Bachelor of Nursing

Bachelor of Nursing

HANDBOOK

for

CLINICAL EDUCATORS & MENTORS

This handbook reviewed by:

Lynne Slater

Director of Clinical Education

Callaghan

Gwyneth Harbrow

Clinical Liaison Nurse

School of Nursing & Midwifery

Faculty of Health

University of Newcastle

2012

School of Nursing & Midwifery

Faculty of Health

The University of Newcastle

Introduction 1

Who do I communicate with about students and matters related to clinical learning? 1

What is the management structure of the School in relation to clinical placement? 2

What does the University expect of me? 3

Who is responsible for the client when a student is providing care? 4

Are students insured? 4

Overview of Undergraduate Clinical Skills 5

What can students actually do on clinical placement? 8

What do I do if I have concerns about a student’s attendance or performance? 8

What do I do if the student’s practice is unsatisfactory? 9

What happens if a student is injured or involved in an incident on placement? 9

What are the assessment requirements on a clinical placement? 9

Clinical Summary Forms 10

Clinical Performance Reports 10

Skills Checklists 10

Nursing Narratives 11

What should I do if students don’t want to be on the placement? 14

What support is there for me as a Clinical Educator/Mentor? 14

What feedback and acknowledgement do I receive as a Clinical Educator/Mentor? 14

Do students need to attend orientation to the placement? 14

I have a student/group of students for whom English is a second language – what support is there for them? 15

I have told the School about my concerns with a particular student’s performance and now I see they are back on another clinical. Why is this? 15

I was expecting a student to arrive at the clinical venue and he/she hasn’t arrived - what should I do? 15

What do I do if a student arrives to attend placement and says he/she can’t undertake the usual activity because of a previous injury or condition? 16

What do I do if I am sick or unable to attend laboratories or placement? 16

Introduction

The information in this handbook is specific to the School of Nursing and Midwifery. Clinical Nurse Educators, Mentors and Preceptors should also be familiar with information contained in the Faculty of Health Placement Handbook.

Clinical Nurse Educators, Mentors and Preceptors often have a lot of questions related to School procedures in association with clinical courses and clinical placement. The format of this handbook is based on Frequently Asked Questions.

Who do I communicate with about students and matters related to clinical learning?

The Director of Clinical Education or representative will always be available on the mobile phone number/s below:

Director of Clinical Education

Lynne Slater (Callaghan)

T: 02 49217707

M: 0429 313711

Assistant Director of Clinical Education

Sarah Jeong (Ourimbah)

T: 02 4921 6043

Assistant Director of Clinical Education

Raelene Kenny (Port Macquarie)

T: 02 6581 6297

Clinical Placement Liaison Nurse

Gwyneth Harbrow (Callaghan and Port Macquarie)

T: 02 49215820

M: 0407623114

Clinical Placement Liaison Nurse

Sharon Hilgendorf (Ourimbah)

Clinical Placement Unit

T: 02 49216321 (Callaghan)

Clinical Placement Unit

02 49216336 (Ourimbah)

Please note is the generic email address for the Clinical Placement Unit. It is checked constantly by staff in the unit.

Course Coordinators - as advised prior to the commencement of each semester.

Course Coordinators should contact you once they have been advised of your employment. If you have not been contacted and have not been advised and do not know your Course Coordinator you may wish to contact the Clinical Coordinator (Administration) OR Director of Clinical Education as above; OR Undergraduate Program Convenor, Joy Lyneham to determine your Course Coordinator.

What is the management structure of the School in relation to clinical placement?

What does the University expect of me?

