Download - Graduate Clinical Faculty Handbook (2/23/2016)

1 MCPHS University | School of Nursing Graduate Clinical Faculty Handbook | Update 2/23/2016

Revised and Approved by the Nursing Faculty Organization

February 2016

Worcester 19 Foster Street

Worcester, MA 01608 508.373.5712

Manchester 1260 Elm Street

Manchester, NH 03101 603.314.1746

MCPHS Online

19 Foster Street Worcester, MA 0160

508.373.5890


Table of Contents

Graduate Nursing Studies Faculty and Staff Directory ........................................................................ 5

Student, Preceptor, and Faculty Responsibilities ................................................................................ 6

Student Responsibilities ................................................................................................................................ 6

What the student can and cannot do ........................................................................................................... 6

Student Skills Progression ............................................................................................................................. 6

Preceptor Responsibilities ............................................................................................................................. 7

Preceptor Requirements ............................................................................................................................... 8

Clinical Adjunct Faculty Responsibilities ........................................................................................................ 8

Course Faculty Responsibilities ..................................................................................................................... 8

School of Nursing Guiding Statements ................................................................................................ 9

Philosophy ................................................................................................................................................. 9

Mission .................................................................................................................................................... 10

Vision Statement ..................................................................................................................................... 10

Core Values ............................................................................................................................................. 10

Respect ....................................................................................................................................................... 10

Literacy ....................................................................................................................................................... 11

Practice ....................................................................................................................................................... 11

Integration .................................................................................................................................................. 11

MSN Program Goals ................................................................................................................................ 11

MSN Program Expected Outcomes ......................................................................................................... 12

Academic Honesty ................................................................................................................................... 13

Programs of Study ............................................................................................................................... 14

ADN to MSN Program of Study ................................................................................................................ 14

Master of Science in Nursing: Family Nurse Practitioner ........................................................................ 14

Master of Science in Nursing: Nurse Educator ........................................................................................ 16

ADN to MSN: Bridge Course Descriptions ......................................................................................... 17

NUR 245/245L Health Assessment & Promotion .................................................................................... 17

NUR 350 Scholarly Inquiry ....................................................................................................................... 18

NUR 426 Community Health Nursing ...................................................................................................... 18

MSN Course Descriptions: Family Nurse Practitioner ....................................................................... 18

NUR 701: Professional Role Development for Advanced Practice Nursing ............................................. 18

NUR 702: Human Diversity, Social, and Policy Issues .............................................................................. 18


NUR 703: Advanced Health Assessment Across the Lifespan.................................................................. 19

NUR 706: Advanced Pathophysiology ..................................................................................................... 19

NUR 707: Advanced Pharmacology ......................................................................................................... 19

NUR 708: Scholarship for Advanced Nursing: Building an Evidence-Based Practice ............................... 19

NUR 809: Family Primary Care I (OB/GYN/Pedi) ...................................................................................... 19

NUR 810: Family Primary Care II (Adult) .................................................................................................. 19

NUR 811: Family Primary Care III (Geri)................................................................................................... 20

NUR 820: Translating and Integrating Scholarship Practicum ................................................................. 20

MSN Course Descriptions: Nurse Educator ....................................................................................... 20

NUR 505: Policy, Organizational Management, and Leadership in Health Care ...................................... 20

NUR 509: Educational Theories and Curriculum Design .......................................................................... 20

NUR 510: Curriculum Design, Outcomes Assessment, and Evaluation ................................................... 20

NUR 511: Teaching & Learning for Nurse Educators Practicum .............................................................. 20

Information For Clinical Adjunct Faculty ............................................................................................ 21

Email ........................................................................................................................................................ 21

Human Resources (HR) ............................................................................................................................ 21

HR Forms ................................................................................................................................................. 21

Tax Forms and Payroll ............................................................................................................................. 21

Employee Conduct .................................................................................................................................. 21

ID cards and Keys .................................................................................................................................... 22

Academic Support Services ..................................................................................................................... 22

Information Services (I.S.) ....................................................................................................................... 22

Blackboard ............................................................................................................................................... 23

Policies and Procedures ...................................................................................................................... 23

Academic Policies .................................................................................................................................... 23

Grading Policy .......................................................................................................................................... 23

Progression .............................................................................................................................................. 23

Student Discipline .................................................................................................................................... 24

Chain of Command .................................................................................................................................. 24

Attendance Policy .................................................................................................................................... 25

Punctuality .............................................................................................................................................. 25

Off-Campus Emergency Procedure ......................................................................................................... 26

Clinical Policies .................................................................................................................................... 26


Clinical Evaluations/Grades ..................................................................................................................... 26

Clinical Failure ......................................................................................................................................... 27

Graduate Program Clinical Warning ........................................................................................................ 27

Graduate Program Documentation of Clinical Warning/Remediation .................................................... 27

Clinical Uniform/Dress Code.................................................................................................................... 28

Patient Assessment and Clinical Simulation Laboratories ....................................................................... 28

Preceptorships .................................................................................................................................... 29

Overview of Preceptorship ...................................................................................................................... 29

Preceptorship Placements ....................................................................................................................... 30

Appendix 1: Clinical Adjunct Faculty Semester Checklist .................................................................. 40

Prior to the start of the semester ............................................................................................................ 40

At the start of the semester .................................................................................................................... 40

Throughout the Semester ....................................................................................................................... 41

End of Semester ...................................................................................................................................... 41

Appendix 2: Practical Advice for Clinical Faculty & Preceptors ........................................................ 42

Appendix 3: Preceptor Benefits.......................................................................................................... 44

Appendix 4: Clinical Site Evaluation ................................................................................................... 46

Appendix 5: On-the-Fly Clinical Faculty Evaluation ........................................................................... 56

Appendix 6: Clinical Faculty Semester Summary Evaluation ............................................................ 59

Appendix 7: NONPF Competencies .................................................................................................... 61


Graduate Nursing Studies Faculty and Staff Directory Leadership Team Carol Eliadi, EdD, JD, NP-BC (617) 274-3389 [email protected] Dean, Chief Nursing Officer, and Professor Gerard Tobin, PhD, RN (603) 314-1748 [email protected] Associate Dean of Graduate Nursing Studies & Associate Professor Maria Rosen, PhD, PNP-BC (508) 373-5735 [email protected] Assistant Dean of Graduate Nursing Studies & Associate Professor Tammy Gravel, MS, RN (508) 373-5682 [email protected] Interim Assistant Dean of Curriculum & Assistant Professor Patricia Murray, MSN, FNP-BC (508) 373-5855 [email protected] FNP Track Coordinator & Assistant Professor Anthony Lacina, MPH, MEd (617) 274-3315 [email protected] Clinical Coordinator Faculty & Staff Paula Bylaska-Davies, PhD, MSN, RN (508) 373-5689 [email protected] Associate Professor Edith Claros, PhD, MSN, RN, APHN-BC (617) 274-3347 [email protected] Associate Professor Jennifer Johnson, DNP, CNM, RNC-OB (603) 314-1764 [email protected] Associate Professor Deborah Leveille, PhD, MSN, RN, CNL (603) 314-1768 [email protected] Associate Professor Terri Reed, PhD, ANP-BC (508) 373-5848 [email protected] Assistant Professor Marion Taylor, MSN, FNP-BC (603) 314-1749 [email protected] Assistant Professor Bonnie White, MSN, RN, CNE, CCM (508) 373-5768 [email protected] Assistant Professor Danielle Yocom, MSN, FNP-BC (508) 373-5715 [email protected] Assistant Professor

mailto:[email protected]










[email protected]





Kleona Mihal, BA (617) 274-3358 [email protected] Administrative & Clinical Placement Assistant Christopher Miller (508) 373-5712 [email protected] Administrative Assistant

Student, Preceptor, and Faculty Responsibilities

Student Responsibilities Secure an appropriate clinical placement;

Arrange a mutually-acceptable clinical schedule;

Meet orientation requirements of facility;

Develop personal learning objectives;

Observe policies of the agency;

Notify preceptor and faculty of illness or absence, and arrange to make up missed clinical time;

Adhere to the standards of professional practice;

Maintain effective communication with preceptor and clinical staff;

Complete all clinical assignments by dates agreed upon with the assigned clinical faculty and

Complete E*Value Student Clinical Evaluation of Self, Evaluation of Preceptor, Evaluation of Clinical Site, Evaluation of Clinical Faculty at the end of each clinical rotation.

What the student can and cannot do The student must function under the direct supervision of the preceptor until such a time that

skill level has increased allowing some autonomy;

Initially preceptor with student for all the history and exam. As the student becomes proficient at

history, they may assess this independently then present to the preceptor, returning to the room

with the preceptor for the exam / plan portion of visit;

Perform only those procedures within the scope of practice of an FNP along with those approved

by the preceptor’s agency through credentialing of the preceptor;

May attend inpatient rounds, deliveries, or surgeries, but the focus should remain direct patient

care and

An active affiliation agreement must be on file between MCPHS and preceptor’s agency in order

to engage in any patient care. The Clinical Coordinator assures an active affiliation agreement is

on file prior to approving the intended rotation.

Student Skills Progression The level of preceptor supervision is dependent upon previous experiences and level of course work completed as outlined below: 1st clinical semester:

Student has no clinical experience in the role of advanced practice nurse. Focus of this course is on history taking and physical examination.




2nd clinical semester:

Student has minimal hands on experience in the role of advanced practice nurse, and may need

close supervision initially.

As skills and proficiencies increase, the preceptor will allow more autonomy to perform basic

elements of patient care.

The focus of this course is on evaluation and treatment, and management of care.

3rd clinical semester:

The foundation for evaluation, treatment and management of care is established.

The student is now working on advancing differential diagnosis and plans of care.

Less direct supervision needed at this point.

Student should be able to see the patient for the history and exam, present the case to the

preceptor and discuss a potential plan including diagnostic and management plan.

With the introduction of pediatric and OB/GYN patients, some supervision will be required,

especially early on in the rotation.

4th clinical semester:

Student skill set should be proficient now working on prioritization, focused approach, able to see

patient presenting the case, management plan and appropriate pharmaceutical treatment if

indicated.

Expectation is that the preceptor remains involved at all levels of patient care, seeing the patient

and coordinating the care.

Dependent upon the preceptor agency’s policies the student may document the clinical

encounter but it must be cosigned by preceptor.

Preceptor mentors the student for the attainment of the competencies necessary to function as a

family nurse practitioner.

Preceptor Responsibilities Orient the student to the clinical site and to agency policies;

Be an expert role model;

Provide valuable, evidence-based learning experiences with appropriate patient populations;

Provide ongoing feedback to student and Clinical Adjunct Faculty to improve the student’s assessment and management skills;

Guide the student to meet the needs of the patient population and the clinical site;

Direct the student to resources and reading;

Demonstrate and critique patient and family education skills;

Promote critical thinking and clinical reasoning skills and

Complete E*Value Student Clinical Evaluation at the end of the clinical rotation.


Preceptor Requirements Complete at least one-year of practice as a health care provider before working with FNP

students;

Submit the following credentialing paperwork to student or Clinical Coordinator:

Current resume/CV;

Copy of NP certificate with expiration date (if applicable) and

Current site agreement with agency.

Clinical Adjunct Faculty Responsibilities Clinical Adjunct Faculty will be assigned to provide clinical supervision to a group of up to 8

students per semester;

Clinical Adjunct Faculty will be Advanced Practice Registered Nurses (APRN), with at least 3 years practice experience;

Provide guidance and supervision for the student during the preceptorship;

Support the student in developing personal values and philosophy for the advanced practice role

Promote personal growth of students;

Review skills/additional skills required for present assignment with the student;

Establish a collaborative relationship with preceptors;

Maintain communication with preceptors and other agency personnel;

Provide formative and summative feedback to the student during the semester;

Make on-site visits once during the student’s tenure at the University. Performs additional visits if needed and

Complete E*Value Student Clinical Evaluation and either a Clinical Site evaluation or an On-The-Fly Site Evaluation at the end of each clinical rotation.

Course Faculty Responsibilities Provide the didactic content for the course;

Assume overall responsibility for teaching and evaluation of student;

Maintain communication with clinical Adjunct Faculty and students and

Provide support to Clinical Adjunct Faculty and students.


School of Nursing Guiding Statements The School of Nursing at MCPHS University (Thereafter the School of Nursing) offers the Bachelor of Science degree in Nursing (BSN) and the Master of Science degree in Nursing (MSN) programs that prepares competent, caring, and ethical nursing professionals to meet the ever changing needs of healthcare environment. The philosophy, mission, vision, core values, goals, and outcome statements of the School of Nursing provide a guiding framework for its Clinical Adjunct Faculty, staff, and students, and the clinical partners.

