Quia
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Nursing Program
Faculty Handbook
“To me, the sole hope of human salvation lies in teaching”
George Bernard Shaw
Table of Contents
Section Page
Introduction ........................................................................ 3
Accreditation........................................................................ 3
Curriculum Objectives........................................................... 3
Program Organizational Chart................................................ 4
Classroom Policies and Management...................................... 4
Faculty Outcomes and Expectations....................................... 5
Clinical Group Supervision..................................................... 6
Substance Abuse Policy......................................................... 6
Clinical Evaluation Process.................................................... 6
Syllabus Content.................................................................. 7
Faculty Meetings.................................................................. 8
Risk Management................................................................ 8
Faculty Dress Codes............................................................. 9
Faculty Evaluations.............................................................. 10
Job Descriptions.................................................................. 10
Nursing Skills Lab and Faculty Proficiency.............................. 10
Licensure............................................................................. 11
Maintaining Student Privacy.................................................. 11
Professional Boundaries........................................................ 11
Appendices Number
Clinical Group Supervision 1
Clinical Preparation Sheets 1A
Erikson’s Stages of Development 1B
FERPA Tutorial 2
Student Clinical Evaluations Quia Pages/Hand Written 3
Job Descriptions 4
Sample Syllabi 5
Mock Clinical Documentation Requirements 6
Medication Incident Reporting Form 7
Grading Matrices *
The information and forms in this handbook are subject to change. For the most
recent information, check with the Nursing Program Director or Nursing Program Clinical Director.
INTRODUCTION
The Pima Medical Institute Nursing Program faculty handbook is designed to acquaint the nursing faculty member with the philosophies, policies, and guidelines of the nursing program. The nursing faculty handbook was constructed in conjunction with the Vocational Training Institutes, INC. Employee Guidebook and The Arizona State Board of Nursing Nurse Practice Act.
ACCREDITATION
Pima Medical Institute is nationally accredited by The Accrediting Bureau of Health Education Schools (ABHES), recognized by the US Department of Education as an approved Accrediting Body; and licensed by the Arizona State Board for Private Postsecondary Education to confer the Degree of Associate of Applied Science in Nursing.
CURRICULUM OBJECTIVES
The School of Nursing provides a program of learning, which prepares the graduate to:
1. Within the framework of the nursing process, use critical-thinking and prioritized decision-making to provide evidence-based, clinically competent, contemporary care.
2. Use knowledge of health promotion, protection, and prevention strategies to impact health policy and behavior on behalf of individuals and communities.
3. Use management, leadership, communication and critical-thinking skills to coordinate resources and provide continuity of care across multiple spectrums of providers and settings to affect positive outcomes for clients and communities.
4. Provide health education and advocacy that promotes and facilitates informed goal setting, participative decision-making, and achieves positive outcomes.
5. Integrate and use an array of skills, knowledge, techniques and technologies to manage, provide, and promote scientifically based nursing practice.
6. Adhere to the standards of professional nursing practice within legal, ethical, and regulatory frameworks.
7. Demonstrate characteristics of self-direction, accountability and responsibility that contribute to life-long professional and personal growth.
8. Promote caring behaviors that demonstrate and result in feelings of respect, rapport, dignity, empathy and worth.
9. Provide culturally competent care to a diverse society.
10. Use various communication methods to interact effectively with individuals and groups.
11. Function effectively as a member of the interdisciplinary team to achieve optimal client outcomes in selected health care settings.
PROGRAM ORGANIZATIONAL CHART
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CLASSROOM POLICIES and MANAGEMENT
Management of the classroom often appears as a formidable task that can leave the most seasoned instructor with considerable stress. It is important to understand that management of the classroom is a process as much as it is a duty you are required to perform. Many new and some returning instructors make the mistake of wanting to befriend the students in the classroom. There is a fine line that faculty must walk between being a friend to students and being friendly. Instructors are the guides through the program, and often the people who must provide firm redirection when necessary. There is no place for friendship in this equation. The roles and boundaries are to remain clearly defined to avoid uncomfortable teacher-learner situations later on. (See Professional Boundaries)
Each student brings with them their previous learning habits, personality, respect for authority, and social skills. At times in the classroom environment faculty will find it necessary to redirect the behavior of students back to the task at hand, and away from present distractions. Most students will set the tone of the classroom, and base their behavior based on how they see the instructor behave on the first day of class. Students make quick judgments of faculty and will try out a series of “tests” to see how far they can push things before the instructor pushes back. It is recommended to start out being strict and relax rules as you go along instead of creating rules after you have been lenient. You are the authority figure and it is easier to start out much stricter than you think you should and be able to relax later after you have established yourself as being in charge of their learning.