The School of Nursing and Midwifery expects Clinical Educators, Preceptors and Mentors to act as positive role models for students by:

· Demonstrating and encouraging enthusiasm for the area of nursing in which students are placed;

· Demonstrating knowledge, skills and behaviours that are consistent with the current role of the Registered Nurse;

· Practising according to the ANMC competency standards, Code of Professional Conduct and Code of Ethics for a Registered Nurse;

· Being cognisant and consistent with the policies of the facility in which the clinical placement is taking place;

· Indicating preparation for the clinical placement by ensuring that he/she is familiar with the unit prior to the placement commencement date and being familiar with the course outline and clinical placement objectives;

· Indicating adequate preparation for teaching/facilitating learning in the laboratory environment by preparing according to the laboratory workbook and being familiar with the course outline and clinical laboratory objectives.

The School of Nursing and Midwifery expects Clinical Educators, Preceptors and Mentors to demonstrate a student centred approach to learning, evidenced by:

· Assisting the student to relate their clinical experience to learnt theory;

· Providing early, timely and constructive feedback to the student about his/her performance (that is: within a timeframe that encourages further learning within the clinical placement period);

· Contacting the Course Coordinator or Director of Clinical Education about any concerns to allow for student and Educator/Mentor support;

· Acknowledging that the student may feel out of place in a new environment and assisting others in supporting and accepting students into the new environment;

· Suggesting resources the student should use to support their learning;

· Providing direction to the student and assisting in determining learning opportunities during the placement.

The School of Nursing and Midwifery expects Clinical Educators, Preceptors and Mentors to complete documentation associated with clinical placement and return to the Clinical Placement Unit as required in a timely manner:

· Documentation includes Clinical Summary Forms and, when required, Clinical Performance Reports;

· Clinical Educators, Preceptors and Mentors are to complete the Clinical Summary Forms at the end of each week the student is on a clinical placement. Unless in a preceptored placement, this responsibility lies with the University employed Educator, in a preceptored/mentored placement this responsibility lies with the Preceptor/Mentor.

It is expected that if a student’s placement is facilitated, the Facilitator seek input from the student’s preceptor in the clinical area with whom the student has been working. This allows for a more accurate assessment of the students overall progression and achievement.

· Each day of clinical placement MUST be signed by the Educator/Preceptor/Mentor;

· Report any non-attendance to the Clinical Coordinator or the Clinical Placement Unit as soon as possible;

· All Unsatisfactory grades and/or Needs Development must be supported with a Clinical Performance Report;

· In the event of unsatisfactory performances or awarding more than 6 “Needs Development” within one week’s Clinical Summary Report, an appropriate Clinical Performance Report needs to be completed and sent to the Course Coordinator or Clinical Placement Unit immediately;

· Notify the Course Coordinator of the “Unsatisfactory” or “Needs Development” reports and advise the student that they need to contact the Course Coordinator;

· Satisfactory Clinical Summary Forms are to be delivered (by mail or person) to the Clinical Placement Unit on the last day of the clinical placement or every two weeks, whichever is sooner;

· If the student is deemed unsafe – that is they have exposed patients or others to risk, harm or an adverse event; or has demonstrated unprofessional behaviour, a Clinical Challenge agreement will be discussed with the course coordinator and/or director of Clinical Education. If this agreement is not deemed to have been completed satisfactorily, the student will be given an unsatisfactory grade for that placement.

· Both the Clinical Summary Forms and the Clinical Performance Reports are carbonated. The original (white copy) is to be returned to the Clinical Placement Unit. The yellow copy stays in the student’s book. Please remember to press firmly with a biro pen and to place the cardboard under the yellow copy before writing;

· In a facilitated placement the University Educators (only) are to assess and complete the core skill assessments as set out for each course; checked off using the checklists from the text Tollefson (2010 or 2012). Only when a student is attending a preceptored or mentored placement will the nominated RN Preceptor/Mentor undertake this assessment;

· RN Mentors, Preceptors or Clinical Educators (other than the University Educator) are permitted to complete further assessments as required by the students. These might involve at least ONE extra skill per placement in first and second semester of second year and first semester of third year.