Philosophy Congruent with the philosophy and core values of MCPHS University, the School of Nursing philosophy reflects our beliefs in a set of core values that are fundamental to nursing education and shared and upheld by the nursing students, Clinical Adjunct Faculty, staff, and our clinical partners. Education is a self-actualizing, creative, and lifetime endeavor involving systematic inquiry and progression from novice to expert. The educational process must be learner-centered to foster intellectual vitality, critical thinking, and responsibility of ongoing professional development. Nursing education must be academically rigorous and socially relevant, embracing multiple ways of knowing and integrating the liberal arts and sciences with professional nursing study. The nursing curriculum is organized around a clear appreciation of the domain of nursing science: person/people; health/illness; society/environment; and nursing. The program cohesiveness is evidenced by weaving scholarly, professional, and practice-related activities throughout the education process. Nursing is deeply rooted in the science of caring and connection to others. Individuals have unique qualities and basic needs for respect and recognition of personal dignity. The universality of human rights and needs transcend the boundaries of age, gender, race, ethnicity, class, culture, language, spirituality, and religion. Human diversity and psychosocial-cultural factors influence, and are influenced, by the experience of individuals, communities, and society. Incorporation of humanity and respect is vital to the process of healing and the quality of nursing care. The primary goals of nursing are to promote, restore and maintain health, prevent disease, and provide care and comfort throughout life, during illness, and at the end of life. The patient is the center of nursing care and may be an individual, family, group, or community in varying states of health. The patient is recognized as having distinct and unique needs that continuously change and are redefined as the patient interacts with the nurse, healthcare providers, and the environment. It is critical that a nurse anticipates and adapts to the changing needs of the patient. Identification of patient needs, provision of nursing care, the healthcare experience, and environment are fundamentally connected. The nurse helps create a healing environment for each patient by collaborating with the patient to establish mutual goals that enable the patient to attain optimal health. The core competencies necessary to meet the primary goals of nursing are communication, assessment, critical thinking, and technical skill. The core competencies allow the nurse to assess, plan, design, provide, and manage culturally competent, cost-effective, high quality, and direct and indirect nursing care across the lifespan with diverse populations. Competence in nursing practice is best achieved through a thoughtful blend of theory, knowledge, and experience.


Clinical partnerships foster associations in which resources, knowledge, and experiences are reciprocated and connected through professional relationships and collaborations. Students, Clinical Adjunct Faculty and staff, and clinical partners form a dynamic triad whereby nursing practice informs nursing education and nursing education influences the practice of nursing and the delivery of healthcare. The goal of our clinical partnerships is to provide a solid, functional, and rigorous foundation for evidence-based nursing practice. The future of nursing rests with those entering the profession. The beliefs and values that sustain nursing education are expressed at every level of the educational experience. We are dedicated to the advancement of all engaged in this endeavor, and we foresee significant personal and professional growth as outcomes for students, Clinical Adjunct Faculty and staff, and clinical partners.

Mission The Mission of the School of Nursing is to provide students with a high quality and innovative education, and to foster scientific inquiry and professional services. To fulfill the mission, the School of Nursing is committed to:

Developing an innovative, dynamic and socio-politically relevant model of nursing education based on theoretically sound curricula, evidence based practice, clinical immersion, and scholarly inquiry;

Developing a curricular foundation that promotes reflective, ethical, compassionate, innovative, and intellectually rigorous nursing practice;

Establishing a community of learners inclusive of students, Clinical Adjunct Faculty, and clinical partners who embrace a spirit of inquiry and a commitment to continuous professional growth;

Promoting resiliency and integrity in nursing graduates for practice in dynamic, diverse, and complex healthcare environments;

Fostering a community of scholars that advance nursing through excellence in the discovery, application, integration, and dissemination of knowledge and

Providing service to the School, the University, the profession of nursing, and the community.

Vision Statement The vision of the School of Nursing is to create a center of excellence in nursing education where an environment of partnership is created, and nursing practice, education, and scholarship connect for the advancement of healthcare and the profession of nursing.

Core Values As members of the School of Nursing and a broader community, we are committed to the following core values:

Respect Value and appreciate self and others across the boundaries of age, race, culture, gender,

language, ideology, religion, and class;

Seek to know, understand, acknowledge, and appreciate the uniqueness and contribution of self and others;

Treat self and others in a caring and considerate manner and

Recognize that the patient is the center of nursing care.


Literacy Examine and process information in a critical and reflective manner;

Appreciate and judiciously use literature from nursing science, liberal arts, and other health sciences;

Cultivate a sense of intellectual inquiry and engage in the process of life-long learning and development and

Embrace continual knowledge development as central to professional excellence and the advancement of nursing practice;

Practice Develop competence and advance acquisition of nursing knowledge, skills, attributes, and

abilities;

Communicate and collaborate as an integral member of the healthcare team;

Apply nursing knowledge and skill in diverse practice settings and

Provide care in accordance with professional standards, practice within the legal and ethical scope of nursing, and engage in continuous quality improvement of nursing care.

Integration Draw on existing knowledge and develop new knowledge in order to establish a nursing practice

that is critically reflective and dynamic;

Connect theory and multiple ways of knowing in the practice of nursing;

Behave and present self in a manner that projects confidence and inspires trust and

Act with integrity, responsibility, and accountability in the practice of nursing.

MSN Program Goals The School of Nursing provides excellent education that aims to prepare students as liberally-educated persons and master’s-prepared professional nurses. We are committed to:

Incorporate the values of respect, literacy, practice, and integration;

Build on a foundation comparable to baccalaureate level nursing knowledge;

Connect education to practice through partnerships, preceptorships and/or mentorships;

Cultivate a learner-centered environment where individuals are empowered to think,

conceptualize, reason, and make sense of the lived worlds;

Provide opportunities for personal and professional development of students, Clinical Adjunct

Faculty, staff, and clinical partners;

Use knowledge and evidence based teaching practice;

Prepare nursing graduates who are globally aware and informed for practice or for

teaching/learning, in a diverse and rapidly changing healthcare environment.

The MSN Program encompasses a range of advanced practice options leading to the preparation for advanced practice role. Reflecting the rapidly changing healthcare environment and national priorities, the focus of the graduate program is directed towards primary care nurse practitioner preparation. The School of Nursing offers a traditional face-to-face (F2F) classroom format and a fully-online platform FNP program through MCPHS Online. Additional School of Nursing and MCPHS Online programs include a Nurse Educator track.


The MSN Program prepares advanced practice nurses to provide primary health care to diverse populations, and to demonstrate professional leadership roles in practice, and is consistent with the standards of the American Association of Colleges of Nursing (AACN) The Essentials of Master’s Education for Advanced Practice Nursing (1996); The Essentials of Master’s Education in Nursing (2011); Scope and Standards for Practice (2010); Code of Ethics for Nurses with Interpretive Statements (2015); Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (2008); and NONPF Core Competencies (2012). According to the AACN (1996), the Core Curriculum for MSN Programs includes:

Health Promotion and Disease Prevention;

Human Diversity and Social Issues;

Theoretical Foundation of Nursing Practice;

Professional Role Development;

Research;

Ethics and

Policy, Organization, and Financing of Healthcare.

MSN Program Expected Outcomes Graduates of the MSN Program will be able to demonstrate the essential competencies for an entry level to advanced professional nursing practice that demonstrate the following outcomes at the advanced professional practice level of nursing:

Provide safe, effective, culturally-competent and advanced nursing care to individuals and families across the lifespan, as a member of an interdisciplinary team, and in the context of the community;

Integrate the core competencies of research, diversity, health care policy, ethics, health promotion and disease prevention, and theoretical foundation of nursing in advanced nursing practice;

Demonstrate a leadership role in the profession of nursing;

Engage in ongoing nursing knowledge development to guide practice;

Successfully pass the Family Nurse Practitioner (FNP) certification examination or demonstrate competency and requisite skill set as a novice nurse educator (MSN).

Professional Comportment Professional comportment (the manner in which one behaves or conducts oneself) is expected of all nursing students in the School of Nursing at MCPHS University. Professional comportment embodies the core values of the MCPHS University and is defined as behaving in a way that exemplifies respect for individuals including those in the academic setting, healthcare setting, and community of practice. Communication is an important element of professional comportment and as such should be practiced throughout the nursing program. Policies set forth in this handbook provide a framework to socialize students to behave in an ethical, responsible, and professional manner. Students are expected to display professional demeanor, interactions and boundaries with patients and their families, clinical staff, peers, Clinical Adjunct Faculty, and the public at all times in consideration of their representation of the profession of nursing and MCPHS University. Essential expected behaviors include, but are not limited to:

Consistent display of professional demeanor and appropriate interpersonal interactions and boundaries with patients, staff, and peers.

Adherence to the profession’s Code of Ethics.


Timeliness and adherence to preparation, attendance, policies, and deadlines.

Prompt notification of absence or tardiness according to the established absence policies.

Adherence to School of Nursing professional dress guidelines.

Display professional conduct in using cyberspace (examples include, but are not limited to Blackboard, Email, MySpace, Facebook, You-Tube, etc.).

Academic Honesty The MCPHS University School of Nursing’s primary purpose is the pursuit of academic excellence. Teaching and learning must occur in an atmosphere of mutual trust and respect. Such trust and respect can be developed and maintained only if honesty prevails in the academic community. Moreover, it is the shared responsibility of all members of the MCPHS University community to maintain this climate of honesty. Administrators, Clinical Adjunct Faculty, and students all benefit from the pursuit of academic excellence in an environment characterized by integrity, honesty, and mutual respect. Such integrity is fundamental to, and represents, an integral component of professional nursing education.

In keeping with academic integrity, students are expected to be honest in their academic work, such as submission of coursework and materials that are their own. Examples of dishonest conduct include but are not limited to:

Cheating, i.e., copying examination answers; Collusion, i.e., working with another person or persons when independent work is prescribed; Falsification or fabrication of an assigned project, data, results, or sources; Giving, receiving, offering, or soliciting information included on examinations; Utilization of work previously submitted by another student who has progressed to a higher level; Destruction or alteration of the work of another student; The multiple submission of the same paper or report for assignments in more than one course

without the prior written permission of each instructor; Signing another student’s name; Plagiarism, the appropriation of information, ideas, or the language of other persons or writers

and the submission of them as one's own to satisfy the requirements of a course. Plagiarism thus constitutes both theft and deceit. Assignments (compositions, term papers, computer programs, etc.) acquired either in part or in whole from commercial sources or from other students and submitted, as one's own original work will be considered plagiarism. (See MCPHS University Handbook);

The unauthorized recording, sale, or use of lectures and other instructional materials.

In the case of such dishonesty, Clinical Adjunct Faculty may give a grade of zero (0) for the project, paper and/or examination and may record an "F" for the course itself. When appropriate, dismissal from the School of Nursing may be recommended. Any Clinical Adjunct Faculty member encountering an academic offense such as, but not limited to, those listed above will file a written report to the Dean of Students and the Dean of the School of Nursing, indicating reasons for believing the student has committed academic dishonesty.

The Dean of Students (or designee) will conduct formal hearings to investigate the alleged violation according to the Student Code of Conduct and will issue a written determination (including any sanctions) within seven (7) class days after the hearing. Written determination will be made and copies will be given to the student(s) and to the Clinical Adjunct Faculty, if the student requests an appeal. MCPHS appeal policies and procedures must be followed.


Programs of Study

ADN to MSN Program of Study Prerequisite Courses Credits Contact Hours / Week

Title (Semester Hours)

Class Lab/ Clinical

Total Clinical

Human Anatomy & Physiology I 4 3 3 -

Human Anatomy & Physiology II 4 3 3 -

General or Medical Microbiology 4 3 3 -

Human Growth & Development 3 3 - -

Statistics 3 3 - -

Algebra & Trigonometry 3 3 - -

Introduction to Psychology 3 3 - -

Introduction to Sociology 3 3 - -

English Composition I 3 3 - -

English Composition II 3 3 - -

Healthcare or Biomedical Ethics 3 3 - -

History Elective 3 3 - -

Humanities Elective 3 3 - -

Bridge Courses - Year I* Credits Contact Hours / Week Course Title (Semester

Hours) Class Lab/

Clinical Total Clinical

NUR 245 Health Assessment and Promotion 4 3 3 -

NUR 250 Chemistry of Nutrition 3 3 - -

NUR 330 Nursing Informatics & Health Care Technologies

3 3 - -

NUR 350 Scholarly Inquiry 3 3 - -

NUR 410 Professional Role Development 3 3 - -

NUR 426 Community Health Nursing 4 3 3

Total Bridge Curriculum

20

*Taking two courses per semester (year-round), the ADN to MSN Bridge program can be completed in three years.

