427 Clinical Practicum Nursing Practice Elective

Preceptorship Handbook

December 2011

Preceptorship Handbook 2
Winter 2012

Preceptee-Preceptor Document Checklist Contact Information Introduction and General Information for Preceptors and Preceptees Sample: NRS.427 Time Sheet for Work Schedule Roles and Responsibilities of the Practice Partners Accountability Preceptee Learning Profile and Learning Plan Guidelines for Preceptee Performance of Clinical Procedures Using the Decision Tree to Assess the Preceptee’s Ability to Deliver Aspects of Nursing Care Safety Learning Report Collaborative Assessment of Preceptee Abilities (CASA) Midterm/Final Assessment of Preceptee Abilities Pre-Requisites to Preceptorship Clinical Practice Preceptee Health Policies Preceptee Work Placement Injury Report UNB Humber Bachelor of Nursing Curriculum BN Program Abilities Curriculum Diagram References 3 4 5 8 9 12 13 19 22 23 27 30 37 39 44 45 48 50 51

Preceptorship Handbook 3
Winter 2012

Preceptee – Preceptor Document Checklist Name of Assignment Week Due Date Due Completed NB: All assignments are due ( ) by 6pm on the date indicated. January 13th, 2012 January 20th, 2012

Preceptee Learning Profile

Week 1

Preceptee Learning Plan

Week 2

Case Study Posting *Case Study Response #1 *Case Study Response #2 *Case Study Response #3 *Case Study Response #4 *Case Study Response #5 Midterm CASA

As Assigned As Assigned As Assigned As Assigned As Assigned As Assigned Week 7

As Assigned As Assigned As Assigned As Assigned As Assigned As Assigned March 2nd, 2011 April 20th, 2012

Final CASA

Week 14

*Number of responses depends on the number of group members

Reading Week: February 20th to 26th, 2012

Preceptorship Handbook 4
Winter 2012


Preceptee Name: ________________________________

Phone #: ____________________________________ Email Address: ______________________________

Preceptor Name: ___________________________

Phone #: ____________________________________ Email Address: _____________________________

Faculty Advisor: _____________________________

Phone #: ____________________________________ Email Address: ______________________________

Preceptorship Handbook 5
Winter 2012


NRS.427 Clinical Practicum: Integrated Nursing Practice Elective

Such a clinical experience enhances professional socialization and facilitates retention and development of knowledge and skills (Griswald-Pierce. preceptees will be expected to follow their preceptors scheduled work hours/rotation.427 Clinical Practicum: Integrated Nursing Practice Elective is a thirteen -week nursing practice experience. support.25 hours for a 12 hour shift and 7. The total hours required for the thirteen-week experience will be 468. the preceptee and the faculty advisor.Preceptorship Handbook 6 Winter 2012 INTRODUCTION NRS. The preceptor. 1996. . This manual will familiarize the preceptor with the UNB Humber Collaborative Bachelor of Nursing program. It is expected that the preceptee will continue in the practice setting and pace their clinical hours so as to complete the course over the full semester in the clinical area. Please note: One shift is equal to 11. as cited in Wright. explain the roles and responsibilities of the partners involved in the experience.5 hours for an 8 hour shift. Clinical excellence is also better developed in the presence of someone who is familiar with the nursing environment. Preceptees may work a maximum of 75 hours in a fourteen-day period. if external activities are not approved prior.e. During their time on the unit. 2002). 1991). The clinical experience involves three key members or partners: the preceptor. teaching. Preceptees are not to be assigned shifts during Reading Week. conferences) – these activities must be approved by the preceptee’s faculty advisor (i. and sharing of clinical expertise (Bain. The experience is intended to enable senior nursing preceptees (preceptees) to enhance their nursing practice through collaboration with experienced nurses within the health care system prior to graduation. February 20 – 26 2012 inclusive. the routines and the reality of the clinical setting (Griswald-Pierce). 15 hours of the total 468 may used for educational opportunities external from unit responsibilities (e. The role of the preceptor includes components related to orientation. in addition to meeting the abilities outlined for the course. organization workshops. The preceptee will also be responsible for developing personal goals for this experience. and discuss the collaborative assessment process. the clients. The experience will help preceptees to increase their independence and autonomy in the coordination and provision of nursing care within a variety of health care settings.g. they may not be accepted towards the preceptee clinical experience) • • The preceptee and preceptor will assume joint responsibility for guiding and facilitating learning within the clinical setting. A concentrated period of clinical practice with an experienced nurse is one way to ease the transition from the preceptee to the independent nursing practice role. a staff nurse who is one of the key players in the preceptorship experience can ease the transition from the preceptee role into the novice role in professional practice.

vacation day.. Examples of when the faculty advisor must be notified: a. Faculty advisors can be contacted by email or voicemail from Monday to Friday (08:00 to 18:00) and will contact preceptors to discuss preceptee’s progress. conflict situations. etc. 2. workshop. etc. The preceptee should gradually assume an increasingly complex client assignment. Ethical Legal Situation: Witness to will or consent. All changes to clinical schedules (for example: sick time. counting narcotics. left in charge of a unit. Do not assign responsibility for total client care during the first two (2) to three (3) days of the experience. family and social commitments). Failure to notify the Faculty Advisor prior to the shift will result in the hours worked not counting in the total practice hours for the courses.miron@humber. Contact information for faculty will be provided prior to the beginning of the experience. i. 7. For any actual and potential patient safety issues including medication errors preceptees are required to complete an on-line Patient Safety Learning Report. 3. This nursing practice experience is to take priority over other preceptee obligations (eg: part-time employment schedules. For emergency issues only after hours (18:01-07:59) and on weekends preceptors and preceptees can contact Jennie Miron . provide feedback and sign each document. team leading without RN supervision. Clinical Practice Incidents: Drug errors. learning plan and develop an on-going case study related to their clinical experience. Preceptee clinical schedules are not to be changed without consulting the preceptor and faculty advisor. If the preceptor is unable to work or is ill. policy concerns.e.) must be reported to the Faculty Advisor. change of preceptor work schedules. workshop attendance. and WSIB situations. Please let the preceptee know if you will not be working or of any change in your rotation. 5. 6.Preceptorship Handbook 7 Winter 2012 GENERAL INFORMATION FOR PRECEPTORS AND PRECEPTEES 1. Year 4 Program Coordinator at jennie. . The case study will provide the preceptees the opportunity to self-reflect on the experiences they are having on the unit. Use this time to orient the preceptee to the clinical practice area and develop a communication process with the preceptee. preceptees’ strengths and opportunities for development need be considered. (See package) b. or the first time the preceptee encounters a new . client falls. Preceptors are required to read. 4. These activities will ensure safe nursing care for clients. Preceptees will complete learning profile.. preceptees should be paired with another staff RN in your absence.

