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Selection and Use of Preceptors for Specialty Roles: Difference between revisions
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Selection and Use of Preceptors for Specialty Roles (view source)
Revision as of 16:03, December 15, 2022
, December 15, 2022→Policy
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<td>Revised: January 1995<br />Revised: April 1999<br />Revised: September 2002<br />Reviewed: February 2004<br />Revised: October 2008<br />Revised: [[Selection and Use of Preceptors for Specialty Roles version July 2012|July 2012]]<br />Revised: April 2017</td> | <td>Revised: January 1995<br />Revised: April 1999<br />Revised: September 2002<br />Reviewed: February 2004<br />Revised: October 2008<br />Revised: [[Selection and Use of Preceptors for Specialty Roles version July 2012|July 2012]]<br />Revised: [[Selection and Use of Preceptors for Specialty Roles version April 2017|April 2017]]<br />Revised: November 2022</td> | ||
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<li>Facilitate student’s skill in completing an organizational assessment</li> | <li>Facilitate student’s skill in completing an organizational assessment</li> | ||
<li>Facilitate student’s development, implementation and evaluation of a | <li>Facilitate student’s development, implementation and evaluation of a systems project.</li> | ||
<li>Engage student in organizational meetings and follow up to share decision-making related to specific agenda items.</li> | <li>Engage student in organizational meetings and follow up to share decision-making related to specific agenda items.</li> | ||
<li>Dialogue on-going conversations with student related to organizational activities including operations | <li>Dialogue on-going conversations with student related to organizational activities including operations, strategic initiatives, management duties and human resources.</li> | ||
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