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Table of Contents

1.0 Introduction ....................................................................................................................................................................... 3

1.1 Historical Context ........................................................................................................................................................ 3

1.2 Vision ................................................................................................................................................................................ 3

1.3 Mission ................................................................................................................................................................ ............. 3

1.4 Values ................................................................................................................................................................................ 4

2.0 Description of the Training Program for Health Institute Graduates ........................................................ 4

2.1 Modes of Delivery ........................................................................................................................................................ 6

3.0 Trainee Placement Prerequisites and Policies ..................................................................................................... 8

3.1 Trainee Placement Practice Agreement (PPA) ................................................................................................ 8

3.2 Trainee Health Examination & TB Skin Test Completion – Prerequisite ............................................. 9

3.3 Influenza & Immunization Records ...................................................................................................................... 9

3.4 Trainee Acknowledgement of Understanding - Confidentiality Statement ......................................... 9

3.4.1 Patient Information and Health Records ................................................................................................... 9

3.4.2 Employee and Organizational Information ............................................................................................ 10

3.4.3 Information Format ......................................................................................................................................... 10

3.4.4 Information Access ........................................................................................................................................... 10

3.4.5 Use of Hardware, Software and Other Equipment .............................................................................. 10

3.4.6 Common Examples of Breach of Confidentiality ................................................................................. 11

3.4.7 Cell Phones/Text Messaging ........................................................................................................................ 11

3.4.8 Facebook/Social Networking Sites ............................................................................................................ 12

3.4.9 Documentation .................................................................................................................................................. 12

3.5 Trainee Evaluation Policies .................................................................................................................................. 13

3.5.1 Training Evaluation Process ........................................................................................................................ 13

3.5.2 Evaluating Trainee Achievement of Learning Outcomes ................................................................. 14

3.5.3 Providing Trainee Feedback ........................................................................................................................ 14

3.6 Trainee Compliance with Scope of Practice Policies and Procedures ................................................ 15

3.7 Trainee Dress Code Policy for Placement – Mandatory Requirement ................................................ 15

3.7.1 Professional Appearance and Dress Code Policy ................................................................................. 15

3.7.2 Professional Appearance – Uniform Guidelines for the Practice Setting .................................. 15

3.7.3 Footwear .............................................................................................................................................................. 15

3.7.4 Identification, Jewelry, Personal Hygiene ............................................................................................... 16

3.7.5 Scent-Free Environment Principle ............................................................................................................ 16

3.8 Trainee Incident Reporting & Absenteeism – Mandatory Reporting .................................................. 16

3.8.1 Trainee Workplace Injury or Accident – Mandatory Reporting .................................................... 16

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3.8.2 Workplace Safety – Mandatory Reporting ............................................................................................. 17

3.8.3 Trainee Contact information in Case of Emergency ........................................................................... 17

3.8.4 Absences from the Training Program – Mandatory Reporting ..................................................... 17

3.8.5 Absence for Scheduled Tests and Exams ................................................................................................ 18

3.8.6 Negotiating Extensions and Late Assignment Submission Penalties .......................................... 18 3.9 Professional Conduct Policy Guidelines for Program Trainees ............................................................. 19

3.9.1 Trainee Responsibilities ................................................................................................................................ 19

3.9.2 Procedures ........................................................................................................................................................... 20

3.9.3 Policy Guidelines for Trainee’s Scholarly Work ................................................................................... 21

4.0 Roles and Responsibilities ......................................................................................................................................... 23

4.1 Trainee – Roles, Responsibilities and Expectations ................................................................................... 23

4.1.1 Responsibilities & Accountability of Trainee Technician ................................................................ 24

4.1.2 Trainee Other Responsibilities while in the Practice Placement Setting .................................. 26

4.2 Classroom – Theory-based Learning (Mandatory Requirements) ....................................................... 27

4.2.1 Trainer Roles & Responsibilities ................................................................................................................ 27