eg: interprofessional rounds. Preceptee documents (learning profile. 10. D8 = 8 hour days (7.Shift Date: Preceptor Initials for hours completed Week Four . PRECEPTEE PRINTED NAME: _____________________________________________________________ PRECEPTOR NAME: CLINICAL/AGENCY: ______________________________________________________________ _______________________________________________________________ UNIT TELEPHONE NUMBER: _________________________________ Legend: N12 = 12 hour nights (11.NRS.25 hour shifts (i. Preceptees must not exceed a maximum of 75 hours per fourteen-day period. D12 = 12 hour days (11.Shift Date: Preceptor Initials for hours completed Week Two .5 hours). 2 day shifts/2 night shifts Is allowed). All shifts must be first approved by the faculty advisor. Preceptees are expected to actively participate in all learning opportunities on the unit.25 hour shifts (i.e.5 hours).TIME SHEET FOR WORK SCHEDULE 9.Shift Date: Preceptor Initials for hours completed S Preceptor Initials: ________ Preceptor Signature: __________________________ .427 .25 hours). E8 = 8 hour evening (7. A schedule of four (4) consecutive 11. 4 day shifts/4 night shifts) should not be scheduled.e. learning plan. SAMPLE . case study) are the responsibility of the preceptee and must be readily available on the unit for each practice day.Shift Date: Preceptor Initials for hours completed Week Three .Preceptorship Handbook 8 Winter 2012 8.25 hours).5 hours) Total Hours Required = 468 Week M T W T F S Week One . See timesheet that follows. N8 = 8 hour nights (7. A sequence of four (4) consecutive 11.


10.427 preceptorship experience has three key partners: the preceptor. and the faculty advisor. Reviews preceptee’s learning profile and facilitates learning through selection of increasingly complex client care situations to achieve the outlined clinical competencies. 8. 6. preceptor and faculty advisor will jointly determine final assessment of the Semester 8. Preceptor The preceptor is a participant and a co-learner. Guides the preceptee in clinical practice. When a concern arises with regards to a preceptee’s ability to meet the course learning outcomes. Year 4 the responsibility for the experience is divided among the three partners. teacher and facilitator. Completes written assessments at midterm and at the end of the experience. 5. the senior nursing preceptee. Strives to maintain open and authentic communication with preceptee through clarifying and validating observations and perceptions. 9. 1989). Reviews with the preceptee daily assignments and confers with the faculty advisor regarding the complexity of nursing care assigned. In order for the preceptee to begin assimilation into the work environment and to confront issues of role transition. Communicates and consults with the faculty advisor regarding the preceptee’s clinical practice on regular basis and as needed. 2. 11. 7. The preceptor brings experience and background knowledge into the learning encounter as a starting point for preceptee learning and development (Chinn. Serves as a role model. If concerns arise regarding a preceptee’s performance please discuss this with the preceptee and contact the faculty advisor as soon as the situation occurs. Provides the preceptee with ongoing daily feedback. Shares assessment with the preceptee and the faculty advisor. The preceptee.Preceptorship Handbook 10 Winter 2012 The NRS. 3. Year 4 experience. Engages in co-learning with the preceptee. This record will contribute to the assessment of preceptee learning at Midterm and End of Term/ Participates in overall assessment of the experiences. The Supplemental Record will become a permanent part of the preceptee file and the initiator of the record along with all parties to the triad will meet to discuss the issue as outlined. 1. . 4. both the faculty and the preceptor begin to assume a different relationship with the preceptee. Following are the role descriptions for the three main partners within the clinical practice experience. During Semester 8. The faculty advisor in consultation with the practice partners will assign credit for the course. Preceptors and/ or Faculty Advisors will complete a Supplemental Record of Consultation.

Preceptors and/ or Faculty Advisors will complete a Supplemental Record of Consultation. Takes responsibility for own learning and for developing nursing practice by being well prepared to assume increasing responsibility for patient care. Year 4 experiences. 2. Participates in the assessment process using the clinical evaluation tool at midterm and at the end of the experience. . and the faculty advisor will jointly determine final assessment of the Semester 8. Prepares a learning profile. 2. 9 Preceptorship Faculty Advisor 1.Preceptorship Handbook 11 Winter 2012 Nursing Preceptee (Preceptee) 1. which outlines specific personal goals for the experience. Year 4 experiences incorporating recommendations for improvement from all partners. 5. 6. The Supplemental Record will become a permanent part of the preceptee file and the initiator of the record along with all parties to the triad will meet to discuss the issue as outlined. 7. 3. Provides orientation sessions for preceptees. Assesses the Semester 8. Assist with the assessment process.pdf Preceptees are required to download and review this document for use during this experience. Act as a resource and support person for all partners. Seeks guidance and support from preceptor. Discuss preceptee progress with preceptors on a regularly scheduled basis and to assist with problem solving. The Participates in developing ongoing plans to meet these goals using the available resources.) c. The learning profile is shared with the preceptor and the faculty advisor. Year 4 experiences. 5. When a concern arises with regards to a preceptee’s ability to meet the course learning outcomes. The faculty in consultation with the practice partners will assign credit for the course. Practices in the health care setting with the preceptor and collaborates with other health care professionals as appropriate. 4. Achieving Excellence in Professional Practice: A Guide to Preceptorship and Mentoring 2004) is an excellent resource for all partners in the preceptorship experience. for feedback. Participates in overall assessment of the experience. Assumes overall responsibility for the Semester 8. It can be accessed via the following URL. http://www.cna-aiic. 3. This record will contribute to the assessment of preceptee learning at Midterm and End of Term. Participates in preceptee orientation session. honest and respectful communication with preceptor. 8. the preceptor. b. 4. Maintains open. Shares assessment with the preceptor and faculty advisor. Utilizes faculty advisor as a resource person. (Ultimate responsibility for assigning credit/no credit to the course rests with the faculty advisor in consultation with the preceptee and the preceptor. Works with the practice partners within the experience to: a.

