CON Clinical Faculty Supervising Students Working with Clinical Preceptors in an Indirect Supervisory Model Role Description
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|UNIVERSITY OF NEBRASKA MEDICAL CENTER
COLLEGE OF NURSING
|Clinical Faculty Supervising Students Working with Clinical Preceptors in an Indirect Supervisory Model Role Description||Subsection: 4.4.9|
|Section 4.0 - Faculty Policies||Originating Date: May 2017|
|Responsible Reviewing Agency:
General Position Description
- Understand the specialty clinical competencies within their role area.
- Understand and follow the written processes/policies, which guide the student-preceptor arrangement including specific agency guidelines (e.g. Nebraska Medicine, VA, Sanford).
- Communicate progress i.e. both completed placements and those that are more difficult to locate to the specialty coordinator or other assigned person in a timely manner.
- Understand guidelines for verifying clinical contracts and for reporting expired contracts.
- Provide input to the preceptor orientation and student clinical handbooks.
- Make contact with student prior to going to clinical before the first clinical day.
- Keep timely communication with preceptor. Institute a telephone call within the first three weeks of the start of the clinical to discuss questions about preceptor role and information in the handbook.
- Use the designated evaluation forms as indicated in the evaluation process.
- The primary designated evaluation forms used by all specialties are titled: Semester Summative Evaluation of Student Progress in Achievement of Competency Domains and the Clinical Preceptor Assessment of Student Performance. These forms can be obtained from the specialty coordinator and are also located in the preceptor handbook. Each specialty may also have other specialty related or course-specific evaluation forms which can be obtained from specialty coordinators and/or course coordinators.
- Complete a formal site visit and facilitate student-preceptor collaboration.
- Complete a formal midterm and final evaluation using the designated evaluation forms. One of these is required to be a direct observation such as a formal site visit or a technology assisted visit (Vidyo or telephone).
- Follow the guidelines for completing/storing the designated evaluation forms.
- Perform additional site visits or telephone interviews as required if there are concerns raised about students meeting competencies.
- Develop/maintain relationships with preceptors through regular communication. Send thank you letters/certificates of appreciation via requirement of specialties.
- Evaluate reflective statements from students (Typhon logs, preceptor hours log, blackboard journal entries, group clinical supervision for psychiatric NP student, etc.) every 3 to 4 weeks and provide feedback to the student on a timely basis.
- Track Typhon logs on a random basis. If Typhon is not used, follow directions of the specialty coordinator for reviewing and storage of student materials.
- Inform course coordinator and/or specialty coordinator of concerns about student progress at midterm and end of semester; or more frequently if needed.
- For an unsatisfactory assessment from the preceptor, there should be formal follow-up site visits or technology-assisted visits to validate the preceptors concerns and observations.
- Facilitate receipt of and follow storage guidelines for the designated evaluation forms at end of semester (Semester Summative Evaluation of Student Progress in Achievement of Competency Domains and the Clinical Preceptor Assessment of Student Performance). If both forms are not received by the deadline set at the end of the semester, inform student and preceptor that the final grade cannot be posted.
- For evaluation forms, other than the above designated evaluation forms (i.e. that are specialty specific), discuss process, storage and length of storage with the specialty coordinator.
- Inform course, clinical course coordinators, and/or specialty coordinators to not post clinical grades until all forms are received.
- Meet with course coordinator and/or specialty coordinator every other week or as appropriate to discuss own concerns and for mentoring into clinical supervision of student role.
- Interact with specialty coordinator to determine types of evidence papers/clinical materials that are needed for site visits and accreditation reviews and where they are sent for storage.
- Minimal requirement: Master prepared (MSN) with appropriate national certification in the specialty of practice and area where clinical supervision will take place.