Deal with misbehavior swiftly and consistently on the first day of class. This will determine the growth of misbehavior as the class progresses. DO NOT ignore misbehavior on the first day, no matter how small the behavior may appear. It is perfectly acceptable to send a student to the Program Director or Clinical Director on the first day of class even for a minor infraction. It is better to let students see that you will not tolerate poor behavior and that you have high standards of classroom conduct.
Each new class day is a clean slate in terms of your reactions, perceptions, and interpretation of student attitudes. Do not hold grudges or hard feelings regarding past student behavior. Treat each student fairly, and all students equally as individuals. What you offer to one student as possibly a way to increase a lower grade, you must offer equally to all students. This type of remediation activity must be geared to help all students to gain additional learning, not just the poor performers.
Cheating and plagiarism are severe issues in the college environment. In a recent survey, 80% of students said they had cheated in school (Kelly, 2004). Expect that you will be faced with students who have cheated and or plagiarized materials many times. Look for it, expect it, and you can prevent it from happening.
Each classroom hour is 50 minutes in length with 10 minutes of break time. You will probably not have 50 minutes in which to teach the content however. To give an example, you should plan on 5 minutes for class control at the beginning of class and upon returning from a break. You will need to change the pace or style of the classroom learning at least every 20 minutes. Allow for 5 minutes of end-of-class review to see what they learned from the class, and what they would like to know more about. After these items are taken into consideration, you are left with a maximum of 40 minutes of content delivery time out of your 50 minute course hour. Expect that another 10 minutes may be taken with students sharing their life experiences, making comments, and asking questions. Now you are down to approximately 30 minutes of content delivery time in your original 1 hour class. Plan your lessons using these approximations of time, and you will run short of time less often than if preparing a full hour of content.
FACULTY OUTCOMES & EXPECTATIONS
Faculty members are expected to follow the guidelines outlined in the Vocational Training Institutes, Inc. Employee Guidebook. In addition, nursing program faculty are expected to meet the following faculty outcomes:
1. Consistently demonstrate a commitment to professional nursing
i.e. membership in professional organizations, creative application of existing technologies, mentoring other undergrad and graduate students
2. Keep clinical skills current, and verifiable by demonstration i.e. clinical instruction of students, volunteer work in the clinical setting at one of the contracted facilities, working independently on clinical units, maintaining skills proficiency in lab
3. Participate in ongoing professional development/education programs i.e. completion of formal education courses, continuing education programs, independent studies
4. Utilize evidenced based practice in your lessons, clinical tours, and assignments for students i.e. ensure that assignments include the use of reputable & peer reviewed nursing research for reference materials, include such research articles in required readings for class lectures and clinical assignments, present information and skills updates with supporting data as appropriate utilizing evidenced based practice models
5. Consistently serve as a professional role model i.e. appearance is within dress code; arrive on time; demonstrate effective communication techniques with peers, students, staff, and patients/families; portray the profession in a positive light at all times; provide prompt feed-back to students; stay organized and demonstrate good time management skills
(Adapted from )
CLINICAL GROUP SUPERVISION
Clinical group supervision is a critical component to the role of the faculty member. The clinical setting is the vital link between theory and practice involving a great potential for student learning. In the same respect, this setting holds great potential for positive community perception of our students, faculty, and the nursing profession.
While the clinical area holds unlimited learning possibilities, it also holds significant patient and student dangers. You role as the supervising clinical faculty member is to monitor the student group during the clinical tour for areas of concern in:
• Clinical preparation
• Hands on patient care
• Medication preparation and administration
• Communication with team members
• And more
See appendix 1 for additional details and sample clinical day faculty agenda.
SUBSTANCE ABUSE POLICY
Alcohol and drug abuse are very serious problems. Such abuse has a serious effect on both the economic health of the company as well as the personal safety and health of our employees. Vocational Training Institutes, Inc. (Pima Medical Institute) prohibits the manufacture, sale, use or possession of alcohol, any controlled or illegal substance (*except in accordance with medical authorization) or any other substances that impair job performance or pose a hazard, when use of possession occurs on our premises or property, during work time, or while representing us in any work-related fashion.