pdf .org/Global/docs/prac/41006_ProfStds. prioritization and delegation.pdf Also provided in this package for Preceptors and Nursing Preceptee use is a copy of the College of Nurses of Ontario Professional Standards . http://www. Preceptors can assist preceptees to realize the need for delegating. Delegation is a skill essential to managing the demands of most assignments. This has been included for Preceptor and Preceptee information in this package. The Supporting Learners (2005) document is available at the following URL. p.cno. how to and when to delegate.2002. Managing an assignment involves skills of organization. ACCOUNTABILITY The College of Nurses of Ontario has developed a practice guideline entitled Supporting Learners. Preceptees have had limited opportunity to practice delegation in the clinical setting.138-139). which outlines the staff nurse’s role when working with preceptees. “Self confidence is key to success… and is built slowly over time as skills are successfully performed and appropriate decisions made (Baltimore. http://www.Preceptorship Handbook 12 Winter 2012 Managing the Assignment The goal of preceptorship is that by the completion of the thirteen weeks the preceptee is able to manage a reasonable assignment and is ready to begin as a novice practitioner. (2009) The Professional Standards document is available at the following 2004. One of the most difficult parts of the preceptor role is being able to step back and let the preceptee take on an increasingly complex assignment Preceptors are resources and advocates.cno.

The completed profile is to be emailed to the Faculty Advisor and shared with the Preceptor by Week 1.Preceptorship Handbook 13 Winter 2012 PRECEPTEE LEARNING PROFILE AND LEARNING PLAN An electronic version of the completed Preceptee Learning Profile is available on the course Blackboard site. .

Description of Previous Clinical Experience(s) as they relate to the preceptorship placement: 2.Preceptorship Handbook 14 Winter 2012 PRECEPTEE LEARNING PROFILE 1. Strengths in Clinical Practice (reflect on previous clinical rotations): .

. Challenges in Clinical Practice (reflect on previous clinical rotations): 4. Strategies for learning that have proven effective in the past: (include discussion of how you might incorporate these into this experience).Preceptorship Handbook 15 Winter 2012 3.

Goal(s) for this Clinical Experience (to be transferred to the Learning Plan after discussion with your preceptor) . Strategies for learning that have proven ineffective in the past: (How might you avoid these during this experience?) 6.Preceptorship Handbook 16 Winter 2012 5.

Preceptorship Handbook 17 Winter 2012 7. Additional Comments/ Suggestions: .

Achievable. Measurable.Preceptorship Handbook 18 Winter 2012 PRECEPTEE LEARNING PLAN Preceptee Preparedness a. Goal related to Ability .T.A.M. Realistic. The Profile is to be completed electronically and submitted to the Faculty Advisor and shared with the Preceptor by Week 2. (See link on Blackboard site for Preceptees’ use) Learning Plan Preceptees are required to complete and submit a Learning Plan which addresses the expected abilities outcomes for the course and includes the following: • • • • • • Ability--Learning Outcome Goals for each ability Objectives with a minimum of (Minimum three (3) objectives for each goal) Strategies and resources to support the learning that will occur Review date to assess achievement of the goals Evidence that will determine achievement of the goal.R. The Student Learning Profile is a profile of preceptee’s past clinical learning experiences. preceptee’s strengths and areas for development in clinical practice as well an identification of teaching and learning strategies that best support their learning in clinical practice. (Specific. Goal must be S. Timely) Date of Review Strategies \ Resources to Support Learning and Goal Achievement Assessment of Goal Achievement b.


Accept responsibility for carrying narcotic keys c. Anticoagulants b. holding a current certificate of competence and who regularly works in the clinical area may provide supervision (RHPA. a. Preceptees must only provide care where they have the necessary knowledge. The preceptee must follow hospital policy for the administration of all medications in addition the following medications require direct supervision by a Registered Nurse and co-signature by a Registered Nurse. Narcotics d. Insulin c. 6. effectively and ethically. Transfer a client who is critical. if. Transcription of medical orders requires supervision and co-signature by a Registered Nurse. Controlled Acts Model. 5.Preceptorship Handbook 20 Winter 2012 Guidelines for Preceptee Performance of Clinical Procedures Under the Regulated Health Professions Act. Nursing preceptees are expected to identify aspects of practice requiring assistance. 1. When guidelines call for signature of two Registered Nurses. co-signature is required by hospital policy. f. Accept verbal or telephone orders from a physician/surgeon d. The practice of nursing preceptees is guided by the principles of competence and client safety. Nursing preceptees are permitted to perform these controlled acts under supervision of a Registered Nurse. . Be in charge of a nursing unit when a Registered Nurse is not present on the unit. A preceptor from the clinical agency who is a Registered Nurse. 2. unstable or unconscious unless accompanied by a Registered Nurse. skill and judgment to perform safely. Scope of Practice. the preceptee does NOT count as one of them. seeking appropriate assistance/ supervision. Registered Nurses are allowed to perform three Controlled Acts. Preceptees are NOT permitted to: a. 3. the following guidelines are recommended. Digoxin e. Nursing preceptees must be aware of all relevant agency policies regarding preceptee practice. Blood and blood products infusion 4. To ensure maximum safety for clients and preceptees. A preceptee may assume a leadership role when directly supervised by a registered nurse. Witness consents or other legal documents e. Count narcotics b. 2011). A Registered Nurse must check calculations for fractional dosages.