4.3 Placement Orientation ............................................................................................................................................ 29

4.3.1 Clinical Instructor / Supervisor Roles & Responsibilities ............................................................... 29

4.3.2 Preceptors/Mentors Roles & Responsibilities...................................................................................... 30

5.0 Training Program for Health Institute Graduates - Code of Conduct Policy ........................................ 33

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1.0 Introduction

The purpose of the Training Program for Health Institute Graduates is to educate trainees within the context of responsible, global citizenship to meet the demands of current health care trends and a more diverse society. With the requirements for increased breadth and depth of knowledge to practice in an expanded practical technician role, the Kingdom of Saudi Arabia (KSA), Ministry of Health (MoH) Training Program for Health Institute Graduates also promotes trainees to become life-long learners, problem solvers and critical thinkers. The concept of humanistic caring and safety in care are central and unique to all trainees and provides an essential core to our program curriculum. It is also a belief of the program that attitudes and values such as caring, fairness, respect for others, truthfulness, maintaining commitments, privacy, confidentiality and integrity are important to the professional roles of the registered technician and therefore should be evident in all professional work and relationships. 1.1 Historical Context The Custodian of the two Holy Mosques, King Abdullah bin Abdulaziz Al Saud has proactively identified the need to build capacity amongst its youth population. It has been recognized that thousands of Saudi youth have attended health institutes across the Kingdom to advance their knowledge in their areas of interest. However, the educational experience has created a theory-practice gap for learners, thus posing difficulties for graduates searching for employment in their field. In response to Royal Decree A/29, dated 20/3/1432H, a commendable step has been taken by the KSA ministry bodies to launch a unique program that provides health institute graduates with a unique opportunity to participate in a Training Program for Health Institute Graduates.

In 2013, revisions were made to the scope of practice competencies for new Registered Technicians to reflect the evolving and expanding role of the Registered Technicians in health care delivery. The scope of practice competencies require knowledge and an increased level of skill and judgment by registered technicians in order to provide safe, effective, competent and ethical care, using complex resources and technologies for an increasingly complex client / patient population in a variety of settings.

1.2 Vision The Ministry of Health, by way of its objectives, policies and projects including this Training Program for Health Institute Graduates strategy, seeks to accomplish a promising future vision; namely, delivering best - quality integrated and comprehensive healthcare services. 1.3 Mission The Ministry of Health is committed to the mission assigned to it since its first coming into being, i.e. the provision of healthcare at all levels, promotion of general health and prevention of diseases, in addition to developing the laws and legislations regulating both the governmental and private health sectors. Aside from that, the Ministry of Health is accountable for performance

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monitoring in health institutions, along with the research activity and academic training in the field of health investment. This includes building a human resource capacity reflective of its core values. 1.4 Values

Patient first Justice Professionalism Quality Honesty and transparency Teamwork Initiative and productivity Societal involvement

2.0 Description of the Training Program for Health Institute Graduates

To assist and promote the transition of new registered technicians within KSA healthcare delivery settings. The program design reflects a model of delivery encompassing 19 registered technician role domains. The specialty area domains are: Pharmacy Technician; Nursing Technician; Radiology Technician; Laboratory Technician; Medical Records Technician; Medical Secretary Technician, Health Information Systems Technician, Health Insurance Technician, Epidemiology, Biomedical Technician; Anesthesia; Operating Room Technician, Nutrition Technician, Physiotherapy, Optics, Respiratory Therapy, Hemodialysis, Emergency Services and Dental Technician. The Training Program for Health Institute Graduates was envisioned for delivery in two important training/learning phases. Phase One, involves the trainee’s participation in a six-month English language training course, with its successful completion a prerequisite to entering the second phase, a competency based practice/domain-specific learning phase of the training program. For the current batch of graduates in 2017, each trainee has to achieve an A2, or intermediate level of English on an independent test run by the British Council (APTIS), covering the four main English language skills of reading, writing , listening and speaking. Phase Two, involves the trainee’s undertaking a six-month ‘on-the-job’ domain-specific training program. This workplace practicum phase provides the trainee’s with an opportunity to develop a deeper understanding of their professional practice role(s). To successfully complete this phase, trainees need to obtain an overall grade of 60%.

