each situation. It is each teacher's responsibility to adopt a classroom emergency communications procedure that addresses the specific needs of the class by using the Emergency Communications Procedure - Classroom Plan. Each instructor shall be aware of the location of each public phone on campus, the main campus switchboard, the campus offices that are open and accessible during the period of class, and the nearest fire alarm lever. Each instructor should select two (2) or more students and alternates to be classroom "runners. "Runners" are students who agree to assist the instructor in case of a classroom emergency. In the case of a classroom emergency the runners may be asked to seek assistance for the class by leaving the class and using the nearest campus emergency phone or other appropriate assistance. When using a phone in the campus telephone system, you may dial "9-911" for emergency assistance or 7777 for Campus police Monday Friday 7:00am until 10:00pm. San Jacinto Campus (951)639-5188 Menifee Valley Campus (951) 639-5188 Temecula Education Complex (951) 639-5188 or (951) 903-6014 Be prepared to give details on the emergency, including location, type of emergency, etc. Remain calm and of course do not panic. Page 67

Parking PARKING Lana May or Karla Garcia (951) 487-3182 Police Dispatch (951) 639-5188 Please take the time to familiarize yourself with the district s rules and regulations regarding parking on campus. You will be provided one free parking permit which will allow you to park in any staff parking lot. Staff lots are clearly posted with signs that state Staff/Faculty parking only. Your permit should be placed in the lower left portion of your vehicle s front windshield. This is a static cling permit and can be easily moved for your convenience. Please note that failure to display your permit may result in a citation being issued. Employment by the district does not exempt you from fines incurred for parking or traffic violations that occur on campus. For this reason it is extremely important that you understand the rules and regulations regarding parking. If you do not have your parking permit, you may contact the Police Department and request a temporary/daily parking permit. Parking permits can be obtained by contacting Lana May or Karla Garcia. Page 68

Census Rosters/Instructor Absences CENSUS ROSTERS Census Rosters are a mandatory requirement of employment. All faculty members are required to submit census rosters prior to the date at which census is due. The education code mandates completion of census rosters to provide an accurate count of students. The college submits census data to the Chancellor s Office to determine state funding for the district. Any student on your roster who has never attended your class on-campus or signed into your online class MUST be dropped before the Census date. This is a Title 5 mandate. Faculty members submit census rosters through my.msjc.edu. Be sure to check your course early to determine the date which each census roster is due. Due dates are determined by education code and will vary based on the length of the class. INSTRUCTOR ABSENCES Instructors are required to meet all classes including final exam periods assigned to each course. In all cases, an absence from class must be requested or followed up with an Absence Request Form or Conference Attendance Request (in the case of discipline-related professional activity). If the instructor wishes to have a substitute, only a department chair is authorized to arrange for a substitute with the approval of the appropriate Dean of Instruction. Assignment of a substitute is granted on a case-by-case basis by the Dean and cannot be guaranteed. San Jacinto Campus / San Gorgonio Pass Campus. In case of absence, notify the Office of Instruction (951) 487-3400 as early in the day as possible. Notice of class cancelations will be posted. Special instructions, if provided, will be included on the notice or if someone is available, we may meet your class to take roll and dismiss the students. Menifee Valley Campus. In case of absence, notify the Office of Instruction (951) 639-5400 as early in the day as possible. Notice of class cancelations will be posted. Special instructions, if provided, will be included on the notice or if someone is available, we may meet your class to take roll and dismiss the students. Instructional Technology Services (ITS) INSTRUCTIONAL TECHNOLOGY SERVICES (ITS) MVC - Teresa Davis at (951) 639-5773, email tdavis@msjc.edu; SJC - Randi Lee at (951) 487-3773, email rlee@msjc.edu. Media Equipment - Most classrooms are equipped with a monitor and/or video projector. The ITS Department services and maintains classroom equipment, and will also loan equipment that is not a permanent fixture in the classroom to instructors. The following equipment is available for loan from the audiovisual services department: viewers, DVD viewers, overhead projectors, slide projectors, and digital cameras. An audiovisual request form must be completed for all reservations. At least 24 hours notice must be given for all requests. Page 69

Guest Lectures/Positive Attendance GUEST LECTURES Guest lecturers often bring special insights and expertise to the classroom and inviting them is encouraged. Naturally, you are also encouraged to get them to speak for free. Approval forms are available in the Office of Instruction. These forms ensure that you have District backing in case of disputes over controversial issues. If you are using a guest lecturer who will require payment, please get approval from your Dean prior to completing paperwork, and provide at least two months lead time because the Board must approve the speaker and fee before an offer and payment can be made. It can be embarrassing if your speaker has to wait. Guest parking passes are available through the Campus Police Department. POSITIVE ATTENDANCE If you have a Positive Attendance class, you will also use my.msjc.edu to input Positive Attendance hours as well as view and print your class rosters. Click on Positive Attendance Hours to submit. For every student on the roster you issue a grade, you are required to enter Positive Attendance hours. Posting Grades POSTING GRADES It is the faculty member s obligation to complete and submit grades by the designated date each semester. Grades may be submitted online by going to www.msjc.edu, click on my.msjc.edu login and click the Faculty Eagle Advisor tab. Please note that each student listed on the roster is officially enrolled in your class and must receive a grade. Students auditing courses will not appear on the grading screen. Grading is available seven (7) days prior to the end of full-term 19 P a g e courses and one (1) calendar day prior to the end of short-term courses. Grading is shut off five (5) working days after the end of the term. You may go into a particular section and enter grades as long as it is within the grading period timeframe. All dates are listed for each of your class sections. When faculty members delay grades students are oftentimes impacted significant in a negative manner. For example students can be denied graduation, scholarships or admission to transfer institutions as a result of RD grades. Please support our students by timely submission of all grades. If an RD grade is issued, you must follow the following process to change the grade for your students. You must submit a grade change form for each student enrolled in your course. Please contact Enrollment Services for further information. The authorized grades are A, B, C, D, F, P, NP or I. (Note: The district is now replacing the grade C Credit or NC No-Credit, with P Pass, and NP No Pass.) If you issue an Incomplete (I) grade, you must submit an Incomplete Grade Form to Enrollment Services prior to or when you submit your roster online. The form is available online at ttp://www.msjc.edu/studentservices/enrollmentservices/documents/incomplete.pdf (go to www.msjc.edu and click For Faculty and Staff then click on link Request for Incomplete Grade ). After submitting your grades, you will get a resolution screen that shows all the grades submitted. You are not required to submit any roster(s) to Enrollment Services; however, you may print the resolution screen that shows after the grades are submitted. If you wish to submit any attendance information or other class assignment information to be kept on a permanent basis, please send it along with the web printout. Page 70

Bookstore BOOKSTORE One Stop Eagle Shop Teri Sisco Associate Dean, District Procurement and General Services, 951-487-3110 San Jacinto Campus Building 1450 Textbook Coordinator: Justin Naish, 951-487-3133 Hours: Monday Thursday 7:45am-5:00pm Friday 7:45am-12:00pm Menifee Valley Campus Building 250 Interim Bookstore Supervisor: Kara McGee, 951-639-5135 Textbook Coordinator: Justin Naish, 951-639-5133 Hours: Monday Thursday 7:45am 7:00pm Friday 7:45am 12:00pm Temecula Education Complex contact the Menifee Valley Campus Bookstore Policy a. Textbook Orders Contact your department chair for procedures/instructions. A textbook requisition form is provided by the Bookstore Textbook Buyer and all book orders must be submitted on this form. Any changes must be sent to the Bookstore by the appropriate deadlines. You are to indicate on the order form as to the book being required or optional. If the book is required, it will be sold to each student registered for the class. Please note that certain programs do not cover the cost of optional books. b. Desk Copies The Bookstore cannot order desk copies. All desk copies must be ordered from the publisher. Contact your area Department Chair Support staff member for assistance with ordering desk copies of texts. c. Syllabus or Booklet If you plan to use an MSJC-published syllabus or booklet rather than a textbook, it must be ordered on a textbook requisition form. An original of your syllabus must be submitted to the Bookstore. The MSJC Print Shop will not produce your syllabus unless it is ordered by the Bookstore. The syllabus needs to be approved by your department chair for content. d. Instructor Charges All instructors wanting to charge books or supplies must have a purchase requisition, authorized by their Dean of Instruction (available from the Office of Instruction), and processed through Business Services. 28 P a g e e. Class Enrollment If you admit more students to your class than the number of books you ordered, please notify Justin Naish, San Jacinto Campus - (951) 487-3133 or at the Menifee Campus (951) 639-5133 as soon as possible. f. Return Policy Our return policy on textbooks is 5 days from the start of class for a full refund. Page 71

MSJC Café/Food Service MSJC CAFÉ/FOOD SERVICE MSJC Café Supervisor: Ron Guglielmana, (951) 639-5140 Menifee Campus Bldg. 200 Monday -Thursday 7:45am 6:00pm Friday 7:45am 12:00pm Closed Weekends and Holidays Page 72

FLEX Time Flex Time Associate faculty instructors are encouraged to attend seminars and educational opportunities that will better equip them with knowledge and skill that can further improve the student s educational experience here at MSJC. The instructor must fill out a flex time form which is located in the central work station in the faux wooden filing cubbies. The form must be completed and sent to Nicholas Garcia upon completion of the flex event. Below you will find frequently asked questions regarding the flex program. Should you have further inquiries, please go to msjc.edu home page, click on the yellow highlighted for faculty and staff tab. Next find the flex committee link and click on it. Here you will find an abundance of information on the flex program. HOW MUCH FLEX CREDIT CAN I GET EACH SEMESTER? Basically Associated Faculty is allowed the same number of hours for the entire semester as the number of hours instructed in a single week of a full semester course. For example if you are teaching 3 hours per week during a full 17 week semester course then you would have 3 hours available to use during the semester. If you are teaching a condensed calendar schedule then the formula is as follows: Take the total assigned lecture hours and/or lecture equivalent lab hours that you meet with your students for the entire semester and divide this by 17 (weeks) equals the total number of flex hours available for the semester. Human Resources (Sonia Elston, ext. 3154) is the department that maintains your personal records and can answer your specific questions pertaining to the exact number of flex hours available to you each semester. WHAT IS APPROPRIATE FLEX/PROFESSIONAL DEVELOPMENT? The Flex Committee approves or disapproves flex activities according to the Flex Guidelines for Professional Development. Your professional activities must enhance your work as a teacher in your field. You cannot be paid, from any other source, for work you are submitting as Flex. Flex activities cannot take place during your scheduled class time. WHEN DOES OUR FLEX OPPORTUNITY BEGIN AND END? As an Associate faculty member, professional development activities counting toward flex must take place during your contracted semester. The week prior to the start of classes in August and January is also considered flex-appropriate for departmental meetings and MSJC flex-sponsored events only. However, if your class is cancelled or you do not meet your contract for whatever reason, your flex credit would not be available. All flex paperwork must be submitted to the flex committee by the last day of finals week for that semester's flex. It is important to note that Flex credit does not carry over to subsequent semesters. Page 73

WHAT IF I AM UNSURE WHETHER AN ACTIVITY IS FLEX? All pre-approved flex activities posted on the website are eligible for flex credit. If you have an individually-planned professional development opportunity and you are unsure if it will count for flex, fill out the Flex Request/Prior Approval for Associate Faculty form and submit it to the Flex Committee for approval. The committee meets monthly, so do allow time for a response. HOW LONG DOES IT TAKE TO GET PAID FOR FLEX? The FLEX Committee meets once a month to review FLEX contracts, proposals, and timesheets. From there the forms go to the Vice President of Instruction for approval and then forwarded to Human Resources and then finally to Payroll. If Payroll does not receive your approved timesheet with all the appropriate signatures by the 20th of the month, it will be on the following month's paycheck. Please be patient. Because these forms must be reviewed by so many people it is not uncommon for a faculty member to wait 2-3 months to get paid for flex/professional development activities. Be sure to fill out the correct paperwork completely. All flex paperwork is found on the flex website: www.msjc.edu/flex. At this point, wet signatures are required on all paperwork, so you will need to print out the forms and sign them. As well, you will need to get the facilitator's signature or your department chair's signature, before submitting it to your Flex Coordinator. Flex Coordinators: Menifee Valley Campus Jeremy Brown 951-639-5665 Paychecks Paychecks A paycheck for faculty and associate faculty is based on the load sheet agreed upon by the employee and MSJC before the start of the semester. You will not have to fill out a time sheet unless you are subbing for another instructor or an instructor is subbing for you, or for extra duty assignments. To access a time sheet: From the desk top, click on the START icon and click Computer > Click on the (P) drive > Click on Forms > Click on the Payroll Timesheet (Revised) You will also find instructions on how to fill out the timesheet in the forms folder of the (P) drive. Page 74

E-mail Print Request (Online Form) Instructions: You can find the Online Print Request Form at either: Inside MSJC OR www.msjc.edu and click on the for Faculty and Staff tab, then "Forms" Save the Print Request Form to your computer s hard drive by RIGHT clicking on the Print Request link and selecting Save Target As When the Print Request Form opens, a pop up menu will tell you it s a READ ONLY file, (this is to preserve the formatting), and just CLICK on READ ONLY and it will open. To save a copy of this form after filling it out, do a SAVE AS and save under a different name to your computer. This will now be your copy of the Online Print Request Form that you can use over and over for all your job requests. Just rename new jobs with SAVE AS each time you e-mail a new Online Print Request Form to the Print Shop. Use Tab Key or Mouse to move throughout the Online Form. Please fill out the Print Request completely. Item Description use the exact name that you have used for the Document. Please put (Mt. San Jacinto College) somewhere on the first page of the Document. Please remember to fill out: Name, Dept., Date Required, and where to deliver. ONLINE Print Request Forms: When the Print Shop receives your E-mail and attachment we will send back a reply that it has been received or if there are any problems, so check your messages for a response, usually within 2 hours during the hours of 6:30 am 2:00 pm, Monday Friday. If you do not get a response, call Steve at (951) 487-3120. Send Print Request Form and your file as AN ATTACHMENT in the same e-mail. IMPORTANT: Your files must be PC format and need to be Microsoft Word, Excel, Powerpoint, Adobe Acrobat PDF, Adobe Pagemaker, Adobe Photoshop, or CorelDRAW. If you use other programs they must be saved in a format the Print Shop can open. Please use standard type fonts, such as Times Roman, Arial, Helvetica. Page 75