Master of Science in Nursing: Family Nurse Practitioner Summer Semester I Credits Contact Hours / Week Course Title (Semester

Hours) Class Lab/


NUR 701 Professional Role Development for Advanced Practice Nursing

3 3

NUR 706 Advanced Pathophysiology 3 3

--- Mandatory Residency Attendance Day 1


Fall Semester I Credits Contact Hours / Week Course Title (Semester

Hours) Class Lab/


NUR 707 Advanced Pharmacology 3 3

NUR 708 Scholarship for Advanced Nursing: Building an Evidence-Based Practice

4 4

Spring Semester I Credits Contact Hours / Week Course Title (Semester

Hours) Class Lab/


NUR 703 Advanced Health Assessment Across the Lifespan

4 3 1 90

NUR 702 Human Diversity, Social, and Policy Issues

3 3

Summer Semester II Credits Contact Hours / Week Course Title (Semester

Hours) Class Lab/


NUR 810 Family Primary Care II (Adult) 3 3 3 180

--- Mandatory Residency Attendance Days 1 & 2

Fall Semester II Credits Contact Hours / Week Course Title (Semester

Hours) Class Lab/


NUR 809 Family Primary Care I (OB/GYN/Pedi) 3 3 3 180

NUR 820 Translating & Integrating Scholarship Practicum

2 2

Spring Semester II Credits Contact Hours / Week Course Title (Semester

Hours) Class Lab/


NUR 811 Family Primary Care III (Geri) 6 3 3 180

NUR 820 Translating & Integrating Scholarship Practicum

2 2

Summer Semester III Credits Contact Hours / Week Course Title (Semester

Hours) Class Lab/


--- Mandatory Residency Attendance Days 2 & 3 (poster presentation, awards ceremony)


Master of Science in Nursing: Nurse Educator Spring Semester I Credits Contact Hours / Week Course Title (Semester

Hours) Class Lab/


NUR 701 Professional Role Development for Advanced Practice Nursing

3 3

NUR 706 Advanced Pathophysiology 3 3

Fall Semester I Credits Contact Hours / Week Course Title (Semester

Hours) Class Lab/


NUR 707 Advanced Pharmacology 3 3

NUR 708 Scholarship for Advanced Nursing: Building an Evidence-Based Practice

4 4

Spring Semester I Credits Contact Hours / Week Course Title (Semester

Hours) Class Lab/


NUR 703 Advanced Health Assessment 4 3 1 90

NUR 702 Human Diversity, Social, and Policy Issues

3 3

Summer Semester II Credits Contact Hours / Week Course Title (Semester

Hours) Class Lab/


NUR 505 Policy, Organizational Management, and Leadership in Health Care

3 3

NUR 509 Educational Theory and Curriculum Design

3 3

--- Mandatory Residency Attendance Days 1 & 2

Fall Semester II Credits Contact Hours / Week Course Title (Semester

Hours) Class Lab/


NUR 510 Curriculum Design, Outcomes Assessment, and Evaluation

3 3

NUR 820 Translating and Integrating Scholarship Practicum

2 2

Spring Semester II Credits Contact Hours / Week Course Title (Semester

Hours) Class Lab/



NUR 511 Teaching and Learning for Nurse Educators Practicum

4 3 1 90

NUR 820 Translating and Integrating Scholarship Practicum

2 2

Summer Semester III Credits Contact Hours / Week Course Title (Semester

Hours) Class Lab/


--- Mandatory Residency Attendance Days 2 and 3 (poster presentation, awards ceremony)

ADN to MSN: Bridge Course Descriptions

NUR 245/245L Health Assessment & Promotion Students acquire foundational knowledge of health assessment and health promotion, and their relationship to comprehensive nursing care. Students learn to perform a comprehensive and holistic assessment of the patient across the lifespan, including systematic collection, analysis, and synthesis of health data from patients and secondary sources. Students develop the organizational and critical-thinking skills necessary for the planning and delivery of nursing care; and integrate the essential nursing core competencies and concepts of health promotion, risk reduction, and disease prevention in the clinical laboratory setting. Class, 3 hrs; lab, 3 hrs; credit, 4 s.h. Prerequisites: NUR 208, NUR 215 and BIO 255. Prerequisites or co-requisites: NUR 225 and NUR 235.

NUR 250 Chemistry of Nutrition Students will analyze the basic chemical principles of the science of nutrition and discuss their influence on the promotion of good health and disease prevention. Topics will include a study of chemical components of food (natural and synthetic), the biochemical breakdown of food and how nutrients and vitamins function in human metabolism. Prerequisite: RN licensure Class, 3 hrs; credit, 3 s.h.; varies

NUR 330 Nursing Informatics & Health Care Technologies Students acquire foundational knowledge of nursing and health care informatics, gaining an understanding of the theories and social and economic forces influencing the development and application of information and health care technologies. Students begin to use these technologies in the delivery of nursing care, and learn to adapt emerging technologies to clinical nursing practice. Students also explore the legal and ethical ramifications of using information and health care technologies to improve patient safety and the quality of health care, and protect patient privacy. Class, 3 hrs; credit, 3 s.h. Prerequisite or Co-requisite: NUR 325/325L.


NUR 350 Scholarly Inquiry Students acquire an understanding of the historical development of nursing as a scholarly discipline, and appraise its contemporary standing in the scientific community. Students learn the research process, methods of qualitative and quantitative research, and the legal and ethical considerations of engaging in nursing research. Students learn to apply critical thinking to the evaluation of professional and popular literature and other sources of information, apply research-based knowledge from nursing and the sciences as the evidence base for nursing practice across the lifespan, and participate in the research process. Class, 3 hrs; credit, 3 s.h. Prerequisite: NUR 330.

NUR 410 Professional Role Development Students will examine historical, philosophical, ethical and legal aspects of nursing practice, contemporary issues facing nursing and the influence of societal trends on nursing practice and on today’s health care delivery system. Prerequisite: RN licensure Class, 3 hrs; credit, 3 s.h.; first semester

NUR 426 Community Health Nursing This bridge course for registered nurses provides a theoretical background for the study of community health nursing emphasizing the assessment of interrelationships between individuals, families, aggregates, and communities in determining the health status of each. Students gain understanding of health promotion, health maintenance and disease prevention among populations. The socio-political, economic, environmental, and cultural impact on population health is examined. Class, 3 hrs; lab, 3 hrs; credit, 4 s.h.

MSN Course Descriptions: Family Nurse Practitioner

NUR 701: Professional Role Development for Advanced Practice Nursing In this course, students will compare and analyze the theories and conceptual models relevant to advanced roles in the nursing profession. Students will examine historical and contemporary professional issues related to various advanced roles in nursing. Role differentiation, role transition, and role development will be analyzed in the context of social and healthcare environments. Students will integrate knowledge of role transition and development into advanced nursing practice as clinicians, practitioners, leaders, and/or educators. Class, 3 hrs; credit, 3 s.h.; summer

NUR 702: Human Diversity, Social, and Policy Issues The student will learn to examine the social, ethnocultural, and demographic barriers in seeking and receiving healthcare in the United States and will recommend interventions for assuring the delivery of appropriate and individualized healthcare to diverse populations. The student also will learn about healthcare systems and strategies in order to assume a leadership role in the management of clinical practice. Class, 3 hrs; credit, 3 s.h.; spring


NUR 703: Advanced Health Assessment Across the Lifespan The student will learn to conduct an advanced comprehensive history and a physical and psychological assessment of signs and symptoms, pathophysiologic changes, and psychosocial variations of the client across the lifespan. The student will apply diagnostic reasoning in physical diagnosis and develop a differential diagnosis based on the health history and identified signs and symptoms. Class, 2.5 hrs.; 0.5 lab, 1 hr.; 90 clinical hrs.; credit, 4 s.h.; spring.

NUR 706: Advanced Pathophysiology In this course, students will critically examine the advanced physiologic and pathologic mechanisms of diseases. The focus of the course is to provide students with advanced concepts and theories related to pathophysiological processes that occur across the lifespan. Knowledge gained from this course provides a firm foundation for the advanced practice nurse to interpret changes in normal and abnormal function and to assess individuals’ responses to the pharmacologic management of disease processes. Class, 3 hrs; credit, 3 s.h.; summer

NUR 707: Advanced Pharmacology In this course, the students will primarily learn the knowledge needed for safe medication prescription to and monitoring of clients across the lifespan. Students will apply the basic knowledge and skills of pharmacology and therapeutics used in the treatment of selected health conditions, and they will explore pharmacotherapeutics and drug interactions in relation to common body system illnesses and diseases. Class, 3 hrs; credit, 3 s.h.; fall

NUR 708: Scholarship for Advanced Nursing: Building an Evidence-Based Practice Students will learn to utilize new knowledge to provide high-quality healthcare, initiate change, and improve nursing practice. They will learn the advanced nursing research concepts and skills necessary to utilize, analyze, and design basic research within the clinical practice setting. Students will learn key concepts in statistics and the practical use of statistical methods and software necessary for data storage, retrieval, and analysis. Class, 4 hrs; credit, 4 s.h.; fall

NUR 809: Family Primary Care I (OB/GYN/Pedi) Students will focus on advanced practice nursing and the healthcare management of pregnant women and children. They will provide primary healthcare services to pregnant women or primary care to women with needs related to the reproductive system. During the pediatric section, the student will focus on performing comprehensive health assessments of children and their families. Health promotion and disease/injury prevention will be an integral component of the course. Students also will learn the diagnosis and treatment of common pediatric illnesses and injuries. Prerequisites: NUR all 700 level courses; class, 3hrs; 180 clinical hrs; credit, 6 s.h.; fall

NUR 810: Family Primary Care II (Adult) Students will focus on advance practice nursing and the healthcare management of adults. They will provide comprehensive primary healthcare services that are evidence based, personalized, and cost-effective to adults with acute and chronic health conditions. Students will learn course content that includes developmental, physiological, and psychosocial changes relative to health maintenance and disease prevention.


Prerequisite: all NUR 700 courses; class, 3 hrs; 180 clinical hrs; credit, 6 s.h.; summer

NUR 811: Family Primary Care III (Geri) Students will focus on advanced practice nursing and the healthcare management of older adults. They will provide comprehensive primary healthcare services that are evidence based, personalized, and cost-effective to older adults with acute and chronic health conditions. Students will learn course content that includes developmental, physiological, and psychosocial changes relative to health maintenance and disease prevention. Prerequisites: all 700 level courses; class, 3 hrs; 180 clinical hrs; credit, 6 s.h.; spring

NUR 820: Translating and Integrating Scholarship Practicum Students will integrate the knowledge acquired in this program to complete a scholarly project that synthesizes advanced practice knowledge and skills to address substantive nursing practice issues. Each student has the option of selecting a thesis study, a clinical project, or a grant-writing experience addressing a problem in primary care. Prerequisite: NUR 708; class, 4 hrs; credit, 4 s.h.: 2 s.h. offered in the fall and 2 s.h. offered in the spring

MSN Course Descriptions: Nurse Educator

NUR 505: Policy, Organizational Management, and Leadership in Health Care Students will develop a comprehensive knowledge of health policy and how it impacts clinical practice. The student will develop an understanding of the ways that healthcare is organized. The student will also understand the importance of developing a leadership role in the system. Class, 3hrs; credit, 3 s.h.; summer

NUR 509: Educational Theories and Curriculum Design This course enables students to explore educational theories and develop strategies for teaching nursing in the classroom, laboratory, online, and clinical settings. It will explore adult learning and students’ role as adult learners and educators. It will look at the traditional and innovative instructional methods and roles of learners and instructors of adults as well as the use of technology. Class, 3hrs; credit, 3 s.h.; summer

NUR 510: Curriculum Design, Outcomes Assessment, and Evaluation The student will learn curriculum design, outcomes assessment, and evaluation as it pertains to collegiate nursing programs. Content in nursing science and related disciplines is considered in the context of a philosophical base. This course includes identifying, measuring, and achieving outcomes. Program evaluation, test development, and clinical evaluation strategies are discussed. Synthesis of knowledge and application are attained through a curriculum development project. Class, 3hrs; credit, 3 s.h.; fall

NUR 511: Teaching & Learning for Nurse Educators Practicum This practicum offers the student the opportunity to enact the role of the academic nurse educator and begin to synthesize leadership concepts into the academic environment. Emphasis is placed on learner-centered education and instructional methods. The students will be guided by experienced educators to


practice evidence-based teaching, distance education, and other teaching approaches. Class, 3hrs; credit, 4 s.h.; 90 clinical hours; spring

Information For Clinical Adjunct Faculty

Email Your e-mail address will be: your first name.your last name @mcphs.edu. Your user name for the

computer login is: your first name.your last name. Your password will be provided by the FNP Track Coordinator. For your first login, you must be on campus and use a campus computer. Once it is operational, you may access your email from the computers on-campus or from off-campus through the MCPHS University website (www.mcphs.edu);

Your account also provides access to the University Intranet (www.intranet.mcphs.edu);

Please check with IT on how to access your e-mail account on your phone;

Preceptors do not receive MCPHS e-mail accounts.

Human Resources (HR)

HR Forms HR forms relating to MCPHS University policies and procedures may be found on the University’s Intranet. Use your username and password to gain access to this information.

Tax Forms and Payroll First time Clinical Adjunct Faculty at MCPHS University must fill out I-9, W-4, and M-4 forms at the beginning of the semester. Returning Clinical Adjunct Faculty who have filed an I-9 within the past 3 years but have not completed the forms for the current year need to complete only the W-4 and M-4. To obtain forms regarding your employment, and to enable us to place you into our payroll system without delay, please insert the following link into your internet browser window to access the MCPHS University New Employee Information web page:

https://my.mcphs.edu/new%20employees Manchester and Worcester adjuncts will have their paychecks mailed to the address provided if they have opted out of Direct Deposit. If you want your checks mailed or wish to arrange for direct deposit please contact the Payroll Manager if you have any questions or require assistance.

Employee Conduct Professional Dress Guidelines Professional appearance is an important factor influencing how students, parents, practice partners, the community, and others view MCPHS University. As an institution engaged in the preparation of students for professional careers, it is important that Clinical Adjunct Faculty and staff serve as appropriate role models in appearance and attire. Employees are expected to arrive at work neat, clean, and presentably dressed in clothing appropriate to the position each day they are scheduled to work or when representing MCPHS University at off- campus events. While more casual attire may be acceptable in some departments, leisure attire is never appropriate. Deans, department heads, and supervisors have the responsibility to enforce professional dress standards in their respective areas.

http://www.mcphs.edu/

www.intranet.mcphs.edu

https://my.mcphs.edu/new%20employees


Professional attire reflects garments in good repair, clean, neat, and pressed; appropriate hosiery and/or socks; well-maintained footwear; clean, neat hair and good personal hygiene. Please use the guidelines below when choosing appropriate work attire.

For female employees: Blouses, sweaters, slacks, suits, including pants suits and knit outfits

For male employees: Shirts (polo, oxford, dress) with collars, ties are optional; blazer/sports/suit coats are optional; casual slacks (cotton blends, wool) with belt, shoes with socks.

Radical departures from conventional dress or personal grooming are not permitted. This includes jeans, shorts, tee shirts, sweatshirts, and other leisure/beach wear.

Protection from Harassment Policy MCPHS University is committed to providing a working and learning environment where all members of the community may pursue careers and studies free from sexual and other types of harassment. Harassment on the basis of race, religion, color, sex, sexual orientation, age, national origin, ethnicity, or disability status of any Clinical Adjunct Faculty, staff member, or student undermines the basic principles of the community and is not acceptable behavior within the MCPHS University. Please refer to the MCPHS University policy regarding this issue in the HR section of the University Intranet.