2.pdf . The frequency of the skill needed in the clinical setting 3. The nursing care to be provided falls within the Scope of Nursing Practice and one of the three Controlled Acts that Nursing is authorized to perform. unit educator and preceptor 5. unit The required pre-requisite education and certification is completed. 6. 1.cno. (adapted from Humber Institute of Technology and Advanced Learning and University of Toronto) http://www. The following are items to be considered when deciding whether the nursing care planned is appropriate for the preceptee to practice at this time. Approval from the nursing administration. The Preceptee will perform the skill with direct supervision by the unit nursing staff.Preceptorship Handbook 21 Winter 2012 Using the Decision Tree to Assess the Preceptee’s Ability to Deliver Aspects of Nursing Care The purpose of the decision tree is to assist the preceptee and preceptor to decide if the preceptee can safely provide nursing care when the type of care required has not been taught or may have been taught but not practiced as part of the preceptee’s undergraduate experience. The potential risk to the client 4.

org/Global/docs/prac/41071_Decisions.Preceptorship Handbook 22 Winter 2012 http://www.pdf .cno.

Preceptorship Handbook 23 Winter 2012 SAFETY LEARNING REPORT .

This does not take the place of any institutional based reporting that must be completed but is an added feature to promote learning student regarding patient safety related to the adverse event and or near miss/close call. and to minimize risks and potential injury to clients and residents.Preceptorship Handbook 24 Winter 2012 Safety Learning Report – Purpose The purpose of this on-line form is to facilitate learning related to the identification and management of adverse events and near misses/ close . Students are still required to complete the necessary reporting and documentation process that is required of the institution where their placement is located. Below is the link to the on-line form. This form is to be completed in a timely manner as soon after the event as possible. Reports will be collected and collated by the Humber BN Patient Safety Working Group and this will be used to inform curriculum and initiate curricular and student practice changes around patient safety. a change in cultural perspective on reporting safety issues and compliance to care delivered in a safe manner. The Safety Learning Reports are a process specific to your learning at Humber College. Where appropriate the information will be shared with Humber's partner agencies in an anonymous format. It is to be completed by the student and anonymously submitted as outline by the program. An additional benefit of completing the form will be an enhanced awareness of patient safety issues. https://www.

○ Other ________________________ □ Morning (0700 . 3.) occurred. Communication □ Infection control □ Lack of knowledge and understanding of _________________________________ communicating effectively for patient safety □S afe patient transport/transfer □ Non-communication to others the urgency of □ Allergic reaction a clinical situation □ Behaviour Management □ Inappropriate communication approaches _________________________________ (select from list below) □ Other ○ Clinical crises _________________________________ ○ Emotional situation ○ Conflict situation Identify at what time during the term □ Miscommunication between the event occurred: ○ Student and patient □ Beginning ○ Student and health team member □ Middle ○ Student and faculty\ clinical teacher □ End ○ Student and preceptor ○ Student and other health team Identify the time of day the event members (physio. pharmacist. 4. etc.Preceptorship Handbook 25 Winter 2012 1. identify □ Medication possible contributing factors and check off all □ Intravenous fluid that apply. Humber Nursing Programs Safety Learning Report Program Name: Clinical Course: Year in Program: Semester in Program: Date of Event: Date of Report: □ Obstetrics □ Rehabilitation How would you categorize this event? □S chool health □ Near Miss \ Close Call □ Community □ Adverse Event □ Other ___________________________ The event involved a(n)? □ Fall For the following questions (6). □ Procedure _________________________________ 6. 2. 5.1200 hours) □ Ineffective written documentation\ □ Afternoon (1200 – 1900 hours) such as: □ Evening (1900 – 2400 hours) _________________________________ □ Night (2400 – 0700 hours) _________________________________ □ Inappropriate application of Identify the clinical area the event communication technologies such as: occurred _________________________________ □ Long-term care _________________________________ □ Medicine □S urgery □ Mental health □ Pediatrics .

Resources □ Inadequate information gathering □ Lack of cross checking of information □S taff or faculty\clinical teacher not available.Preceptorship Handbook 26 Winter 2012 7. 9. 11. staff shortage □ Lack Of S ecurity □ Written resources not available □ Current and credible information unavailable □ Inadequate policies and procedures □ Other ________________________________ Medical Device □ Malfunction □ Lack of availability □ Product labeling confusion □ Other _________________________________ Individual □ Felt pressure to perform task quickly □ Overwhelmed with workload □ Did not feel adequately prepared to manage the care or skill □ Fatigued □ Did not work within their own limitations □ Lack of adequate training provided □ Other ________________________________ Environment □ Work area layout problematic □ Need for rapid care management decisions □ Environment prone to distractions and interruptions □ Inadequate lighting □ Unsafe physical environment: _________________________________ □ Other _________________________________ 12. . Client □ Confused □ Altered Perception / Thought Process □ Unsteady or weak □ Immobile □ Other ____ ____ 8.

Case Study Discussions Record of Consultation .Preceptorship Handbook 27 Winter 2012 COLLABORATIVE ASSESSMENT OF PRECEPTEE ABILITIES (CASA) • • • Self Assessment. Learning Plan.CASA Supplemental Documentation Midterm and Final Assessment of Student Ability for NRS.427 .

