Preceptor Manual - Faculty of Health Disciplines

 Preceptor M anual Centre for Nursing and Health Studies Faculty of Heath Disciplines September, 2 014 2 Table of Contents Open Letter to the Preceptor………………………………………………………………………………………………… 3 Introduction to the Preceptor Manual…………………………………………………………………………………… 4 What is Preceptorship?................................................................................................................. 5 Roles of the Preceptor…………………………………………………………………………………………………………….. 6 Expectations of the Preceptor………………………………………………………………………………………………….. 7 Expectations of the Student……………………………………………………………………………………………………. 12 Expectations of the Instructor……………………………………………………………………………………………….. 13 Addressing Specific Issues………………………………………………………………………………………………………. 14 Evaluation of the Preceptorship Experience…………………………………………………………………………... 16 References………………………………………………………………………………………………………………………………. 17 Appendix A: Course Syllabi……………………………………………………………………………………………………. 19 Appendix B: LPN to BN Clinical Evaluation Tool…………………………………………………………………….. 21 Appendix C: Evaluation of the Preceptorship Experience………………………………………………………. 22 Appendix D: Overview of program philosophy, purpose and outcomes of clinical experiences. 23 Appendix E: Readings, Videos, and Webcasts Related to being an Effective Preceptor………….. 26 Appendix F: Post LPN BN Program Overview of the Curriculum……………………………………………… 27 3 Open Letter to the Preceptor Thank you for volunteering your time, knowledge, skills, abilities and experience to assist nursing students to achieve the basic competencies of a newly graduated registered nurse. Your willingness to take on this added responsibility is much appreciated by Athabasca University (AU). Being a preceptor does take extra time and commitment and it is recognized that clear expectations and readily available resources and supports are necessary for you to be successful in this role. Therefore, the Centre for Nursing and Health Studies (CNHS) has developed this document to assist you in the preceptor role. CNHS also will provide access to an instructor to respond to your questions and to assist you throughout the preceptorship experience. Please contact this instructor to clarify any of the information in this manual or as you need assistance when working with the student. Being a preceptor is recognized by the College and Association of Registered Nurses (CARNA) as one means of maintaining competence as part of the Continuing Competency Program. Thus being a preceptor is a benefit to your professional growth. In Canada, it is a professional expectation that nurses take an active role in teaching students. A study in British Columbia assessed the value of preceptorships and reported that, Preceptors perceived personal benefits from being a preceptor to include: refreshment of one's own knowledge and practice, stimulation of mutual learning, and satisfaction from helping another nurse to develop. Perceived benefits for the workplace included: creation an active learning environment, provision of help with the workload, and improvements in patient care. (Collaborative Nursing Program in British Columbia, 2000 – 2003) We hope you will also find the preceptor experience beneficial. Again, thank you for your time and commitment to nursing education and to the preparation of the new graduate. Margaret Edwards, PhD, RN Dean, Faculty of Health Disciplines Professor, Centre for Nursing and Health Studies Athabasca University 1 University Drive Athabasca, AB, Canada, T9S 3A3 Toll free: 1-­‐800-­‐788-­‐9041 FAX: (780) 675-­‐6468 Email: [email protected] 4 Introduction to the Preceptor Manual This document is designed to orient preceptors who work with Athabasca University (AU) students in clinical nursing courses. Guidelines and resources that may be helpful to preceptors are outlined, including an overview of the Post LPN BN Program which includes the program philosophy, purpose, clinical course objectives and program learning outcomes (see Appendix D). Purpose of the Preceptor Manual The purpose of this document is to facilitate effective preceptorships that will help LPN to BN students successfully meet the requirements and expectations of clinical nursing courses. The purpose of clinical nursing courses is to provide students with knowledge and practice to acquire the competencies required to fulfil the role of registered nurse in the health care system. Objectives of the Preceptor Manual The preceptor manual: 1. Defines the terms preceptorship, preceptor, preceptee, and orientation. 2. Outlines preceptor roles. 3. Explains the Post LPN BN Program philosophy, purpose, clinical outcomes and program learning outcomes. 3. Identifies what is expected of the preceptor and student during the clinical posting. 4. Describes principles and concepts of adult learning the may promote student success during a preceptorship placement. 5. Outlines strategies preceptors can use to effectively orientate, teach, and evaluate students. 6. Provides resources, supports, and background information related to the program to assist preceptors in their role. 5 7. Outlines processes preceptors use to evaluate students during the preceptorship. The process students use to provide feedback on the preceptorship experience is also described. Resources This document contains sufficient information to prepare preceptors for the preceptor role. The attached appendices provide preceptors with additional information. The Preceptor Manual provides an overview of preceptorship and is a quick reference as needed during the practicum. A collection of readings, videos, and webcasts related to being an effective preceptor are included in Appendix F. What is Preceptorship? Athabasca University establishes formal legal contracts with a variety of health care agencies for clinical placement of nursing students in order to provide students with direct hands on practice as part of their nursing education. Preceptorship is one means of facilitating the learning of clinical nursing practice. Important Terms Preceptorship in nursing refers to “a formal process for assisting the novice practitioner to acquire beginning practice competencies through direct supervision” (Canadian Nurses Association, 2004, p. 21). The clinical practicum is a key component of undergraduate nursing education whereby novice