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Figure A: Phased Approach Training Program for Health Institute Graduates Model (See below)

Training Program for Health Institute Graduates – Phase One

Training Program for Health Institute Graduates – Phase Two Kingdom of Saudi Arabia, Ministry of Health – Trainee selection process.

7,000 Trainee participate in a 6-month Language Study Course to Learn English for application in a health care setting.

Trainees must successfully complete the language training to progress to Phase Two.

Trainee participate in Phase Two of the Training Program.

This entails completion of a 6 month Hospital/Health Care Agency based course and placement site practice based on Training Program.

The goal of this phase of the competency based learning program, delivered in each of the domain specific areas- is a novice to advanced beginner level trained Registered Technician, who can understand and demonstrate safe and competent scope of practice roles and responsibilities

All Trainees will participate in a course based learning evaluation and b) domain-specific trainee placement evaluation.

This will include pretest/posttest MCQ’s, trainee self-assessment with multi-source feedback, preceptor/mentor assessment of both global and domain specific competencies at various points of the Training Program.

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2.1 Modes of Delivery

A variety of teaching methodologies will be utilized within this program. In addition to didactic presentations and discussions, trainees are also taught through the use of situation-based learning methods, domain focused case studies, use of small group learning formats, and distributive learning modes. Critique and inquiry will be enhanced through use of discussion, with emphasis on the trainee’s self-assessment, reflection and evaluation of their learning and competency-based practice. In addition, the “on the job” training approach will support the trainee’s development of shared global competencies (core values, attitudes and behaviors). The adoption of the shared core competencies for practice by all trainees is an important part of the role and responsibilities of the trainee as they also reflect alignment to the vision, mission and values of KSA, MoH and those important to the quality of care delivery in KSA and practice expectations in health care work place settings.

While the Training Program may be delivered uniquely across the various specialty domains, the development of shared core global competencies will be universal and supported across all specialty domains. Therefore, all trainee participants will also be evaluated for performance/competency based behaviors and attitudes including demonstrating the shared core competencies and domain specific scope of practice competencies for delivery in the local healthcare setting.

The satisfactory demonstration of shared core competencies will be mandatory for all trainees as participants of the Training Program for Health Institute Graduates.

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program director

area coordinator

training center coordinator

training center coordinator

area coordinator

training center coordinator

Organizational chart for practical training part (second phase of training program)

Program director will supervise all area coordinators in different regions of the

kingdom (17 region).

Each area coordinator will supervise training center coordinators in his/her area.

Each training center coordinator will supervise all training activities related to all scientific committees in his/her training center.

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3.0 Trainee Placement Prerequisites and Policies

The following requirements are guided by concern for the optimal functioning of the trainee, the maintenance of optimal health of patients/clients, health regulations for health care workers/trainee/students in health settings, and the policies of health care organizations and placement agencies. Further, all parties are to comply with the Training Program for Health Institute Graduates Code of Conduct Policy.

In accordance with the Training Program for Health Institute Graduates, protocol on current completion of all Training Program placement practice requirements and submission of documentation records as described below are mandatory as placement prerequisites. Therefore, every trainee must provide current and valid documentation of all prerequisites prior to entering their assigned clinical/practice placement on the date of their first clinical/practice experience. Trainees are required to present their placement practice prerequisite documentation requirement records as described below to the Ministry of Health by 19/4/1439 H, 7/1/2017.

3.1 Trainee Placement Practice Agreement (PPA)

Trainees will also be required to sign a Trainee Placement Practice Agreement (PPA) as a mandatory component of the trainee’s learning contract for participation in the Training Program and entry into the health care placement practice setting (See Form 1). The Trainee Placement Practice Agreement will be completed and signed by all trainees on the first day of Training Program Orientation on 19/4/1439 H, 7/1/2017.