Please remove footers on your documents; otherwise the footer automatically changes to the Print Shop name and path. E-mailing Instructions: Microsoft Outlook users only Upon completion of the Online Print Request Form, do not close the file! Select FILE from the menu Select SEND TO MAIL RECIPIENT AS ATTACHMENT (This is very important) A mail message will appear with the attached form. Then ATTACH your document you want copied. Address the message to Print Shop and Send to printshop@msjc.edu Other Browser users (msn, earthlink, yahoo, etc.) Fill out form Save As a different name, open your mailbox and ATTACH Online Print Request Form & document you want copied to the same e-mail. Any questions, call Steve at (951) 487-3120 Online Print Request Form: 1. Please format your files exactly the way they are to be printed (do not send multiple files that are to be collated and stapled together). (Collate means to assemble in proper page sequence) 2. Leave plenty of margin space (top & bottom). 3. Insert page breaks where necessary. 4. Insert any blank pages as needed. 5. Do not send files with unnecessary blank sheets at the end of your document. MS Word moves things around from computer to computer so if page formatting is important to you, tell us in the special instructions area of the print request how many pages you are sending. 6. Do not send files in Microsoft Photo Editor, we will return them incompleted, save them to a Word Document file, if you are using a scanner for your documents use MS Word go to (insert/picture/from scanner or camera). 7. When sending multiple orders, requesting different paper colors, please group or send them according to paper color. The Print Shop enjoys providing this service to you, but due to its increasing popularity, we no longer have the necessary time to adjust the formatting of your documents or combine multiple files for you. Any questions call me at ext 3120 or 3125 Thank you for assisting us and helping us provide this service to you, Steve Runner Supervisor, Printing Department 7/29/09 Page 76

Classroom Skills/Simulation Lab On-Campus Lab Clinical Teaching Resources Page 77

PROCEDURE: Blackboard Communication Shell To see the list of resources, equipment and supplies available for on-campus labs and in-class demonstrations of procedures please log-on to the my MSJC component of blackboard using your user name and password > the list of courses you are teaching will populate under the My Courses drop down on the right side of the screen. Click on the Nursing Allied Health Department Communication link > Click on the Department Documents tab on the left side of the screen > Click on Hal s Files > Click on the Lab Spec pdf file. Computer/ Laptop Check-out Form The nursing skills lab has purchased 25 new laptops for nursing student and faculty use. This effort has been made to provide the MSJC nursing student with the most up to date technology and to further edify an environment that most emulates the most recent nursing practice. The Laptops can be checked out by LVN or ADN students of any semester or by faculty. The Laptops are maintained in the storage cage in a charging dock. Students are FORBIDDEN from entering this area. The charging dock ensures that the laptop s battery is always charged thus eliminating the need for power chords that students may potentially trip on. The laptops are for use in the 500 building only. They are not to leave the 500 building unless they are supervised by a willing Nursing department faculty member. Uses for the laptops: Accessing web based learning tools Playing instructional DVD s or CD-ROM software. Utilizing the ATI Proctored Exams, Functions and Modules. Writing Papers or working on concept maps, projects etc. Editing YouTube video assignment Checking MSJC student e-mail Like most of the equipment in the nursing skills lab, the laptops are high dollar items and accountability is of the utmost importance in order to maintain the equipment in good working order. This will ensure that future students and faculty will have quality materials and tools that will maximize their learning experience and growth as a nursing student. In order to check out the laptops the faculty and/or student must: 1. Fill out the gold colored laptop check-out form, or if faculty fill out the Equipment and Supply Request Form. 2. Present the form (and their driver s license if they are a nursing student) to the nursing skills lab instructor or Dr. Hal Edghill. 3. The faculty/student will be issued a laptop(s). 4. The student and the instructor or Dr. Edghill will both verify that the laptop is in optimal condition and the instructor or Dr. Edghill will annotate the laptop ID on the laptop sign out form. 5. The student will then print and sign his or her name next to the laptop ID that they were issued. 6. The student s driver s license will be held until the student returns the laptop in the same condition it left in. 7. The instructor or Dr Edghill will sign on the laptop sign out form that the student did indeed return the laptop. Effective: 5/2010 Reviewed: 7/2013 Revised: 5/2013- R. Brooks Page 78

Faculty Guidelines for Syllabus Development POLICY: All Associate Degree Nursing Program Syllabi must contain information which complies with the criteria of the California Board of Registered Nursing. The program shall have tools that are directly related to course objectives to evaluate a student s academic progress, performance, and clinical learning experiences. (SECTION 1426 (f) CA BRN) PROCEDURE: The following information must be present in all course syllabi: Course Description Mission PLO, SLO Method of Instruction & Evaluation Points/ Grade weighting 70% theory and 30% clinical Grading Criteria Grading Rubric for assignments Clinical Evaluation Tool Course learning activities ADN Student Policy and Procedure (reference statement) Prerequisite/Co-requisite Time Allocation and Unit Value Office hours Course Materials Textbooks (required and recommended) Other Resources including functioning Web Internet Links Course Calendar Weekly modules covered in theory Due dates of exams, ATI proctored exams, quizzes, projects, clinical evaluations Weekly hospital and on-campus clinical activities, simulation activities Course Modules Chapters of required reading for each module ATI reference for each module Journal articles, case studies Clinical Section Clinical Evaluation Tool Clinical objectives Clinical guidelines, assignments, expectations Effective: 5/2012 Reviewed: 7/2013 Revised: 5/2013- Faculty Page 79

Reference/Textbook/Desk Copies for Theory Instructors PROCEDURE: Reference/ Textbooks The Index of reference and study books can also be found on the Nursing Allied Health Communication link on the my MSJC component of blackboard. Log on to My MSJC > Click on the Nursing Allied Health Comm link > Click on the Department Documents tab on the left side of the screen > Click on the index of reference and Study Books link. Requesting desk copies of course and program adopted text books The ordering of desk copies of the adopted textbook(s) for your theory course has been designated to Dr. Hal Edghill. Desk copies are afforded to theory instructors by the publishers as a courtesy. When Dr. Hal orders a desk copy, the book will remain the property of the MSJC ADN Program. If you were to leave the program for any reason the desk copy would remain with the program. The publishers have become more fiscally conscious and are awarding these desk copies on minimal basis. To order your desk copy you will need to: 1. Gather the following information: Name of the book, edition, and author (ISBN if available) Your name and title Name of the college Course name and number Projected enrollment Number of copies requested 2. You will send this information via MSJC e-mail to Hal Edghill at hedghill@msjc.edu 3. Please allow for two weeks for delivery of the book(s) The Menifee Campus Library has a myriad of text books and reference books available for faculty and student to use. Effective: 5/2011 Reviewed: 7/2013 R. Brooks Revised: 7/2013- N. Garcia & R. Brooks Page 80

CLINICAL TEACHING ORIENTATION MANUAL MT. SAN JACINTO ASSOCIATE DEGREE NURSING PROGRAM Page 81

WELCOME TO MT. SAN JACINTO COLLEGE ASSOCIATE DEGREE NURSING PROGRAM The Dean, Director, faculty and staff at Mt. San Jacinto College Associate Degree Nursing Program are glad that you made the decision to join in the nursing academic environment- specifically in the clinical setting. The transition from clinician to nurse educator has been dubbed a transformational journey (Emerson, 2007, p. 5). The development of clinical expertise is a process; similarly, educational expertise is a process that comes from experiential learning stemming from a knowledge base of theories and principles and best practice educational standards/evidence-based practice. Teaching in clinical settings presents nurse educators with challenges that are different from those encountered in the classroom. In nursing education, the classroom and the clinical environments are linked, because students must apply in clinical practice what they learned in the classroom. However, clinical settings require different approaches to teaching. The central activity of faculty in the clinical setting is clinical instruction. The clinical component of the curriculum provides the real-life experiences for students to practice and develop the ability to think critically, which is essential for the students (Caputi & Engelmann, 2004). The clinical faculty do not supervise students; rather, the clinical faculty provide competent guidance; facilitating appropriate learning activities in appropriate settings and allowing the students to experience that learning. Much of the teaching and learning that occurs in the clinical setting takes place in one-on-one teachable moments with individual students. The clinical faculty s ability to stimulate students to share those experiences that contributed to learning with the entire clinical group empowers the students in the learning process (O Conner, 2006). Formalized orientation is an evidence-based strategy that can be used to prepare and socialize novice nurse educators into academic roles, increasing job satisfaction and retention (Baker, 2010; Emerson, 2007; Gardner, 2014; Schoening, 2013). The purpose of this manual is to introduce you to the process of teaching in the clinical teaching environment. Our hope is that you will find this helpful in your own transformational journey into clinical teaching. Page 82

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The NLN competencies guide nurse educators in designing curricula that ensures that students are able to think critically, problem-solve, participate in a decision-making process in order to practice in a dynamic, complex health care arena: practice that is evidence based and that ensures that all members of the public receive safe, quality care. (NLN, 2005). Competency 1 Facilitate Learning CORE COMPETENCIES OF NURSE EDUCATORS WITH TASK STATEMENTS Nurse educators are responsible for creating an environment in classroom, laboratory, and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes. To facilitate learning effectively, the nurse educator: Implements a variety of teaching strategies appropriate to learner needs, desired learner outcomes, content, and context Grounds teaching strategies in educational theory and evidence-based teaching practices Recognizes multicultural, gender, and experiential influences on teaching and learning Engages in self-reflection and continued learning to improve teaching practices that facilitate learning Uses information technologies skillfully to support the teaching-learning process Practices skilled oral, written, and electronic communication that reflects an awareness of self and others, along with an ability to convey ideas in a variety of contexts Models critical and reflective thinking Creates opportunities for learners to develop their critical thinking and critical reasoning skills Shows enthusiasm for teaching, learning, and nursing that inspires and motivates students Demonstrates interest in and respect for learners Uses personal attributes (e.g., caring, confidence, patience, integrity and flexibility) that facilitate learning Develops collegial working relationships with students, faculty colleagues, and clinical agency personnel to promote positive learning environments Maintains the professional practice knowledge base needed to help learners prepare for contemporary nursing practice Serves as a role model of professional nursing Page 84

Competency 2 Facilitate Learner Development and Socialization Nurse educators recognize their responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role. To facilitate learner development and socialization effectively, the nurse educator: Identifies individual learning styles and unique learning needs of international, adult, multicultural, educationally disadvantaged, physically challenged, at-risk, and second degree learners Provides resources to diverse learners that help meet their individual learning needs Engages in effective advisement and counseling strategies that help learners meet their professional goals Creates learning environments that are focused on socialization to the role of the nurse and facilitate learners self-reflection and personal goal setting Fosters the cognitive, psychomotor, and affective development of learners Recognizes the influence of teaching styles and interpersonal interactions on learner outcomes Assists learners to develop the ability to engage in thoughtful and constructive self and peer evaluation Models professional behaviors for learners including, but not limited to, involvement in professional organizations, engagement in lifelong learning activities, dissemination of information through publications and presentations, and advocacy Competency 3 Use Assessment and Evaluation Strategies Nurse educators use a variety of strategies to assess and evaluate student learning in classroom, laboratory and clinical settings, as well as in all domains of learning. To use assessment and evaluation strategies effectively, the nurse educator: Uses extant literature to develop evidence-based assessment and evaluation practices Uses a variety of strategies to assess and evaluate learning in the cognitive, psychomotor, and affective domains Implements evidence-based assessment and evaluation strategies that are appropriate to the learner and to learning goals Uses assessment and evaluation data to enhance the teaching-learning process Provides timely, constructive, and thoughtful feedback to learners Demonstrates skill in the design and use of tools for assessing clinical practice Competency 4 Participate in Curriculum Design and Evaluation of Program Outcomes Nurse educators are responsible for formulating program outcomes and designing curricula that reflect contemporary health care trends and prepare graduates to function effectively in the health care environment. To participate effectively in curriculum design and evaluation of program outcomes, the nurse educator: Ensures that the curriculum reflects institutional philosophy and mission, current nursing and health care trends, and community and societal needs so as to prepare graduates for practice in a complex, dynamic, multicultural health care environment Demonstrates knowledge of curriculum development including identifying program outcomes, developing competency statements, writing learning objectives, and selecting appropriate learning activities and evaluation strategies Page 85

Bases curriculum design and implementation decisions on sound educational principles, theory, and research Revises the curriculum based on assessment of program outcomes, learner needs, and societal and health care trends Implements curricular revisions using appropriate change theories and strategies Creates and maintains community and clinical partnerships that support educational goals Collaborates with external constituencies throughout the process of curriculum revision Designs and implements program assessment models that promote continuous quality improvement of all aspects of the program Competency 5 - Function as a Change Agent and Leader Nurse educators function as change agents and leaders to create a preferred future for nursing education and nursing practice. To function effectively as a change agent and leader, the nurse educator: Models cultural sensitivity when advocating for change Integrates a long-term, innovative, and creative perspective into the nurse educator role Participates in interdisciplinary efforts to address health care and educational needs locally, regionally, nationally, or internationally Evaluates organizational effectiveness in nursing education Implements strategies for organizational change Provides leadership in the parent institution as well as in the nursing program to enhance the visibility of nursing and its contributions to the academic community Promotes innovative practices in educational environments Develops leadership skills to shape and implement change Competency 6 - Pursue Continuous Quality Improvement in the Nurse Educator Role Nurse educators recognize that their role is multidimensional and that an ongoing commitment to develop and maintain competence in the role is essential. To pursue continuous quality improvement in the nurse educator role, the individual: Demonstrates a commitment to life-long learning Recognizes that career enhancement needs and activities change as experience is gained in the role Participates in professional development opportunities that increase one s effectiveness in the role Balances the teaching, scholarship, and service demands inherent in the role of educator and member of an academic institution Uses feedback gained from self, peer, student, and administrative evaluation to improve role effectiveness Engages in activities that promote one s socialization to the role Uses knowledge of legal and ethical issues relevant to higher education and nursing education as a basis for influencing, designing, and implementing policies and procedures related to students, faculty, and the educational environment Mentors and supports faculty colleagues Page 86