nurses are mentored to develop their professional knowledge, skills and values (Ralph, Walker, & W immer, 2009). The preceptor is an experienced and competent staff nurse who serves as a clinical role model and resource person for learners. Further, a preceptor is an experienced nurse who 6 facilitates and evaluates student learning in the real world of the clinical arena. Although preceptors are usually employed by clinical agencies rather than the nursing program, they provide supervision for professional nursing students during the nursing education process. Preceptors are resources and role models in a one-­‐to-­‐one relationship, socializing students into the nursing profession (Luhanga, Billay, Grundy, Myrick & Yonge, 2010). The preceptee is a student nurse enrolled in a clinical nursing course. Paired with an experienced nurse, the student (preceptee) learns by observing, following directions, questioning, and working alongside the preceptor. Preceptors facilitate learning through their ability to articulate expectations and observations about nursing practice, by being supportive and flexible, and by having the desire to teach/help other individuals to learn. Orientation is the means organizations use to introduce new employees to the goals, structure, policies and procedures, role expectations, physical facility and services within the work setting. In the preceptorship experience, a modified orientation is required to orient the student to the clinical area. Roles of the Preceptor Nursing preceptorships have become common in nursing programs. Preceptorships allow students to acquire a basic level of knowledge, skills, values and personal attributes as well as become socialized into the profession or domain of practice (CNA, 2004). A preceptor assumes all of following roles at one time or another: •
Advisor: a person who gives an opinion about what to do or how to handle a situation. •
Teacher: a person who instructs, coaches, prepares, educates. •
Supporter: a friend or ally. •
Evaluator: a person who gives verbal and written constructive feedback to improve performance. 7 •
Coach: a person who guides or directs. •
Encourager: a person who facilitates courage, hope, or confidence to another. •
Motivator: a person who incites another to action. •
Role model: a person in a specific role who is to be followed because of his/her excellence in that role. •
Transformer: a person who helps another gain insight in learning how to better understand or approach something new. Expectations of the Preceptor in the Post LPN BN Program 1. Build a Relationship with the Student Preceptee The first step in building the professional relationship begins with getting to know the student. If possible, the preceptor and student should meet prior to the first clinical day to become acquainted and to discuss (in general terms) what the student wishes to achieve during the posting. The preceptor could also share details about the nature of the clinical area, the type of clients/patients, learning opportunities, and provide students with recommendations for preparation for the first day of the preceptorship. Obtaining a sense of how the student learns can assist the preceptor in meeting student needs. A preceptor can learn about the student through informal means such as: • Asking students to explain how they learn best. Have students give examples. (Note -­‐ Students may already have assessed their own learning styles during the nursing program and can share this assessment with preceptors). •
Having students share past experiences of success in the clinical area and discuss 8 reasons the learning was positive. •
Asking students what type of supervision and teaching style they prefer. •
Describing your own teaching and supervising style to students and discussing how this fits with their needs. •
Sharing background information regarding their nursing experience. 2. Help Students Feel Welcomed on the Unit Creating a culture of respect enables preceptors to accommodate students’ learning needs (Paton, 2010). W elcoming students and introducing them to others on the unit enhances mutual respect. Students report positive practicums when preceptors: •
Provide opportunities to link theory and practice. •
Encourage students to build their own professional competence and self-­‐confidence. •
Model best practice. •
Promote a locale where they feel welcomed by practitioners into the ranks of the profession as fellow (yet developing) practitioners (Ralph et al., 2009). In some instances, a student may work with more than one preceptor. In such cases an early introduction to other staff nurses will make the transfer between nurses easier. It is also important to introduce the student to the manager and to explain the formal and informal channels of communication on the unit. Help students feel like they are an integral part of the nursing staff. Other ways that preceptors can help students feel welcome on the unit and help set them up to success include the following: •
Provide a tour of the physical layout of the unit. Take time on the first shift to tour students and acquaint them with the unit and the location of supplies, and resources. •
Explain the unit policies, protocols and procedures. Point out the most significant policies, protocols and patient care procedures. Emphasize that reviewing relevant 9 procedures prior to performing new skills promotes safe patient care. •
Review documentation procedures and expectations of the student related to recording and reporting. 3. Help Students Set Learning Goals for Their Preceptorship Experience Students may need the assistance of the preceptor in establishing learning goals for their preceptorship experience. Preceptors can guide students to achieve this by: •
Reviewing the types of patients/clients on the unit and the learning opportunities available. •
Asking students to explain what they have learned to date in the nursing program and in this clinical course. •
Encouraging students to refer to the CARNA Entry-­‐to-­‐Practice Competencies for the Registered Nurse (2013) and the course learning outcomes and as guides as they develop their learning outcomes for the preceptorship. Appendix A contains Course Syllabi, which include the course learning outcomes. Access the CARNA Entry-­‐to-­‐Practice Competencies for the Registered Nurse (2013) using the following link: http://www.nurses.ab.ca/content/dam/carna/pdfs/DocumentList/Standards/RN_EntryPr