Employees are prohibited from reporting for work having consumed alcohol or used illegal drugs or controlled substances at a time, or in such quantities, or in a manner that may impair work performance. For purposes of this policy, having any detectable level of an illegal or controlled drug in one’s system while covered by this policy will be considered a violation.
If there is a reasonable suspicion that an employee is in violation of this policy, the employee will be required to submit to testing to determine the presence or use or any involvement with alcohol or drugs. Vocational Training Institutes, Inc. (Pima Medical Institute) reserves the right to determine whether reasonable suspicion exists.
CLINICAL EVALUATION PROCESS
The clinical evaluation process is done online via the QUIA website. The web site is the Nursing Program’s information portal for students and faculty. The clinical evaluation is to be completed on each student in your clinical group bi-weekly. The evaluation form is to then be printed out and reviewed with the student. The student must sign the evaluation form, and the form is then to be filed in the student record.
Each faculty member conducting clinicals for that particular student will have access to the student’s clinical evaluation. This will ensure that the faculty members can track progression towards program goals, and or areas of improvement required for the student.
At the end of each sequence, the clinical evaluation tool will be printed, and a final review will be conducted with the student. The student will then sign the final evaluation and the form will be placed in the student record.
For details on completion of the evaluation tool, please see appendix 3.
SYLLABUS CONTENT & GRADING SCALE
The didactic and clinical syllabus plays a vital role in the communication of student expectations and responsibilities. The following information is recommended to be on all syllabi.
Mode of Delivery for Courses:
All Nursing Program courses are land-based, classroom courses with instructors in person for the presentation of the course content. Some course content may be web enhanced with students being directed to the Pima Medical Institute QUIA web site for additional information and or activities.
Grading Scale for Course:
Grade of “A” = 93-100 points I = Incomplete
Grade of “B” = 85-92 points T = Terminated
Grade of “C” = 84-77 points X = Leave of absence
Failing “F” = 76% or below W = Withdrawn
Homework: The content of this course is extensive and intense. It is therefore strongly recommended that the student complete assigned readings ahead of each class period. Weekly Recitation Quizzes are a method of evaluation of student learning and participation in course objectives.
Clinical Content Plan:
The clinical content, sites, and hours vary by each nursing course. Clinical information for NUR 125 is as follows.
|Professional Sequence I |Theory |Lab |Clinical |Clinical Experiences |Length of clinical |Clinical Focus |
| | | | |& Locations |experiences | |
|BIO 125 Anatomy and Physiology |48 | | |Fundamentals NUR 125 | 36-48 hours acute |Clinical instruction that includes guided |
|II/Pathophysiology | | | |East Mesa Healthcare Center |Care med/surg |experiences that develop a student’s an |
| | | | |Friendship Village of Tempe | |understanding of physiological, |
| | | | |Tempe St. Luke’s Hospital | |psychological, pathological, and basic |
| | | | |Promise Specialty Hospital of | |nursing care needs when caring for: |
| | | | |Phoenix | |a. Adult and geriatric patients with |
| | | | |Paradise Valley Hospital | |medical and surgical conditions throughout |
| | | | |Mesa General Hospital, | |the life span |
| | | | |Maryvale Hospital. | |. |
|NPH 110 Pharmacology I |48 | | | |36-48 hours long term | |
| | | | | |care | |
|NUR 125 Nursing I |48 |32 |96 | | | |
|Professional Sequence I |144 |32 |96 | | | |
Class Attendance Requirements
The faculty believes that consistent classroom attendance and participation are essential for success in this course. Absences negatively affect the teaching and learning process. Students who are unable to attend class are expected to contact the instructor prior to the beginning of the class period. There will be no make-up exams for pop quizzes or weekly recitation quizzes. When students are absent for a test, a make-up test may given at the instructor’s discretion and may be a short answer or essay exam. The ultimate decision regarding make up work for absences is the faculty prerogative. If you are absent and/or an assignment is turned in late, the maximum credit you will receive will be reduced by 8% of the original points possible.
Policy Concerning Cheating and Plagiarism
All students assume as part of their obligation to the school the responsibility to exhibit in their academic performance the qualities of honesty and integrity. All forms of student dishonesty, including cheating, fabrication, facilitating academic dishonesty, and plagiarism are subject to disciplinary action.