Consensual Relationships The professor-student relationship is properly regarded as a professional-client relationship. Professional codes of ethics forbid professional-client relationships of a personal, romantic, or sexual nature. Therefore, personal, romantic, or sexual relationships between unrelated Clinical Adjunct Faculty and students are strictly prohibited. Please refer to the MCPHS University policy regarding this issue in the HR section of the MPCHS University Intranet.

ID cards and Keys Once all payroll forms have been completed and processed, ID cards may be obtained from the Help Desk. Worcester and Manchester can contact the Administrative Assistant for appointment.

Academic Support Services For services on the Worcester or Manchester campuses, please contact the Assistant Dean for Academic Support Services, at 508-373-5608 in Worcester and 603-314-1780 in Manchester.

This office provides academic counseling, arranges peer tutoring, and oversees ADA (disabilities) accommodations and compliance. Academic warning forms identifying students in danger of course failure should be returned to Support Services by the established deadline (at or shortly after mid-semester). Clinical Adjunct Faculty who receive notification from Academic Support Services that an enrolled student has been granted authorized accommodations must provide the specified accommodations. Clinical Adjunct Faculty may not provide such accommodations based on a direct student request. In such instances, the student should be referred to Academic Support Services. Clinical Adjunct Faculty should not request disabilities documentation from the student. To ensure confidentiality, Academic Support Services is responsible for reviewing documentation and meeting with students regarding all ADA issues.

Information Services (I.S.) I.S. is your resource for computer and software help. They provide web and media services and

maintain the University’s data and phone networks.


Contact information: o E-mail: [email protected] or call 617-732-2170 o Worcester IS: 508-373-5629 o Manchester IS: 603-314-1759

Blackboard To access the Blackboard online learning system at MCPHS University, instructors must establish a personal Blackboard account with Information Services.

The Procedure for Setting up a Course on Blackboard Establish a Blackboard Account:

All courses registered via the Registrar’s Office and listed in the MCPHS University Course Catalog have Blackboard course sites automatically generated each semester.

Your Windows username and password will be your login for Blackboard.

Blackboard may be accessed at https://mcphs.blackboard.com

Policies and Procedures

Academic Policies

Grading Policy A 4.0 100-94 A- 3.7 93-90 B+ 3.3 89-87 B 3.0 86-83 (minimum passing grade) MSN B- 2.7 82-80 C 2.3 70-79 F 0 <69

Progression A change in progression may result in a change in graduate date expected for the student. Each student must also achieve a grade point average of “B” or better in order to graduate. The student must successfully complete all components of didactic and clinical of NUR 703 Advanced Health Assessment to progress in the program. Students who are in good academic standing may progress to the didactic portion of the clinical courses (NUR 809, NUR 810, NUR 811) without concurrently completing all clinical hours with approval from the Academic Standing Committee. For those courses where clinical hours are not completed, the student will earn an ‘incomplete’ until the clinical hours requirement is met. Students must complete the requirements for the MSN degree within four (4) years of starting the program; students enrolled in the ADN-MSN program have five (5) years. If this time limit from the date of admission into the major has elapsed and the student has not completed degree requirements, the student must request an extension in writing and meet with the Dean of the School of Nursing, who may



approve or deny the extension request. The School Dean’s decision is final and not subject to further appeal.

Clinical and laboratory components of nursing courses are graded on a Pass/Fail basis. Further, a passing grade in the clinical or lab portion of the course is required in order to receive a passing grade for the course.

All MCPHS University academic policies apply to the BSN and MSN degree program, including but not limited to those pertaining to leave of absence, academic probation, academic dismissal, readmission, progression, and graduation. All students are encouraged to utilize Academic Support Services to maximize efficiency, effectiveness, and independent learning.

Student Discipline A clinical adjunct faculty shall have the right to require a student who is disruptive during a class, laboratory, or experiential rotation to leave for the remainder of the session and shall report the incident to the Associate Dean of Students (Worcester), or Assistant Dean of Students (Manchester) for further appropriate action in accordance with the Student Code (available in the Student Handbook).

Chain of Command In the event a student in the School of Nursing needs to communicate a concern, need, or issue relating to courses/clinical expectations/experiences, the student needs to follow the designated chain of command as follows:

Step 1: The student needs to discuss his/her concern/need/issue with the Clinical Adjunct Faculty member of the course/clinical that s/he is having an issue with.

Step 2: If the concern/need/issue is not resolved, the student may bring the concern to the course coordinator for the course/clinical the student is in.

Step 3: If the concern/need/issue is not resolved, the student may bring the concern/need/issue to the Associate Dean of Graduate Nursing Studies.

Step 4: If the concern/need/issue still is not resolved, the student may bring the concern to the Dean of the School of Nursing. In order to meet all students’ needs timely and appropriately, the student is asked to follow the appropriate chain of command as outlined. The decision of the Dean is final.

The student has a concern/need/issue.

Step 1: Brings it to the course/clinical professor/instructor -- if unresolved,

Step 2: Brings it to the course coordinator/faculty -- if unresolved,

Step 3: Brings it to the Associate Dean of Graduate Nursing Studies -- if unresolved,

Step 4: Brings it to the Dean of the School of Nursing.


Attendance Policy MCPHS University supports a learner-centered environment. Attendance and participation in classroom, lab, and clinical learning experiences directly correlates with successful course completion and represents a basic professional behavior. Therefore, students of the School of Nursing are responsible to engage in their own learning and professional comportment. Regular class attendance is mandatory. Unexcused absences of more than six (6) didactic hours will result in a final grade reduction of one (1) full letter grade (e.g., B to C). Unexcused absences of more than nine (9) didactic hours will result in a failing grade for the course. In the case of illness or prolonged absence, it is the student’s responsibility to notify the Dean of Students – Worcester, or Assistant Dean of Students – Manchester and his/her course faculty within five (5) days from the first date of absence. With acceptable documentation from a student, an official memorandum will be issued notifying Clinical Adjunct Faculty of an excused absence. In the case of an approved, excused absence, the course faculty will make reasonable attempts to assist the student to satisfy requirements of the course (e.g., make-up classes and exams). Students are expected to abide by instructions in each course syllabus regarding student responsibilities related to class absences. Students who fail to do so may be ineligible to receive an excused absence – regardless of the reason for the absence. With respect to completion of work missed, if an acceptable agreement between the student and professor(s) cannot be reached, the Dean of the School of Nursing will serve as arbitrator. Students are responsible for all class materials, content, and assignments. Students may only make up missed class assignments, quizzes, and exams if a valid excuse has been granted. Graded work that is missed due to an unexcused or unapproved absence will be assigned a grade of zero (0).

Punctuality Punctuality is expected of students for all classes, labs, and clinical experiences. Neither tardiness nor leaving early will be tolerated, as it impacts adversely upon the student’s learning experience and is disruptive to fellow students and Clinical Adjunct Faculty. The School of Nursing Clinical Adjunct Faculty has adopted a standard practice to minimize disruption to the classroom learning environment by closing the classroom or lab door(s) at the start of the class session. Students who arrive to a class session after the door is closed must wait to enter the classroom at the first break. Other policies pertaining to punctuality:

Any concerns of punctuality and attendance should be addressed to student and course faculty. This may result in clinical warning.

Students who are late to class or lab without an approved excused absence may be denied the opportunity to take a scheduled examination, at the responsible Clinical Adjunct Faculty member’s discretion. If the tardiness is subsequently determined to be excused, students will be given an opportunity to make up the exam, which may be given in an alternative format (e.g., oral exam, essay exam, etc.) at the discretion of the Clinical Adjunct Faculty member. Students with an excused absence, tardiness, or early departure are expected to complete the required work and obtain handouts, etc., from classmates, and are responsible for learning the missed material.

Students are expected to report to clinical experiences on time. Students should plan appropriately to allow adequate time for commuting, parking, and getting to the designated clinical unit in time to be ready to begin the clinical experience no later than the start of the


appointed time [i.e., 7:00 a.m. means 7:00 a.m., not 7:01 a.m.!]. Students who are late for clinical experiences may be sent home and will be required to complete a clinical make-up day at the discretion of the Clinical Adjunct Faculty. Clinical Adjunct Faculty may need to make changes to the clinical schedule based upon facility issues or identified student learning needs. Clinical Adjunct Faculty will provide as much lead time as possible and students will be expected to report as scheduled.

Students are expected to attend clinical according to preceptor’s schedule. Any change to the schedule must be reported in a notice to clinical adjunct faculty and should be kept to a minimum.

At the end of the Semester Clinical Adjunct Faculty will need to do two evaluations per rotation.

The first evaluation will be Clinical Adjunct Faculty clinical evaluation of student

The second evaluation will be either on the fly (if physical visit was performed) or if not, Clinical

Adjunct Faculty semester summary.

Off-Campus Emergency Procedure In the event of an off-campus medical emergency involving a student, please take the following steps:

Ensure that the student’s medical emergency is attended to at the respective clinical agency

Call MCPHS University Public Safety and provide the student’s name and phone number, if available

Manchester Public Safety: 603-314-1771

Worcester Public Safety: 508-373-5800

Contact Student Affairs and provide the student’s name and phone number, if available Associate Dean of Students (Worcester): 508-373-5640 Associate Dean of Students (Manchester): 603-314-1779

Clinical Policies Clinical Evaluations/Grades Clinical performance will be evaluated on a Pass/Fail basis. The stated clinical objectives for a course shall establish the criteria for evaluation. Evaluation is an ongoing process throughout the clinical experience – reflecting both written and verbal performance, as well as clinical practice. Criteria utilized in the evaluation consist of specific learning objectives that the student must achieve in order to receive a passing grade. Clinical failure will result in overall course failure, regardless of course theory grade. Formal clinical evaluations are hosted on E*Value, and are completed by the student, Clinical Adjunct Faculty, and preceptor(s) at the conclusion of each clinical rotation. Course faculty retain overall responsibility for student supervision and evaluation. Additionally, a minimum of one on-site visit conducted by MCPHS Clinical Adjunct Faculty. Students must assist in the planning of the field visit with the clinical adjunct faculty and preceptor site. Course faculty has ultimate responsibility for student pass/fail.


Clinical Failure Students are expected to know both the legal and ethical parameters of professional nursing practice and to demonstrate accountability and responsibility for professional practice standards throughout their course of study. If a student’s performance in a clinical nursing course or in any class is determined at any time to be unsafe or unprofessional in the judgment of the Clinical Adjunct Faculty, immediate action will be taken by the clinical/course faculty. The student may be immediately dismissed (sent home) from the clinical agency/class and a grade of F will be recorded for the course. The student will fail clinical and the overall course and may not attend any subsequent clinical experience during an appeal process (if appeal is opted by the student). Please note that the student who chooses to appeal the clinical failure must do so within 48 hours of being notified by course faculty. Students should follow the appeal procedure as noted in the MCPHS University handbook.

Graduate Program Clinical Warning When a concern about clinical competency or a breach of professional conduct arises, Clinical Adjunct Faculty may place a student on clinical warning status and initiate a clinical learning contract. Clinical Faculty must communicate with course faculty by midpoint or as soon as issues are identified. Examples of incidents which may lead to a clinical warning and a clinical learning contract include, but are not limited to:

The student does not seek appropriate consultation from the preceptor and/or other healthcare provider;

Does not provide for delivery of safe patient care;

Does not abide by the ANA Scope and Standards of Advanced Practice Nursing in dealing with the patient and other healthcare providers;

Fails to be current with, or complete, clinical hours or submission of clinical experience documentation. This documentation includes clinical logs, clinical notes, and documentation of clinical hours submitted weekly with all required elements and descriptions;

Does not notify the preceptor, Clinical Adjunct Faculty, and FNP Track Coordinator of absence from a clinical site and

Other behavior that adversely affects patient care or does not demonstrate professionalism at all times.

Unsafe clinical practice and/or unprofessional conduct are grounds for failure in any clinical course and may result in removal from a clinical site. The student may be dismissed from the program.

Graduate Program Documentation of Clinical Warning/Remediation The clinical warning and/or clinical contract will be documented in the student’s record. The information will indicate the date, time, place, and circumstances of the relevant incident(s). The information will be signed by the initiating Clinical Adjunct Faculty and the student, and forwarded to the Dean of School of Nursing. A copy of the clinical warning/or clinical contract will be given to the student. The contract will clearly specify the objectives and means to achieve the objectives, evaluation criteria, and a timeframe by which the student must meet the objectives of the contract. The evaluating Clinical Adjunct Faculty member will provide progress reports to the student during the period of the contract. Outcomes of the clinical warning and/or contract can be successful or unsuccessful. Should the outcome be favorable for the student, documentation of the improvement will be placed in the student’s record and the contract may be discontinued. If the warning represents a critical element such as, but not limited to,


attendance/tardiness, medication administration, organizational skills, documentation, etc., the student will remain on warning status during subsequent courses and/or for the duration of their tenure in the nursing program. Patterns of inappropriate behavior and/or weak clinical performance may result in a clinical failure. All information will be retained in the student’s file for subsequent access by Clinical Adjunct Faculty. Should the student fail to meet the prescribed objectives, and timeframes noted in the learning contract, or if the identified behaviors persist, the result will be a clinical failure, and therefore, failure of the course and an inability to progress in the FNP Program.