Competency 7 Engage in Scholarship Nurse educators acknowledge that scholarship is an integral component of the faculty role, and that teaching itself is a scholarly activity. To engage effectively in scholarship, the nurse educator: Draws on extant literature to design evidence-based teaching and evaluation practices Exhibits a spirit of inquiry about teaching and learning, student development, evaluation methods, and other aspects of the role Designs and implements scholarly activities in an established area of expertise Disseminates nursing and teaching knowledge to a variety of audiences through various means Demonstrates skill in proposal writing for initiatives that include, but are not limited to, research, resource acquisition, program development, and policy development Demonstrates qualities of a scholar: integrity, courage, perseverance, vitality, and creativity Competency 8 Function within the Educational Environment Nurse educators are knowledgeable about the educational environment within which they practice and recognize how political, institutional, social and economic forces impact their role. To function as a good citizen of the academy, the nurse educator: Uses knowledge of history and current trends and issues in higher education as a basis for making recommendations and decisions on educational issues Identifies how social, economic, political, and institutional forces influence higher education in general and nursing education in particular Develops networks, collaborations, and partnerships to enhance nursing s influence within the academic community Determines own professional goals within the context of academic nursing and the mission of the parent institution and nursing program Integrates the values of respect, collegiality, professionalism, and caring to build an organizational climate that fosters the development of students and teachers Incorporates the goals of the nursing program and the mission of the parent institution when proposing change or managing issues Assumes a leadership role in various levels of institutional governance Advocates for nursing and nursing education in the political arena Copyright 2005. National League for Nursing. All Rights Reserved Page 87

Clinical Setting POLICY: Clinical agencies shall be utilized only when they can provide the experiences necessary to meet course objectives. Written objectives shall be posted and available on each unit or area when students are present. Nursing faculty members are required to document minutes of interagency meetings and written evaluation of clinical sites. A written evaluation is expected to summarize student and faculty evaluations of clinical sites and changes made when indicated (SECTION 1427 (b) CA BRN) Student/teacher ratio in the clinical setting shall be based on the following criteria: 1. Acuity of patient needs 2. Objectives of the learning experience 3. Class level of the students 4. Geographic placement of students 5. Teaching methods 6. Requirements established by the clinical agency The number of students assigned to a clinical facility and a particular unit is by mutual agreement with the Clinical Coordinator, Director of the Nursing Program, and the clinical facility representative. Effective: 8/2011 Reviewed: 7/2013 Revised: Page 88

Teaching in the Clinical Setting The very core of nursing education in the clinical setting is where nursing knowledge is shaped into professional practice. Nursing today demands nurses are prepared to address the dynamic and complex patient care issues. Educating nurses to provide that care demands that students do more than memorize facts and nurse educators do more than deliver content-laden curriculum that means nothing and has no practical application to students in today s nursing world. Nurse educators must provide a sound foundational knowledge base and cognitive skills at the higher order level for processing, synthesizing and analyzing data, plan care and continuously reflect, evaluate and revise that plan based on accurate assessment patient data and deciding on a course of action for the patient to promote positive patient outcomes. Establishing well-planned clinical experiences involves a thorough reflection at classroom, skills laboratory and clinical experiences. Clinical teaching in nursing involves the assessment of student learning needs, development of experiences to meet those needs, and evaluation of student performance/achievement. Teaching requires active engagement and participation of the student and a supportive environment that supports learning. Teaching strategies in nursing promote development of not only knowledge and skills for practice; but problem-solving and critical thinking abilities (Caputi & Engelmann, 2004). Overview of Clinical Teaching The clinical piece of the curriculum provides the student with real-life experiences in which to apply concepts and theories learned in the classroom to practice and develop the ability to think critically, which is essential in the healthcare system. The clinical experiences should encourage students to examine their own biases, beliefs and values in order to guide their development of a value system in which they practice as a professional. Although technical skills can be practiced in the skills lab, the students focus should not be only on the TASK of performing skills rather the clinical environment should be a place for students to refine and adapt the skill for the individual patient (after repetitive practice in the skills lab). The clinical experience should expose students to the real-world practice in which they will be mandated to think and make decisions and problem-solve like a professional they should learn the HOWS AND WHYS of practicing nursing. The time that students have in clinical is after-all limited. Limited time does not diminish the job that nurse educators have in the clinical environment. The time that students spend in clinical needs to be used wisely so students GET THE MOST from the clinical experience (Gaberson & Oermann, 1999). Page 89

Getting Started Preparing for Clinical. Steps that must be taken to ensure compliance and a smooth Transition. Receive clinical assignment (schedule) for the appropriate semester Confer with Clinical Placement Coordinator to discuss expectations and routines of assigned facility Proceed to MSJC s NAHU website to download paperwork for assigned clinical site Complete forms and also collect forms from students as well Meet with Clinical Placement Coordinator to review forms and ensure they are completed properly Clinical Placement Coordinator will discuss orientation dates and times for E-Charting orientation. Faculty and students are mandated to attend Discuss equipment needed for site (eg. RCH requires faculty and student ID badges) Clinical Forms to be submitted to the corresponding Director of Education at the designated clinical site Receive printed form from the Clinical Placement Coordinator listing clinical placement within units (including the number of students allowed) within the designated facility At the completion of the clinical rotation, meet with Clinical Placement Coordinator to discuss wrap up process for the clinical component (Dr. Peter Zografos, 2014) Page 90

Guidelines for New Clinical Instructors How to conduct the first day of clinical: Schedule a room ahead of time to accommodate yourself and your students for a face-toface orientation. Recommended Activity Share your Plan for the Day by writing it down on a board or stating it out loud. For example: PRECONFERENCE: *Introductions *Policy and Procedure and expectations *Synchronize student watches to the hospital clock *Best way to communicate with me- give my cell phone # *Discuss your teaching style I like to call on students, so please don t be offended if I call on you *Reinforce HIPAA and what not to do on the unit (standing around or congregating in the hall way) *Discuss breaks and lunch times *Review weekly objectives based upon the assigned theory modules *Review the Clinical Evaluation Tool for the course *Pair students up with assigned buddies *Have student perform a physical assessment on their buddy in front of the entire group. Allow the rest of the group to provide constructive feedback afterward. For example, Rae and Diana are buddies and Rae will perform a cardiac assessment and Diana will perform a neurological assessment. *Discuss the assignment of patients or selection of a patient if you have decided not to assign the students patients. The patient chosen should support the clinical learning objectives. *Reinforcing participation and involvement when the physician is visiting with the patient (student nurses need to know the plan for their patients) *Review examples of nursing care plans in the chart Rationale This will decrease student anxiety by sharing with the student the planned activities of the first day of clinical. The goal is to help students understand that clinical is an extension of theory and all activities during clinical must be directly linked back to what they learn in theory. Student success in clinical is based upon achievement of the course clinical objectives/clinical Evaluation Tool. LUNCH TIME ON THE FLOOR: *Scavenger Hunt with buddy *Orientation to an empty patient room (how to turn off a call light, how to work the beds, how to survey the environment) *Orientation to a patient s chart/kardex (admitting dx, allergies, diet, level of activity, fall precautions, etc.) Page 91

*Role play how a student would introduce themselves to their patient *Have the buddy pair shadow a Registered Nurse *Have students identify the top 5 most commonly seen diagnosis on the floor (give a homework assignment for students to review the patho-physiology of the top 5 diagnosis. *Give What would you do scenarios. What would you do if you were walking by a patient room and they asked for some coffee? Role play physical assessment Pairing a student up with an assigned buddy Orientation to an empty patient room What would you do scenarios Having each student role play physical will allow the instructor to assess a student s ability and knowledge. Pairing beginning students together helps to increase their self-efficacy (confidence) through supporting each other. After I have an idea of who the vocal and shy students are along with who has medical experience, I pair the students together. Usually an experienced student with a nonexperienced student or a vocal student with a shy student. This will help the student to be familiar with the room set up and any unfamiliar equipment This will allow the instructor to assess the student s ability to critically think through a potential safety issue. Created by R. Brooks 8/20/12 Page 92

Clinical Teaching-It s a Process! Clinical teaching is a dynamic, interactive process in which nurse educators guide students to accomplish the objectives and develop specific clinical competencies. Facilitating learning for students requires both an environment that supports students and a philosophy that willingly and without objection -identifies and recognizes students as LEARNERS! not as nurses. Teaching the ability to think like a nurse is vastly different than treating or expecting students as learners to be a nurse! Expecting students to perform PERFECTLY and being unwilling to accept mistakes as a part of learning add to student stress in an already stressful environment. Nurse educators and particularly clinical faculty have the responsibility to establish a trusting and supportive, nonthreatening relationship with students. The establishment of this type of environment is essential to learning since students cannot and do not learn in an environment that is anything but positive. There are 5 phases that make up teaching in the clinical setting: (1) identifying the objectives of the clinical experience, (2) assessing learning needs, (3) planning clinical learning activities, (4) instructing students in clinical practice, and (5) evaluating performance/achievement (Gaberson & Oermann, 1999). Phase 1: Identifying the Objectives of the Clinical Experience The objectives or outcomes of the clinical experience are specific to the knowledge, attitudes and skills that students should gain throughout their clinical course. Clinical faculty should develop weekly clinical objectives/outcomes which represent the end result of learning that students are expected to achieve or competencies to be demonstrated in a specific clinical day. The objectives/outcomes should be shared with students before the clinical day begins. Additionally, students are expected to share the objectives for the day with staff that they are working with that day. The clinical objectives at Mount San Jacinto Associate Degree Nursing Program are based on the clinical evaluation tool founded on the 7 Core Values: Communication, Nurse Leadership/Professionalism, Quality Improvement/Fiscal Responsibility, Patient-centered care, Evidence-based Practice, Safety and Nursing Process (http://www.qsen.org). The clinical objectives/outcomes specify learning that is expected in the clinical setting, guide clinical faculty in planning clinical experiences, and form the basis for evaluating performance/achievement (Billings & Halstead, 2012; Caputi & Engelmann, 2004). Clinical faculty should check with the charge nurse or educator as to where they would like the objectives posted on the unit. Page 93

Examples of Clinical Objectives/Outcomes Upon completion of this course the students will be able to do the following: Perform the role of the nurse administering safe, competent care to a variety of adult med/surg patients within a family and community Discuss pharmacology as it relates to the care of the adult med/surg patient Integrate analyses of multiple dimensions of patient-centered care of the adult med/surg patient with complex conditions Note: these are student centered Phase 2: Assessing Student Learning Needs An essential component of clinical teaching and the clinical experience is that teaching should be individualized for each student. Nurse educators and specifically clinical faculty should not presume that students who enter the clinical course are all the same and possess the same knowledge, attitudes and skills. Additionally, faculty should not presume that students who are already licensed (LVNs) or possess a degree (BS or BA) or have been in the military (corpsman) are any more knowledgeable than the generic student. Previous experience does not guarantee mastery or proficiency. In fact, a key principle in education is that all students are treated FAIRLY. Assessment reveals the present level of knowledge and skill and gives the clinical faculty a sense of how much guidance each student will need to develop the competencies for practice. One element of assessment is direct observation in the clinical setting. In this type of direct assessment, clinical faculty observe students performance and question the students about their understanding of related concepts and rationales to determine learning deficits and where instruction needs to begin. This type of assessment gives the clinical faculty a guide in planning learning activities so each student can move toward achievement of the objectives/outcomes. Students should always know that this assessment is taking place and how the assessment will be judged and used. Another piece of assessment is to review the ATI (Assessment Technology Institute) fundamental, med/surg scores-depending on the level of your student (these scores are available to faculty by logging onto the ATI website (www.atitesting.com) under results on the faculty homepage (all new faculty are given passwords and login information during or shortly after the formal department orientation). Knowing the student scores helps faculty determine the students that may need more direction in the clinical environment. Phase 3: Planning Clinical Experiences Clinical faculty plan clinical experiences for students based on the specific objectives/outcomes or competencies to be achieved and more importantly, the individual student learning needs. The clinical experiences usually involve patient care; however, in order for students to be actively engaged learners who connect and apply didactic content in the acute care setting, clinical experiences need to incorporate multiple learning modalities that meet the individual learning styles for example, clinical faculty can give two students an alternative assignment to critique the nursing documentation of the past 24 hours on three Page 94

patients on the unit (Caputi & Engelmann, 2004; Yehle & Royal, 2010). Another example might be for two students to choose two patients on the unit who were admitted with the same diagnosis for which they will compare and contrast the medical or surgical regiment for each of the patients they chose. Other examples include interviewing patients and families, observing in specialty units, and participating in and leading conferences. Pre-and post-conferences are other activities that need to be planned to enhance student learning. Phase 4: Instructing Students in Clinical Practice Teaching in the clinical environment is a process of guiding students and facilitating their learning. The process takes many forms, for example, clinical faculty may use a direct approach, demonstrating how to perform a procedure, suggesting interventions and explaining how theory could be used in patient care. In other areas, a more indirect approach can be used through asking thought-provoking questions and using strategies that lead students to discover new knowledge. It goes without saying that instruction should be planned and performed in a nonthreatening positive manner. Planning is key and provides the foundation for learning in any student experience. Learning in the clinical environment is stressful in and of itself; therefore, clinical faculty do not have to make the environment more stressful. The multiple and complex needs of patients, concerns about making mistakes, interacting with clinical faculty and other healthcare providers, the clinical paperwork, and the performance of procedures under the supervising eyes of the clinical faculty and others all contribute to the stressors of students in the clinical environment. Clinical faculty have a significant role in creating the climate that is supportive of students as they learn how to care for patients and as they gain confidence (Emerson, 2007). Assignments Clinical time is precious for students and in order to make this time valuable for all students; clinical faculty must plan carefully for the clinical experience. Ask yourself the question, What is the purpose of this clinical experience? Upon consideration, reflect on the clinical objectives/outcomes, students individual learning needs, available learning experiences, and the clinical faculty s responsibility to protect patient s safety and comfort as well as students integrity. Students benefit from receiving specific written guidelines and expectations from the clinical faculty. These expectations (which are best verbalized, handed out to each student in written format on orientation day) are best discussed on the first day of clinical which is the orientation day. The orientation day is just that orientation to the unit, the facility, the staff, the equipment, the expectations, the clinical paperwork and the clinical faculty. Orientation is not taking care of patients. During the discussion of the expectations, clinical faculty should answer any and all questions and clarify specific expectations for students. This process helps to relieve student anxiety and sets the tone for the clinical experience; in fact, it is the entire orientation day which sets the tone for the entire clinical experience (Caputi & Page 95