All required elements of the PPA must be met before the trainee will be cleared to enter the placement setting for training. When a trainee’s PPA is incomplete (i.e. one or more missing elements), the following steps are to be taken:

1. The trainee will notify the Ministry of Health to communicate in writing that the placement prerequisites are incomplete, provide a rationale and indicate the expected date of completion.

2. The trainee who has not completed all the Training Program prerequisites will be permitted to participate in Training Program Orientation but the trainee will not be permitted to entry the placement practice setting for Domain – Practice Training until all the requirements are met.

3. Trainees who do not have their Placement Prerequisites and Training Program – Trainee PPA completed by the end of Week 2 of the Phase Two Domain Specific training will be withdrawn from the Training Program.

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Rationale The requirement for trainees to assume responsibility and accountability for current completion of the Placement Prerequisites and a Placement Practice Agreement prior to beginning the Training Program is clearly defined in all relevant documents and correspondences with the trainee. Under the Program we are obligated to ensure that the trainees enter their clinical/practice placements with the required documentation, and that all of the required elements as prerequisites have been met. 3.2 Trainee Health Examination & TB Skin Test Completion – Prerequisite

Each trainee, prior to entering the clinical setting will complete a general health/physical examination with their physician to obtain a written note of clearance indicating they are “fit and able” to fully participate in the Training Program and that the trainee does not exhibit health or physical restrictions that would compromise the well-being of the trainee or compromise the health and safety of others they may come in contact with in the clinical setting. The trainee will need to present confirmation of TB skin testing and the confirmed results prior to entering the clinical setting. 3.3 Influenza & Immunization Records

The influenza immunization is not mandatory; however, trainees who do not obtain influenza immunization may encounter challenges with clinical placement. Some placement partners may require trainees to provide evidence of immunizations (currency of immunization record).

In the event of an outbreak of infection, any trainee without the vaccination/immunization record may be discouraged or denied access to the placement site facility. If a trainee fails to provide documentation it will be assumed that the trainee has chosen not to be vaccinated.

3.4 Trainee Acknowledgement of Understanding - Confidentiality Statement

The Training Program for Health Institute Graduates will require you as the trainee to sign an Acknowledgement of Understanding of Confidentiality Statement. Some organizations and agencies in which you are placed for your clinical placement experience may also require that you sign a statement of confidentiality prior to your being able to participate as a trainee in the delivery of care or service within their health care environment (See Form 2).

3.4.1 Patient Information and Health Records

Trainees need to be acutely aware of the Personal Health Information Protection requirements as it deals with trainee use of client/patient/family information. All client/patient/family information is kept private and confidential and should only be shared with the members of the health care

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team who need the provided information to care for or treat the client/patient. This information includes psychosocial, physical, social health and personal information. It is wise that trainees adopt practices that safeguard the personal information of clients/patients, which may include shredding pocket sheets at the end of a shift and ensuring there is no identifying information concerning their clients/patients in any written assignments or on any electronic device. 3.4.2 Employee and Organizational Information

It is important for all to recognize that maintenance of privacy for fellow staff employees and the organization itself – as the privacy and protection employee and organizational information is just as strict as that for clients/patients and health records. This may include, but is not limited to, financial administrative information and employee demographic information, i.e. budgets, phone numbers and work schedules. 3.4.3 Information Format

All information discussed above, whether it be written, verbal or electronic form is to be treated with full confidentiality.

3.4.4 Information Access

There is a professional expectation that trainees will not access, read, discuss or use information as described above unless regular placement responsibilities provide a legitimate reason for trainees to do so. 3.4.5 Use of Hardware, Software and Other Equipment

All equipment, including both hardware and software, is to be used for work‐related purposes only. It is common for patient information such as lab test results and hospital visits to be available on computer systems within the organizations. Depending on organizational policy, you may or may not be given access to these systems. If you are, you will be given a personal password and/or user ID.