Clinical Uniform/Dress Code Students are expected to maintain a clean, neat and well-groomed appearance appropriate to the affiliating clinical agency. White coats, distributed by the school, must be worn in the clinical setting, except for a pediatric setting. A nametag, distributed by the school, must be worn when in clinical practice. Replacement pins can be ordered by contacting the Administrative Assistant. The following additional rules apply in all clinical settings:

No perfumes or scented products;

Nails must be short and trimmed (no artificial press-on nails allowed);

No dark colored nail polish, no chipped nail polish;

No visible tattoos or body piercings (one pair of small stud or loop earrings may be worn);

No facial piercings, including the tongue;

No non-traditional hair colors (pink, blue, two-tone, etc.);

Facial hair (beard and moustache) neatly trimmed;

Long hair pulled back and off the collar;

No jewelry except wedding band and wrist watch;

No gum or tobacco chewing;

No children/visitors are allowed in the labs and

No hoodies or sweatshirts are to be worn over scrubs.

Patient Assessment and Clinical Simulation Laboratories Proficiency in performing clinical skills is an integral part of the nursing curriculum. The clinical laboratory environment provides an opportunity to attain the essential skills necessary to care for patients in hospital and other care settings. Various techniques will be utilized to support student learning, including video and audiotapes, computer-based instruction, demonstration, performance practice, and simulation. Some courses may have learning components that will be completed in the Patient Assessment or Clinical Simulation laboratories. Students are expected to handle all lab equipment with care and to return all equipment to the designated area after use. Students are also required to dispose of all papers and other disposable supplies and to place used linen in the dedicated hampers. The labs should always be left neat and orderly.

Guidelines for the Patient Assessment and Clinical Simulation Laboratories:

No eating, drinking, or gum chewing;

White lab coats and name pins must be worn at all times;

Neat, clean, and comfortable clothing is required;

No open-toed shoes or flip flops;

Use of sharps must be under Clinical Adjunct Faculty supervision;

All equipment must be left in the condition in which it was found;


Any broken or malfunctioning equipment should be reported immediately to the Lab Manager and

No children or visitors are allowed in the labs.

Preceptorships

Sections noted with asterisk (*) have been adopted from the University of Tennessee The University of Tennessee- College of NSG. (2014, December). Psychiatric Mental Health Nurse Practitioner Clinical Courses Student Preceptor Guide. Retrieved from https://www.uthsc.edu/nursing/currentstudents/documents/pmh-preceptor-guide.pdf

Overview of Preceptorship The clinical preceptorship is often perceived as the most intense part of the family nurse practitioner program and the most rewarding. The clinical preceptorship is the opportunity for the student to integrate and practice the skills and knowledge they have acquired through their core courses and expand their role to the advance practice level. All students are expected to demonstrate knowledge, critical thinking, and clinical sills in the primary care practice setting. These essential skills are listed in the National Organization of Nurse Practitioner Faculty (NONPF) Core Competencies and Attainment document http://www.nonpf.com/associations/10789/files/NPCoreCompetenciesFinal2012.pdf

Students will spend one (1) day a week in the first semester of the clinical courses (NUR 703 Advanced Health Assessment) and then approximately two (2) days a week for the following three (3) semesters (NUR 809, NUR 810, NUR 811) integrating their knowledge and newly-acquired skills. During each of these clinical preceptorships, the student develops the advanced practice nursing knowledge and skills they will use as primary care providers.

Preparation for Clinical Rotation *The clinical practicum extends the learning environment of the classroom to integrate theoretical concepts with clinical practice. Students should prepare for the clinical practicum by reviewing learning objectives. Students should prepare for clinical by reading course texts and professional journals, and using other audiovisual and electronic learning aids. The preceptor may recommend materials and topics for review prior to the first clinical day. The student should review the common clinical problems relevant to the clinical site population. Follow-up reading of current reference material following the clinical day provides the student with the opportunity to increase the breadth of scientific and clinical knowledge from that gained in the clinical arena. Guidelines for preparation include:

Students are expected to have full knowledge of entrance requirements for clinical, including

credentials, dress, location, timing, etc., before scheduling the first clinical day at the clinical

agency.

Students are responsible for their own health and other requirements, such as current CPR

certification and immunizations, in order to fulfill the clinical requirements on the first day. In

accordance with MCPHS University School of Nursing and agency policies, students without

health clearance should not enter the clinical setting.

https://www.uthsc.edu/nursing/currentstudents/documents/pmh-preceptor-guide.pdf

http://www.nonpf.com/associations/10789/files/NPCoreCompetenciesFinal2012.pdf


Documentation that Criminal Background checks have been completed should be in School of

Nursing files.

On the first clinical day, discuss questions about computer access, the procedure for preceptor

cosigning documents, eating and parking arrangements, and the communication with other

disciplines.

Learn something about the preceptor, when possible, in order to acknowledge the preceptor's

background and broaden the student's educational experience.

Preceptorship Placements Student placements will be negotiated by the student and Clinical Coordinator. The student must obtain a preceptor to work with during the clinical courses of the program. Advanced Practice Nurses, Certified Physician Assistants, and Medical Doctors may serve as preceptors. Though the preceptor may be a practicing physician or other licensed graduate prepared health care provider with comparable practice focus, they cannot consist of a majority of the preceptors. At least 50% of precepted clinical hours must be with a graduate-prepared nationally-certified nurse practitioner. (National Council of State Boards of Nursing: APRN Model Act/Rules and Regulations, Approved August 2008. (www.ncsbn.org). Clinical Adjunct Faculty may assist in securing placements, but the responsibility remains with the student. Specialty placements, especially pediatrics and OB-GYN placements may be difficult to secure and the search should begin two (2) semesters prior to the beginning of the course. The preceptor should be a person who is capable of assisting, guiding, and directing a graduate student to meet their clinical practicum goals and objectives. The preceptor is a master’s prepared experienced professional with a commitment to teaching, and serves as a role model, resource person, consultant, and mentor. The preceptor should have at least one (1) year of clinical experience. Contracts between MCPHS University and the affiliating agencies are required. The student must submit the necessary contact information to the Clinical Coordinator via Online Intent Form. Placements should match the clinical content of each course and behavioral objectives and goals for the experience should be generated for the preceptor. The student must obtain a resume/CV for each preceptor, and if the preceptor is a nurse practitioner, a copy of national certification must also be obtained. When all requirements for the clinical site have been met, students will receive an official Authorization to Start Clinical from a member of the Clinical Placement Team, which allows the student to begin the rotation. Students must not begin their rotation until the authorization has been sent. All clinical hours must be scheduled and completed within the semester calendar. Clinical hours are not permitted during school breaks. Students are responsible to arrange their schedule to meet the preceptor’s availability.

Preceptor Responsibilities Mentor and be a Role Model for Students *Mentoring and role modeling are important in the socialization process of students. Observing the preceptor's interactions with other professionals, staff, and patients will enable the student to assume more readily the new role.

http://www.ncsbn.org/


The Core competencies are reflected in the 7 domains identified by NONPF:

Management of patient health illness status;

The nurse-patient relationship;

The teaching-coaching function;

Professional role;

Managing and negotiating health care delivery systems;

Monitoring and ensuring the quality of health care practices and

Cultural competence.

In facilitating the student's learning experience, the preceptor organizes clinical learning within a time-constrained environment. The preceptor communicates with the office staff about the scheduling of patients, the availability of exam room space, and specific procedures (e.g. Suturing) that would enhance learning with a minimal disruption of the office routine. The one-to-one relationship with the preceptor provides the student with the opportunity to develop competence in diagnostic reasoning/clinical decision-making, advanced practice nursing skills/procedures, as well as self-confidence in implementing the role. Immediate timely and constructive feedback, whenever possible, enhances this learning process.

Teach *Preceptors are responsible for helping students to refine skills related to patient care within the context of a caring relationship (Ferguson, 1996). In all areas of teaching, the preceptor is reminded of the importance of letting the student experiment with newly learned skills and build confidence in his/her abilities. Preceptors can gain confidence in the student's abilities through observation, listening to case presentations, and reviewing their documentation as well as listening to feedback provided by patients and other clinical personnel. Student self-confidence is enhanced by preceptor feedback that reinforces that the student is meeting learning goals and objectives. An excellent Web-based resource is the 2000 preceptor manual developed by Lipsky, Machan, & Plumb that provides practical recommendations for precepting. (http://www.collmed.psu.edu/preceptor/ManpageNew.htm).

Honing Assessment Skills *Assessment includes cognitive and psychomotor components. The student needs to abstract and apply the sciences while using the psychomotor physical assessment skills in learning clinical decision making. The preceptor is an invaluable resource for evaluating the student's progress towards achieving greater expertise in problem-solving and clinical decision making. The preceptor's initial role often involves assessing the student's level of knowledge of the underlying basis for assessment. As the student progresses from novice towards proficiency in assessing patients, identifying a diagnosis, and formulating a management plan, the preceptor evaluates a) the student's psychomotor skills, b) data collected from the history and physical, c)interpretation of data, and d) the proposed management plan. Guiding students in gathering reliable assessment data involves observing the student while eliciting a history and performing a physical exam, followed by validating the assessment. The student presents findings to the preceptor, who evaluates the student's interpretation of the assessment data. Incorrect information is corrected by discussion and re-examining the patient as appropriate. Providing positive feedback reinforces students' skills and confidence in successful clinical learning. Students need time to


practice their skills and test out their abilities to gain confidence. Obtaining a patient's permission is always requested prior to a student beginning the encounter. The patient should be assured that the preceptor will also see them following the student's interview and exam. Students should identify their individual learning needs in the area of assessment and welcome the preceptor's critique and/or validation of their skill levels. A plan for remediation should be anticipated for situations in which the student needs practice and proficiency in either technique or interpretation of patient assessment data. Often refining an incorrect psychomotor skill/technique can be achieved with a clinical demonstration by the preceptor at the time of the patient encounter. Comparison of assessment data with findings from previously encountered patients can often reinforce or clarify the interpretation of the assessment. Interpretation of laboratory data is an assessment skill that requires the student to abstract from the sciences and identify links to the patient's history, presenting complaint, and physical exam. The following are examples of effective teaching strategies for the preceptor:

Demonstrate correct methods to the student with a return demonstration by the student;

Validate or clarify interpretation of assessment data;

Refer the student to resources such as physical assessment texts or video tapes for the

purpose of reviewing and clarifying the physical assessment content in which the student is weak;

Set aside time at the end of each clinical session to review with the student's overall

performance. Offer direction for future learning that will add a progressive dimension to the

teaching/learning experience;

Perform additional self-assessments and critiques through tape recordings of standardized

patient history taking with student colleagues and

Practice in the MCPHS University skills lab with or without Clinical Adjunct Faculty supervision.

As students' progress and gain confidence, they become more comfortable with the preceptor's critique and seek direction to achieve higher levels of proficiency in assessment. Students need to be apprised that, although they are learners, evidence of progressive learning and mastery of content and psychomotor skills is expected. They should anticipate progressing along the continuum from novice to proficient. Student resistance to accepting preceptor correction and failure to demonstrate progressive learning should be reflected in the formative and summative evaluation of the student's performance and communicated to the student's Clinical Adjunct Faculty member in a timely manner.

Integration & Application of the Sciences *All stages of the patient care encounter require that the student be able to integrate and apply knowledge from the nursing, social, arid health related sciences to the assessment and management plan. Development of a nurse patient relationship draws on the strengths of the student's communication, interpersonal skills, and experience as a professional nurse. Application of the nursing and social sciences is important in establishing and promoting the nurse patient relationship. For example, the student understands of cultural differences and their impact on establishing a nurse patient relationship. Using examples of nursing, scientific, and social theories and exemplars of related research is an important aspect of teaching students about evidenced based practice. To effectively elicit and interpret subjective and objective data obtained through the history, physical, and diagnostics, the student draws on applied scientific knowledge and interpersonal skills. Interpretation of


data, formulation of a diagnosis, and developing a plan of care provide opportunities for students to integrate patient encounters and apply scientific knowledge. The corresponding learning objective focuses on the student's ability to analyze the data obtained and provide a rationale for the differential diagnosis and management plan. A strategy to stimulate critical thinking is to have the student present the patient case to the preceptor and provide scientific or theory-based rationale for problem solving. In addition, at the end of the clinical day, the student should research and reflect on patient related topics encountered that day. Time should be taken to record encounters in a clinical log and review them as necessary with Clinical Adjunct Faculty and other students in seminar. This strategy will enable students to gain confidence in and reinforce their knowledge base. Preceptors who have knowledge about the structure and content of the curriculum, as well as the student's level of development within the program, are better able to anticipate learning experiences that draw on the course content and application of course content. It is an expectation that the student be responsible for the application of course-based knowledge. Preceptors may ask students to explain the physiological theory behind disease processes and management when encountering patients with specific clinical problems, e.g. Diabetes Type II, COPD, etc.

Clinical Decision Making *The clinical decision making process reflects the students' ability to use critical thinking skills. Critical thinking is defined as the intellectually disciplined process of conceptualizing, analyzing, synthesizing, evaluating and applying information gathered from, or generated by, observation, experience, reflection, reasoning or communication (U Mass Boston, College of Nursing, 1995). The student should come to know and understand the process of clinical decision making used by the expert preceptor as a method of learning clinical reasoning. As an expert clinical practitioner, the preceptor has mastered a variety of heuristics or rules that contribute to the process of clinical decision making. Teaching the student how to use heuristics is an important process in developing clinical proficiency. Students should be asked to:

Reflect and describe the process of identifying a specific diagnosis or differential, select laboratory tests, prescribe medications or recommend a follow-up schedule;

Use accepted guidelines and standards of care;

Critically analyze the guideline/standard of care and determine how it should be

implemented or adapted to the individual patient scenario;

Reflect on previous client encounters and compare and contrast components of the

assessment that are similar.

The student should be able to respond cogently to the following questions:

How might this case be similar or different?