Engelmann, 2004). Clinical faculty need to be very organized and detailed regarding their expectations of their students in the clinical environment. Generally, the need for detail and organization does not change with the level of student. Students in fourth semester need as much detail as students in first semester. In addition to discussing clinical expectations/objectives/outcomes with students on orientation day, the clinical faculty should take the time to discuss those same clinical expectations/objectives/outcomes with the staff and the charge nurse. Giving the charge nurse a copy of the syllabus and a copy of the expectations/objectives/outcomes is a beneficial gesture on orientation day. While students do not typically arrive at clinical on the first day prepared to care for patients, none-the-less, clinical faculty can assign some activities to support building student confidence from the very first day. Examples include having each student locate certain portions of the medical record (this would involve having the student log on to the computer and test if their log-in works); identify in the patient s record the indications for specific orders, locate medication reconciliation record in the patient s chart and locate laboratory results in the patient s record. A detailed scavenger or treasure hunt should also be conducted with students working in pairs to locate specific items on the unit, for example, the location of the fire extinguishers and the crash cart on the unit, locating and reading specific items in the policy and procedure handbook on the unit, the number to call for a code blue or code stroke, etc. Students are assigned a day-typically a week before classes begin for computer training. The training is usually held in the facility to which they are assigned. The training is mandatory and students are held accountable for missing this date. Faculty in the Associate Degree Nursing Program at MSJC, assign students on the day of care to a specific staff RN. Students are expected to listen to change of shift report with their assigned RN and then choose a patient from the group of patients that they heard report on for whom the student will be responsible for on that day. Notably, clinical faculty need to remember that they are the experts on the clinical objectives, competencies and learning needs of each student. As such, clinical faculty reserve the right to adjust clinical assignments to help the students meet the clinical objectives/outcomes. The staff nurses sometimes identify a patient that they perceive is good for the patient to care for. This means only one thing, that the patient is extremely difficult with complex physical needs, may be demented, combative, or need a sitter none of which meets the clinical objectives for the student. Clinical faculty need to clarify course objectives and student learning needs with staff. This is much easier when objectives/outcomes have been discussed previously with the nursing staff each week prior to the start of the clinical day and with the charge nurse on orientation day. An essential component of a successful clinical experience is for the clinical faculty to establish a professional rapport with the charge nurse and all staff (Billings & Halstead, 2012). Depending on this rapport, and the unit culture, clinical faculty responses to events occurring on the unit involving students might range from relaxed dismissal of suggestions or comments to serious inquiry about the patient needs and/or student needs. Whatever approach best fits the interpersonal relationship among clinical faculty and staff and student, the clinical faculty Page 96

has the essential responsibility to assert the course objectives/outcomes and students learning needs as the basis for assignments or student choice of patient assignments. Best practice and professionalism dictate that after the student makes a choice about caring for a particular patient, students are expected to go into the patient s room, introduce themselves as a student at MSJC and let the patient know that they are going to help the nurse care for the patient. Patients have the right to refuse student care. Clinical faculty should remind students that this is not a personal issue and clinical faculty should change the assignment and not put the student through unnecessary stress since this would be a negative learning experience for the student and the student will not learn anything. As soon after students choose their patients, clinical faculty should fill out an assignment sheet and hang the sheet in a place where the staff can view it (or in a place chosen by the charge nurse). The assignment sheet should have the date, semester of the student, school information, contact information of clinical faculty, expectations of the students for that day, (be specific here, assessment, vital signs, I&Os, documentation, medications; whatever the student will be doing that day needs to be included), time that the students will be on the unit, (be very specific here, for example, have a time for lunch, pre-post-conferences, etc.) of the clinical day, name of the student, nurse and initials of the patient that the student is caring for. In addition, clinical faculty should make rounds on the patients chosen by the students, introduce themselves, clarify the roles of the students with the patients, and assess the patient s suitability for student assignment. In addition, throughout the day, clinical faculty should make rounds on the students patients and ensure that the student is meeting objectives and that the patients are safe and comfortable. Clinical faculty can request a census sheet from the secretary or unit clerk to have a running tab of all the patients on the unit and their admitting diagnoses. Having this information makes it easier if the clinical faculty have to change a student assignment. Clinical faculty should make time to view the patient s medical record to collect information about the patients that students are caring for in order to discuss patient issues with the student. Phase 5: Evaluating Clinical Performance/Achievement Clinical Evaluation In the nine week clinical courses, students are given weekly clinical evaluations in postconference privately on a one-on-one basis. In the courses that are 18 weeks in duration, the clinical evaluation can be completed on a biweekly basis or prn as needed determined by student performance and clinical faculty. Clinical evaluation is a process in which judgments are made by clinical faculty about student performance in clinical. The judgment is entirely based on direct observation by clinical faculty and other types of evaluation data (concept maps, care plans, dialogue; etc.) from which clinical faculty can draw conclusions about performance and whether students are meeting objectives. Similar data are collected on each student and there should be sufficient on-going observations over a period of time before concluding what students have learned or not learned in the clinical course. Clinical faculty should also be identifying patterns of behavior over a period of time (Billings & Halstead, 2012). Clinical evaluation is done formatively (weekly or biweekly) to provide feedback on student s performance and progress in meeting objectives. Additionally, the formative clinical Page 97

evaluation should guide students where they should be or what their goals need to be for the next clinical experience (Caputi & Engelmann, 2004). Weekly or biweekly formative evaluations give students an opportunity to know where they need to improve each week. If students are struggling in clinical, students need to be given time to remediate and improve. The formative evaluation gives students that opportunity. For example, if clinical faculty observe that a student is struggling in week three with assessment, during the weekly or biweekly clinical evaluation, the clinical faculty can discuss this with the student, pointing out where the student is struggling and offer ways to improve in the assessment technique. Perhaps the student could be referred to the skills lab for additional practice and clinical faculty may advise the student that they will perform 2 accurate assessments (which clinical faculty will observe) each week for the next two weeks (taking only 10 minutes for each of those assessments). This process of advising the student what areas you need to see improvement and setting criteria needs to be done to give the student due process and to avoid surprises at the end of clinical. If students continue to struggle, the clinical faculty should discuss the plan with the course lead and/or director. Clinical evaluations at the end of the clinical evaluation are summative. Summative evaluations validate what was learned and provide a method for assigning a grade (at MSJC, clinical is pass/no pass credit/no credit). At the summative evaluation, the student should not have any surprises. If the formative evaluation was done correctly, the student should absolutely be aware of what will be included in the summative evaluation (unless on the last day of clinical the student violated a safety measure). When using the clinical evaluation tool, recognize that a student who failed to communicate patient progress to clinical faculty in a timely manner should receive a NI (needs improvement) in more than one area; for example, communication, nursing process, nursing role and leadership, patient centered care and safety. Students need to understand the process of evaluation and the consequences related to not performing according to expectations. Page 98

Example of Clinical Evaluation Tool MSJC ASSOCIATE DEGREE NURSING PROGRAM WEEKLY Clinical Evaluation Tool Nursing 244 NAME: DATE: Facility: Dates from to Day of Week: M T W Th F S Su MO= Meets Objectives (Student consistently demonstrates and meets all criteria without unsatisfactory) NI= Needs Improvement (Student occasionally meets criteria 50% of the time without unsatisfactory) U= Unsatisfactory (Student rarely meets criteria <50% of the time) NA= Not applicable Students will not be permitted to progress with an Unsatisfactory in any category of the 7 core values Page 99

MO NI U NA Communication Implements therapeutic communication skills that foster open communication, mutual respect and shared decision making to achieve quality patient care Uses appropriate verbal and nonverbal communication with patient/family and healthcare team Reports significant information using SBAR format regarding patient progress to instructor/nurse or other members of the healthcare team in a timely, coordinated and accurate manner Recommends plan of care to instructor/nurse/ and patient/family in a timely and accurate manner Performs accurate documentation reflecting patient assessment data, interventions and patient response in a timely manner MO NI U NA Evidence-Based Practice Integrates best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care Adapts theoretical principles to meet the complex needs of the adult patient located in acute care or multiple community settings Questions data related to adult patient care in a timely, coordinated and accurate manner Originates questions in response to consequences related to clinical decision making and problem-solving processes Questions rationale for routine approaches to care that result in less than desired outcomes or adverse events Integrates best practice standards based on clinical evidence into plan of care MO NI U NA Nursing Process Uses a systematic approach to assess, diagnose, plan, implement/intervene and evaluate patient care. Performs assessments focused on priority patient data in a timely, coordinated and accurate manner Relates appropriate cues based on patient data and identifies gaps in a timely, coordinated and accurate manner Prioritizes nursing diagnoses based on patient assessment data in a timely, coordinated and accurate manner Adapts patient plan of care in a timely, coordinated and accurate manner according to patient assessment data Implements patient centered care based on individualized plan of care or patient manifestations in a timely, coordinated and accurate manner Evaluates and revises plan of care based on patient outcomes/responses to care/nursing process in a timely, coordinated and accurate manner Examines various cultural, ethical, psychosocial and spiritual practices that impact patient care Critiques problem-solving and critical thinking skills used to promote positive patient outcomes Page 100

Analyzes the pharmacologic regimen used in the plan of care MO NI U NA Nursing Role/Leadership Uses the nursing roles of communicator, actively participates in implementing change Adheres to all school and facility policies per student handbook Uses time wisely to maximize learning Seeks out new learning opportunities identified by instructor/nurse and/or skills inventory checklist in order to meet learning needs Practices within the ethical/ legal/ regulatory frameworks of professional nursing practice Role models behaviors consistent with the role of the nurse within nursing and as part of the inter-professional team (advocacy, patient teaching, communicator, autonomy and accountability, and caregiver) Readily accepts feedback and incorporates feedback into clinical performance and paperwork Advocates for patients and families Examines qualities and behaviors of effective nursing leaders MO NI U NA Patient-Centered Care Recognizes the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient s references, values and needs Prioritizes care based on patient assessment data in order to meet patient needs Examines strategies for improving systems that support collaboration and team functioning Analyzes the holistic perspectives related to complex needs of patients Performs procedures based on essential functions in a timely, coordinated and accurate manner Completes assignments on time and accurately MO NI U NA. Organizes care based on quality management and best practice standards Practices aligning the aims, measures and changes involved in improving care MO NI U NA Safety Minimizes risk of harm to patients and providers through both system effectiveness and individual performances Performs 3 checks and 7 rights for medication administration process Performs procedures as instructed in a timely, coordinated and accurate manner Calculates medication dosages accurately and in a timely manner Justifies appropriate medication interventions in a timely, coordinated and accurate manner Determines unsafe situations and intervenes appropriately Maintains an environment of safety in order to promote positive patient outcomes Page 101

Observes standard precautions while caring for patients MO NI U NA Evaluation Overall performance for the week NOTE: Attach narrative for NI and/or U Example: On (name of student) evaluation, the incidents which led to the U which do not meet criteria are: 1. Assigned patient did not receive a bath: 59 year old male patient, with a total knee replacement, reported got no bath in days ; student cared for him on 10/13 and 10/14. I helped her give the patient a bath on 10/14. Patient had body odor and a scant amount of dried stool on him; we helped him change underwear; had the same ones on for 4 days. The patient had much baby powder on, when questioned, the patient said he was trying to freshen up a bit. The student had been questioned about her baths and other patient care on 10/13 and stated that her beds and baths were completed as assigned. 2. Procedure: I observed student set up sterile field on 10/14 for a straight cath on a patient. Upon opening the catheter onto the sterile field, the catheter dropped approximately 8 inches off the sterile field so that the patient end was off the sterile field on the patient s linens, contaminating the catheter. While the student was doing the procedure, her long hair kept falling out of her braid clasp and hanging down toward her sterile field. Attach narrative for detailed documentation Plan, Time Frame for Completion Consequences: should be detailed on the SPS form (see page 78 in the Student Handbook) All documentation should be clear, realistic and objective. Time frames should be realistic and clinical faculty should have follow notes with all meetings held with the student. Clinical faculty should communicate with course lead about students who are challenged or are not performing to expectations weekly. Faculty Signature Student Signature Students have a right not to sign this evaluation. In this case, clinical faculty should have the student comment on what the perceptions of the evaluation are and why the student is choosing not to sign the evaluation. Page 102

Anecdotal Notes Clinical faculty should make notes regarding all discussion with students related to their evaluations or any informal discussions related to performance or other issues that warrant a discussion. Notes can be made on the clinical evaluation tool in the appropriate section or anecdotal notes can be made to readily record observations or discussions. In anecdotal notes, clinical faculty record what was observed, the context of the observation, interpretative unbiased statements or judgments about how well students performed. The information contained in the anecdotal notes should be complete enough to be understood by anyone who reads them even at a later date. Clinical faculty should record notes as soon as possible after the observations or events to avoid forgetting key elements of the performance or event. Items that should be included in the anecdotal notes include: (a) date of observation; (b) student name; (c) faculty signature; (d) setting of the observation; and (e) record of student actions (objective and detailed description of the observed performance or event). The anecdotal notes are then made available for students and clinical faculty to discuss and they are included in the student s file along with the clinical evaluation tools. Always discuss notes with students. The notes should serve as feedback for students about their progress or lack thereof and should give students the opportunity to share their perceptions of performance and discuss the clinical faculty s interpretations (Gaberson & Oermann, 1999). Sample Anecdotal Note Nursing Course # and title of course Day of week and date Notes for (Student Name): Late to hospital orientation-stated car problems. Not wearing either uniform or lab coat per appearance standards of program documented in syllabus and unchanged from prior clinical courses. Located lab coat for her use today. Instructed to review clinical appearance policy and be in conformance for first patient care day next week 6/12/14. Student verbalizes understanding of information presented. Faculty signature Tuesday June 12, 2014 Appearance appropriate per policy and procedure and program policy. Assignment: 2- year-old male first post-op day for inguinal hernia repair, developmentally delayed. Hesitant to touch child, initially ignored mother present in the room. Calculated IV drip correctly and able to explain rational for IV fluid constituents. Dressing change with good technique; recognized when contaminated gauze pad. Performed developmental assessment with moderate assistance. Discussed comfort level with children, touching, communication skills. Student states today s problem is due to new clinical experience anxiety. Plan for next week work with child therapist in playroom to increase comfort with children and assessment skills, teaching opportunity with children and parents to work on communication skills. Student in agreement with plan and verbalizes understanding of information presented. Faculty signature (Adapted from Gaberson & Oermann, 1999) Page 103