Disclaimer Statement
Provisions of this syllabus and attachments are subject to change at the instructor’s discretion. It is the student’s responsibility to meet the instructor regarding missed assignments or tests.
See Example Course Syllabi Appendix 5.
FACULTY MEETINGS
Formal nursing faculty meetings are held on a regular basis by the Nursing Program Director or designee. Impromptu and informal faculty meetings, discussions, and the dissemination of information is done on an ongoing basis via face-to-face communications, e-mail, and the occasional posted notice. Meeting notices are distributed via email. It is recommended that faculty check their Pima email in the am and pm of each business day when possible to do so.
RISK MANAGEMENT
Instructors are required to report any occurrence of a near miss, actual error, potential error, unusual occurrence or incidence immediately to the Program Director or Clinical Director. Such incidents may occur on the Pima Campus, at a clinical site/facility, on a field trip or during other school sponsored event. Such incidents may involve patients, facility staff members, patient family members, students, student family members, Pima staff members or faculty, and the general public. If the events pose and immediate threat to safety, security and or the police department should be notified immediately.
Medication Administration and Error Policy:
Patient safety is of the utmost importance to Pima Medical Institute. It is crucial that the faculty familiarize themselves with the medication administration policy in the Nursing Program Student Handbook. In the event that a student has made a medication error, these steps are required.
A. Once the error is discovered the student must report the error to the Clinical Instructor. If the discoverer is not the student, the discovery must be discussed in private with the student. ***Immediately the safety and stability of the patient is the primary concern.***
B. The faculty member must notify the Nursing Program and or Clinical Director of the error.
C. The student must then complete the following tasks:
1. Discuss the error with the patient’s nurse, physician, the patient and or family members with the instructor present.
2. Assist the instructor in completion of the Medication Incident Report for the program, and complete any required documentation for the facility. Submit the incident report to the Clinical Director on the next school day.
3. Cooperate fully with the unit/facility in the medication error investigation.
4. Meet with the Nursing Program Director and or Clinical Director for review of occurrence.
5. Complete required medication error remediation, and comply with and decree of censure, and or stipulations as directed by the Nursing Program Director.
D. Depending upon the circumstances surrounding the events of the medication error, the student may not be able to pass medications again with out instructor supervision for the remainder of the sequence or program.
E. The severity of the medication error and or repeated errors, the student’s current level of progression in the program, academic performance, and attitude/behavior may place the student at risk for termination from the nursing program.
See Medication Incident Form Appendix 7.
Exposure Control Plan: See the Nursing Program Student Handbook and the Pima Medical Institute Course Catalog for details of the blood-borne pathogen exposure plan.
FACULTY DRESS CODE
Clinical Areas:
1. Clinical attire will consist of scrubs or nursing uniforms, and a white lab jacket if so desired.
2. Scrubs can be appropriately patterned or solid colored, and may be purchased in the Pima Medical Institute book store.
3. No bare midriff, short skirt scrub dresses, or low rise scrub pants may be worn.
4. Light colored scrubs must be accompanied by flesh colored under garments if the garments may be seen through the scrubs.
5. Artificial nails, wraps, overlays, acrylics and other nail extensions or enhancements are not permitted in the clinical setting. Nails are to be kept short, clean, and neat. A clear or light colored un-chipped polish may be worn in the clinical setting.
Classroom, Office, & School Functions:
1. Classroom attire is business casual or scrubs.
2. No low cut, bare midriff, halters, spaghetti straps, tank tops, or chest/cleavage bearing clothing may be worn in the classroom, office areas, or school sponsored functions.
3. Skirts/dresses are not to be above/shorter than top-of-the kneecap length.
4. No dresses, blouses, shirts, skirts, pants or other attire that are thin, sheer, or see through are to be worn.
5. Supportive underwear is to be worn at all times.
6. A white lab jacket may be worn in clinical and or classroom if the instructor so desires.
Footwear:
1. In the clinical and lab areas, shoes are to be fully closed and closed toed.
2. Tennis shoes, clogs, and Croc-type shoes, those without the multiple air holes on the top/sides of the shoe, are also acceptable provided there is a strap worn across the back of the shoe.
3. Classroom and office footwear: flip-flop shoes or sandals that are not appropriate for a business office environment or role modeling professional attire are not acceptable.
Jewelry:
1. Any facial piercing must be removed for any school related functions, classroom,
clinical, and office time. This includes but is not limited to piercing jewelry of the
tongue, eyebrow, nose, lips, mouth, cheek, etc.