This password and user ID will allow the organization to track all of your activity within the system. Therefore, it is important to remember not to share these unique codes with anyone and to ensure you are properly logged on and off the system when you are finished. It is unacceptable for trainees to use the password or user ID of anyone other than yourself or to allow someone to enter the system under your pass code.

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Leaving a workstation without logging off the computer is a breach in client/patient confidentially. Also, ensure that the screen is at an angle that will prevent others from reading personal health information displayed on the system.

The above expectations are basic principles of confidentiality and are all treated with the utmost importance. Any breach in confidentiality will result in disciplinary action, which may include termination of placement. Any breach in privacy and confidentiality can result in removal from placement and release from the Training Program.

3.4.6 Common Examples of Breach of Confidentiality

• Discussing a client/patient in an occupied elevator, in the staff lounge or on the bus between hospitals. Even though the client / patient’s name may not be discussed, the details of the patient situation or characteristics may be easily identifiable to people sitting/standing nearby.

• Sending patient information in recycled inter-hospital mail envelopes with the patient label or name identified on the front of the envelope. If you receive or find an envelope with a patient label or name on it, remove the label, make the information illegible or destroy the envelope.

• Providing a caller with the shift, phone number or address of a fellow employee. Always ask callers to identify themselves. It may be more appropriate to ask the person on the line to leave his/her name and phone number for the employee in question to return the call.

• Writing down any identifiable patient information on your worksheet or in an assignment. Some examples of identifiable information include initials, room number, address, and diagnoses

• Using identifying information (initials, city of residence, employer) in written assignments submitted to the educational facility

• ‘Talking’ about or referring to patients by name or identifiable characteristics on web-based interfaces like Facebook.

• Providing clients with information about other clients – e.g. the patient you had last week, what the patient had, what care you gave them, providing clients sharing the same room with information about the client with whom they share the room.

3.4.7 Cell Phones/Text Messaging

The use of personal cell phones/text messaging electronic devices is not permitted while in clinical practice setting. Trainees should not have cell phone/blackberry with them in the clinical area. Use of these devices while in the clinical practice experience, constitutes unprofessional behavior and will be dealt with as per your educational facility’s policies.

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3.4.8 Facebook/Social Networking Sites

Any posting of patient/client information, clinical situations, pictures or any identifying information on social networking sites such as Facebook is strictly forbidden. These sites are in the public domain. Trainees should keep their own sites and email addresses private so that clients are unable to access personal information. Any breach of this policy will be considered unprofessional behavior and will be dealt with by the educational facilities as per policies. 3.4.9 Documentation

All agencies/organizations have specific policies and procedures concerning documentation. Each trainee will need to review and be familiar with the specific documentation practices of their placement agency/organization. Key principles include: Documenting care is an integral part of giving care and includes evidence that you:

Assessed the client/patient’s current health status, including identification of patient problems or diagnosis

Developed a plan of care based on your current assessment Implemented the plan of care and/or service Evaluated the strategies and patient outcomes

Agency policies and procedures define:

Who documents When to document What to include and exclude How to document Where to document

Records are written by the person who saw the event or performed the action. The closer to the event that the record is made, the greater the credibility. Entries are in chronological order. Only agency approved abbreviations are used. The date, time, signature and designation are included for every entry.

Records are accurate, true, complete, clear, concise, legible and in agency specified ink color. Never use ‘gel’ pens or pencils to chart.

Never erase in a chart and never use products like 'white-out'.

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Documentation is confidential and can be retrieved.

3.5 Trainee Evaluation Policies

3.5.1 Training Evaluation Process

For the most part, the monitoring of progress is a mechanism to enhance and enrich the learning experience. Progress monitoring of individual trainees will be determined under the domain-specific program delivery design. The domain-specific delivery design will also address the frequency of trainer in practice - trainee progress monitoring and delivery of all assessments and outcome evaluation.