Most Effective Clinical Teaching Techniques There are four general teaching strategies that form the basis for the most effective teaching techniques: (a) coaching, (b) teaching reflectively, (c) asking questions, and (d) teaching from the heart (Caputi & Engelmann, 2004). Coaching Clinical faculty guide students on their journey of clinical learning with constructive feedback, encouragement, information and role modeling. Clinical faculty vary their coaching behaviors in response to student performance. Active listening and presence enhances the effectiveness of clinical teaching. Clinical faculty actively listen carefully to what the student is saying and then repeat the essence of the message back to the student for verification. The skill of active listening is crucial early on in the clinical experience in order to establish mutual understanding and to avoid erroneous assumptions. Teaching Reflectively Students will be highly skeptical of group discussion if the faculty has not earned the right to ask student to work this way by first modeling their own commitment to the process. Attempting to reflect and self-evaluate as educators is a daunting task and one that places most educators outside of their comfort zone. Perhaps one of the best exercises for reflection and particularly for self-evaluation is seeing ourselves through our students eyes. Each time we do this, we learn something. Most often, we are surprised to learn the diversity of meanings students read into our words and actions. What we may think is reassuring behavior on our part is sometimes interpreted as overprotective gestures. Students have an understandable reluctance to describe how they see the faculty s point of view and authority for that matter, and they perceive that the faculty authority can adversely affect what happens in class. When students have decided that you have earned their trust, they may choose to communicate with you about any negative actions in your teaching style. However, please remember, that early on in the interactions with your class, you will tend to get more honest critiques only if anonymity is guaranteed. Part of your job as clinical faculty is to make students feel safe. After students have seen you, week after week, inviting anonymous commentary on your actions, and then discussing this publicly, the students start to believe that you mean what you say about the value of reflection (Brookfield, 1995). Seeing our practice through our students eyes also helps us teach more responsibly. Teaching reflectively mandates that as clinical faculty our stance toward our practice is one of inquiry. We reinvent our practice to take into account what we have just found out so that the relevance of an activity is clear to students. In so doing, we also gain authenticity. What you do not know, you do not know and being honest and genuine about this is crucial to your credibility as an educator. Do not be afraid to say to a student, I don t know that answer, but let s see if we can figure it out together. This response also role models to the student that you actually will have to look things up and you role model that process to the student!! LIFELONG LEARNING is portrayed! Page 104

Asking Questions The art of asking questions (inquiry) is an extremely important element of clinical teaching. Inquiry is the hallmark of the ability to think critically. When students are repeatedly asked questions that promote the process of deep thinking and not memorization, they learn to incorporate questions they hear faculty ask them. Students learn to conduct an internal dialogue, using questions faculty have asked them, and begin to integrate the process of inquiry in their patient care (Brookfield, 1995; Billings & Halstead, 2012; Caputi & Engelmann, 2004). Situation 1: A student provides the clinical faculty with information about a patient situation; waits for the clinical faculty s response and asks the clinical faculty what to do Clinical Faculty Response: The clinical faculty asks what the student thinks about the situation and in doing, assesses the student s knowledge in order to focus more precisely on learning needs. Additionally, without giving the student the answer outright, the clinical faculty allows the student to come to the answer. This may take several questions (and time) to guide the student to the correct response. Situation 2: A student takes a position and then looks to clinical faculty for verification Clinical Faculty Response: The clinical faculty asks the student for the evidence or data that supports the student s position. The clinical faculty can also ask the student what other alternatives the student considered and why the student rejected those alternatives in favor of the student s conclusion The two following situations do not directly apply to questioning, but are crucial to clinical teaching Situation 3: Tell students what they did right The clinical faculty gives positive feedback. Feedback, whether positive or negative, is most effective when it is highly specific, delivered as close in time as possible to the performance, and identifies how the particular action contributes to a larger positive outcome. In their efforts to prevent mistakes, clinical faculty sometimes give more negative feedback than positive. The saying, what gets measured gets produced, what gets rewarded gets produced again serves to remind clinical faculty that we need to encourage and promote those positive aspects of student performance in order to emphasize those features for students and promote selfconfidence along the way (Case & Oermann, as cited in Caputi & Engelmann, 2004, p. 146). When the student makes a mistake, lacks knowledge, omits activities, or displays ineffective communication that promotes misunderstandings; corrective feedback is needed. Once again, specific feedback as close in time to the occurrence as possible will be most effective. Asking the student to critique his or her own performance before offering feedback allows the student to experience learning from a mistake and gives the clinical faculty insight into the accuracy of the student s perceptions. Learning from the mistake is crucial for students in the clinical arena. Page 105

Teaching from the Heart Effective educators bring their passion, excitement and respect for the profession to the classroom and clinical environment. These elements we bring with us are far more important than the methods or techniques. The methods or techniques mean nothing if we do not have the passion, excitement and respect to help facilitate learning for our students. Students need to see the human side of clinical faculty. The human side is essential. Educators need to connect with the discipline of nursing because when students see this process of connection through excitement, passion and respect, the students learn how to facilitate meaningful connections with their patients, with the staff and healthcare providers to help promote positive patient outcomes. Teaching then becomes student centered and faculty facilitated, with student and faculty working together in the patient care experience. We all have areas of nursing that we love and areas in which we excel; but the genuinely effective clinical faculty find ways to invigorate students excitement, passion and respect in all areas of nursing and for all patients, regardless of the diagnosis. The process of reflection can help faculty rediscover the joys in nursing practice and invigorate teaching. Ground Rules and Mutual Expectations Ground rules and mutual expectations set the tone and foundation for any teaching experience but particularly for the clinical environment. All students no matter what the level, need rules and guidelines. Students need to know what to expect from any experience. Communicating these elements to students represents an organized, methodical element of the clinical faculty role. When there are no rules or guidelines, or when students do not understand the rules or guidelines; when there is no organization, there is chaos. When there is chaos, there is no learning that will take place; no matter how knowledgeable or skillful the clinical faculty. Weekly clinical student learning outcomes which align with the course learning outcomes and the program learning outcomes need to be communicated to students each week. Students need to understand their weekly outcomes and must understand that the weekly outcomes are reflective of the clinical evaluation tool. The clinical evaluation tool highlights those performance activities that the student must do in order to progress. Students must know and understand the clinical evaluation tool from the first day of clinical orientation. Expectations should always be clear and to the point and HIGH no matter what level of student you have in clinical. Expectations are not lowered because students complain about the expectations being too high and they will! Students need to understand that they can meet the expectations-- that students do not learn at the same pace, but that with your facilitation and assistance, they will be able to meet objectives if they want to work at it!! There is no mediocre, only excellence! There are two broad categories to rules and expectations: (a) course/program policies; and (b) direct experience of the students in the clinical environment (Caputi & Engelmann, 2004). Page 106

Course Program Policies The student handbook provides the program policies and procedures that relate directly to clinical experiences. Examples of policies covered in the student handbook include unprofessional dress and/or behavior, unsafe behavior, dress code, clinical absence, and medical conditions that carry clinical restrictions. Clinical faculty should always have a copy of the student handbook, phone numbers of the Director/Clerical Assistant IV and course/lead faculty, injury forms and SPS forms with them in clinical. The course syllabus also provides clinical information for students: such as facility location, and phone number. Direct Experience of Students in the Clinical Environment When rules are set by clinical faculty, students are freed from having to make decisions about nebulous practices or elements concerning their clinical experience and then they are able to focus on learning! Clinical faculty should plan on sharing information about the clinical experience both verbally and in written format within an orientation packet of information that is handed out and explained to students on the first day of orientation. Students should also be given the opportunity to ask questions about any of the information presented to them. Clinical faculty should have a backup plan for students in case clinical faculty become ill and clinical needs to be cancelled. The backup plan can be a time intense case study or a makeup clinical day (which would have to be arranged ahead of time with the Clinical Coordinator to assure that the facility can accommodate an extra clinical day; simulation make-up may be considered). Arrangements should be made for a telephone tree on the first day of orientation and clinical faculty should always have students phone numbers. Students should know how to contact clinical faculty during clinical hours; during non-clinical hours and hours that clinical faculty will accept calls or emails. A daily routine and student schedule should be included in the packet; particularly if students will be rotated off the general assigned unit for observational experiences. Another area to address in the packet is pet peeves or hot buttons of clinical faculty. Students should know what student activities will push your buttons in the clinical environment. Clinical faculty should include the types of questions that clinical faculty can ask of the students during the clinical day; for example, What do you think will be my first question to you about this patient?; or What is your priority nursing diagnosis for this patient?; or Why is your patient on Lasix if the patient does not have hypertension?; or Tell me why your patient is on a beta blocker and does not have hypertension? Most important, students need to know that clinical faculty expect to be notified as soon as there are abnormalities in any aspect of patient care (deterioration of patient progress, change in vital signs, etc.). Students need to know when to contact clinical faculty (before proceeding with particular activities, before leaving the unit for a break). Not only do students Page 107

need to know these things; they also need to know the consequences (as per the department policy). When faced with a student/patient situation, patient safety is crucial. If there is a doubt about any student behavior, clinical faculty should communicate with the student that the behavior witnessed is in question; followed by a statement that clinical faculty will speak with the lead/course faculty and/or director and meet with the student the following day. The student should know what consequence is being considered (SPS; dismissal, etc.). Clinical faculty should make students aware of the clinical evaluation tool and processhow often students will be evaluated and the process for that evaluation. For example, post conference is an excellent venue to conduct private evaluations (one-on-one). Clinical faculty should always have mutual dialogue with students to clarify and if necessary, modify student expectations toward realistic, achievable outcomes. Role Modeling The presence of positive role models in the clinical environment is very important to students learning and something which clinical faculty need to strongly consider. Clinical faculty are powerful role models but so are staff nurses who are willing to invest time and energy to teach students. Clinical faculty who present themselves as credible, professional role models are vital to student learning. Whatever the level of clinical faculty expertise, students should have consistent opportunities to observe clinical faculty collaborating with other staff, displaying a caring attitude toward patients and their families, advocating for patients, and promoting a holistic approach to patient care (Baker, 2010; Billings & Halstead, 2012). It is inevitable that students will observe undesirable and unsafe practices in the clinical environment this cannot be helped nor controlled. These types of situations require delicate, ethical, and professional approaches from clinical faculty. Typically students bring these events forth in post conference; however, depending on the situation, and the process of inquiry, students may bring these events forth during the course of the clinical day. Whenever these events come to light, clinical faculty should neither condemn nor excuse the behavior that the student describes. Clinical faculty should actively listen to the student s description, and always deal with the situation as if it were a reality, unless of course, clinical faculty know for a fact, without a doubt that the situation is different from the student s recount of the situation. Clinical faculty play an important role in turning this around to be a positive learning experience for the student by asking students what they think of the situation and how the situation can be remedied; identifying whether the practice in question is a safe alternative or truly an unsafe practice; clarifying what should have happened, why, and the risks inherent in the observed actions; and identifying factors that contributed to this action and how these factors might be addressed. Clinical faculty ensure and share with students the judgment as to what follow-up is needed; do clinical faculty need to investigate what occurred; do clinical faculty need to share the student s perception with a staff member, charge nurse, or unit manager; is there any action warranted on the part of the student? When clinical faculty directly observe unsafe or undesirable practice on the part of the staff nurse, a judgment call is required. If in doubt about what to do in this situation, clinical Page 108

faculty may benefit from calling the course lead or director to communicate the situation before making a judgment. Certainly, if patient or student safety is in jeopardy, clinical faculty must intervene. In reality, such intervention takes the form of stepping into the situation and assuring that safe technique is used while not alarming patients or embarrassing staff members or students. Obviously, such situations require follow-up with staff members involved and with unit leadership. Role modeling effectiveness is heightened by thinking aloud; and students should observe this process in clinical faculty. Occasionally thinking out loud in order to make the thinking process visible adds to student learning (Caputi & Engelmann, 2004). Clinical faculty might ask students to explain the faculty s decision making process or another nurse s rationale for a particular action. Because thinking out loud has been mostly discouraged in the clinical environment in the past; clinical faculty may find this skill difficult. Nonetheless, being able to role model thinking out loud provides an opportunity for students to see the thinking process. Clinical faculty can also draw from their own past experiences both positive and negative. In this way, mistakes are communicated in a positive light to students. Mistakes are considered teachable moments, instructional aids. They most definitely should be used to capitalize on learning. This practice of pointing out mistakes makes clinical faculty seem more human and the expectation is that students view this humanistic side and will report errors more easily and help students to see that similar errors can be prevented. Setting Priorities Priority setting in the clinical environment is complex; however, the process of priority setting is crucial to student learning, no matter what level student you have. Priority setting in clinical teaching is more complex than when clinical faculty prioritize in their direct patient care. In addition to considering patient needs and acuity, clinical faculty assess and consider student competency and support learning needs of students in the clinical environment. Based on student assignments, and engaging in anticipatory reflection to plan the clinical day, clinical faculty should estimate the learning needs, amount of assistance, supervision and support each student will require for safe, optimal learning. Sometimes staff will recommend patients for students; however, clinical faculty should always keep the student s objectives and learning at the forefront. For example, a staff nurse may want a student to be assigned with him or her in the safe room; only to have the student be a sitter. Clearly, the student will not meet objectives nor will the student learn anything from this experience. Clinical faculty need to step in and remind the staff nurse about the clinical objectives. Students may not say anything in response to the nurse s suggestion about being a sitter because they want to help. Clinical faculty always need to advocate for the student in these situations. In this situation, a compromise may be to have the student help the nurse when the student has completed the assignment. On certain days, clinical faculty may need alternative assignments for students. Alternative assignments are usually considered when the patient census is low (not enough patients and usually not enough nurses). Clinical faculty should have a plan for alternative assignments ahead of time since census always fluctuates and you do not want to waste precious clinical time trying to figure out what needs to be done. There are a variety of Page 109

alternative assignments that can be considered including : (a) choose two students and have each of those students choose a patient with a similar diagnosis; then have the students research their patient and compare and contrast the similarities and differences in the nursing and medical regime of those patients. The students present their findings at post-conference; (b) observational experiences can be considered alternative assignments (there should be specific objectives for the observational experience); (c) have two students care for a complex patient (have students complete a plan of care that includes specific interventions for each of the students caring for the patient for example, who will be assessing the patient, who will be documenting what, etc.); (d) if students are 3 rd or 4 th semester, a student can follow the clinical faculty; this allows the clinical faculty to ask questions such as which of these patients should we see first?; (e) Quality and Safety Education for Nurses (www.qsen.org) has many other ideas for alternative and clinical assignments which can be used in the clinical environment. Clinical faculty must be prepared to readjust priorities on an ongoing basis throughout the day. Clinical faculty should begin the clinical day with students receiving their objectives for the day; and a brief overview of what the day will look like in terms of breaks, lunch, pre-and post- conferences (and rooms where those conferences are held). Example of Hourly Clinical Schedule (recognize that as clinical faculty, this template can change according to what you feel would meet the needs of the patients and students. Additionally, this schedule could change depending on what is happening on the unit and with the patients! Clinical faculty should consider this fact! Page 110