acticeCompetencies_May2013.pdf 4. Provide Teaching, Support, and Coaching to Assist Students in Achieving the Course Learning Outcomes An effective preceptor is a nurse leader that is seen to be clinically competent with a broad knowledge base and effective interpersonal skills such as clear communication, compassion and caring attitudes (Zilembo & Monterosso, 2008). To provide teaching, support and coaching the preceptors can: •
Share their knowledge, skills and expertise with the students. •
Consult with students to identify learning opportunities that arise in the clinical setting. • Direct students to useful resources to supplement learning. • Look for learning experiences that will help students meet their learning goals. 10 • Be readily available to the students. • Communicate with students in a clear, understandable manner. • Provide coaching to facilitate learning and let the student try new nursing skills. 5. Use Approaches to Enhance Critical Thinking Critical thinking involves thinking in an analytical, self-­‐directed, self-­‐disciplined, self-­‐monitored way and is an essential way of thinking for registered nurses. Try to find ways to enhance the critical thinking abilities of students. According to Ennis (2012) a critical thinker: Ø Is open-­‐minded and mindful of alternatives. Ø Desires to be, and is, well-­‐informed. Ø Judges well the credibility of sources. Ø Identifies reasons, assumptions, and conclusions. Ø Asks appropriate clarifying questions. Ø Judges well the quality of an argument, including its reasons, assumptions, evidence, and their degree of support for the conclusion. Ø Can well develop and defend a reasonable position regarding a belief or an action, doing justice to challenges. Ø Formulates plausible hypotheses. Ø Plans and conducts experiments well. Ø Defines terms in a way appropriate for the context. Ø Draws conclusions when warranted – but with caution. Ø Integrates all of the above aspects of critical thinking. To foster development of critical thinking skills in students preceptors can: •
Encourage students to ask questions. •
Rather than ‘tell,’ ask students to explain how they would approach problems. •
Respond to student questions with, “What do you think should be done?” If the student truly does not know, providing hints using open-­‐ended questions helps the 11 student through the problem solving process. •
Support the student’s movement to increasingly independent decisions and practice. 6. Keep Students Well Informed about their Progress Evaluation of the student is one of the major responsibilities of the preceptor. There are two kinds of evaluation: i) formative which is ongoing informal feedback and ii) summative evaluation which is usually formal written feedback on performance at specific time intervals. To provide effective feedback: • Give feedback that is constructive (positive as well as areas for growth) throughout the entire preceptor experience. • Respect the confidential nature of the preceptor-­‐student relationship. • Consult with the AU instructor regarding any concerns about the student’s clinical abilities and performance. • Notify the AU instructor immediately in the event of a crisis that involves the student’s personal or clinical practice. • Let the instructor know when the student performs outstanding work that deserves recognition in the form of awards. • Provide the teaching, support, and coaching needed to assist students in achieving the course. • Provide a written mid-­‐term evaluation of the student’s performance and meet with the student to discuss. The written mid-­‐term evaluation may take the form of a listing of strengths and areas for improvement. • Compare your preceptor evaluation with the student’s self-­‐evaluation and discuss. By the end of the course use the evaluation form and grading system in Appendix B to provide a written final evaluation regarding the student’s performance. Include relevant examples to support your comments. Remember, this written evaluation should be discussed with the student and submitted to the AU instructor. 12 Expectations of the Student Students have responsibility of ensuring they have the knowledge and skills required for the clinical area. The course outline will provide the preceptor with additional information regarding the knowledge and skills students are expected to bring to the clinical placement. The preceptor will negotiate the clinical learning experiences with the student and provide the learning experiences to meet the course outcomes. In general, students are expected to: • Meet with their preceptors prior to the clinical experience. • Learn or review the knowledge, skills, and theory necessary to make good judgments and provide safe nursing practice. • Review and practice skills prior to assuming that responsibility for client care. • Communicate previous learning and competencies to their preceptor. • Maintain and increase their competency base as they progress through the experience. • Be open to a variety of learning opportunities that will enhance their nursing knowledge and skills. • Take responsibility for their learning by asking questions and seeking guidance to acquire knowledge and skills necessary for competent practice. • Adhere to the policies and procedures of the agency. 13 • Document and report in accordance with professional and agency standards. • Maintain confidentiality by discussing patients/clients only in appropriate places and with appropriate people. • Maintain safety from the point of view of both the nurse and the client/patient. • Maintain a professional appearance when attending any nursing practice setting. • Work the same schedule as their preceptor(s) and notify the preceptor and clinical area if they are unable to attend clinical practice as scheduled. • Conduct ongoing self-­‐evaluation and submit a written midterm and final self-­‐evaluation. • Complete an evaluation of the preceptorship experience and submit it to AU. Expectations of the Instructor Athabasca University provides a resource person for the preceptor. This person is the instructor who teaches the clinical course related to the preceptorship. The instructor will be accessible and available to the preceptor by phone and email. The instructor’s role is to provide support and assistance to the preceptor and student throughout the preceptorship experience. Specifically the instructor is expected to: • Contact the preceptor to establish a relationship and clarify arrangements for the student’s preceptorship experience. 