CON Graduate Faculty Clinical Supervision Expectations

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Faculty Policies

UNIVERSITY OF NEBRASKA MEDICAL CENTER COLLEGE OF NURSING
Graduate Faculty Clinical Supervision Expectations	Subsection: 4.4.9
Section 4.0 - Faculty Policies	Originating Date: May 2017
Responsible Reviewing Agency: Executive Council	Revised: January 2024 (changes)

Purpose

Establishes expectations for graduate faculty who are working with students in models using preceptors in an indirect supervisory manner.

Scope

This policy applies to graduate faculty in courses with a clinical which uses preceptors in an Indirect Supervisory Model.

Prior to Clinical Rotation

• 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.
• Work with the clinical coordinator to initiate and manage clinical contracts.
• Provide input to the preceptor orientation and student clinical handbooks.
• Establish professional communication with preceptor to include acknowledgement of role and receipt of course materials, including evaluation forms which are found in the Preceptor Handbook.

During the Clinical Rotation

• Complete a minimum of two formal site visits including 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 via virtual platform or in person
• Follow the UNMC Specialty guidelines for completing/storing the designated evaluation forms.
• Perform additional site visits (in person preferred) as required if there are concerns raised by faculty or preceptor pertaining to students’ ability to meet competencies.
• Discuss clinical concerns and expectations for mentoring into clinical supervision of student role during Specialty Team meetings.
• Evaluate reflective statements from students (Typhon logs, preceptor hours log, 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.
• Inform course coordinator and/or specialty coordinator of student progress.
• 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. Course coordinator should be included in updates and progression decisions.
• Faculty work in conjunction with the preceptor to determine student’s progress but is responsible for determining and recording the student’s grade.