Clinical HOURLY Schedule *If Dr. is in room, YOU are in room! Check the Chart for new MD Orders every hour! 6:45AM Arrive at facility-receive nurse assignment for the clinical day 7-8am Listen to shift report with assigned nurse. Communicate your objectives to your assigned nurse! Choose patient, inform clinical faculty and make introductions to patient. Meet for pre-conference Pass out breakfast trays and assist with feeding 8-9 am- Pre-conference; research patient, discuss plan of care with clinical faculty *If passing Meds: Communicate with RN right away & Vitals should be within the hour. Check side effects if passing PRN meds. EXAMPLE: Check Potassium level before administering lasix and B/P after administration. Whether you are passing meds or not, you are responsible to know your patient s meds & vitals-before and after meds are given. 9:930am-Assessment, review labs, other diagnostics- Passing meds BE READY. Make sure all checks are done (MAR to Physician s orders, HR & B/P etc.) 9-9:30am-If not passing meds- Look at chart (5-10 mins) Check Dr. s Orders, Procedures? NPO? Diabetic? Special Diet? THEN and ONLY THEN. Bed-bath after passing meds, oral care, ROM, back massage to improve circulation 10-11am- Pt. should be clean. 10-11am Patient flow sheet/charting DONE! 11-12pm Passing meds/ Take a break/ Talk to client about their history and what brought them there. ** Build rapport and assess psychosocial. ~ Patients come first! Assess comfort level. If diuretics administered check telemetry monitor any PACs PVCs especially if Potassium level was borderline low? foley is it full?) 12:00pm Blood sugar check. If Diabetic- Reassess. Reassess for effects of meds. 12:30pm Pass lunch trays ** Check Diabetic patient s- B/S, Give insulin prior to tray. 1:00pm Pt.- Clean, dry, intact, ALIVE! Check Vitals! 1:00-1:30pm 30min. lunch 1:30-3:00pm Ensure documentation is up to date; all intake and output is up to date and that your patient is comfortable and has all personal items within reach; side rails up X 2 and bed in lowest position. Report off to assigned nurse using SBAR (Adapted from Brooks, 2011) Page 111

Clinical faculty should assess and reassess priorities every hour during the clinical day taking into account events that have occurred and the condition of both patients and students. Interacting with Staff and Nurse Preceptors If possible, meeting with the charge nurse, unit manager, educator and staff nurses prior to the beginning of clinical begins the clinical experience on a positive note. If this meeting is possible, clinical faculty should present the charge nurse or educator with a copy of the course objectives and plan to dialogue about perceptions, expectations, experiences, and priorities with staff. In addition to establishing a rapport, this meeting time can be used to assess resources and to identify staff whose particular expertise could contribute to student learning. This time can be used to describe the anticipated role of staff nurses working with students. This meeting only sets the stage; clinical faculty should maintain ongoing dialogue with charge nurse or educator and staff nurses once students arrive on the unit. Once each day, time might be set aside for clinical faculty to meet with the nurses working with the students for discussion about the student s clinical experience that day. Clinical faculty must remember while course and daily objectives, capabilities and expectations are abundantly clear to the clinical faculty and students, this may not the case with staff. Clinical faculty should always remind, clarify, give and ask for feedback since staff nurses are unlikely to remember particulars about faculty expectations of students. Ongoing rapport is assured and cemented by thanking staff and unit leadership at the end of each clinical day. Although it depends on unit culture and rules, a parting gift of simple refreshments such as cookies, doughnuts or fruit is often appreciated. When refreshments are not feasible, a simple thank you note with a few specific mentions of the value of the experience builds rapport. Getting feedback from unit leadership at a later appointment date is desirable and can be useful for future planning. Students fill out evaluations for the nurses and the facility and their comments can be summarized and presented in a positive constructive manner to the unit leadership or given to the clinical coordinator for presentation to the unit leadership. Observational Experiences Observational experiences can add many opportunities for student learning; however, not all students should participate in an off-unit observational experience no matter what level the student. If clinical faculty feel that a student needs more time to meet objectives at the bedside or the clinical faculty feel that more time is needed to evaluate a student, or the student is struggling in clinical, then the student should not be assigned to an observational experience. Students should know from orientation day that not all students will participate in observational experiences. Clinical faculty might check with the course lead about the student s progress in class prior to assigning a student that is believed to be struggling in clinical to an off-unit experience. Planning for observational experiences is important since the observational experience can prove to be an absolute waste of time for everyone concerned unless clinical faculty plan Page 112

and manage the experience effectively. Prior to sending students to an off-unit observational experience, clinical faculty should meet with a contact person to discuss the purpose, objectives expectations and experience level of the students that will be assigned to the observational experience. Contact information between the clinical faculty and contact person in the observational experience unit should be exchanged at that time. All observational experiences need to have clear and specific learning objectives and students need to know these objectives and be able to articulate them to the staff nurse in the area where the students are doing their observational experience (Billings & Halstead, 2012). To assure effectiveness of the observational experience for the students; clinical faculty should visit the unit where the students are assigned every hour. As with staff and unit leadership on the main clinical unit, clinical faculty should seek feedback and offer thanks to personnel who provide observational experiences. Critical thinking skills can be enhanced through observational experiences. Asking students to compare and contrast practices in the observed area with the clinical unit or comparing and contrasting the perspectives of those present in the observed area can promote critical thinking. Specific assignments depend on the area in which the student has the observational experience. However, all students who have an observational experience should complete a written assignment and review guidelines, expectations and details of the written assignment before arriving at the observational experience. An example of an observation guide and student evaluation of a guided observation is presented below: Page 113

Operating Room Observation Guide Preparation of the Patient A. Who is responsible for obtaining the consent for the surgical patient? Why? B. Who identifies the patient when the patient is brought into the operating room? Why? C. What other patient data should be reviewed by a nurse when the patient is brought to the operating room? Why? D. Who transfers the patient from transport bed to the operating room table? What safety precautions are taken during this procedure? E. What is the nurse s role during anesthesia induction? F. When is the patient positioned for the surgical procedure? Who does this? What safety precautions are taken? What special equipment may be used? G. What is the purpose of the pre-operative skin preparation of the operative site? When is it done? What safety measures are used? H. What is the purpose of draping the patient and equipment? What factors determine the type of drape material used? What safety precautions are taken? Who does the draping? Why? I. What nursing diagnoses are commonly identified for patients in the immediate pre-operative and early intra-operative phases? Preparation of Personnel A. Apparel: Who is wearing what? What factors determine the selection of apparel? How and when do personnel don and remove apparel items? What personal protective equipment is used and why? B. Scrubbing: Which personnel scrub for the procedure? When? C. Gowning and gloving: What roles do the scrub and the circulator persons play in these procedures? Page 114

Operating Room Observation Guide Roles of the Surgical Team Members A. Surgeons and assistants (surgical residents, interns, medical students) B. Nurses C. Anesthesia personnel D. Others (perfusion techs, radiologic techs, pathologist) Maintenance of Aseptic Technique A. Movement of personnel B. Sterile areas/items C. Non-sterile areas/items D. Handling of sterile items Equipment A. Lighting: Who positions it? How? When? B. Monitoring: What monitors are used? Who is responsible for setting up and watching this equipment? C. Blood /other fluid infusion: Who is responsible for setting up and monitoring this equipment? D. Electrocautery: What is this equipment used for? What safety precautions are taken? E. Suction: What is this equipment used for? Who is responsible for setting up and monitoring it? F. Smoke evacuator: What is this equipment used for? Who is responsible for setting up and using it? G. Patient heating/cooling equipment: What is this equipment used for? Who is responsible for setting up and monitoring it? H. Other equipment: Intra-operative and Early Post-operative Period Nursing Diagnoses A. What nursing diagnoses are likely to be identified for this patient in the intraoperative and early post-operative periods? (Adapted from Gaberson & Oermann, 1999). Page 115

Student Evaluation of Guided Observations 1. To what extent did you prepare for this observational learning activity? 4. I completed all assigned readings and attempted answers to all questions that accompany the assigned readings 3. I completed all assigned readings and attempted to answer some of the guide questions that accompany the assigned readings 2. I completed some of the assigned readings and attempted to answer some of the questions that accompany the assigned readings 1. I didn t do any reading but I tried to answer some of the questions that accompany the assigned readings before I came to the OR 0. I didn t do any reading and I didn t answer any questions that accompany the assigned readings before I came to the OR Student Evaluation of Guided Observations 2. How would you rate the overall value of this observational learning activity? 4. It was excellent; I learned a great deal 3. It was very good; I learned more than I expected to 2. It was good; I learned about as much as I expected to 1. It was fair; I didn t learn as much as I expected to 0. It was poor; I didn t learn anything of value Student Evaluation of Guided Observations 3. How would you rate the value of the observational guide in helping you to prepare for and participate in the observational learning activity? 4. Extremely helpful in focusing my attention on significant aspects of peri-operative nursing care 3. Very helpful in guiding me to observe activities in the OR 2. Helpful in guiding my observations, but at times distracted my attention from what I wanted to watch 1. Only a little helpful; it seemed like a lot of work for little benefit 0. Not at all helpful; it distracted me more than it helped me to observe what was going on in the OR Page 116

Student Evaluation of Guided Observations 4. How would you rate the helpfulness of the staff nurse who guided your OR observation? 4. Excellent; helped me to analyze, synthesize, and evaluate the activities I observed 3. Very good; answered my questions and focused my attention on important activities 2. Good; was able to answer some questions; attempted to make the activity meaningful for me 1. Fair; I probably could have learned as much without the staff nurse presence 0. Poor; distracted me or interfered with my learning; I could have learned more without the staff nurse presence 5. What was the most meaningful part of this observational learning activity for you? What was the most important or surprising thing you learned? 6. What was the least meaningful part of this observational learning activity for you? If there is something that you could change about this observational learning activity, suggest what would make it better? (Adapted from Gaberson & Oermann, 1999). Page 117

Fostering Critical Thinking in the Clinical Environment Teaching the ability to think critically is a pre-requisite in the clinical environment. Thinking critically is the foundation of all our teaching, promoting and measuring of critical thinking that goes in our curriculum. We need students to think critically in clinical practice and to teach the ability to think critically is crucial in the clinical environment. The NLN mandated over 10 years ago that educators in nursing programs measure critical thinking (NLN, 2005). Nursing is making strides in the area of teaching and measuring critical thinking. Despite these efforts, measuring critical thinking remains a challenge for educators because there is no consistent definition that nursing uses for critical thinking. Nursing faculty at MSJC use the nursing process to define critical thinking. Clinical faculty should be cognizant of the definition emphasized in the curriculum in order to visualize student behaviors that support critical thinking abilities in the clinical environment. Critical thinking operates from a knowledge base that develops over time. The foundational knowledge of concepts is crucial to beginning to think critically (Brookfield, 1995). Because students knowledge base grows with progression through the program, more advanced students have learned as facts and principles information that beginning students have yet to figure out through the process of critical thinking. Beginning students need to visualize the process of thinking critically and clinical faculty need to role model this activity whenever possible. In addition, assignments should be directed toward promoting critical thinking. While a higher order level thinking is expected of the advanced student, beginning students are required to think critically. The beginning students are expected to think critically about patient safety, infection control, assessment, and other matters appropriate to their level. As the student progresses through the program, new knowledge is added to the knowledge base and some probing of the knowledge base is important for clinical faculty to consider. Asking open-ended questions (that cannot be answered with one or two words) is the most important strategy to foster and promote critical thinking in the clinical environment. Clinical faculty need to ask questions of all students as well as require students to formulate meaningful questions. Clinical faculty need to role model the process of formulating questions particularly with beginning students since for the most part beginning students do not even know what questions to ask because they don t know what they don t know. All (no matter what level) students should be conditioned to continually ask, What s wrong with this picture, What is the missing data, Where are the gaps in the data; and finally What do I need to do to improve this picture so that the patient has a positive outcome? The student s very process of constructing a plan of care for a patient requires the student to think at a higher order level of thinking. Clinical faculty guide students to set priorities (even beginning students) by evaluating plans of care or concept maps (MSJC nursing faculty use concept maps which should contain the same elements as a care plan) for the focus on the priorities and significance of data for the individual patient. Individualizing care is a challenge for most students no matter what level. Clinical faculty need to stress individualizing patient care as a significant requirement to learning. Memorization causes students not to be able to individualize patient care. Students who cannot individualize patient Page 118

care are for the most part copying and pasting paragraphs from a book or books. Instead, clinical faculty need to emphasize to students that researching about their patients is important; but, applying the research to their patient s clinical presentation in their own words and being able to explain what they have researched in their own words is one way to promote deep learning and to avoid memorization. Clinical faculty must ask questions about facts, principles and application questions that tap into the lower levels of the cognitive domain: (a) remembering, (b) comprehending, and (c) applying in order to assess the student s knowledge base. The remaining three levels of Bloom s taxonomy are reflective of the higher levels of the cognitive domain that promote critical thinking: (a) analyzing, (b) synthesizing & evaluating, and (c) evaluating & creating. Many times if a student cannot generate acceptable responses to questions at the higher order level thinking, the student lacks the knowledge base. However, when clinical faculty can provide the knowledge base, the student may demonstrate the ability to think through the process and generate an acceptable response. Another scenario may be that the student knows the information but cannot use the information in a critical thinking manner to generate an acceptable response. One of the best strategies for clinical faculty to use when students lack factual information is for clinical faculty to ask students how the information can be found and require the student to collect the information. Students gain nothing if clinical faculty always provide the answers to them (Billings & Halstead, 2012; Emerson, 2007). As mentioned, it is crucial to role model the process of thinking critically early on in the program. It goes without saying that in order for students to think critically or begin the process of thinking critically; no matter what level the student, the clinical faculty have a responsibility to provide a non-threatening, positive learning environment. Clinical faculty need to make students feel that all their questions are respected and expected in a learning environment. Thinking out loud should be encouraged. Anxiety, being put on the spot and performing in front of the faculty and/or their peers can slow the process of critical thinking for students. Once again, clinical faculty should role model the question/answer process with students before expecting the students to respond. Always give the student permission to say that they need a bit more time to respond. Have the student come back to you in 10 minutes or a time that you deem appropriate. Critical thinking is difficult and presents challenges for most students. However, in order to encourage the process of critical thinking, clinical faculty should enforce the expectation of critical thinking and provide positive feedback for students achievements in their abilities to think critically. Page 119