14 • Provide guidance and support to the student and preceptor as needed. • Maintain regular contact with the preceptor to monitor student progress during the preceptorship. • Be available to the preceptor for assistance and support. • Provide the preceptor and student with advice and assistance with any issues that arise during the experience. • Provide the student and preceptor with expertise and assistance with midterm and final evaluations of student. • Receive and use evaluation data from the student and preceptor to assign a grade for the clinical experience. • Liaise with the CNHS and AU regarding issues and recommendations arising out of the preceptorship. Addressing Specific Issues Regardless of how a preceptor prepares, is informed, and supported, issues or concerns may arise. Generally, the preceptor should feel comfortable to address any issues or concerns with the instructor. “Red flags” or the feeling that things are not going well should be identified and shared with the instructor with a request for assistance and support. It is best to seek assistance early when problems first arise rather than waiting until these are major concerns or the student is failing. Some areas of concern may include: • conflicts • misconduct • harassment and abuse • clinical failure 15 Conflicts Conflicts may arise between the preceptor and the student or between the student and other staff. Generally, the sooner the conflict is identified and managed the better. One-­‐to-­‐one communication between the parties is a starting point. The preceptor can seek advice and support from the instructor or the manager in the clinical area regarding how to handle preceptee related conflicts. Misconduct The student is expected to adhere to the policies and procedures of the agency and of AU. Any concerns that a preceptor has regarding misconduct should be communicated to the instructor immediately. The instructor will assist and provide advice regarding the process and consequences for the student. Students whose behaviour places them, patients/clients, or the agency at-­‐risk, or students whose performance does not meet the requirements of the nursing practice course, will be reported to the instructor who will communicate the behaviour to the appropriate faculty member from AU CNHS. Nursing practice agencies reserve the right to refuse to continue to provide nursing practice placement to any student whose performance does not meet agency standards. Harassment and Abuse Athabasca University is committed to ensuring the safety of students during nursing practice. The faculty recognizes that students, nurses and patients/clients may encounter situations involving abuse or harassment. Students and AU instructors are responsible for becoming familiar with the agency’s policies and procedures related to harassment and abuse. Clinical Failure 16 Student failure is one of the greatest fears and challenges for a preceptor. The preceptor needs to keep the instructor aware of concerns related to a student’s progress and to seek help in assisting the student to meet the required learning outcomes. In the event a student fails, the preceptor and instructor will work together to ensure that all necessary steps and procedures are taken. The instructor’s primary role in this situation is to support the preceptor through the process. Evaluation of the Preceptorship Experience Athabasca University continuously strives to improve its information and resources for preceptors and students. Feedback and suggestions from preceptors and students are critical to ongoing improvement of the preceptorship experience. Please complete the evaluation form in Appendix C regarding your experience as a preceptor and send to the instructor via email at the end of the preceptorship. Students also are expected to submit their feedback regarding the preceptorship experience. The student form is also included in Appendix C. Students also send the evaluation form to the instructor. Thank you! Thank you again for your time, effort and work as a preceptor. Your contribution to the learning and socialization of AU students is much appreciated. You have made a difference to the students and to the profession of nursing! 17 References British Columbia Ministry of Health Planning. (2003). Feasibility and outcomes of paid undergraduate positions for designated health service areas in BC: Year two final report. British Columbia: Author. Canadian Nurses Association (2004, October). Achieving excellence in professional practice: A guide to preceptorship and mentoring. Retrieved from http://cna-­‐
aiic.ca/~/media/cna/page-­‐content/pdf-­‐en/achieving_excellence_2004_e.pdf College & Association of Registered Nurses of Alberta (2013). Entry-­‐to-­‐practice competencies for registered nurses. Retrieved from http://www.nurses.ab.ca/content/dam/carna/pdfs/DocumentList/Standards/RN_EntryP
racticeCompetencies_May2013.pdf Ennis, R.H. (2012). Critical thinking.net. Retrieved from http://www.criticalthinking.net/definition.html Luhanga, F.L., Billay, D., Grundy, Q., Myrick, F., & Yonge, O. (2010). The one-­‐to-­‐one relationship: Is it really key to an effective preceptorship experience? A review of the literature. International Journal of Nursing Scholarship, 7(1), Article 21. doi: 10.2202/1548-­‐
923X.2012. Epub 2010 Jul 9. Paton, B. (2010). The professional practice knowledge of nurse preceptors. Journal of Nursing Education, 49(3), 143-­‐149. doi:10.3928/01484834-­‐20091118-­‐02 18 Ralph, E., Walker, K., & Wimmer, R. (2009). The practicum across the professions: Views of post-­‐practicum students. Journal of the International Society for Teacher Education, 13(2), 43-­‐52. Zilembo, M. & Monterosso, L. (2008). Nursing students' perceptions of desirable leadership qualities in nurse preceptors: A descriptive survey. Contemporary Nurse, 27 (2), pp. 194-­‐
206. doi: 10.5172/conu.2008.27.2.194 19 Appendix A: Course Syllabi The Post LPN BN program includes four required nursing practice courses: •
NURS401 -­‐ Professional Practice with Adults with Health Alterations •
NURS435 -­‐ Professional Practice in Mental Health Promotion •