The Training Program various assessment tools will allow for the assignment of a final grade. The trainee’s final grade at completion of Phase Two of the program will be determined on the following basis: Every trainee is aware and understands that all Training Program conditions for determining a trainee final grade are based on and subject to the trainee successfully completing all Training Program tests, assignments and activities in accordance with prescribed deadlines and reflective of academic integrity requirements of the program. Given all the conditions for trainee evaluation per program policies as stated are satisfied, a final grade will be determined based on the weighted distribution of evaluation elements as described below. (70%) of the final grade being assigned from the placement practical experience evaluation; (20%) of the final grade being assigned from the classroom/theory based testing evaluation; (10%) of the final grade being assigned for the trainee successfully meeting the program’s

attendance requirements. If the trainee has missed or been absent for more than (10%) of the Training Program

required classroom and placement practice hours, the attendance requirement grade being assigned to that trainee will be reflected automatically as (0% - mark of zero).

Every trainee is required to achieve a final grade of no less than (60%) based on the weighted

average distribution, in order to achieve a grade status of “PASS” in the Training Program.

In addition, Every trainee is required to complete all elements of the Training Program ~ Trainee Evaluation and Program Evaluation requirements and Pre/Post Program Feedback Surveys as requested by the Training Program for Health Institute Graduates and Ministry of Health.

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Additionally, every trainee is aware, understands and acknowledges his understanding that all Trainee and Program Evaluation data including trainee’s learning outcome data is the property of the Training Program and may be used in reports and publications by the Ministry of Health. 3.5.2 Evaluating Trainee Achievement of Learning Outcomes

Trainers are an important element of the teaching and learning process. To assist the trainee in achieving learning outcomes the process of critical questioning is an approach that helps to improve the critical thinking process. A trainee benefits when challenging questions about problem-solving and decision-making skills are posed in a non-judgmental fashion. Trainers in practice will question the trainee with the goal to determine:

a. What the trainee already knows and understands b. The level of clinical preparation that has occurred c. How the trainee processes information, problems solves and thinks d. Does the trainee make the connections between theory and practice e. The level of performance that has occurred

Questions can be posted on three levels:

1. Informational: determines the trainee’s basic level of knowledge and are quick and easy to ask

2. Application: ask the trainee to apply their knowledge to a specific situation 3. Problem Solving: most difficult level for the trainee and asks them to look at the situation

using all learned concepts and decide the best course of action in that situation

Improvement in the trainee’s ability to set priorities for roles and responsibilities of care or in service delivery using learned concepts while problem-solving should occur as trainees approach evaluation time. Providing clear written evaluation about the trainee’s progress will assist in identifying areas that can be concentrated on and developed further for the rest of the clinical placement time.

3.5.3 Providing Trainee Feedback

Feedback should be immediate whenever possible Frequent feedback prevents problems from developing Be provided in a private space Feedback should encourage and support positive actions Should eliminate undesirable actions Should demonstrate to the trainee appreciation for contributions

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Provides support through encouragement to reflect on activities Promotes growth of the trainee

3.6 Trainee Compliance with Scope of Practice Policies and Procedures

Although the trainee may perform all functions assigned to the registered technician role, providing they do so in a safe, competent manner, agencies may restrict or allow certain activities to be completed by registered technicians. The trainee while a new “technician” may not yet be fully qualified to perform restricted tasks or added skills. Each agency has developed specific guidelines outlining the role of the domain specific registered technician. Trainees must adhere to both agency and Training Program - trainee scope of practice expectations.