What epidemiological principles or clinical research is known that might guide cost effective or

evidence-based care? Use clinical scenarios to elicit the integration of the sciences with the

patient data. For example, would or would it not be appropriate to prescribe penicillin to a

patient with exudative tonsillitis and swollen anterior cervical glands?

How does the presence of pharyngeal GABH in the past medical history influence

your decision?


How might the presence of streptococcal pharyngitis in other family members influence your

decision?

Should only penicillin-based antibiotics be used to treat only positive throat cultures?

How accurate or reliable are rapid strep tests? What does a negative rapid strep test mean?

Similar teaching strategies can be applied to patients with other clinical problems and symptoms, e.g. hypertension, urinary tract symptoms, chest pain, and symptoms of confusion in the elderly, to name a few. The process of teaching clinical decision making guides the student in learning heuristics that the preceptor may use in clinical practice. In essence, teaching clinical reasoning teaches students the process of learning to apply knowledge in practice.

Mastery of Documentation *Preceptors can serve as excellent role models for students as they learn to master documentation. Accurate and complete documentation of pertinent information is essential in order to provide quality health care, while fulfilling legal and reimbursement requirements. The clinical practicum provides students with the opportunity to master documentation of real-life patients in their health records. In "learning by doing;" the preceptor mentors the student in refining the patient’s history, exam; decision making; and level of service provided. The preceptor should review the history and physical prior to the student's entry on the patient's health record. Most preceptors request that the student write the note on a separate piece a paper for the review. This strategy is effective in enabling the student to revise the note prior to entering it in the patient health record. When the preceptor has determined that the student's documentation has progressed to a level that requires little or no correction, the student is usually permitted to write directly on the health record. Preceptors must sign all students' notes whether hand-written, dictated, or computerized.

The mastery of documentation includes *Clear written communication. Communication is the use of words and behaviors to construct,

send, and interpret messages. Early in the curriculum Clinical Adjunct Faculty have opportunities to teach students the legal tenets for accurate documentation. Assessing student documentation should be an ongoing process that takes place throughout the student's program of study;

Familiarity with acceptable formats for documenting encounters detailing the comprehensive history and physical, chronic illness, and episodic complaint. Use of only accepted medical abbreviations and anatomical terms, and descriptors. Prior to beginning the first clinical practicum the student should have a sound knowledge of both the normal and variations of normal physical assessment findings and their appropriate descriptors. The recording of only pertinent findings (both negatives and positives) from the history and physical exam should be recorded. Reading the notes of the preceptor and other health care providers. The patient's health record will provide exemplars of both good and poor documentation and is an excellent resource early in the student's clinical experience. As students review the notes that are documented in the chart, they soon learn the elements for inclusion and the procedure for organizing documentation;

Note-taking while in the room with the patient. The notes can then be organized into a rough draft that includes all of the components of the patient's comprehensive, chronic care, or episodic illness history and physical. The preceptor can rapidly review the student's documentation and make recommendations for refinement or organization;


Identification of subjective and objective data. Early in the process of learning to document data in the hist0 and physical, (H&P) students often make errors in documenting subjective and objective data. A typical example will occur when the student documents the characteristics of a surgical scar in the physical exam, then notes the patient's comment regarding the etiology of the scar. In this example, clarification must be made that the etiology (surgery) of the scar is subjective data and should be recorded in the history. Clinical Adjunct Faculty should frequently review samples of students' documentation of histories and physicals. Feedback provides a valuable tool in enabling the student to master the documentation process;

Avoidance of check-off lists for documentation. Students need to learn the process of documentation that reflects accurate use of acceptable descriptors and serves as a legal record of what occurred in the encounter with the patient and

Identification of agency preferences for documentation. Preceptors' preferences for documentation may vary from standard formats and may be dependent upon the practice setting. Documenting preferences should be communicated to the student early in the clinical orientation and time allowed for students to learn and adapt to agency format.

If a student demonstrates a weakness in his/her documentation and does not demonstrate progress, it is important to communicate concerns to a Clinical Adjunct Faculty member during the clinical rotation site visit. Communication of student deficits can be jointly addressed by the preceptor, the student, and the Clinical Adjunct Faculty member in a positive manner. Specific to each agency will be the method and forms that are used for documentation. Agencies will identify the data required for different levels of care and third party reimbursement. The preceptor is an invaluable asset in enabling the student to learn the process of integrating data required for reimbursement in their development of patient care records. The preceptor reviews the student's documentation for accuracy and completeness, and cosigns the note as a validation of agreement with the student documentation. The documentation required for fulfillment of reimbursement criteria for different levels of care should be covered in the NP curriculum. Students who lack this knowledge should be directed to resources in the clinical arena that will provide the substantive content to assist the student in learning this content area.

Honing Interpersonal Skills *Interpersonal skills involve the use of verbal and nonverbal communication in a timely and sensitive manner, with attention to another person's needs, anxiety level, and arid concerns. Situations arise within the clinical area that provides students with opportunities to hone their interpersonal skills:

Student dialogue with patients concerning the reason for the visit, formulating a plan of care, and

teaching patients and family members about necessary care;

When collaborating with colleagues in the clinical setting;

Preceptor observation and feedback;

Self-reflection and documentation of encounters in a log or diary;

Feedback from patients and colleagues;

Inappropriate interpersonal communications should be brought to the attention of the student as

soon as possible after their occurrence.


Mature students will soon recognize the importance of fine tuning their interpersonal skills to become successful practitioners. In appropriate interpersonal communications should be brought to the attention of the student as soon as possible after their occurrence. Basic interpersonal skills that students should demonstrate include:

Eliciting historical data by using open-ended questions and allowing the patient time to answer a

question before proceeding to the next question;

Eliciting a history in an unhurried manner before beginning an exam;

Soliciting the patient's opinions, concerns about their condition, and how they would like to

participate in their plan of care;

Verifying with the patient your understanding of their complaint, treatment plan, or opinion by

rephrasing their description, and seeing validation, clarification, or elaboration, as needed;

Showing empathy: genuine interest, concern or warmth for the patient's situation; condition, or

personal/social problems;

Providing the patient with information that is medically necessary in a sensitive manner with

attention to the impact the information may have on the patient's lifestyle, financial resources, or

self-care ability and

Providing culturally congruent care while being sensitive to the patient's ethnicity, traditions, and

beliefs.

Negative interpersonal skills that merit student reflection and refinement

Failing to introduce oneself or your colleague.

Proceeding in a hurried manner.

Failing to communicate an understanding of the patient's past medical history.

Failing to ask the patient's permission to have another provider come in the room.

Showing disagreement with patients, colleagues or showing lack of understanding or being

critical of another's culture, sexual preferences, social habits, or lifestyle.

Asking closed-ended questions about medical conditions, treatments, and lifestyle

without attention to the patient's understanding or opinion.

Failing to speak clearly or in simple language that the patient or dependent care provider can

understand.

Lack of sensitivity to patient confidentiality and privacy issues.

Failing to demonstrate patience and understanding towards a patient's culture, age, or other life

circumstances.

Failure to wash hands prior to the physical exam.

Discussing confidential information about the patient with others who are not involved in caring

for the patient.

It is important that students be notified of any weakness in interpersonal skills early in the clinical practicum. By alerting students to focus on problematic areas early in the practicum, preceptors give students the opportunity to reduce and refine their interpersonal skills by the time the clinical practicum is completed. Students who do not improve their interpersonal skills, despite preceptor recommendations, should be referred to their Clinical Adjunct Faculty for counseling and suggested learning methods. Clinical Adjunct Faculty may provide the student with resources such as reading


assignments, review of videos that demonstrate the use of interpersonal skills, or role-playing techniques with colleagues to increase awareness of effective techniques in interpersonal communication.

Communication with the Clinical Adjunct Faculty *Means by which the Clinical Adjunct Faculty member can communicate with the preceptor will be clearly articulated. Preceptors will be made aware of the best times to reach the Clinical Adjunct Faculty member and phone numbers and e-mail addresses will be provided for easy access. Time will be scheduled during Clinical Adjunct Faculty site visits so that the preceptor and Clinical Adjunct Faculty can discuss any concerns related to the student's performance or questions about the program or the role of the preceptor. Any preceptor/student conflicts that have the potential for an adverse effect on the clinical experience should be discussed with the preceptor as soon as possible. Clinical Adjunct Faculty will make an effort to maintain open lines of communication with the preceptor throughout the clinical experience.

Collaborate with Clinical Adjunct Faculty on Problem/Conflict Management *Preceptors should collaborate with Clinical Adjunct Faculty when a conflict or problem related to the student is identified for the procedure for the management of a problem/conflict. Any problems related to the Clinical Adjunct Faculty role in the preceptorship experience should also be discussed between the Clinical Adjunct Faculty member and the preceptor. If the Clinical Adjunct Faculty and preceptor are unable to resolve their differences, a clear mechanism for further pursuit of the resolution should be referred to the program director and be made clear in the preceptorship agreement or the appropriate document.

Understand the Scope of Practice while Precepting Students *Preceptors are liable for the care provided to their patients during a preceptorship arrangement. Patients should be informed that the preceptor would remain the primary care provider, be responsible for decisions related to patient care, and will continue to provide follow-up care. Scope of practice and reimbursement guidelines require that preceptors validate findings on physical examination, review laboratory tests, and confirm differential diagnosis (es) and management plans with students prior to the discharge of the patient. Review by the preceptor must be documented in the record indicating that the preceptor has examined the patient, is in agreement with the findings and plan as written by the student, and is responsible for care. It is customary that the preceptor co-signs all records in which the student has provided documentation. Third party payers, government, and insurance companies cannot reimburse for care provided by the student.

Evaluation of Students *Preceptors should meet with the student formally at the beginning of the clinical practicum to review the evaluation guidelines so that the expectations and responsibilities of both the preceptor and the student are congruent. The preceptor should provide both formative and summative evaluation. The summative student clinical evaluation form provided by E*Value should also be reviewed with the student .at this time. Meeting with the student at the beginning of the clinical practicum also enables the student and preceptor to discuss the course and the student's clinical objectives. A student-preceptor-Clinical Adjunct Faculty agreement can be developed in which the student and preceptor discuss learning experiences that will facilitate the student's successfully achieving the clinical and course objectives.


Summative evaluation is the assessment of the student's performance at the end of the clinical practicum. The summative evaluation describes the student's performance, development, and improvement at the conclusion of the clinical practicum. The summative evaluation of performance is based on the criteria indicated on the clinical evaluation tool provided by the NP program Clinical Adjunct Faculty. Although students are often not able to meet the performance competencies immediately, they should be able to demonstrate progression of skills and competencies. The written narrative is an extremely important part of the evaluation. Comments are valuable in assessing the student's knowledge, skill level, and immersion in the course. Clarity of comments and specific examples of situations that illustrate the comments written on the evaluation form are important to learning. Written comments are particularly valuable if the student needs remediation in a specific competency area, if the student is for any reason reviewed by the Progressions Committee, or if Clinical Adjunct Faculty are asked for a recommendation of the student's clinical ability. The evaluation should be reviewed with the student on the last day of the clinical practicum, and returned to the Clinical Adjunct Faculty by the deadline and method indicated. The student's self-evaluation is also important to incorporate during the preceptor/student evaluation discussions. Summative and formative evaluations provide the preceptor with the tools to identify and discuss deficiencies that may warrant clinical failure. It is strongly recommended to inform Clinical Adjunct Faculty of clinical performance deficiencies and/or problems at the time they occur. In this way, Clinical Adjunct Faculty can assist both preceptor and student in optimizing the educational process. Preceptors should document anecdotal notes that can be used to develop the mid-semester and/or end of semester evaluation. Student strengths, as well as weaknesses, should be documented. In the event that a student's behavior is unprofessional, or the student places the patient in danger (e.g. including medical errors), an anecdotal note should document the event and the course Clinical Adjunct Faculty must be contacted. The course Clinical Adjunct Faculty should then meet with the clinical preceptor and student and take further action as appropriate. Clinical Adjunct Faculty from the nursing program will provide preceptors with the appropriate evaluation tools before the start of the semester. The evaluation tools should be reviewed and clarified, and examples should be used to demonstrate different levels of student's abilities as reflected in their written evaluation. The preceptor should seek clarification about the evaluation process with the Clinical Adjunct Faculty member.

Preceptor Benefits Preceptor of the Year Award Each year MCPHS University acknowledges preceptors who make outstanding contributions to the clinical education of students. Preceptors are nominated by students and recognition is given during annual residency in May. *A list of extended preceptor benefits can be found in Appendix 3.


Preceptor Resources *American Nurses' Credentialing Center. (2008). Renewal of certification criteria Retrieved July 21, 2008, from http :1 /www.nmsecredentialing. org/ Certificati on/Certifica tionRenewal/RenewalofCertification. aspx Barker, E. (2006) Mentoring-A complex relationship Journal of the American Academy of Nurse Practitioners, 18, 56-61. Benzie, D. (1998). The difficult teaching situation. Family Medicine, 30, 549-550. Burns, C., Beauchesne, M., Ryan-Krause, P., & Sawin, K. (2006) Mastering the preceptor role: Challenge of clinical teaching. Journal of Pediatric Health Care, 20, 172-183. Centers for Medicare and Medicaid Services (2007). Retrieved March 11, 2008, from cms.hhs.gov: www.cms.blls.gov!MLNProducts/downloads /gdelinesteachgresfctsht.pdf Hayes, E. (1998). Mentoring and self-efficacy for advanced practice: A philosophical approach for nurse practitioner preceptors. Journal of the American Academy of Nurse Practitioners, 10, 53-57. Health and Human Services. (2007). Guidelines for teaching Retrieved March 11, 2008, from www .cms.hhs.gov/MLNProducts/downloads /gdelinesteachgresfctsht.pdf Rich, E. (2005). Does RN experience relate to NP clinical skills? Nurse Practitioner, 30, 53-56. Taylor, S. L. (1998). Focused teaching: Facilitating early clinical experience in an office setting. Family Medicine, 30, 547-548. Yonge, 0. F. (2005). Promoting effective preceptorship experiences. Journal of Wound, Ostemy, and Continence Nursing, 32, 407-412.