NURS437 -­‐ Professional Practice in Family Health Promotion •
NURS441 -­‐ Consolidated Professional Practice NURS401 -­‐ Professional Practice with Adults with Health Alterations Clinical Practice – 140 hours Nursing 401: Professional Practice with Adults Experiencing Health Alterations is a paced online clinical practicum course that provides students with the opportunity to integrate and apply theory from NURS 400 in the provision of nursing care for adults experiencing acute and/or chronic alterations in health and their families. NURS 401 clinical practice takes place on general medical-­‐surgical nursing units at selected health care facilities. For more information about this course, access the following link: NURS 401: Professional Practice with Adults Experiencing Health Alterations NURS435 -­‐ Professional Practice in Mental Health Promotion Clinical practice -­‐ 140 hours Nursing 435: Professional Practice in Community Mental Health Promotion is a paced online clinical course that provides opportunities to integrate theory and develop further skills related to community health promotion with a focus on individuals, families and groups experiencing mental health alterations. Practice occurs in a variety of community mental health settings. Consideration is given to mental health promotion with vulnerable aggregates and recognition/screening/referral of psychiatric mental health disorders that emerge across the lifespan. Opportunities to apply nursing assessment skills, such as mental status 20 examination, and nursing intervention strategies, such as therapeutic communication, are facilitated. A current snapshot of the field of psychiatric nursing, including both current practice and future research possibilities, is presented. For more information about this course, access the following link: NURS 435: Professional Practice in Mental Health Promotion NURS437 -­‐ Professional Practice in Family Health Promotion Clinical Practice -­‐ 140 hours Nursing 437: Professional Practice in Family Health Promotion is a paced online clinical course that provides opportunities to integrate theory and develop further skills related to family health promotion. Practice occurs in a variety of settings including community agencies and client homes. Each student’s placement is unique and grounded in the practice of the agency and clinical instructor or mentor as it evolves. Opportunities to apply family assessment skills and nursing intervention strategies in recognition of concepts outlined in the McGill Model are facilitated For more information about this course, access the following link: NURS 437: Professional Practice in Family Health Promotion NURS441 -­‐ Consolidated Professional Practice Clinical Practice -­‐ 370 hours Nursing 441: Consolidated Professional Practice is a focused practicum course completed with the guidance of a preceptor. This clinical course provides students with the opportunity for application, integration, synthesis, and further growth of nursing knowledge, skills, and attitudes in a selected nursing practice setting. The emphasis is on the complexity of nursing care with clients (individuals, families and/or aggregates). For more information about this course, access the following link: NURS 441: Consolidated Professional Practice 21 Appendix B: LPN to BN Clinical Evaluation Tool To access the LPN to BN Clinical Evaluation Tool, please click on either of the following links: Clinical Evaluation Form (Word .doc format) Clinical Evaluation Form (PDF format) To access the CARNA (2013), Entry-­‐to-­‐practice competencies for registered nurses, please click the following link: http://www.nurses.ab.ca/content/dam/carna/pdfs/DocumentList/Standards/RN_EntryPractice
Competencies_May2013.pdf 22 Appendix C: Evaluation of the Preceptorship Experience To retrieve a copy of these evaluation documents, please access the following links: • Evaluation by Preceptor of the Preceptorship Experience (word .doc format) • Evaluation by Preceptee of the Preceptorship Experience (word .doc format) Please note the following: •
The preceptor and student are expected to complete an evaluation of the preceptorship experience and submit the form to the instructor. •
The information submitted will be used to address issues and to make improvements in future preceptorships. •
Confidentiality of this information will be maintained. •
Please forward the completed evaluation form to the instructor via the email address provided. 23 Appendix D: Post LPN BN Program Philosophy, Program Purpose and Program Learning Outcomes The Post LPN BN Program The Athabasca University Post LPN BN Program is a 120 credit baccalaureate degree program. Upon admission to the program, students are awarded 30 block transfer credits for successful completion of a Practical Nurse certificate or diploma. Additional transfer credit may be awarded for university level non-­‐nursing courses completed prior to admission to the Post LPN BN Program. Students must have graduated from and approved Licensed Practical Nurse (LPN) program, be a practicing LPN registered with the College of Licensed Practical Nurses of Alberta, and have completed 1700 hours of work as an LPN to be admitted to the program. Please see Appendix F for an overview of the Post LPN BN Program curriculum. Program Philosophy The Post LPN BN Program is grounded in a philosophy of continuous learning and is designed to assist the Licensed practical Nurse (LPN) to assume the role of a baccalaureate prepared Registered Nurse (RN) capable of providing safe, competent and ethical care in institutional and community settings in urban and rural communities. Graduates of the program are awarded a Bachelor of Nursing (BN) degree from Athabasca University and eligible to write the Canadian Registered Nurse Examination. As articulated by the College of Licensed Practical Nurses of Alberta (CLPNA), The Licensed Practical Nurse competencies served as a guide to identify the core nursing courses and content included in the program. This is a novel approach to curriculum design within the Centre for Nursing and Health Studies (CNHS) and contributes to the uniqueness of the program within the University and the country. Underlying this approach to the curriculum is the belief that the students enrolled in the program are competent professionals