· No assessment can be undertaken by an Enrolled Nurse

Please note:

Although students are preceptored and supported in their learning by nurses employed by our clinical partners, the School of Nursing and Midwifery expects facilitators to employ a model of facilitation where they are clinically active in the demonstration and guidance of clinical skill development as taught by the School of Nursing and Midwifery. This should be accomplished in negotiation with allocated preceptors, by dividing your ward time amongst students to allow for time working alongside with them. This not only provides additional support with clinical skills but also to enable adequate and fair assessment of student development as per the clinical summary guidelines". It is expected that facilitators seek input from student preceptors when completing their assessment of students within these guidelines.

Who is responsible for the client when a student is providing care?

Essentially, the Registered Nurse supervising the patient and the student is responsible for the client at all times.

Are students insured?

The School has agreements with all clinical placements that cover insurance of students. Students are covered for personal accident insurance and public liability insurance. They are not eligible for workers’ compensation. Students are only insured for periods of formal learning. Additional clinical experience outside of placement and ‘work experience’ is not covered by insurance.

Clinical Educators and Mentors need to know if the student is present and when they leave the facility. Some venues may ask staff and students to “sign in”. Please ensure that these policies are adhered to.

As well, at the beginning of each day, ensure that all students are present in their allocated area.

What can students actually do on clinical placement?

The Clinical Educator/Preceptors and Mentors are responsible for the activity in which the student engages. One of the most challenging aspects of these roles can be determining the student’s readiness for tasks and capitalising on the opportunistic teaching that occurs in clinical environments. Each student is bound by a Scope of Practice which is determined by the skills demonstrated and practised in the laboratories prior to placement, as well as the associated theoretical level. However, each student should also be assessed to ensure that they are at the level commensurate with undertaking those skills. If they are not competent at that level, you are expected to provide assistance with their learning. If, following this assistance the student does not progress this needs to be documented.

Students should always work within their Scope of Practice for their specified year. These are available on Blackboard and are also emailed to the venue on commencement of each semester.

Students are expected to practice within the principles developed as shown in the Scopes of Practice as these are the skills that they have had demonstrated and practiced, and also have had some theoretical grounding. However, higher level skills that have not been practiced in the laboratories should not be encouraged. Examples of these are invasive procedures such as catheterisation and central line care, in first or second year .

There are also variations depending on a number of factors such as student confidence, past experience and comfort in the unit, as well as the unit policy and expectations. Each student should be encouraged to practice all established skills under the supervision of a RN or yourself so that the student becomes comfortable and proficient in the core needs of patient care.

Students are provided with a list of clinical objectives for each course. As well they are requested to develop a short list of personal objectives prior to commencing the clinical placement (these can be as few as three or four appropriate and achievable objectives and can be extended throughout the placement).

If the student is attending your area as a member of a group of students with an Educator, facility employees can always seek advice from the Educator about the expectations of the student.

What do I do if I have concerns about a student’s attendance or performance?

In the first instance, you should provide immediate feedback to the student in a private area about your concerns. If you feel that the activity/behaviour is unsatisfactory or indicates poor development, this should be identified to the student and referred to in the Clinical Summary book.

If the student has not demonstrated unsafe or unprofessional behaviour which might lead to the student leaving the placement, you should discuss and set learning objectives for the student to guide the student’s improvement. A Clinical Performance Report should be completed, recording the situation and reasons for the concerns (at the back of the Clinical summary Book). Then, in discussion with the student (and Course Coordinator if required) set specific pathways and goals for the student that if achieved indicate a satisfactory standard in these areas. If necessary, you can add extra documents to support your information. Students should be encouraged to realise that as students it is reasonable that they have areas that need developing, however, the University also needs these concerns to be documented to ensure student support in the future.

If you are unsure of your assessment or remain concerned, you should contact the Course Coordinator or the Director of Clinical Education. The Clinical Placement Unit may also be able to assist in contacting the appropriate staff.

Your concerns will always be taken seriously and you will be supported in your decisions about a student. However, please be aware that in order for university staff to process and act upon unsatisfactory student performances you must be prepared to provide feedback to a student in a timely manner and complete this relevant documentation.