3.7 Trainee Dress Code Policy for Placement – Mandatory Requirement

3.7.1 Professional Appearance and Dress Code Policy

This Training Program for Health Institute Graduates Professional Appearance and Dress Code Policy has been developed in accordance with Infection Prevention and Control Practice Standards and professional standards. Each trainee is expected to adhere to the Professional Appearance and Dress Code Policy. If a trainee is not appropriately attired or is unkempt, the trainer in practice or the Organization/agency representative may refuse the trainee’s admission to the agency unit or department. Denied access to the agency unit or department may jeopardize your practical placement which may ultimately jeopardize your ability to progress in the Training Program.

3.7.2 Professional Appearance – Uniform Guidelines for the Practice Setting

Trainees must wear their uniform during the practical placement and specified Lab sessions. 3.7.3 Footwear

• Designated footwear is to be used only within clinical agencies. For infection control reasons,

designated footwear used in the clinical setting must not be worn in a public environment at any time

• Clean, low-heeled duty shoes; laced shoes or loafers; leather or vinyl uppers with crepe or rubber soles; and running shoes may be worn if they are used only for clinical

• For safety and professional reasons, mandatory footwear during clinical sessions must be closed - toe and low heels, such as running shoes. Footwear, such as sandals, flip -flops, etc. are not acceptable for safety reasons

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3.7.4 Identification, Jewelry, Personal Hygiene

• Trainee must wear their Training Program photo-ID name badge/tags while in clinical placement or participating in program learning sessions

• A plain gold wedding band, watch with a second hand may be worn • Hair longer than shoulder length must be tied back • Fingernails are to be short and clean • Good grooming and personal hygiene must be maintained; this includes regular bathing, use of

antiperspirants and good oral hygiene • Avoid using aftershave and other scented products as many people have allergies and sensitivities

to these products 3.7.5 Scent-Free Environment Principle

Many environments are scent-free (agencies, hospitals, community agencies). Trainees should investigate the policies of the placement agency/organization. It is always safest to others who may have fragrance sensitivities to enter the placement setting scent-free.

As we care for and work with many individuals who experience significant effects from chemicals in the air. Chemically sensitive/fragrance sensitive individuals may react to different products with varying degrees of severity. Trainees and faculty are to avoid using scented products (such as perfume, cologne, strongly scented deodorant or powders).

3.8 Trainee Incident Reporting & Absenteeism – Mandatory Reporting

All incidents/events/unusual occurrences involving patients/clients/residents/visitors must be reported to a member of the health care placement organizational department staff immediately. Some examples of incidents/events may include falls, injury, medication incidents and errors, and loss of personal belongings. The employee staff member may advise the trainee on how to proceed with next steps in the reporting process requirements. Trainees are also directed to identify, read and comply with the related organizational policies and notify their trainer in practice immediately. The trainer in practice is to report the incident and identify the level or urgency, according to incident. 3.8.1 Trainee Workplace Injury or Accident – Mandatory Reporting

In the event of a serious trainee accident or injury, requiring more than basic first aid, the trainee should seek immediate medical attention and when their condition is stable, the trainee’s representative must contact the Ministry of Health, via the trainer in practice, to report the incident and submit the appropriate paperwork within 24 hours of the incident. Trainees must

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retrieve, complete and sign off all the required incident reporting forms as directed and outlined by the Training Program (see section 4.0 for further details).

3.8.2 Workplace Safety – Mandatory Reporting

If you are injured while “at work” in the clinical placement setting (which could include, but is not limited to, contact with blood or bodily fluids, needle stick injuries, musculoskeletal injuries, you experience contact with workplace hazardous substances/materials), OR should you become sick from symptoms of an infectious/hospital acquired illness while presenting and practicing in the placement setting you must report the injury or illness immediately:

1. Get first aid or medical care as needed. 2. Report the injury/illness episode to your immediate supervisor as soon as possible. If the

accident or injury was the result of a hazardous environmental situation – report it immediately to allow action steps to ensure the safety of others.

3. If arrangements need to be made in the event of an emergency, to contact a family representative, the name and contact telephone number will need to be provided by the trainee.