The Record will become a part of the student file . and Case Study Discussions Students complete a “Self Assessment which is a self-directed. the preceptee will identify throughout the case study which abilities are being reflected and how. The data. Learning Plan. Assessment is an active process. In addition. and the activities that they will undertake to achieve those goals. A Practice Reflection assists the student in identifying their areas of strength and areas for improvement. recommendations and agreement documented in the supplemental form will be included in the Midterm and Final Assessment of Student Learning. students identify their learning needs in relation to the two practice standards selected for the CNO Quality Assurance the preceptee is encouraged to engage in further dialogue on-line with other preceptees about each case study. Constructive feedback facilitates progress toward achieving the Nursing Practice Elective competencies and ensuring safe nursing practice.CASA Supplemental Documentation If a student is experiencing difficulties in meeting the learning outcomes for the practice course the Faculty Advisors and\or Preceptor documentation of such difficulty will be completed on a Record of Consultation. As part of the case study. Through the Self-Assessment process. 2) one RNAO Best Practice Guideline. It is an ongoing process familiar to nurses in their daily work.pdf) Preceptees will actively participate in on-line case study discussions.cno. The plan outlines how the student relates practice standards to their nursing practice. Record of Consultation . Each preceptee will create one comprehensive case study based on a patient cared for in this preceptorship experience.” http://www. Assessment can help to pinpoint challenges and areas in which the student needs to develop. This document will form the basis and a written record of student performance and discussion between the preceptor. and fosters ongoing growth. involving continuous dialogue between the various Nursing Practice Elective partners. Assessment of learning reinforces strengths and identifies challenges presented to student nurses as they strive to improve and develop their nursing care and move toward independent practice. In addition students select one or further standards based on their own learning needs. The preceptee will incorporate one peer reviewed theory/research article in the response. Students will have access to read and sign the information included in the record. A student obtains input from self and peers when completing their reflection. The faculty advisor and the preceptees will determine the composition of the group(s). Responsibility for assessment of learning is shared equally between the student.Preceptorship Handbook 28 Winter 2012 Collaborative Assessment of Student Abilities (CASA) The Collaborative Assessment of Student Abilities (CASA) is a process of assessing student learning and performance in light of the clinical practicum’s learning outcomes. and 3) one peer reviewed theory/research nursing article. In addition as a result of student develop a Learning Plan which is a record of their ongoing participation in activities that help maintain their competence as a nurse. the preceptee will incorporate: 1) one CNO practice document. It will include recommendations for improvement and agreement with the involved parties as to how to work towards achieving a satisfactory grade. PROCESS OF COLLABORATIVE ASSESSMENT OF PRECEPTEE ABILITIES (CASA) Self Assessment. Each preceptee in the group will respond to the critical thinking question posed for each case study. the preceptor and the faculty advisor. The faculty advisor and the preceptees will negotiate a schedule for posting and responding to the case studies. two-part process that results in a Learning Plan. Finally. faculty advisor and student with regards to student performance. It articulates learning goals based on their Practice Reflection. the preceptee will pose a critical thinking question related to the case study. Constructive and honest feedback helps to identify strengths and challenges. Moreover.

The faculty advisor will assign the final grade. Year 4 course the student’s overall performance will be discussed and a final grade will be assigned. The student-learning plan will be reviewed to determine attainment of goals and revised as needed to meet the end competencies of the course. .427 The preceptor. preceptor and faculty advisor will discuss these assessments.Preceptorship Handbook 29 Winter 2012 Midterm and Final Assessment of Student Ability for NRS. The student. nursing student and faculty advisor will complete a midterm and final assessment. During the final assessment for the Semester 8.


Preceptorship Handbook 31 Winter 2012 NRS. Students Assessment: indicated by X. ethical and professional standards of nursing care consistent with national practice guidelines. Contributor comments will be identified by the contributor adding their initials to the end of the observations and assessment recorded.2 1. Engages in collaborative practice integrating legal.3 Critically examines and integrates evidence informed knowledge from credible sources within nursing and other disciplines when planning and providing population-based care. Integrates the unique dimensions of health and illness in the planning and delivery of care.1 1. . Use additional page if necessary. Comments: (Please use Word word-processing format) Please provide examples from practice. Faculty Assessment: √ check mark PRECEPTEE / PRECEPTOR S Final ND U 1.427 Integrated Nursing Practice Elective Midterm/Final Assessment of Student Ability (circle one) Student: Preceptor: Facility: Faculty: Email Address: Faculty Phone Number: Unit: Unit Phone Number: Knowledge and Its Application Preceptor Assessment: Indicted by * asterisk. provincial and federal legislation in the context of primary health care.

. Contributor comments will be identified by the contributor adding their initials to the end of the observations and assessment recorded. Comments: (Please use Word word-processing format) Please provide examples from practice. Consistently uses therapeutic communication techniques and counseling frameworks in professional relationships that consider cultural and differing perspectives. Effectively communicates complex ideas in professional interactions with colleagues. Use additional page if necessary.4 2.1 2. Faculty Assessment: √check mark PRECEPTEE / PRECEPTOR Final S ND U 2. administrators. Consults with and utilizes contributions made by intersectoral partners to advocate and provide comprehensive client health care while considering cultural and differing perspectives.5 Independently documents in a concise.3 2.Preceptorship Handbook 32 Winter 2012 Communication Preceptor Assessment: Indicted by * asterisk. Applies available health technologies with increasing independence to support communication and delivery of health services in professional practice. Student Assessment: indicated by X.2 2. and stakeholders to address challenges and build partnerships in inter/intraprofessional care. accurate and defendable manner consistent with the practice setting.

nursing and other knowledge to plan and/ or deliver health care.2 3.1 3. Use additional page if necessary. Student Assessment: indicated by X.Preceptorship Handbook 33 Winter 2012 Critical Thinking /Skills of Analysis Preceptor Assessment: Indicted by * asterisk. Negotiates and collaborates with peers to bring about creative and innovative change.4 Implements competent nursing decisions with increasing autonomy following a process of holistic inquiry and critical reflection. Faculty Assessment: √check mark PRECEPTEE / PRECEPTOR Final S ND U 3.3 3. With increasing independence. . Contributor comments will be identified by the contributor adding their initials to the end of the observations and assessment recorded. critically examines and uses theoretical. and provide population-based care in clients with complex health challenges in complex and unfamiliar environments. Comments: (Please use Word word-processing format) Please provide examples from practice. Synthesizes and uses analytical processes from past experience. evidence informed guidelines and experiential knowledge from multiple sources to plan.

Student Assessment: indicated by X. members of the health care team and intraprofessional / interprofessional / intersectoral teams. Uses critical reflection to identify one’s learning needs as well as assess and modify nursing practice to ensure the ongoing delivery of comprehensive nursing care. Use additional page if necessary. communities and populations.4 4. Recognizes the importance of balancing personal wellness and professional commitment. and professional standards from a holistic perspective. ethical.Preceptorship Handbook 34 Winter 2012 Professional Identity/Ethics Preceptor Assessment: Indicted by * asterisk. Comments: (Please use Word word-processing format) Please provide examples from practice.2 4. families.3 4. Provides culturally competent care honoring diversity among individuals. Faculty Assessment: √ check mark PRECEPTEE / PRECEPTOR Final S ND U 4. .5 Independently applies legal.1 4. Adapts and uses personal leadership style to work effectively with clients. Contributor comments will be identified by the contributor adding their initials to the end of the observations and assessment recorded.