2. All body piercing must be covered by clothing.
3. Faculty are to adhere to the same jewelry policy as outlined in the Student Handbook for the clinical setting.
Tattoos:
1. All tattoos must be covered while in the classroom or clinical setting, and while on
campus or conducting school related business.
FACULTY EVALUATIONS
Brief classroom visits by the Nursing Program Director or Nursing Program Clinical Director may be conducted with and without notice to the faculty member for the normal operation of the program and in situations that need immediate attention. Each sequence students will be given the opportunity to evaluate instructors both in the clinical and didactic setting. Employee evaluations are conducted on an annual basis.
JOB DESCRIPTIONS
Clinical and Didactic Faculty job descriptions are located in Appendix 4.
NURSING SKILLS LAB & FACULTY PROFICIENCY
Nursing is a profession requiring proficiency at potentially dangerous skills. Skills labs are designed to prepare the student for and augment clinical practice settings by offering the student a simulated practice setting to practice skills. Lab time is scheduled as regular class time throughout each sequence. Faculty members are expected to help in the skills labs as assigned by the Program Director and Skills Lab Coordinator. Student skills check offs are scheduled during the sequence as well, and the Skills Lab Coordinator will assign faculty members to a specific station for check off of a particular nursing skill or skills.
In an ongoing commitment to provide students with current and effective nursing instruction, faculty members are required to maintain clinical expertise in the skills lab and assigned clinical settings. Instructors are required annually to complete a skills checklist for all laboratory skills and demonstrate proficient use of lab equipment including but not limited to SimMan, Noel, Virtual IV, VitalSim, and IV Pumps.
LICENSURE
Faculty members are required to maintain a Registered Nursing license in the state of Arizona that is active and in good standing with the Arizona Sate Board of Nursing.
STUDENT PRIVACY
Pima Medical Institute adheres to the guidelines set forth by the Family Education Rights and Privacy Act (FERPA). To avoid violation of FERPA rules, do not:
❖ Leave graded papers, or other assignments in a stack for students to sort through and pick up
❖ Use social security numbers (SSN) in any student postings
❖ Pass around a class roster or list with names and SSN, or grades on them
❖ Discuss progress, needed documentation, or other student information with anyone other than the student
❖ Give out student schedules to anyone, except for students and required clinical sites
❖ Share student demographic information, or email addresses
❖ Do not post emails, or communications from within the department that contain information about students
Remember to give feed back constructively and in private, never in front of staff members, student peers, or in a public setting. Do not discuss other instructors, campus or program politics, or personal issues with students.
PROFESSIONAL BOUNDARIES
Nursing students must learn early on in their education the importance of creating and maintaining professional boundaries. From the student perspective, professional boundaries must be clearly defined between the student and instructor as well as the student and the patient/family. Boundaries must also be set between the student and the staff nurse at each facility to ensure that patients are receiving professional and appropriate student contact.
Instructors are asked to refrain from actions of personal counseling for students. Instructors are discouraged from accepting invitations for individual, group, or social functions that are not sponsored by the school in which students are participating.
Students are to abstain from gathering personal gain at the patient’s expense. Students are to remain objective to patient situations, and avoid any involvement in the patient’s personal relationships. The student must take care not to share personal information about him or herself, sharing of secrets, or begin a reversal of roles in which the student is depending on the patient for emotional support.
(Adapted from )
APPENDIX 1
Clinical Group Supervision
1. CLINICAL DAYS- Each sequence the clinical days change based on when the hospitals can accommodate our clinical groups. There are no set clinical days until a couple of weeks before the sequence begins. The clinical days are then set for that sequence.
2. STUDENT ATTENDANCE- Students are required to attend clinical and are told that there can be no absences from clinical. Students who are going to be absent from clinical must call you a minimum of one hour prior to the start of the clinical day. A contact number must be given for the students to contact you regarding this and other communications. See clinical syllabus.
3. FACULTY ATTENDANCE- Faculty absences from clinical must be communicated to the Clinical Director and or Nursing Program Director with as much notice as possible. Arrangements take considerable time to find someone to cover your clinical group.