Appendix 1: Clinical Adjunct Faculty Semester Checklist Clinical Adjunct Faculty have an important role in the succession of student academic achievements. In order for an adjunct clinical faculty to be successful, the following protocol must be followed:

Prior to the start of the semester Review syllabus for clinical course

Organize your clinical list, assignments, and due dates for assignments ie: make a chart with

student names, assignments and due dates. Throughout the semester, check off as SOAP

notes are received, etc.

Create an email contact list for the students in the course. (This makes it easier when sending

an email to the students in the course).

Become familiar with E*Value to track clinical hours and patients seen by each student.

(https://www.e‐value.net/login.cfm).

E*Value Log‐in ID and password should be received via email from clinical coordinator.

Become familiar with Blackboard (www.mcphs.blackboard.com)

Log‐in ID and password are the same for e‐mail and logging onto the MCPHS University

Intranet. Once the course is available on Blackboard, create a welcome message to post on

Blackboard for the first day of each semester. The message should include your contact

information and office hours.

In the Discussion section of Blackboard, it is best practice to start a new discussion introducing

yourself and asking students to post a short bio about themselves. This allows you to become

acquainted with the students and vice versa.

There will be a post in either the Discussion area or Course Questions. There should be a

thread in Discussion or course questions for general course questions. Please remind students

that anything personal should be sent to your email or they should call you.

Review the modules sections on Blackboard and become familiar with the modules that

students will be posting their assignments, case studies, etc. Also review the Grade Center

section, which is where assignments will be reviewed and grades will be posted.

At the start of the semester Review and respond to the students’ post in the welcoming message on Blackboard.

Send a welcome email inquiring about any questions with clinical or clinical assignments.

Clinical Coordinator will provide a list of students cleared for clinical along with each student’s

preceptor and information.

Send an email to the students asking them to provide the dates and times of their clinical once

they have the information solidified with their preceptor.

Once students start clinical, contact each preceptor. Introduce yourself, ask if there are any

questions or concerns that you may assist him/her with, and provide your telephone number and

email.

https://www.e‐value.net/login.cfm

http://www.mcphs.blackboard.com/


Send an email to students, informing them that their objectives for the semester need to be sent

to you.

Personal clinical objectives and goals for the semester are to be submitted to the student’s

clinical adjunct faculty within 2 weeks of the start of the semester. These goals and objectives

should be reassessed on a monthly basis with the Clinical Adjunct Faculty, due by end of the

second week of the semester to the appropriate Clinical Adjunct Faculty.

Throughout the Semester Answer any questions and address any concerns/issues students may have

Log onto E*Value each week

Review the PxDx (patient information). Be sure students are seeing patients with diffuse medical

concerns, problems, and diagnoses, rather than the same type of patient. Sign off on each patient

seen by the student by clicking “confirm” and saving when finished.

Review clinical hours in Time Tracking to ensure each student is on target for completing the

required clinical hours.

Review, grade, and provide feedback on clinical assignments. Post grades for each clinical

assignment in the Grade Center in Blackboard.

Keep in touch with students. Monitor their clinical experiences, provide guidance, and inquire

about their clinical experience, preceptor, etc. Address any problems and/or issues. If a student is

having difficulty or problems with clinical, keep in close contact with the preceptor.

Review student objectives with each student on a monthly basis.

End of Semester Contact each preceptor for an evaluation of the student during clinical. Address any

concerns/problems/issues.

Review clinical hours in E*Value and ensure each student has completed the required clinical

hours

Review, grade, and post all grades for end of the semester assignments

Review each Preceptor evaluation in E*Value.

Complete a Student evaluation in E*Value for each student.


Appendix 2: Practical Advice for Clinical Faculty & Preceptors Expectations: Use MCPHS University curriculum materials, clinical evaluation tools, and Blackboard site to determine expectations.

Coaching, mentoring, role modeling, and scaffolding support will facilitate instruction in clinical skills, interpersonal communication, and clinical judgment.

Use cognitive apprenticeship model as a way to emphasize relationships between the content knowledge and the thought processes experts employ to perform complex tasks. This gives you an opportunity to share your gifts and expertise with students. You are molding the next generation of nurses.

Cognitive Apprenticeship: 1. Modeling – think aloud/narratives

Pre-conference activity – select one patient to present to group. Describe how you would analyze the information from the chart including the critical thinking analysis and “what ifs” that you might consider in planning to care for this patient.

2. Coaching

Coach students in their thinking processes when having them present in pre- or post- conference

3. Scaffolding support/Fading

Provide more support in the beginning, not just with their first time carrying a skill but also with their thinking/reasoning process. Be encouraging and supportive.

4. Articulation

Have students articulate/report what they plan to do or consider in a given clinical situation. 5. Reflection

Have students reflect-in-action and on-action. Reflection in action can be accomplished by asking the student to perform a new skill or interact with a client while simultaneously evaluating their actions and thinking of how they might improve their performance next time. Reflection-on-action is accomplished by way of reflective journal assignments and in post- conference discussions.

6. Exploration

Students explore what they know and what they can do in successive clinical experiences. Repeating like experiences will help students to expand their perspective, consider individual variations, and give them more opportunities to succeed.

Other tips:

Encourage/coach students to apply fundamental principles from their earlier coursework like nursing process, teaching and learning, spirituality, sexuality, and ethics in the clinical setting.

Help students identify one patient on the unit who is experiencing a problem with a system that has recently been covered in class.

Begin each clinical day with a narrative or brief story illustrating an ethical principle or personal story within the affective domain of learning.

What to do with a problem student:

Reflect on whether the problem is an isolated instance or a pattern of problems.

Critical incidents should be reported to the course coordinator as soon as possible.


If you believe the student is unsafe, unprepared or unprofessional, institute a clinical warning and develop a learning contract. This form is available in Blackboard. Contact the course coordinator for assistance if necessary.

Objectively describe the incident on the clinical warning form identifying which clinical objectives are not being met as a result of the observed problem.

Provide a list of observable behaviors that the student must demonstrate to show that s/he is progressing toward meeting the deficient clinical objectives.

Use the learning contract to provide direction in the hopes that once the deficient behavior/incident has been identified to the student then s/he will actively work to overcome deficiency and improve performance.

Clinical warnings and learning contracts should be viewed as a teaching tool. Lack of notification/documentation of problems does not afford students due process. It’s always better to institute a warning and contract early enough to provide students an opportunity to improve and succeed.

In accordance with HIPAA guidelines, conference should be done in a private conference room or class room. Patient initials should be used on student paperwork.


Appendix 3: Preceptor Benefits

School of Nursing Preceptor Benefits

The mission of the MCPHS University School of Nursing is to provide students with a high quality and innovative education, and to foster scientific inquiry and professional services, and one way we do this is by providing services to the School, University, the profession of nursing, and the community. The School of Nursing is committed to fostering professional collaboration in which resources, knowledge, and experiences are reciprocated. As a way of saying thank you for volunteering your time to help grow and develop the educational, personal, and professional needs of MCPHS University School of Nursing students, we are excited to offer the benefits listed in this sheet.

Course Vouchers 1

The University provides course vouchers at the rate of 1 credit per 100 hours. Course vouchers can be used to audit a class for professional development or to enroll in a degree program on our Boston, Worcester, Manchester, NH, or Online campus. Below is a brief survey of programs and online courses that may be of interest. Degree programs Courses (online) Nursing

Family Nurse Practitioner (MSN, CAGS)

Legal Nurse Consultant (Certificate)

Nurse Educator (MSN, CAGS, Certificate)

Psychiatric-Mental Health Nurse Practitioner (MSN, CAGS)

Interdisciplinary

Clinical Research (MCR)

Healthcare Administration (MHA)

Healthcare Management (Certificate)

Health Policy (Certificate)

Health Sciences (DHS, MHS, BS)

Medication Safety (Certificate)

Patient Safety (MPS)

Personalized Medication (MS, Certificate)

Public Health (MPH)

Regulatory Affairs (Certificate)

Regulatory Affairs and Health Policy (MS)

NUR703: Advanced Health Assessment NUR706: Advanced Pathophysiology NUR707: Advanced Pharmacology NUR505: Policy, Organizational Management, and Leadership in Healthcare NUR510: Curriculum Design, Outcomes, Assessment, and Evaluation DRA809: Health Epidemiology DRA806: Health Economics PBH710: Introduction to Health Policy and Management HCA730: Healthcare Operations Management HCA740: Human Resources for Healthcare Managers HSC810: Managing Crisis, Conflict, and Change in Healthcare MSM810: Patient Safety, Quality, and Informatics PBH755: Community Health Education and Promotion PBH765: Community Health Assessments PBH805: Maternal and Child Health DRA807: Statistics in Clinical Research

(CAGS = Certificate of Advanced Graduate Study)

A full list of programs at MCPHS University can be found https://www.mcphs.edu/academics/programs A full listing of available courses per semester can be found

https://my.mcphs.edu/departments/registrar/web%20advisor%20help%20docs

https://www.mcphs.edu/academics/programs

https://my.mcphs.edu/departments/registrar/web%20advisor%20help%20docs


Eye and Vision Screening The MCPHS University School of Optometry offers complimentary eye and visions screenings at their state-of-the-art Eye and Vision Center at 10 Lincoln Square in Worcester, MA. Close to the Vision Center is 10 Optical, a retail glasses store that has major brands (including Prada, Gucci, Burberry, Giorgio Armani, Silhouette, Hugo Boss, Ralph Lauren, Kate Spade, and Tom Burch), budget frames, sunglasses (including Oakley, Maui Jim, and Ray Ban), sports and specialty eyewear, safety eyewear, and all major contact lens brands. Most vision insurance, including VSP, Eye Med, Spectera, and Mass Health is accepted at 10 Optical. Generous discounts are available for those with no vision insurance, including a sliding fee scale for qualified individuals.

Dental Hygiene Cleaning The MCPHS University Forsyth School of Dental Hygiene offers dental hygiene clinics at its Esther M. Wilkins Forsyth Dental Hygiene Clinic on both, Boston campus (179 Longwood Avenue) and Worcester campus (10 Lincoln Square). The Clinics are committed to providing the highest levels of dental care in a comfortable setting. The dental hygiene professors are leaders in patient care and clinical instruction, and are passionate about oral health and providing sensitive care. To learn about the range of services, including teeth whitening, please call 617.278.2700 (Boston) or 774.243.3410 (Worcester).

Academic Appointment As a preceptor who is engaged in the teaching and learning educational process, you have earned Clinical Adjunct Faculty status, which may be reflected on your CV and/or LinkedIn account.

Contact If you are interested in any of the Preceptor Benefits, or if you have any questions, please reach out to: Anthony Lacina, MPH, MEd Clinical Coordinator, Graduate Nursing Studies [email protected] 1. Please note the following stipulations relating to course vouchers:

One MCPHS University course credit (graduate, undergraduate, online) will be awarded for every 100-hours spent precepting a nursing student.

Earned MCPHS University course vouchers must be used by the individual preceptor as they are NOT transferrable

Earned MCPHS University course vouchers must be used within three years of the date of issue

Earned MCPHS University course vouchers may not be exchanged for currency or for any other University benefit/purchase

Earned MCPHS University course vouchers may only be applied toward tuition and cannot be used to cover other costs such as textbooks, etc.

Earned MCPHS University course vouchers represent a continuing education opportunity. If the preceptor wishes to matriculate into an MCPHS program, the individual must adhere to all published admission processes.



Appendix 4: Clinical Site Evaluation

MCPHS Clinical Site Evaluation

Family Nurse Practitioner

Subject:

Evaluator:

Site:

Period:

Dates of Course:

Course: NUR 703 (Health Assessment)

Form: Faculty Clinical Evaluation of Student

BASED ON NONPF DOMAINS AND CORE COMPETENCIES OF NURSE PRACTIIONER PRACTICE

1. Management of Patient Health/Illness status

2. The Nurse Practitioner-Patient Relationship

3. The Teaching/Coaching Function

4. Professional Role

5. Monitoring and Ensuring the Quality of Health Care Practice

6. Managing and Negotiating Health Care Delivery Systems

7. Culturally-Sensitive Care

MCPHS SCHOOL OF NURSING MASTERS NP CURRICULUM OBJECTIVES (C0)

1. Prepare graduates with knowledge and skills to communicate and collaborate in managing care with emphasis on health promotion and disease prevention.

2. Synthesize knowledge from nursing as well as biological, behavioral, social, administrative, and education for application to the practice role of the FNP.

3. Apply evidence from research findings to answer clinical questions, solve clinical problems and develop innovative nursing interventions and health policies.

4. Interpret and apply evidence-based data to assess cohort risk, implement interventional strategies and


evaluate outcomes as part of interprofessional team.

5. Design, implement and evaluate innovative individual or population-based programs of care to achieve quality patient outcomes

6. Serve as a primary care provider and critical member of an interdisciplinary team managing the health of the selected population

7. Prepare graduates to assume positions of clinical leadership and influence in primary care.

8. Engage in lifelong learning activities that contribute to professional development as well as to the advancement of the nursing profession.

The skills of critical thinking and communication are integral to the development of therapeutic nursing interventions and practice.

The evaluation of the student is to be a summary of those skills as demonstration in a clinical setting.