Contributor comments will be identified by the contributor adding their initials to the end of the observations and assessment recorded. Collaborates with others in determining how new approaches to the delivery of care may improve health care and address the disparities in health outcomes. Student Assessment: indicated by X. Faculty Assessment: √check mark PRECEPTEE / PRECEPTOR Final S 5. Use additional page if necessary. . Demonstrates the ability to form effective intradisciplinary and interdisciplinary relationships based on social justice and egalitarian relationships of power. responsible and committed citizen collaborating with the client and others in the delivery of socially just. culturally competent and safe care in complex practice environments. ND U Comments: (Please use Word word-processing format) Please provide examples from practice. Acknowledges and practices as a respectful.1 5.Preceptorship Handbook 35 Winter 2012 Social Justice/Effective Citizenship Preceptor Assessment: Indicted by * asterisk.4 5.5 Collaborates with clients and others to identify health inequities for populations and to plan health options to improve health outcomes.3 5.

Preceptorship Handbook 36 Winter 2012 UNB-HUMBER COLLABORATIVE BACHELOR OF NURSING PROGRAM Contributor comments will be identified by the contributor adding their initials to the end of the observations and assessment recorded STUDENT COMMENTS Final Summary Areas for Development Final Summary PRECEPTOR COMMENTS Areas for Development Final Summary FACULTY COMMENTS Areas for Development Date Reviewed Date Reviewed Date Reviewed Student Print Preceptor Print Faculty Print Signature Signature Signature Initials Student Grade: (Only check at Final Assessment) Total hours of practice: ______________________________________________________ ○ Credit (check) ○ Non-Credit(check) .


Preceptorship Handbook 38 Winter 2012 Due to the expectations of clinical practice. immunization records and other requirements that are specific to the program. Failure to produce valid documentation will result in the student being unable to proceed to clinical ASIST: Applied Suicide Intervention Skills Training – mandatory for all preceptees prior to entering Mental Health Clinical Practicum. http://www. Criminal Reference Check (CRC) This is updated by the student every academic year 4. 1. Basic Cardiac Life Support (BCSL) Level C for Health Care Providers including AED in accordance with the Heart and Stroke Foundation of Canada 2005 CPR Guidelines.(valid for two (2) years) 5. 3. (valid for one (1) year from date of issue) 2. Mask Fit Testing.aspx . Failure to complete the Prerequisites to Clinical Practice by the start of the semester will exclude students from their Clinical Placement. Students must provide documentation for placements that meets the requirements of partner organizations/ agencies. Humber School of Health Sciences has partnered with ParaMed. This includes criminal reference checks. ParaMed is the College's Occupational Health Nurse provider that reviews student confidential medical information and Pre-Requisites to Clinical Practice then gives notification of clearance status to the Academic Coordinator for clinical placement. or to the agency.humberhealth. Immunization Record updated every year as required. students obtain certification in the following four (4) areas at the beginning of each clinical practicum experience.

NP cert.Preceptorship Handbook 39 Winter 2012 PRECEPTEE HEALTH POLICIES Revised by Carole Gionet RN(EC). Nurse Practitioner. MN. Manager. 2010 . BScN.. Health Centres. Student Services. BSc. August 19..

and visual and hearing acuity. which should be located on the nursing unit. V. assessment. counseling. and or an Incident Report Form. Registered Nurses are available five (5) days a week. age. 8:30AM to 3:45PM for drop-in visits and they can deal with most of your health care needs. III. Treatment for Puncture Wounds General Recommendations a) Any nursing student receiving a puncture wound from a needle or sharp instrument must report the incident to her/his clinical instructor immediately. Please report any needle stick injury to your clinical teacher immediately.humber. by appointment for those who are from out-of-town. . health education. which will be provided by the clinical teacher. and may be required by the particular agency. The Health Centre at the College is available to all students to help promote mental and physical well-being through health promotion.G. b) The next step is to complete the Student Workplace Injury Report Form. Outline the source of contamination. if the contact is with a client. or for whom it is inconvenient to see their own family doctor. indicate the name. Serious Medical Conditions or Allergies Students who have severe allergies or a medical condition such as Diabetes or Epilepsy is strongly are strongly advised to inform the College Health Centre so that their medical status can be assessed and any emergency treatment plans discussed. Injuries or. IV. A Nurse Practitioner / physician are II.) or Hepatitis B Immune Globulin (H-BIG) is a preventative measure and the cost will be covered by OHIP. Immunization Record http://healthsciences. All visits to the Health Centre are strictly confidential. and treatment. The student must return a completed injury form to the health centre. Immune Globulin (I. Injuries or accidents that occur offsite at a clinical placement must be reported to the occupational department of the agency. and client diagnosis and hospital room number on the form. Responsibilities of the Student I.Preceptorship Handbook 40 Winter 2012 Students should strive to maintain a healthy lifestyle to protect their own health and that of their clients. Health Maintenance The student is responsible for her/his dental examinations. and. or by the Hospital. c) First Aid Procedure should include: i) Induce bleeding to cleanse the wound ii) Clean wound with antiseptic iii) Apply dressing iv) Check Tetanus status v) Follow Hepatitis B and HIV Exposure Protocol. Students can obtain the injury forms from their clinical Coordinator. Injury or Accident It is the student’s responsibility to report immediately any accident or injury occurring on campus to the Health Centre.

like cold sores. Infection Control Students will follow Standard Precautions when handling all blood and body fluids. ii) The student is to report to the health center the next time they are on campus to confirm that they are being followed by the occupation nurse/department at the agency where they sustained the injury. VII. Treatment for Puncture Wounds Notify the following: i) The clinical teacher / faculty advisor who will fax a copy of the Student Workplace Injury Report Form. review treatment received in Hospital and for any further follow-up. after treatment has been given. and who has been treated with appropriate chemotherapy for less than two (2) weeks. and will provide the health centre nurse with a written copy of the form. North Campus. In situations where the incident occurred on campus (i. . whose sputum shows acid-fast bacilli on direct smear.e. Documentation according to WSIB guidelines must be completed within 24 hours. the student will be assessed according to the health centre’s protocol for needlestick injuries.and to your clinical instructor immediately. must wear gloves when touching patients and cover the lesions with a dressing or by wearing a mask until lesions are healed. a) b) Students who are Mantoux negative should have a skin test immediately and a repeat test three (3) months from the time of contact. Appropriate first aid or medical attention should be given at the time of the injury. Safety and Injury Board (WSIB) regulations during clinical placement. b) Herpes Simplex Protocol Students with oral lesions.Preceptorship Handbook 41 Winter 2012 VI. iii) Family Physician . Students who are Mantoux positive should be referred to their family physician or health centre doctor for clinical management. Completed documentation must be immediately submitted to the Humber College Health Centre. Room K137. They should also wash hands after removing gloves. a) Tuberculosis Protocol i) Contact With a Potential Transmitter A potential transmitter is defined as a person with active respiratory tuberculosis. flu clinic). The facility where the incident occurred will perform the necessary tests according to their own protocol. Policy for Accidents or Injuries While on Clinical Placement Nursing students are covered under Workplace. An injury while on placement must be reported to the placement employer usually the nurse/manager .