4. CLINICAL SYLLABUS- A syllabus or information sheet regarding your clinical site experience must be made available to the students prior to their clinical rotation with you. A Quia web page is the most effective method of information delivery for the students, can be made in advance, and updated regularly. There are several faculty members who can help you create this page, and show you the method for printing out student instructions and access codes for entry to your page. This page must include your expectations, student limitations, and patient safety regarding the administration of medications. The page must be verbally reviewed with the students on the first day of the clinical rotation. Your contact number, cell phone or pager, must be included on this page so that students can communicate with you prior to and at the clinical site.
5. STUDENT GROUPS- Each class of students is divided into clinical groups of 6-8 people. The maximum allowable number of students per group is 10 students per one instructor. It is the goal of the Nursing Program to keep the student groups at 8 or less when possible. Each student group will rotate through your clinical site. Your first group may be group 3, then group 1, then 4, then 2 etc. This ensures that each student has an opportunity to learn from a variety of faculty experience, as well as clinical settings.
6. PATIENT ASSIGNMENTS- Depending on the instructor and setting, students may be instructed to go to the facility the night prior to clinical and select a patient from the assigned unit. Clinical faculty can notify students of their assigned units in advance utilizing the Quia website. Students would then select a patient that appears to be staying through the next day, and prepare clinical paperwork on that patient. In some clinical settings such as ER, LD, Post Partum, OR, PACU, there is no need for students to pick a patient the night/day prior as the patients have short term stays. In this case, the student must be assigned a disease process or problem that he or she will most likely see in that area so that clinical preparation paper work can be completed and submitted.
7. CLINICAL PAPERWORK- Students are required to complete clinical preparation sheets often called “prep cards” or “pathophysiology sheets”. In addition, the students must complete a prioritized needs list, and be able to verbally tell you what is happening with the patient and the disease process. (See attached clinical paperwork). The students are to complete the paperwork prior to clinical and submit the information to you as they arrive. If a student arrives without this pre-clinical preparation work, they are to be sent home as they are not prepared to care for their patient.
8. BEGINNING CLINICAL DAY/Pre-conference- Once you have collected the paperwork, attendance must be taken. Have students initial the roster for the clinical group. If a roster is not available, please have students sign a sheet of paper, with the date, location, and your signature. Pre-Conference time is usually ½ hour, and is a time for you to connect with the students, offer them encouragement, give out last minute instructions, communicate changes in assignments, etc. This is also a time to do a cursory check to see that students are in uniform, and have necessary equipment to provide patient care. If the student is not dressed appropriately and or does not have the appropriate equipment to provide care, the student is to be sent home as they are not prepared to care for their patient.
9. MEDICATION ADMINISTRATION- Once students have been checked off to administer medications; you will assign one or two students per clinical day to give medications with you. In many facilities students are not allowed to give medications with staff nurses, only with their faculty members. You will need to rotate students through the med pass so that each person gets an opportunity to give meds if time allows in the rotation. ALL IV MEDICATIONS ARE ALWAYS TO BE GIVEN WITH THE INSTRUCTOR.
10. REVIEW PAPERWORK- Once students have left pre-conference to go to their respective units for report, review the student’s paperwork. Identify any errors or problems and write the student both positive and need for improvement feedback. Later in the day, review this with the student privately and discuss your findings. Accentuate the positive, and teach regarding the areas for improvement.
11. MAINTAIN VISIBILITY & ACCESSIBILITY- It is absolutely crucial that faculty members make frequent rounds and check on the status of the students and the staff members they are interacting with. Check to see that communication is flowing, that students are working, and that the patients are being cared for. Ask critical thinking questions of the students; bring up worst case scenarios for the student to think about in regards to a decline or problem with the patient and what they might do. Maintain a positive relationship with unit staff, and physicians seeking out feedback for student learning opportunities. It is a good idea to round on students at 1½ hour intervals or sooner depending on the unit activity. Students should call your cell phone or pager so that you can be reached for questions and for assistance with procedural opportunities that arise.
12. ROUTINE SCHEDULE- During the clinical day the faculty member must ensure that students have performed the usual daily patient cares, and have taken their own lunch break. Part of our role is teaching the student time management and work organization skills.
13. POST-CONFERENCE- Post conference is a time to reflect about the student experiences of the day, learning opportunities, and lesson content that you feel is important. Some faculty members have assigned each student a post-conference topic to research and present information on, while others have kept the time to reflection and have arranged learning opportunities from facility staff members and educators on site.
14. CLINICAL HOURS- Clinical hours vary depending on the sequence that the students are in and range from 5 hour to 12 hour days. It is imperative that the students are in clinicals for the scheduled amount of hours each day. Leaving clinicals early is not acceptable and will jeopardize our accreditation.