who can take advantage of their prior learning and work experiences in continuing their baccalaureate level nursing education. The program is unique in that it is the first program in Alberta to award a substantial number of university level credits (30 block transfer credits) in acknowledgement of the competencies of graduates of Practical Nurse programs. Student admitted to the Post LPN BN Program are held accountable and responsible for maintaining and building upon these competencies throughout their program. Another unique feature of the program is that all of nursing theory courses, as well as a number of the support/elective courses, can be completed online through a learning management system called Moodle. This offers the Post LPN BN students increased access to baccalaureate education and offers flexibility in scheduling of coursework. The acknowledgement of prior learning, granting of transfer credit where applicable, and options of accelerated study permits 24 students to complete program requirements and enter the RN workforce in a shorter time period than would be possible in traditional baccalaureate nursing programs. Program Purpose The development of the Post LPN BN Program was strongly influenced by changes in the education of Practical Nurses and was in keeping with the provincial objective of increasing access to baccalaureate education in nursing for students seeking initial licensure as a Registered Nurse (RN). Although LPNs who met the admission requirements of traditional RN diploma and degree programs in nursing could gain access to such programs, it was common practice at the time to require them to complete the entire diploma or degree program with little, if any, recognition of the knowledge and skills acquired during their Practical Nurse program. This resulted in considerable frustration among LPNs who wished to continue their studies in nursing. The faculty of the Athabasca University Centre for Nursing and Health Studies were committed to addressing these concerns in the design of the proposed Post LPN BN Program. The Post LPN BN Program is designed to recognize that the students who are admitted to the program are licensed professionals and should be given credit for their prior education and work experience. The primary program purpose is the preparation of LPNs to become educated to practice as Baccalaureate prepared registered nurses while building upon prior knowledge and education. Post LPN BN Program Learning Outcomes After you successfully complete the Post LPN BN program, you will achieve or exceed the following program learning outcomes: 1. Engage in baccalaureate registered nursing practice compliant with the College and Association of Registered Nurses of Alberta (CARNA) current Entry-­‐to-­‐Practice Competencies for the Registered Nurses Profession while demonstrating registered nursing practice consistent with the present: •
•
•
•
CARNA Nursing Practice Standards and all other CARNA standards and guidelines CNA Code of Ethics for Registered Nurses Health Professions Act (HPA), the practice statement in Schedule 24 of HPA, and the Registered Nurses Profession Regulation Common law, provincial and federal legislation that directs practice 2. Integrate concepts of population health, primary health care and health promotion while working with individuals, families and communities with complex alterations in health. 3. Synthesize theory, evidence-­‐based practice and research while working with individuals, families and communities with complex alterations in health. 25 4. Model leadership behaviours such as reflection, advocacy and integrity to influence self and others toward goal achievement. 5. Function effectively as a baccalaureate registered nurse utilizing critical inquiry processes to act in situations of uncertainty and ambiguity. 6. Work collaboratively with other disciplines and across health care sectors. 7. Incorporate personal integrity, responsibility and accountability in employment, community activities and further study. 8. Demonstrate commitment to scholarship and lifelong learning that includes self-­‐
reflection, self-­‐direction and technological innovation. 26 Appendix E: Readings, Videos, and Webcasts Related to being an Effective Preceptor
Here are so resources that might be helpful to you in your preceptor role. The list includes journal articles and videos. Videos Attitude Problems. Retrieved from http://www.palmhealthcare.org/nursing-­‐preceptor-­‐
podcasts Unprofessional Behaviour. Retrieved from http://www.palmhealthcare.org/index.cfm?fuseaction=video.collection&id=66 Poor Communication. Retrieved from http://www.palmhealthcare.org/index.cfm?fuseaction=video.collection&id=67 Inability to Demonstrate Knowledge. Retrieve from http://www.palmhealthcare.org/index.cfm?fuseaction=video.collection&id=64 Critical Thinking: The Nursing Process. Retrieved from http://www.palmhealthcare.org/index.cfm?fuseaction=video.collection&id=88 Articles Barker, E. (2010). Becoming a super preceptor: A practical guide to preceptorship. Journal of the American Academy of Nurse Practitioners, 22(3), 144-­‐9. doi: 10.1111/j.1745-­‐
7599.2009.00487.x. Retreived from http://www.ncbi.nlm.nih.gov/pubmed/20236398 Eley, (2014). The Power of Preceptorship. RN Journal. Retrieve from http://rnjournal.com/journal-­‐of-­‐nursing/the-­‐power-­‐of-­‐preceptorship Reishtein, J. (2014). My first preceptor. American Journal of Nursing, 114(3), 72. Retrieved from http://journals.lww.com/ajnonline/Fulltext/2014/03000/My_First_Preceptor.35.aspx 27 Appendix F: Post LPN BN Program Overview of the Curriculum Year of Program Cluster A Courses (30 credits) Term/ Semester Course Number & Credit Weight Course Name ENGL 255 (3) or junior/senior level university level or Introductory Composition equivalent ENGL course HSLT 320 (3) Teaching and Learning for Health Professionals Brief Description of Course ENGL 255 focuses on essay writing at the university level. In
order to improve the necessary skills, students study examples
of good writing, do a brief introductory assignment, write two
short summaries, participate in online discussion forums, and
complete three essays covering a spectrum of styles and
purposes. The course is designed to recognize students’
personal interests, objectives, and learning styles and to
provide flexible scheduling options.