b) Notify the unit manager about the incident. The Health Centre will assist the student to maintain an optimal state of health while at school. to review with her/him the treatment or advice given at the hospital. 2. Responsibilities of the Health Centre 1. students may be referred to the Emergency Department or they may elect to see their family doctor instead. 3. (see the following form) d) Send report. IX. All health records are kept in locked files in the Health Centre and information from them will not be released to any individual without your written consent. In most cases.m and is located in A107. to the Health Services at the North Campus. Registered Nurses are available five (5) days a week for drop-in appointments and can address most of your health care needs. where it will be kept on file. by For more information about their services call 416-675-6622 ext.humber. Reporting If a student is injured while working in a clinical area of a hospital. as the student is not an employee of that institution. she/he should: a) Contact her/his clinical teacher\faculty advisor immediately and report the nature of the injury. The Health Centre at the North Campus is open daily from 8:30 a.” These forms can be obtained from your clinical teacher \ faculty advisor. or when working evenings or nights. A Nurse Practitioner / doctor are available on campus. 4533 or visit their website at http://precepteeservices. For more serious concerns.m. it is advisable to report accidents or injuries to the family doctor. Any student who is absent from clinical due to their current health status. It is important to remember that the hospital is not ultimately responsible for treatment. – 4:30p. pregnancy or injury may be required to submit to the program coordinator a letter from their physician stating that the student is fit to return to clinical practice. after treatment is completed. .Preceptorship Handbook 42 Winter 2012 Please follow the procedure as outlined below. Treatment The hospital’s Occupational Health Services for minor ailments or injuries may treat nursing preceptees who are working days. c) Complete a “Student Work Placement Injury Report.

address and room. Include building. body part affected): Witness Information: Name: ___________________________________ Address:____________________________________________________ ______________________ Phone: __________________________________ Injury Treatment (Check as Appropriate) ( ) First Aid ( ) Health Care (Injury treated by Medical Practitioner) ( ) Lost Time (Student has lost time beyond day of injury and has sought medical treatment) Dates: From:___________ To:___________ Initial or emergency health care practitioner or facility: Name: _____________________________________ Address:_________________________________________________ _____________________________ Phone: _____________________________________ Report completed by: Name: ______________________________________ Signature:___________________________________ Date: ______________________________________ Pre-existing condition Current Health Care Practitioner: Name: ___________________________________ Address:____________________________________________________ ______________________ Phone: __________________________________ .) __________________________________________ __________________________________________ Description and nature of injury (how the injury occurred.Preceptorship Handbook 43 Winter 2012 PRECEPTEE WORK PLACEMENT INJURY REPORT Student Information: Name: ___________________________________ Address:____________________________________________________ ______________________ Phone: __________________________________ Social Insurance Number: _____________________ Student Number: ___________________________ Program Start Date: _________ Semester: ________ Date of Birth: Year:_______ Month:______ Day:_______ Gender M( ) F( )□ Student’s Preferred Language: ( ) English ( ) French ( ) Other:_________________ Where did the injury occur? (Please be specific. equipment or materials involved.) Please complete and bring or forward to: Humber Health Centre North Fax: 416-675-6320 Phone: 416-675-6622 x4533 Placement Employer Information: Name: _____________________________________ Address:_________________________________________________ _____________________________ Phone: _____________________________________ Supervisor/Manager Information: Name: _____________________________________ Phone: ____________________________________ Date and Time of Injury: Year:___ Month:______ Day:___ Time:____ □AM □PM Date and Time Injury Reported: Year:___ Month:______ Day:____ Time:____ □AM□PM Who was this injury reported to? Name:______________________________________ Phone:_____________________________________ (If injury was not reported immediately explain delay.

Preceptorship Handbook 44 Winter 2012 UNB-Humber CURRICULUM .

Essential health care includes preventive. curative. The growing number of elderly and chronically ill in our population and the trend toward community-based care directly impact nursing education. medical approach to health care to a focus on disease prevention and health promotion. 1997). which are to be transferred into the client situation. Clients themselves are increasingly involved in health care decisions and matters. Trends in society have necessitated health care reform and consequently have impacted nursing education. which embraces the principles of social justice and equity and incorporates caring approaches. affordable. students work on developing relationships of trust. June. and models. is a component of health care reform. geographic.Preceptorship Handbook 45 Winter 2012 UNB HUMBER BACHELOR OF NURSING CURRICULUM The curriculum is defined as dynamic interactions between and among students. and acceptability are informed by cultural. beyond and including health. A primary feature of anticipatory-innovative learning is participation and interaction in a milieu characterized by cooperation. affordability. linguistic. to problem-solve. 1989). Students are assisted in joint decision-making with the intent to assist clients to work toward goals that will help them to maintain a responsibility towards their own health. and empathy (Bevis & Watson). MAJOR CURRICULUM CONCEPTS Primary Health Care Primary health care is both a philosophy and a resource for health. Nursing is one appropriate point of access to health services in a primary health care system. and rehabilitative services. Nurses are required to meet the health care needs of clients who have increased acuity of illness. Students will see themselves as partners in the health care team. simulations. An increased emphasis on health promotion. Such anticipatory learning uses techniques such as forecasting “what if…”. The focus of learning is clinically grounded. It provides nursing education and practice with strategies to provide comprehensive. The Bachelor of Nursing curriculum was developed in response to the changing. students are encouraged to examine the status quo. . This understanding is based upon the World Health Organization (WHO) definition. which influence their health. promotive. family and community needs through their full participation (Curriculum Document. financial. and health care professionals as well as contents with the intent that learning takes place (Bevis & Watson. to foster personal responsibility for wellness and to build healthy families and communities. In the classroom. to question it in order to understand it and to attempt to create change. and many other considerations. Intersectoral collaboration requires partnerships among clients and professionals from many sectors. discussion. clients. Changing needs. Accessibility. To promote critical thinking. teachers. and unpredictable health care system. and to question. Students are equal partners in the educational process. respect and equality. supportive. mutuality. scenarios. scientifically sound health services addressing priority or essential personal. accessible. rising costs of health care and economic constraints demand a shift from a focus on an expensive. The curriculum is directed toward helping the students to think critically. curative. integrated. which is consistent with the principles of primary health care.