15. Meal breaks are not to be taken as a group. Stagger meal times so that the units are not left short staffed and call lights unanswered.
16. SAMPLE FACULTY CLINICAL AGENDA
This sample clinical day is based on an 8 hour day with the students arriving at 0630.
|0600 |Faculty arrives at site, visits units, checks in for any problems, surveys activity |
|0630 |Students arrive and submit pre-clinical paperwork |
| |Attendance is taken |
| |Pre-conference topics discussed |
|0700 |Students to floors |
| |Cursory review of paperwork, write comments |
|0800- |Rounds on floors |
|1130 |Start with students assigned to give medications, schedule med start times with student and nurse responsible for |
| |patient |
| |Follow up with students privately regarding the pre-clinical paperwork |
| |Check to see that beds, baths, am cares were done |
| |Check to see that students have checked orders, communicated with nursing staff, families |
| |Check mock documentation, I/O’s, blood sugars, any procedures that student can complete |
|1130-1230 |Students and faculty to take lunches as unit activities permit ½ hour increments, staggered as to not leave units |
| |short |
|1230-1400 |Rounds continue on afternoon cares, procedures, mock documentation, I/O’s |
|1400-1500 |Post conference & Dismissal |
Appendix 1A
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NURSING PROGRAM
CLINICAL PRIORITIZED NEEDS LIST
STUDENT NAME:___________________________DATE:___________ ROOM: _____________
Prioritized Needs List: (Physiological, psychosocial, teaching/learning)
PIMA MEDICAL INSTITUTE
CLINICAL PREPARATION
NURSING PROGRAM
STUDENT NAME:__________________
DATES OF CARE:__________________
ROOM:____________________________
PATHOPHYSIOLOGY/ETIOLOGY
SIGNS AND SYMPTOMS/DIAGNOSTIC DATA
DIAGNOSTIC TESTS
TREATMENTS
MEDICATIONS (INCLUDE PURPOSE, SIDE EFFECTS, SPECIAL INSTRUCTIONS)
COMPLICATIONS
Origin date 1/17/2006 EH
Appendix 1B
|Stage |Ages |Basic Conflict |Important Event |Summary |
|1. Oral-Sensory |Birth to 12 to 18 |Trust vs. Mistrust |Feeding |The infant must form a first loving, |
| |months | | |trusting relationship with the caregiver, |
| | | | |or develop a sense of mistrust. |
|2.Muscular-Anal |18 months |Autonomy vs. |Toilet |The child's energies are directed toward |
| |to 3years |Shame/Doubt |training |the development of physical skills, |
| | | | |including walking, grasping, and rectal |
| | | | |sphincter control. The child learns control|
| | | | |but may develop shame and doubt if not |
| | | | |handled well. |
|3. Locomotor |3 to 6 years |Initiative vs. |Independence |The child continues to become more |
| | |Guilt | |assertive and to take more initiative, but |
| | | | |may be too forceful, leading to guilt |
| | | | |feelings. |
|4. Latency |6 to 12 years |Industry vs. Inferiority |School |The child must deal with demands to learn |
| | | | |new skills or risk a sense of inferiority, |
| | | | |failure and incompetence. |
|5. Adolescence |12 to 18 years |Identity vs. Role Confusion |Social Relationships |Teens need to develop a sense of self and |
| | | | |personal identity. Success leads to an |
| | | | |ability to stay true to yourself, while |
| | | | |failure leads to role confusion and a weak |
| | | | |sense of self |
|6. Young Adulthood |19 to 40 years |Intimacy vs. |Love relationships |The young adult must develop intimate |
| | |Isolation | |relationships or suffer feelings of |
| | | | |isolation. |
|7. Middle Adulthood |40 to 65 years |Generativity vs. Stagnation |Parenting |Each adult must find some way to satisfy |
| | | | |and support the next generation. |
|8. Maturity |65 to death |Ego Integrity vs. Despair |Reflection on and |The culmination is a sense of oneself as |
| | | |acceptance of one's life |one is and of feeling fulfilled |
Erik Erikson's 8 Stages of Psychosocial Development Summary Chart
Source:
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Office Manager
Administrative Assistant
Corporate Nursing Education Coordinator
Didactic/Clinical Faculty
Nursing Program Clinical Director
Nursing Program Director
Campus Director
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