ENGL 255 provides some grammar review but assumes at least
a senior high school level of competency in both grammar and
composition.
HLST 320 Teaching and Learning for Health Professionals introduces the principles and theories of teaching and learning within a health context. Through a variety of activities students learn how to assess the teaching-­‐
learning environment, develop a teaching plan, apply specific teaching strategies and evaluate the effectiveness of teaching. Students apply teaching and learning concepts, theories and principles through the completion of a teaching project. Critical assessment of teaching resources is also a component of HLST 320. By the completion of this course students have a beginning understanding of the complexities and realities of health teaching from a CNHS, FHD, AU September, 2014 Year of Program Term/ Semester Course Number & Credit Weight Course Name Brief Description of Course personal and theoretical perspective. MATH 215 (3 credits) or MATH 216 (3) MATH 215 – Introduction to Statistics or MATH 216 – Computer Oriented Statistics MATH 215 gives students a working knowledge and understanding of descriptive and inferential statistics and how statistics is applied in the sciences, social sciences, and business. Or MATH 216 gives students a working knowledge and understanding of descriptive and inferential statistics and how statistics is applied in the sciences, social sciences, and business. An important feature of Math 216 is its computer component, which teaches you how to use an industry standard statistical software application to apply the tools of statistics to make practical decisions, prepare reports in the workplace, and effectively complete papers and research projects, in other university courses. We cannot underestimate the value of a course which encourages you to use computer software to apply the methods of statistics, in a society which is increasingly dependent on electronic sources of information such as intranet databases, external databases, the Internet, electronic instruments, and point of sales electronic terminals. Math 216 is a multi-­‐media course that is designed to appeal to a wide range of students with diverse learning styles. Year of Program Term/ Semester Cluster B Courses (51 credits) Course Number & Credit Weight PHIL 152 (3) or any 200-­‐level or higher philosophy course Course Name Basic Critical Thinking Humanities (3) at the 300/400 level Social Science or Science (3) at the 300/400 level Options Courses (9 credits total) may be selected from Applied Studies other than Nursing, Humanities, Social Science or Science NURS 250 (3) Brief Description of Course PHIL 152 is a pre-­‐university-­‐level three-­‐credit course designed to help you in the development of basic critical thinking skills in preparation for more advanced university-­‐level work. The course stresses both reading skills and writing skills. It teaches an active, critical approach to reading that is extended to your own written work. A maximum of 3 credits may be at the 100 level; at least 3 credits must be at the 300/400 level. Nursing 250: Exploration of Professional Nursing Practice is the first nursing course in the Post LPN BN program. The Exploration of Professional course is developed to honor the students' achievements in Nursing Practice the Licensed Practical Nurse (LPN) role and to introduce the concepts of professional Registered Nurse (RN) practice to the LPNs enrolled in the Post LPN BN Program. Topics Year of Program Term/ Semester Course Number & Credit Weight Course Name NURS 322 (3) Nursing Informatics NURS 324 (3) Concepts and Theories in Nursing Practice Brief Description of Course addressed in the course include transition to the Baccalaureate prepared RN role, use of scholarly evidence to support professional nursing practice, introduction to family, community, ethics, legal foundations, and cultural concepts in professional nursing practice culminating in the initiation of a professional practice e-­‐Portfolio. Welcome to Nursing 322: Nursing Informatics. In this course you will explore the use of informatics in nursing practice and its role in enhancing client care. You will gain an appreciation of the competencies required of an expert knowledge worker and apply the relevance of those competencies to your day-­‐to-­‐day practice as a nurse. You will also examine issues related the protection of the privacy, confidentiality, and security of information in health care environments and the potential utility of a wide array of social networking tools in communicating health-­‐
related information. Welcome to NURS 324, an introduction to theory and reasoning in nursing. You will be introduced to several different theoretical frameworks in nursing and to the contributions of selected nurse theorists. You will also be exposed to different perspectives regarding patterns of knowing in nursing, the art and science of nursing, and the ethical principles that guide nursing practice. As you work through the various units, you will begin to articulate and refine your own philosophy of nursing and to evaluate its Year of Program Term/ Semester Course Number & Credit Weight NURS 328 (3) NURS 400 (3) NURS 401 (6) Course Name Brief Description of Course impact on your own practice. You will consider ethical issues in nursing practice. Nursing 328: Understanding Research introduces students to the research process and to the methods and analytical tools they require to critically evaluate research reports. Understanding Research The course provides students with an overview of qualitative and quantitative approaches to research. Nursing 400: Adult Health and Health Alterations focuses on the theory and research related to nursing practice with adults experiencing a wide range of acute and chronic alterations in health. With application of health promotion strategies and primary health care principles, emphasis is placed on holistic understanding of the altered health Adult Health Alterations experience and the associated interventions on the individual adult and family. The primary themes threaded throughout the course are professional RN practice and accountability, the patient and family as client, and hope and coping in relationship to health alterations. NURS 400 provides a theoretical foundation for NURS 401. Nursing 401: Professional Practice with Adults Experiencing
Health Alterations is a paced online clinical practicum course
Professional Practice with that provides students with the opportunity to integrate and
Adults Experiencing Health apply theory from NURS 400 in the provision of nursing care
Alterations for adults experiencing acute and/or chronic alterations in
health and their families. NURS 401's 140 hour clinical
Year of Program Term/ Semester Course Number & Credit Weight Course Name NURS 432 (4) Management and Leadership in Nursing Practice NURS 434 (4) Community Health Promotion NURS 435 (6) Professional Practice in Community Mental Health Promotion Brief Description of Course practicum takes place on general medical-surgical nursing units
at selected health care facilities.