PREPARING STUDENTS FOR THE TECHNIQUE OF CLINICAL INQUIRY What Is It? What it is not Faculty role Student role (Adapted from Emerson, 2007) Clinical inquiry or questioning is a teaching tool that helps students develop thinking skills and enhance learning. Questions are not designed to diminish the student or make the student feel badly. The student is not expected to have all the answers-students are students for a reason! Ask questions that are clear-give the student permission to think about the response and get back to you (within a reasonable amount of time during the clinical day) The student should not be afraid to say I don t know (if you have given the student permission to do that ) Ask questions that will move the student to think at a higher level Listen to the question, take time to think, don t be afraid to say, I don t know or I don t understand the question CLARIFYING QUESTIONS TO GUIDE STUDENTS THINKING Seeking information Seeking justification Seeking refocus Seeking progression (Adapted from Emerson, 2007) What do you mean by? Can you tell me more about that? What data are you using to substantiate that? What are the assumptions you are making? How does this relate to that? What else might be responsible for that? What other problems would this produce? What other information about the patient do you need to obtain? (this question is extremely important to ask a student enhances the ability of the student to determine missing data, to fill in the gaps, to ask questions, to anticipate) Page 120

Examples of Critical Thinking Questions How does relate to.? Do you agree with this assessment? Why? What do you predict will happen? Why do we ned to ask the doctor about the dosage of one of these medications? What services will this patient need after discharge? How can you determine the CNA s competence to accept delegation? What will I see you doing when you are meeting this criterion on the performance evaluation? How will you prioritize? How can you improve upon? How will you evaluate this plan? Given these latest lab findings, how will you change your plan of care? How will you validate your assumptions? What other alternatives might work? Name three important relationships between medications in your patient s medication profile Distinguish between What else could be causing? How can you justify this treatment? (Adapted from Case, 1999 in Caputi & Engelmann, 2004) What do you infer from your assessment and the lab data? What would you cite to support your actions? What does this patient think is the most important aspect of his or her care today? Critique the nursing documentation of the past 24 hours on three patients on the unit What are you assuming? What other perspectives do you need to consider? What evidence supports that conclusion? What problems will this patient have adhering with this plan? How will you determine the effectiveness of..? What s wrong with this picture? How can it be improved? Would you expect this patient to have this symptom? Why? Page 121

Pre-and Post-Conferences The maximum educational learning value for students and clinical faculty for that matter, comes out of pre-and post-conferences (Yehle & Royal, 2010). Pre-and post-conferences are a tradition in nursing programs. However, in order to optimize student learning in the clinical environment, the way in which or when they are held have certainly changed. These conferences are a necessity and clinical faculty should plan their direction based on clinical outcomes for that week. Clinical faculty should check with the clinical coordinator as soon as the clinical assignment is made available to ensure that there are rooms available for students to meet for pre-and post-conferences. Clinical faculty expect and enforce attendance and on-time arrival for both pre-and post-conferences. Students should communicate with the clinical faculty if they will be late to pre-or post-conference. Pre-conferences are usually held with the entire student clinical group before patient care begins and this is the ideal situation. However, a pre-conference can be held one-on-one with each student sometime during the clinical day; perhaps mid-day. As mentioned earlier, many of the educator and unit managers at the hospitals prefer to have the students listen to shift report in the morning. To accommodate their request, and keeping in mind the students learning objectives, a brief one hour pre-conference can be held after the shift report, after the student has chosen a patient for the day; and after the student has visited the patient room and introduced him or herself to the patient. (Once again, this dialogue should be introduced prior to beginning the clinical rotation; so that the expectation is clear). During the preconference, the student can research patient disease process, pathophysiology, and significant medications/labs/ other diagnostic data. Clinical faculty should guide the students in the how to of patient research and how to find the information needed on their patients. The preconference can be a time to validate that students are able to begin their assignments safely and confidently. Additionally, clinical faculty can identify and resolve any issues of anxiety that students may have in relation to their assignment during pre-conference. Clinical faculty directly ask students which aspects of the assignment make them anxious. Clinical faculty can supply information and provide support that alleviates anxiety or at least keeps anxiety at a productive, not paralyzing level for the student. The pre-conference can be used to guide priority setting for the students for the day. Clinical faculty use pre-conference to emphasize the objectives for the day; clarify any meeting room changes; remind students about breaks and lunch times (best for all students to have a designated time for lunch; all students go to lunch at the same time); identify any particular points throughout the day during which students are expected to check with clinical faculty; let students know who will be administering medications that day and when you will meet with them for that process; and make students aware if there are specific items that clinical faculty will cover in post-conference or if any students will be presenting in post-conference. During pre-conference, clinical faculty can give students an agenda for the day detailing what students are expected to do virtually every hour of the clinical day. Students find this organization very helpful no matter what level the student. Lastly, if clinical faculty expect students to participate in post-conference, students should know what to expect in post-conference. That discussion can take place in preconference. Once again, as mentioned earlier, pre-and post-conference are planned events!! Page 122

Neither pre-or post-conferences should be used to provide additional time for classroom instruction; instead the post-conference is used to clarify any aspects of patient care that were confusing to students during the clinical day; to highlight exceptional patient care /advocacy during the clinical day; to engage students in a discovery process about new material learned in the clinical day; to clarify any mistakes (without embarrassing the student and with the student s permission to discuss this at post-conference) that may have occurred during the clinical day; to reinforce any miscommunication, documentation items or reemphasize expectations. Additionally, post-conference is used to develop problem-solving; build decision-making and critical thinking skills; debrief clinical experiences; develop collaborative learning and group process skills; assess self-learning; and develop oral communication skills (SBAR). Both pre-and post-conferences are built upon goals which are aligned with the course and weekly objectives. Keep in mind that the important aspect of goals should be to engage all students in discussion and deepen their past experiences rather than to achieve numerous goals that may be time consuming to achieve in post-conference and not practical-keeping the goal simple is best in this situation (Yehle & Royal, 2010). Clinical faculty facilitate goal-directed discussions in post-conference. At MSJC, the seven core values frame the curriculum and the tone of the post-conference can be an exchange on a limited topic that relates to one of the seven core values. Once again, this exercise needs to be planned ahead of time by clinical faculty; and student participation is established as an expectation! Clinical faculty can begin the discussion by stating the theme and posing a question related to the theme. Students should be allowed to verbalize their thoughts without interruption from clinical faculty. The role of clinical faculty is to focus and refocus the discussion and to ensure that all students participate clinical faculty should avoid the temptation to fill dead air. Avoiding the temptation to talk can be a challenge for some clinical faculty; however, students need sufficient time to formulate and verbalize their response. Research shows that clinical faculty should allow three to five seconds for the student to answer a question (Schell, 1998, as cited in Caputi & Engelmann, 2004). More importantly, clinical faculty need to demonstrate a comfort with silence which is challenging. Clinical faculty can take notes (and students should know that clinical faculty will be taking notes during the discussion; and that the notes will be destroyed after post-conference) for follow up after the discussion. A variety of teaching and learning activities can be used in post-conferences. Students at MSJC work on weekly concept maps in post-conferences and receive immediate and timely feedback from clinical faculty. However, case studies can be presented during post-conference, peer reviews for assignments can be completed during post-conference, and priority exercises can be conducted in post-conferences. For example, students are asked to give shift report using SBAR and they are timed one or two minutes to complete an accurate shift report on the patient they cared for that day. Clinical faculty write down the salient points of each of the student s shift report on a white board so that all students are able to see the points. After all students have given their report, each student is asked to prioritize which patient would be seen first and why (this is most important) based on the data from the report. Students can work individually or in groups. After all students present their priorities, clinical faculty can open Page 123

up a discussion about why students ranked specific patients what was their process? At the end of the exercise, clinical faculty should give feedback on the shift report and the use of SBAR. Pre-Clinical Conference Debriefing (Example) Each student is expected to present pertinent data related to anticipated plan of care based on information obtained by research. Information for students to consider: 1. Diagnosis a. Brief description of medical diagnosis b. Describe pathophysiology as it alters from normal functioning 2. Surgical Intervention a. Brief description of type of surgery b. Date of surgery c. Describe physiological changes that have occurred due to surgical procedures 3. List pertinent assessment data related to medical diagnosis or surgical procedure 4. List appropriate nursing care related to medical diagnosis or surgical procedure 5. If any treatments listed, give rationale and be ready to explain procedures 6. Name nursing diagnosis (es) that might be appropriate for your client 7. Present content of teaching plan Use the form on the next page to keep accurate record of the students attendance for clinical and on-campus clinical. Page 124

Written Clinical Assignments Journaling Students are expected to submit weekly guided reflective journaling directly related to their clinical experience and based on one of the seven core values. Depending on the level of student and the duration of the clinical experience, students may be submitting a weekly journal; a biweekly journal or 3 journals for the clinical rotation. The following is an example of the journal. Situation: Background: Noticing: Interpreting: Responding: Reflection in-action Reflection-on-action Guided Reflective Journal Template Example: Situation: I have never met this patient before. There was background on this patient and the nurses had seen very emotional responses that she evoked in several of the nurses on the unit. The patient had dismissed several nurses for a variety of reasons. She made formal complaints about the staff. The patient often took a very confrontational approach with many of the staff. Background: (student s previous experiences) While it is good to be forewarned about patients or their families possible issues, it is also best not to act on pre-conceived notions that paint someone as difficult. Many times people act out when fearful or confused. I ve seen people many times in my life just ready to fight and then just break down when they realize that you were on their side. I was a little nervous at first because the patient indicated that she did not want any students near her. Noticing: Initially I noticed that the patient was defensive and very particular about the way things were done for her. She definitely had strong ideas about how things should be done. Also when I introduced myself to her, she was very unfriendly, did not smile or acknowledge me. I attempted to engage her in conversation. That s when I noticed that what appeared at first to be a very strong wall of confidence was really composed of a great deal of fear and uncertainty. Interpreting: I saw that I did not have a patient that needed to be challenged or ignored, but rather I had a patient that needed some confidence building and empowerment. As the day went on, the patient revealed to me more of her fears. Because she had been relatively healthy until this hospitalization, she didn t know what to worry about, so she worried about everything. Responding: (Goals for care): Empowerment- Nursing Dx Reflection in action: By mid-day, the patient was working with me instead of ordering everyone around. The patient was asking questions. The patient welcomed my care the next day. Page 125

Reflection-on-action: I learned to exercise restraint in getting caught up in negative discussions with other staff members. When people do negative things we don t understand, we should always explore the reasons why. People can be strongly motivated by fear and other intense emotions. I will remember to approach patients with a different attitude but do what I can to discover the root of this emotion and help the patients to resolve it. Please note that this journal content is in-depth and bypasses all superficial aspects of care. The journal reflects a process and does not focus on skills that were performed during care. Additionally, there are no patient names or initials in the example nor is there any mention of a patient diagnosis. Please check with your clinical faculty about how the journal is to be submitted. If you have questions about the journal, please feel free to contact your clinical faculty or myself. Journals provide clinical faculty with insight into the student s learning needs and perceptions. Journals also help to humanize clinical faculty with students through the comments shared between the student and clinical faculty. Journals are students private thoughts and perceptions and as such should not be shared with anyone; unless clinical faculty have student permission. However, feedback should be given; not so much as correct or incorrect statements; rather, in the form of encouragement and support. Written assignments for clinical are focused and short. Most courses with a clinical component have a group presentation and an individual APA paper assignment. These particular assignments have a rubric attached to them for ease and objectivity in grading them. Goals and objectives are clearly stated for each assignment (Chickering & Gamson, 1987). Page 126

Clinical Make-up Assignment Template to be used for Student Clinical Absences Course: In order to meet BRN clinical hourly requirement for a missed 12 hour clinical day, the following assignments must be completed within one week of meeting the faculty member to ensure compliance (COMPLETE ALL THAT APPLY): A. Complete the following TLC Learning Modules in the Nursing Skills lab. 1. 2. 3. B. Complete (list amounts) SIM Case scenario (as determined by faculty) on: and have Skills Lab faculty member sign off on this. c. Other: Because these are makeup clinical hours, you cannot sign in to the skills lab. Thus, these hours of makeup are not part of the 24 required hours for NURS 084C Once you have completed the requirements above, have the faculty member in the Skills Lab sign-off the following below: Student Name: Date: TLC Modules completed on: Lab Faculty signature: SIM Assignment completed on: Lab Faculty signature: Other Assignment completed on: Lab Faculty signature: Makeup Assignment due by: Once completed, submit to lead faculty of your course Page 127

Learning Disabilities Students with Accommodations Students with learning disabilities (LD) might need accommodations in order to level the playing field in the classroom and in the clinical environment. The concept of accommodations in clinical often leads to questions about patient safety. Patient safety should never be sacrificed in clinical and students with learning disabilities need to understand that they will be afforded their assessed time to process activities in the clinical environment except when patient safety is perceived to be in jeopardy or an emergency exists. No student should be placed in this type of situation; but certainly not the student who has been assessed with a learning disability. Accommodations are alterations in the way tasks are presented that allow students with learning disabilities to complete the same assignments as other students. Accommodations do not alter the content of assignments, give students an unfair advantage or in the case of assessments, change what a test measures. They do make it possible for students with LD to show what they know without being impeded by their disability (Cunningham & Cordeiro, 2003). In summary, students with accommodations need to meet the same objectives as all other students in clinical. Clinical faculty may need to make an adjustment to how that particular student with the learning disability receives the content. For example, a student with a learning disability may need extra time for math calculation; in that case; not withstanding an emergent situation, the student may need an extra 10 minutes to do a math calculation before med administration; or that same student may need an extra 20 minutes to do an assessment. However, with a plan for these students, that same student will get to the end of the rotation and be able to do that assessment in the same time as the other students. Each student who has been assessed and is deemed eligible to receive accommodations, needs to have a plan in clinical in order to ensure success in the clinical environment!! Clinical faculty should plan to meet with the identified student or students on a one-on-one basis prior to the beginning of clinical to discuss the plan and dialogue about any ways in which learning can be optimized. The plan should be reviewed weekly with the student and that student no matter what level should be evaluated weekly. The plan is reviewed along with the clinical evaluation tool each week and clinical faculty need to have an on-going discussion about clinical performance and areas of improvement each week. Mid-semester rotation evaluations are critical for these students and clinical faculty should plan on discussing the student s performance at this juncture with the course lead and /or director at this time to ensure success for the student. Certainly weekly communication with the course lead should include the student s progress. The template for the clinical plan for students with learning disabilities is below: Page 128