Management of Patient Health/Illness Status

(Question 1 of 18 - Mandatory )

Strongly Disagree Disagree Agree Strongly

Agree N/A

1 2 3 4 0

Obtains a comprehensive and/or problem-focused health history from the patient/family using appropriate interviewing skills. 1 2 3 4 0

Performs a comprehensive and/or problem-focused physical examination. 1 2 3 4 0

Differentiates between normal, variations of normal, and abnormal findings. 1 2 3 4 0


Demonstrates critical thinking and diagnostic reasoning skills in clinical decision-making. 1 2 3 4 0

Employs appropriate diagnostic, procedural and other interventions with attention to safety, cost, invasiveness, simplicity, acceptability, adherence and efficacy. 1 2 3 4 0

Analyzes and interprets history, physical findings, and diagnostic information to develop appropriate differential diagnoses, concluding with the appropriate final diagnosis. 1 2 3 4 0

Prioritizes health problems including initiation of effective emergent care. 1 2 3 4 0

Demonstrates knowledge of the pathophysiology and genetic basis of illness. 1 2 3 4 0

Formulates and documents a plan of care based on scientific rationale, evidence-based standards of care and practice guidelines. 1 2 3 4 0

Prescribes appropriate pharmacological and non- pharmacological treatment modalities based on relevant individual client characteristics. 1 2 3 4 0

Integrates and counsels the patient on the use of complementary/alternative therapies. 1 2 3 4 0


Develops and implements health promotion/disease prevention plans based on relevant individual patient characteristics. (includes environmental health problems affecting patients) 1 2 3 4 0

Provides anticipatory guidance and counseling for patients and families. 1 2 3 4 0

Communicates the patient's health status with the patient and other health care providers using appropriate terminology, format, and technology. 1 2 3 4 0

Manages acute and chronic conditions over time employing appropriate diagnostic and therapeutic interventions and regimens. 1 2 3 4 0

Evaluates results of interventions, revises plan accordingly, and initiates appropriate and timely referrals/consults when the problem exceeds the NP's scope of practice and/or expertise. 1 2 3 4 0

(Question 2 of 18 )

Management of Patient Health/Illness Status - Comments

The Nurse Practitioner-Patient Relationship




Agree N/A

Demonstrates effective communication skills in patient interactions that support the patient and/or families in: 1 2 3 4 0

Sharing information, including health beliefs and behaviors, 1 2 3 4 0

Discussing family and cultural preferences. 1 2 3 4 0

Conveying feelings. 1 2 3 4 0

Making decisions about health care. 1 2 3 4 0

Engaging in self-care. 1 2 3 4 0



Agree N/A

Demonstrates an ability to establish partnerships with the patient and/or family through: 1 2 3 4 0

Mutually agreed upon plans of care. 1 2 3 4 0

Appropriate documentation regarding the patient's and/or family's understanding of health care plans. 1 2 3 4 0



Agree N/A

1 2 3 4 0


Collects, maintains, and documents the patient's health care information in a confidential and private manner that complies with current rules and regulations. 1 2 3 4 0

(Question 6 of 18 )

The Nurse Practitioner-Patient Relationship - Comments

The Teaching-Coaching Function



Agree N/A

1 2 3 4 0

Assess the patient's/ family's need for learning based on developmental level, understanding of health concerns, motivation for change, and limitations. 1 2 3 4 0

Provides developmentally appropriate teaching, guidance and counseling regarding management of health/illness conditions. 1 2 3 4 0

Coaches the patient/family in an empathetic manner by reminding, supporting, and encouraging healthy behavior changes over time. 1 2 3 4 0

(Question 8 of 18 )

The Teaching-Coaching Function - Comments


Professional Role



Agree N/A

1 2 3 4 0

Applies current, relevant evidence into plans for patient care. 1 2 3 4 0

Uses all available resources from the community in designing patient treatment plans. 1 2 3 4 0

Seeks consultation with the preceptor and with other appropriate health care providers. 1 2 3 4 0

Communicates appropriately with consulting healthcare providers. 1 2 3 4 0

Follows through with treatment plans in a collaborative manner. 1 2 3 4 0

Assumes accountability for ethical behavior in all nurse-patient relationships. 1 2 3 4 0

(Question 10 of 18 )

Professional Role - Comments


Monitoring and Ensuring the Quality of Health Care Practice



Agree N/A

1 2 3 4 0

Engages in self-evaluation concerning practice. 1 2 3 4 0

Uses strategies to reduce common errors. 1 2 3 4 0


Monitoring and Ensuring the Quality of Health Care Practice - Comments

Managing and Negotiating Health Care Delivery Systems



Agree N/A

1 2 3 4 0

Considers access, cost, efficacy, and quality when making health care decisions. 1 2 3 4 0


Managing and Negotiating Health Care


Delivery Systems - Comments

Culturally-Sensitive Care



Agree N/A

1 2 3 4 0

Shows respect for the inherent dignity and worth of every human being. 1 2 3 4 0

Accesses and makes available to patients and families educational material that is culturally sensitive and appropriate. 1 2 3 4 0

Incorporates patient and family cultural preferences, health beliefs, traditional practices and health beliefs into the health care plan. 1 2 3 4 0

Provides opportunity and information to patients and families as they make end of life decisions. 1 2 3 4 0


Culturally-Sensitive Care - Comments



Critical Elements of Advance Practice Nursing: No Yes

Seeks appropriate consultation:

Ethical in performance and clinical interactions:


Faculty Please indicate below:

1. Strengths of student

2. Clinical skills needing additional focus:

3. General Comments about student's performance.

4. Learning plan to address identified weaknesses.


Appendix 5: On-the-Fly Clinical Faculty Evaluation (For Site Visits)

MCPHS On the Fly Clinical Faculty Evaluation

Family Nurse Practitioner *Used for in-person site visits

Subject:

Evaluator:

Site:

Period:

Dates of Course:


Form: On The Fly - Faculty Clinical Site Evaluation


Strongly

Disagree Agree

Strongly

Disagree Agree

The preceptor was clinically knowledgeable. 1 2 3 4

The preceptor was supportive of the student's learning experience. 1 2 3 4

The preceptor was responsive to the student's learning needs. 1 2 3 4

The preceptor helped the student to acclimate to the role of the FNP. 1 2 3 4

The student acclimated to the role of the FNP, appropriately according to their course level. 1 2 3 4

The clinical site was appropriate for this course. 1 2 3 4

I received the support I needed to perform the duties of clinical adjunct faculty. 1 2 3 4


1 2 3 4 5 6 7 8 9 10


Unacceptable Average Outstanding

The student's overall performance this semester was: 1 2 3 4 5 6 7 8 9 10

The preceptor's overall performance this semester was: 1 2 3 4 5 6 7 8 9 10

The overall ranking of the clinical site was: 1 2 3 4 5 6 7 8 9 10


Clinical Site Strongly Disagree Disagree Agree Strongly

Agree

Clinical site accommodates need for space 1 2 3 4

Clinical site accommodates need for volume 1 2 3 4

Clinical site accommodates need for variety of patients 1 2 3 4


Did the student: Strongly Disagree Disagree Agree Strongly

Agree

Establish a good working relationship with staff 1 2 3 4

Establish a good working relationship with preceptor 1 2 3 4

Present clear, concise, and accurate pertinent information to preceptor/faculty observer 1 2 3 4

Act in a professional accountable manner 1 2 3 4

Establish a therapeutic trusting rapport with patient / family 1 2 3 4


Observed patient interaction Strongly Disagree Disagree Agree Strongly

Agree

Health history was pertinent / complete 1 2 3 4

Physical exam was pertinent and appropriately done 1 2 3 4


Assessment / differentials were appropriate for CC/findings: collaboration with preceptor 1 2 3 4

Assessment/differentials were appropriate for CC/findings: independently generated/verified with preceptor 1 2 3 4

Treatment plan: collaboration with preceptor 1 2 3 4

Treatment plan: independently generated / verified with preceptor 1 2 3 4

Anticipatory guidance: Collaboration with preceptor 1 2 3 4

Anticipatory guidance: Independently generated / verified with preceptor 1 2 3 4

Documentation: Collaboration with preceptor 1 2 3 4

Documentation: Independently generated / verified with preceptor 1 2 3 4

(Question 6 of 6 )

Suggestions for course improvement:

Suggestions for MCPHS FNP program improvement:


Appendix 6: Clinical Faculty Semester Summary Evaluation

MCPHS

Family Nurse Practitioner *To be completed if No Site Visit

Subject:

Evaluator:

Site:

Period:

Dates of Course:


Form: Clinical Faculty Semester Summary


Strongly

Disagree Agree

Strongly

Disagree Agree

The preceptor was clinically knowledgeable. 1 2 3 4

The preceptor was supportive of the student's learning experience. 1 2 3 4

The preceptor was responsive to the student's learning needs. 1 2 3 4

The preceptor helped the student to acclimate to the role of the FNP. 1 2 3 4

The student acclimated to the role of the FNP, appropriately according to their course level. 1 2 3 4

The clinical site was appropriate for this course. 1 2 3 4

I received the support I needed to perform the duties of clinical adjunct faculty. 1 2 3 4


1

2 3 4

5

6 7 8 9

10

Unacceptable Average Outstanding


The student's overall performance this semester was: 1 2 3 4 5 6 7 8 9 10

The preceptor's overall performance this semester was: 1 2 3 4 5 6 7 8 9 10

The overall ranking of the clinical site was: 1 2 3 4 5 6 7 8 9 10

(Question 3 of 3 )

Suggestions for course improvement:

Suggestions for MCPHS FNP program improvement:


Appendix 7: NONPF Competencies

NONPF Competencies and Evidence of Attainment of Competencies

This form provides a template in which the student can document attainment of competencies. This document is intended to be fluid and develop with student. Nurse Practitioners should be able to demonstrate the core competencies at graduation. Each set of specialty competencies builds upon this set of core competencies. Competencies 1-75 are organized under the 7 Domains. It is understood this is a transitional format to be modified as NP education evolves. Throughout the competencies, patient is defined as the individual, family, group, and/or community. Column 3 provides evidence of attainment of competency and should reflect course and activities as well as unique student achievements.

Comp

# COMPETENCIES EVIDENCE Of ATTAINMENT OF COMPETENCY

(student learning activities, professional achievements) Domain One: Management of Patient Health/Illness Status

1 Provides health promotion services

2 Provides disease prevention services

3 Provides health protection interventions

4 Provides anticipatory guidance

5 Provides counseling

6 Promotes healthy environments

7 Incorporates community needs, strengths, and resources into practice

8 Applies principles of epidemiology and demography in clinical practice

9 Demonstrates critical thinking and diagnostic reasoning skills in clinical decision making

10 Obtains a health history from the patient

11 Performs a physical examination

12 Differentiates between normal, variations of normal and abnormal findings

13 Employs screening and diagnostic strategies

14 Analyzes data to determine health status

15 Develops differential diagnosis

16 Formulates a diagnosis

17 Prioritizes health needs/problems

18 Formulates an evidence-based action plan

19 Initiates therapeutic interventions

20 Manages the health/illness status over time

21 Prescribes medications within legal authorization

22 Counsels the patient on the use of complementary/alternative therapies

23 Evaluates outcomes of care


24 Communicates effectively using professional terminology, format, and technology

25 Provides for continuity of care

Domain 2: The Nurse Practitioner-Patient Relationship

26 Attends to the patients responses to changes in health status and care

27 Creates a climate of mutual trust

28 Provides comfort and emotional support

29 Applies principles for behavioral change

30 Preserves the patients control over decision making

31 Negotiates a mutually acceptable plan of care

32 Maintains confidentiality and privacy

33 Respects the patients inherent worth and dignity

34 Uses self-reflection to further a therapeutic relationship

35 Maintains professional boundaries

Domain 3: The Teaching-Coaching Function

36 Assesses the patient's educational needs

37 Creates an effective learning environment

38 Designs a personalized plan for learning

39 Provides health education

40 Coaches the patient for behavioral changes

41 Evaluates the outcomes of patient education

Domain 4: Professional Role

42 Demonstrates evidence-based approaches to care

43 Delivers safe care

44 Functions in a variety of roles

45 Communicates personal strengths and professional limits

46 Advocates for the advanced practice role of the nurse

47 Markets the nurse practitioner role

48 Participates as a member of health care teams

49 Collaborates with other health care providers

50 Consults with other health care providers

51 Advocates for the patient

52 Acts ethically

53 Incorporates current technology


54 Evaluates implications of health policy

55 Participates in policy making activities

56 Provides leadership

57 Accepts personal responsibility for professional development

Domain 5: Managing and Negotiating Health Care Delivery Systems

58 Incorporates access, cost, efficacy, and quality when making care decisions.

59 Demonstrates current knowledge of health care system financing as it affects delivery of care

60 Analyzes organizational structure, functions, and resources to affect delivery of care

61 Practices within an authorized scope of practice

62 Applies business strategies

63 Evaluates the impact of the health care delivery system on care.

64 Participates in all aspects of community health programs

65 Advocates for policies that positively affect health care.

66 Negotiates legislative change to influence health care delivery systems.

Domain 6: Monitoring and Ensuring the Quality of Health Care Practice

67 Monitors quality of care

68 Assumes accountability for practice

69 Engages in continuous quality improvement

Domain 7: Culturally-Sensitive Care

70 Prevents personal biases from interfering with the delivery of quality care

71 Provides culturally sensitive care

72 Assists patients of diverse cultures to access quality care

73 Incorporates cultural preferences, values, health beliefs and behaviors into the management plan

74 Assists patients and families to meet their spiritual needs

75 Incorporates patients spiritual beliefs in care

Download - Graduate Clinical Faculty Handbook (2/23/2016)

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