Nursing 432: Management and Leadership in Nursing Practice
is an introduction to the theory and practice of nursing
leadership and management. The emphasis is on understanding
the key skills employed by highly successful nurse
leaders/managers such as thinking critically, communicating
effectively, handling conflict, delegating successfully, building
teams, controlling resources, improving quality, managing
stress, and leading change. In addition there is a unit dedicated
to multiple aspects of managing human resources.
Nursing 434: Community Health Promotion focuses on population health and application of the principles of primary health care, the strategies of health promotion, and epidemiology concepts when nursing individuals, families, groups, aggregates, and communities. Professional, legal/ethical, economic, cultural, and environmental issues as they apply to community health nursing are examined. Nursing 435: Professional Practice in Community Mental Health Promotion is a paced online clinical course that provides opportunities to integrate theory and develop further skills related to community health promotion with a focus on individuals, families and groups experiencing mental health alterations. The 70 hour clinical practicum occurs in a variety of community mental health settings. Consideration is given to mental health promotion with Year of Program Term/ Semester Course Number & Credit Weight Course Name NURS 436 (4) Family Health Promotion NURS 437 (6) Professional Practice in Family Health Promotion Brief Description of Course vulnerable aggregates and recognition/screening/referral of psychiatric mental health disorders that emerge across the lifespan. Opportunities to apply nursing assessment skills, such as mental status examination, and nursing intervention strategies, such as therapeutic communication, are facilitated. A current snapshot of the field of psychiatric nursing, including both current practice and future research possibilities, is presented. Nursing 436: Family Health Promotion addresses the concepts of health promotion and primary health care in relation to family. Students are introduced to the assessment of family health using the Friedman Family Health Assessment Guide as well as the exploratory, collaborative approach outlined in the Developmental Model of Health and Nursing, commonly known as the McGill Model in nursing practice. In consultation with their course professor, students select a family within the community and use the McGill Model to guide a family health assessment and subsequently plan a family health promotion initiative. Nursing 437: Professional Practice in Family Health Promotion is a paced online clinical course that provides opportunities to integrate theory and develop further skills related to family health promotion. The 140 hour clinical practicum occurs in a variety of settings including community agencies and client homes. Each student’s Year of Program Term/ Semester Course Number & Credit Weight Course Name Trends and Issues in Nursing and Health Systems NURS 438 (3) And 3 credits from the following list: NURS 326 (3) Health Assessment NURS 440 (3) Independent Study Brief Description of Course placement is unique and grounded in the practice of the agency and clinical instructor or mentor as it evolves. Opportunities to apply family assessment skills and nursing intervention strategies in recognition of concepts outlined in the McGill Model are facilitated. Nursing 438: Trends and Issues in Nursing and Health Systems
introduces students to the position of nursing in the Canadian
health care system. Perspectives to be explored include social,
political, organizational, and legal/ethical factors. The
continuing debate about the essence of nursing including
professional issues is examined. The politics of health is
discussed within the context of the Canadian health care
system. Current issues are critically analyzed in relation to their
influence on the nursing profession and nursing practice.
Nursing 326: Health Assessment assists nursing students in the development of interviewing and history taking skills as well as skills in physical examination and psychosocial assessment. The collection of data through these skills is the first step in the nursing process: the data are used as the basis of nursing diagnoses and nursing interventions to promote health, prevent illness, or manage illness. Students in Nursing 440: Independent Study engage in a guided independent learning experience. Students, in consultation with the course professor, choose a project to Year of Program Term/ Semester Course Number & Credit Weight Course Name NURS 442 (3) Gerontological Nursing Cluster C Course NURS 441 (9) Consolidated Professional Practice Brief Description of Course investigate and develop and implement a learning contract. This contract outlines learning objectives, a learning action plan and an evaluation plan. Nursing 442: Gerontological Nursing provides an opportunity to explore the area of gerontological nursing, a field of nursing that focuses on the care of older adults. The course presents the unique health care needs of the older adult and introduces students to nursing approaches to managing those needs. Ethical/legal issues related to the nursing care of the older adults are explored. Nursing 441: Consolidated Professional Practice is a focused
practicum course completed with the guidance of a preceptor.
This 370 hour clinical practicum and coursework provides
students with the opportunity for application, integration,
synthesis, and further growth of nursing knowledge, skills, and
attitudes in a selected nursing practice setting. The emphasis is
on the complexity of nursing care with clients (individuals,
families and/or aggregates).