Template for DSPS Students in Clinical Recognize that this may have to be modified based on your initial assessment of the student s areas of concern so all seven core values of the evaluation tool may not have to be addressed depending on the areas for improvement. Based on Clinical Course Student Outcomes Communication Implements therapeutic communication skills that foster open communication, mutual respect and shared decision making to achieve quality patient care Begin the process of accurately communicating (patient progress or problems that the student identified in the assessment) with the faculty using SBAR and continue the process incorporating feedback the student received into the next 2 weeks SBAR. Accurately document assessment findings within a time frame of 90 minutes -Over the next two weeks, accurately document assessment findings within a time frame of 35 minutes Nursing Process Uses a systematic approach to assess, diagnose, plan, implement/intervene and evaluate patient care Begin to question data related to patient care Begin to question rationale for routine approaches to care that result in less than positive outcomes and continue building on this process incorporating feedback over the next 2 weeks Begin to outline the nursing process depicted in a concept map incorporating feedback, connect patho, meds, labs, comorbities to current diagnosis, each week the process should build upon the week before Patient-Centered Care Recognizes the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient s references, values and needs Begin to prioritize care based on patient assessment data -Perform accurate head to toe assessment (accurate anatomical placement, assessment is organized, systematic and timely) within a time frame of 30 minutes -Perform accurate focused assessment based on any problematic or concerning data that the student assessed in the head to toe assessment within a time frame of 15 minutes The third week the head to toe assessment within a time frame of 15 minutes The third week the focused assessment within a time frame of 10 minutes The fifth week the head to toe assessment within a time frame of 10 minutes The fifth week the head to toe assessment within a time frame of 10 minutes Each week the student receives feedback on the assessment Page 129

Safety Minimizes risk of harm to patients and providers through both system effectiveness and individual performances Begin to predict practices that lead to unsafe or negative patient outcomes Build process over the next two weeks incorporating feedback Begin to develop safe and competent medication dosage calculation and medication administration passing within a time frame of 90 minutes -Over the course of the next three weeks, medication dosage calculation and medication administration passing should be within a time frame of 30 minutes Comments: Faculty Signature Student Signature Page 130

Clinical/Skills Lab Student Injury Clinical injury forms can be found on the Nursing and Allied Health Unit website: http://www.msjc.edu/nursingandalliedhealth > Select Associate Degree Nursing Program > click Clinical Agency/Community Information on the right side of the screen. Lead Instructor/Course Coordinator Letter to team members prior to clinical (Example) 8/16/2014 Hello Team, We are off to an awesome start! Attached you will find the Dosage Calculation Exam. I have also attached the Student Handbook in case you may need to look up any of the program policies. The Dosage Exam is very basic. On the first day of orientation, please facilitate the following items: 1. Electronic Medication Administration Documentation Training 2. Scavenger Hunt 3. Orientation to paper work- Documentation 4. Orientation to the floor and an empty patient room (how to work a bed) 5. Orientation on how to hook up suction and hook up a nasal cannula 6. Administer Dosage Calculation Quiz 7. Orientation to IV pump and IV start kits, angiocath, and IV tubing 8. IV maintenance policy, Blood administration policy, Central line dressing change policy 9. Review your Expectations of how a student should organize their clinical day (especially with regards to medication pass) 10. Do not rotate a student that you identify early on as "weak" student to any specialty area 11. Give the "weak" students feedback each week along with documentation on their QA Forms. I look forward to hearing from you weekly by email communication regarding an update of how your rotation goes. Page 131

Clinical Inland Empire Health Education Consortium Faculty/Student Requirements POLICY: 1. All participating schools and agencies agree to adhere to a standardized process for faculty/student orientation. 2. Prior to the clinical experience, the school will verify the following is on file for assigned students: a. Background check and drug screen through the American Data Bank b. Current CPR card Healthcare Provider BLS with AED from American Heart Association c. See individual facility orientation for facility specific Orientation Requirements, HIPPA Requirements, and Electronic Medication Administration Documentation Training d. Liability insurance carried in accordance with the affiliation agreement if specified e. Immunizations are current to include: Tetanus/diphtheria/pertussis (Tdap) must have had after 2005 Mumps or positive titer Measles (rubeola, 2 vaccines) r positive titer Rubella or positive titer Varicella zoster (2 vaccines) or positive titer Hepatitis B series or positive titer Annual mantoux TB screen & converted x-ray every 2 years Annual flu vaccine within 2 weeks of availability to general public 3. The following general didactic classes have been included in the program on campus: a. Infection control with CDC guidelines http://www.jointcommission.org/standards_ information/npsgs.aspx Use of personal protective equipment Infection prevention and control Hand washing Standard precautions Transmission based precautions b. Abuse reporting with CA State guidelines Child, Elder and Domestic Violence situations: http://www.dss.cahwnet.gov/cdssweb/pg20.htm c. General documentation requirements Corrections/late entries Patient identification Dates/time/signatures Use of abbreviations d. Individualized care Cultural diversity concepts Age appropriate care e. General safety Hazardous communication Mechanical Safety Data Sheets (MSDS) Waste disposal Biohazardous waste Pharmaceutical waste Page 132

Radiation Safety Body mechanics Reporting personal injuries f. Patient Safety Current National Patient Safety Goals http://www.jointcommision.org/ Error/Incident/Adverse Drug Event reporting overview Medical equipment safety and Safety Mechanical Device Act g. Patient care coverage: Students must give report to primary care giver whenever leaving the clinical area, etc. h. Patient rights and responsibilities i. Ethical aspects of patient care j. MSJC Nursing Student Dress Code PROCEDURE: To access the clinical orientations for students log-on to the My MSJC component of blackboard using your user-name and password > Click on the Nursing Skills Lab communication link on the right side of the screen > click on the course Materials tab on the left side of the screen > Click on Hospital Orientations link OR log onto: http://www.msjc.edu/nursingandalliedhealth > Select Associate Degree Nursing Program > click Clinical Agency/Community Information on the right side of the screen. 1. Supervising faculty will review and follow the policy stated above and the individually assigned Hospital Clinical Orientation guidelines. The faculty member shall sign the Student Orientation Record verifying completion of the requirements listed above. Agencies may validate compliance with these requirements by auditing student files. 2. Faculty will provide the agency with a list of student names and contact information no later than 14 days before the clinical rotation. 3. Faculty and students will complete an orientation, as required by individual sites, to the agency prior to the first clinical day. 4. Faculty will complete their orientation prior to the student orientation. 5. Agencies will provide faculty with resource information for student orientation. Faculty will document student orientation on the facility specific student orientation form and return the completed form to the agency contact at the end of the clinical day. Effective: 5/2012 Reviewed: 7/2013 Revised: 5/2013- Faculty Page 133

Clinical Forms Page 134

WEEKLY CLINICAL OBJECTIVES TEMPLATE BASED ON CLINICAL EVALUATION TOOL AND 7 CORE VALUES (students need to receive a copy of these each week). Check with charge nurse about where these should be posted Course (NUR 234) and semester Mount San Jacinto College A D N Program Clinical Faculty: name and contact info (cell phone) Weekly Clinical Objectives Date: Week # or date 1. Nursing Role/Leadership Exemplify professional behavior at all times Examine sources of information to prepare and deliver appropriate patient care Adhere to all school and facility policy and procedures 2. Nursing Process Outline the process of thinking critically, decision making and problem solving Concept map plan of care, pathophysiology, connect labs, meds, history, patient assessment data for one patient Question data Question rationales that lead to less than positive patient outcomes 3. Patient Centered Care Apply theoretical principles learned in theory to clinical situations Perform at least one accurate head to toe and focused patient assessment in a timely manner before 10AM Document accurately patient assessment data Summarize patient care 4. Communication Communicate patient progress to faculty, staff in a timely and organized manner using SBAR format Identify and demonstrate use of verbal and nonverbal communication Communicate abnormal assessment findings to faculty and staff in a timely and organized manner Collaborate with health care team to promote positive patient outcomes 5. Evidence Based Practice Participate effectively in accurate and complete data collection 6. Quality Improvement/Fiscal Responsibility Begin the process of identifying cost effectiveness 7. Safety Recognize unsafe situations Use appropriate safety measures when performing patient care Page 135

WEEKLY COMMUNICATION LOG TEMPLATE (SENT EACH WEEK TO LEAD FACULTY OF COURSE) Course # and Title Weekly Communication Log Name of Facility (1 East and West) Semester and Year Clinical Instructor: Name Week Safety N234 Clinical Issues Week One April 6, 2014 None Orientation -Scavenger Hunt on both units -Completed paperwork for SWHC system -Clinical paperwork expectations -Post-conference expectations -Discussed clinical assignments -Weekly clinical objectives -Role play assessment-sbar, narrative notes -Familiarization with equipment in patient rooms -Students did not have passwords for the computers; not able to log on to use the computers -No room for conference available (communicated with clinical coordinator to check on passwords and room availability) Page 136

QUALITY ASSURANCE FORM (students are expected to submit a Q/A form for each clinical day) PURPOSE: A. To facilitate student communication of the weekly clinical objectives/outcomes to the staff RN caring for the student s assigned patient. PROCEDURE: A. Obtain form from the Skills Lab and complete Q.A. form objectives for each clinical rotation prior to the beginning of each clinical day or per clinical faculty instruction. Objectives must reflect those that are listed on each individualized guideline sheet for each rotation. These are derived from the Clinical Evaluation Tool from the course. B. Objectives must be measurable and written in complete sentences. C. Three objectives for each day are to be written prior to (or per faculty instruction) the clinical rotation (or per clinical faculty instruction) and communicated with staff nurse prior to the start of the clinical day. The objectives should be written to the level of a fourth semester student and faculty have the discretion to have the student rewrite objectives if the objectives do not reflect activities/or critical thinking abilities and processes at the level of a fourth semester student. The student has the responsibility to communicate, in written and verbal form, the specific activities that the student will perform for the patient throughout the day. D. At the end of the clinical rotation, the student should obtain the staff nurse s comments/signature and document which objectives were met or not met. E. Turn in Q.A. form to clinical instructor at the end of the clinical day or per instruction of clinical faculty F. Accurate and timely communication is essential to maintaining a safe standard of nursing practice. Completion of the Q.A. form is one way in which the clinical objectives/outcomes are communicated by the student to the staff RN assigned to the patient. Failure to complete this assignment constitutes conditions for unsafe practice and will be grounds for immediate dismissal from the program. Page 137

MT. SAN JACINTO COLLEGE ASSOCIATE OF SCIENCE DEGREE REGISTERED NURSING PROGRAM NURS 244/248 - ADVANCED MEDICAL-SURGICAL NURSING IV Quality Assurance Form Front Page 138

Quality Assurance Form Back Page 139

Mt. San Jacinto College Associate Degree Nursing Program Fall 2015 First Semester Students Clinical Assignments Clinical Instructor: Name Cell Phone: DATE STUDENT ROOM #/ PT. INITIALS STAFF RN Expectations of students: be specific: assessments, charting, vital signs, medications (specify oral, IV, prn), hygiene, I/O etc. Time on the unit: be very specific: 7-8- listen to shift report, choose patient, introduction to patient, 8-9 preconference, 9-1130 on unit; 1130-1215 lunch; etc. Page 140

Expectations: What Students Can Do in the Clinical Environment (revised according to level of student) MT. SAN JACINTO COLLEGE FIRST YEAR RN STUDENTS -2ND SEMESTER PROCEDURES & SKILLS COMPLETE HEAD TO ASSESSEMENTS ORAL, INJECTIONS, IV, MEDICATIONS STERILE TECHNIQUES DRESSING CHANGE OSTOMY CARE WOUND ASSESSMENT CATHETERIZATIONS NG TUBE INSERTION SUCTIONING TRACH CARE AND SUCTIONING INCLUDING ALL FIRST SEMESTER SKILLS STANDARD PRECAUTIONS HYGIENE BED MAKING MOVING, TURNING, POSITIONING, ROM, TRANSFERRING AMBULATION POSTUAL SUPPORT FEEDING INTAKE & OUTPUT ENEMAS COLLECTING SPECIMENS VITAL SIGNS INTERVIEWING CHARTING (Adapted from R. Brooks, 2011) Page 141

References Baker, S. C. (2010). Nurse educator orientation: Professional development that promotes retention. The Journal of Continuing Education in Nursing, 41 (9), 413-417. Billings, D.M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty. St. Louis, MO: Elsevier Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass Caputi, L., & Engelmann, L. (2004). Teaching nursing: The art and science. Glen Ellyn, IL: College of DuPage Press Chickering, A.W., & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. Retrieved from www.lonstar.edu Cunningham, W.G.; & Cordeiro, P.A. (2003). Educational leadership: A problem-based approach (2 nd ed.). Boston, MA: Pearson Emerson, R.J. (2007). Nursing education in the clinical setting. St. Louis, MO:Mosby. Gaberson, K., & Oermann, M.H. (1999). Clinical teaching strategies in nursing education. New York, NY: Springer Gardner, S. S. (2014). From learning to teach to teaching effectiveness: Nurse educators describe their experiences. Nursing Education Perspectives, 36 (2). doi: 10.5480/12-821.1 NLN Competencies for Nurse Educators (2005). Retrieved from http://www.nln.org/profdev/corecompetencies.pdf O Connor, A. B. (2006). Clinical instruction and evaluation: A teaching resource. Sudbury, MA: Jones & Bartlett Quality and Safety in Nursing Education (2007). Retrieved from (www.qsen.org) Schoening, A. M. (2013). From bedside to classroom: The nurse educator transition model. Nursing Education Perspectives, 34 (3), 167-172. Yehle, K.S., & Royal, P.A. (2010). Changing the post-clinical conference: New time, new place, new methods equal success. Nursing Education Perspectives, 31(4), 256-258. http://www.4faculty.org/ Website Resources: http://ca-hwi.org/images/file/udt_files/203-teachingclinical.pdf http://www.qsen.org Page 142

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