Caring may occur privately or within broad socio-political contexts. Community and population health projects Medical. intentional process that requires a connection between individuals and/or groups. elicited. . Caring Caring as a universal phenomenon is essential to human development and survival and is a moral imperative of nursing. Fair treatment involves equitable distribution of benefits and burdens among members of society. YEAR 1 NURSING FOCUS Health Promotion Disease Prevention LEARNING ACTIVITIES Primarily community-based and include community assessment. Freedoms or rights that promote health include peace. Caring is a dynamic. minimum standards of income. nursing research. community development. A four-week intersession experience at the end of second year integrates content and practice experiences of the first two years. shelter. family theory. health fairs. nursing theories. Mental health. and equity. therapeutic nurse-client relationships. food.Preceptorship Handbook 46 Winter 2012 Social Justice Social justice is a philosophical approach that recognizes that all persons deserve fair treatment. and environmental safety. the Canadian health care system and the components of “essential” health care as identified in the literature on Primary Health Care. Caring responses can be enhanced. education. health assessment. maternity and rehab rotations in the hospital. justice. and freedoms or rights simply because they are human. Care for a person in an institution as well as within a group context. Final term Clinical Practicum: Nursing Practice Elective experience 2 3 4 Rehabilitative & Supportive aspects of primary health care Caring for Childbearing Family Maternal Child and 0 to 6 years School Placement Fall Semester: Health promotion perspective and an emphasis on community development. income. Winter semester: Curative and Supportive aspects of care within the acute care hospital environment Integration and development of previous experiences including various health care settings. informed. Care of the well elderly client in a long-term care setting. Basic necessities encompass access to health care. trends and issues in nursing practice. philosophy or women’s studies. Curriculum Structure Nursing courses throughout the program cover a broad range of topics including health across the lifespan. psychology. surgical and/or pediatric clinical experience practica in the hospital Fall term Acute Medical Surgical clinical experience. stable ecosystem. or inhibited by education and past experiences and by the presence or absence of role models. basic necessities. As well as the required courses in the biological and social sciences there are other courses from sociology. access to affordable housing.

Preceptorship Handbook 47 Winter 2012 BN PROGRAM ABILITIES .

Preceptorship Handbook 48 Winter 2012 The UNB-Humber Bachelor of Nursing program believes that Nursing encompasses five (5) interrelated abilities. by engaging the principles of Primary Health Care and the ethics of caring and social justice in diverse contexts The generalist preparation of the baccalaureate degree at UNB Humber prepares the graduate to work with clients in achieving affordable and accessible care in a variety of settings. Communication Nursing students communicate orally and in writing using structured coherent arguments to convey accurate and reliable information to diverse audiences in practice. incorporating personal and professional attributes and skills for practice in complex and unpredictable contexts Social Justice/Effective Citizenship Nursing students become responsible global citizens. and holistic analysis to evaluate the strength of a wide spectrum of evidence to formulate decisions. Critical Thinking/Skills of Analysis Nursing students engage in critical. Knowledge and Its Application Nursing students integrate and apply knowledge. reflective. which ensures a commitment to lifelong learning. Professional Identity/Ethics Nursing students develop a dynamic and evolving professional identity and capability. from nursing and an array of disciplines in the arts and sciences to provide comprehensive nursing care in times of health and illness. including critical thinking. Nursing students engage in authentic purposeful and collaborative communication using the concepts and techniques of the discipline. . The Bachelor of Nursing Degree fosters the development of a transferable skill set.

Preceptorship Handbook 49 Winter 2012 CURRICULUM DIAGRAM .

Switzerland: Author: Wright. The Journal of Continuing Education in Nursing. Curriculum revolution: Reconceptualizing nursing education. (2006). New York: NLN. Mohide. (2004). (2002). Achieving excellence in professional practice. 138-141. K. P. Bott. 27(1). Feminist pedagogy in nursing education. Yonge. (2010). College of Nurses of Ontario.. 33(3). A clinical teaching technique for nurse preceptors: The five minute preceptor.cno. 134-139. Happell.pdf College of Nurses of Ontario. 35(3). In National League for Nursing. Geneva.. World Health Organization (1978). Nurse Education Today. J. Practice standard: Decisions about procedures and authority. Y. (2004). Retrieved from http://www.cno. 133-140. Preceptoring nursing students: Registered nurses’ perceptions of nursing students’ preparation and study approaches in clinical education.pdf College of Nurses of Ontario. A. B. Nursing Education Perspectives. . Billay. Ottawa: Author Chinn. 372-376.cno. (pp. D. Alma-Ata 1978: Primary health care. A model of preceptorship in nursing: Reflecting the Complex functions of the role. Practice guideline: Supporting learners. Retrieved from http://www. G. (2009).org/Global/docs/prac/44034_SupportLearners. A. & Luhanga. Journal of Nursing Education. Myrick. Controlled Acts Model. 30(6).Preceptorship Handbook 50 Winter 2012 References Baltimore. 30. Retrieved from http://www. F. 50(3). E. & The Journal of Continuing Education in Nursing. Precepting in 2002. Preceptorship: Shaping the art of nursing through practical wisdom. (1989).pdf Hallin. (2011). 296-302. O. Journal of Professional Nursing. (2011). (2009). & Lawlor. A guide to preceptorship and mentoring. F. Canadian Nurses Association. Reference document: Legislation and Regulation RHPA: Scope of Practice. (2011). The hospital clinical preceptor: essential preparation for success. 9-24).