4. If the event was the result of a “workplace related injury” your supervisor will need to complete an Incident Report Form immediately.

5. If you are unable to report back to the placement setting for your next scheduled shift, you must contact your trainer in practice to advise him/her of your absence from the clinical placement setting.

6. If any anticipated or unexpected absence(s) from the clinical placement setting are going to occur, the trainee must notify the placement organization (work department or unit) and preceptor no later than 2 hours prior to the beginning of the work shift. The trainer in practice must also be contacted and advised.

3.8.3 Trainee Contact information in Case of Emergency

If arrangements need to be made in the event of an emergency, to contact a family representative, the name and contact telephone number will need to be provided by the trainee.

3.8.4 Absences from the Training Program – Mandatory Reporting

Attendance is compulsory for all trainees who are participating in the Training Program placement. Thus, each trainee is strongly discouraged from being absent (i.e. personal vacation) during the respective training program’s scheduled delivery period. Absence(s) from classroom sessions and/or clinical placement hours constituting a total program time of hours missed which exceeds (10%) of the total program commitment of hours may jeopardize the trainee’s completion of the Training Program. Once a trainee is absent for 5 days, a notification will be sent to the General Directorate of Training and Scholarship. A further notification will be sent upon trainee’s absence

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for 8 days. Once a trainee is absent for 11 days (the maximum number of days), the General Directorate of Training and Scholarship will be notified and will take action accordingly.

3.8.5 Absence for Scheduled Tests and Exams

Attendance is compulsory for all scheduled tests and examinations. Written documentation IS REQUIRED to support claims of extenuating circumstances, i.e., illness (Medical Certificate must be provided) or death of a family member. A trainee missing any type of evaluative method must contact their trainer prior to the test/exam/assignment or evaluation session due date and time and clarify the reason for absence. Failure to notify the trainer in advance will result in a grade of zero or “FAILED” for that evaluative method. Alternate make-up activities could be negotiated and contracted with the trainer. If the reasons for missed test/exam/assignment/evaluation are in keeping with expectations of the Training Program policy AND all appropriate documentation is provided as stated above, an instructor may choose to offer a trainee an alternative due date and time for the test/exam/assignment or evaluation if the trainee meets the criteria warranting an alternative time & date to complete the evaluative method. It is the trainee’s responsibility to follow up with the trainer regarding missed, late or absent assignments, tests or exams.

The trainer in consultation with the Ministry of Health have the right and obligation to make the final decision about course evaluation activities, noting that certain policies may need to be upheld in support of fairness to all trainees in the program. Please be advised: Records of absence from tests/examinations may be kept in trainee files 3.8.6 Negotiating Extensions and Late Assignment Submission Penalties

It is the trainee’s responsibility to submit all assignments directly to his trainer on or before the specific due date and time by the method that has been identified by the instructor.

If a trainee cannot submit an assignment on the date for any reason, he must notify the appropriate teacher at least 24 hours in advance or as soon as possible and may request to negotiate an extension giving reasons for the assignment delay.

In deciding whether to grant an extension, the trainer may request the reason for the extension and ask the trainee to show drafts of the work already done. If the extension is for health reasons, the trainee may be asked to provide a completed copy of the Medical Certificate (no alternative documents will be accepted). When an extension is granted, the teacher will provide

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the trainee with a revised due date and time for the assignment in writing. Trainees who receive an extension will receive a “FAIL” grade if the assignment is not submitted by/the revised date and time. 3.9 Professional Conduct Policy Guidelines for Program Trainees

Preamble ** All trainees shall follow and adhere to the professional conduct policy. These professional conduct guidelines address issues of responsibility and accountability for all trainees in the Program and are intended to identify expected behaviors, outline procedures to respond to inappropriate behavior, and indicate the possible consequences of such behavior. Guidelines are important for the public, in that they ensure that the trainee has criteria to follow with respect to professional conduct. Guidelines are also important for the trainee, in that they provide direction regarding acceptable and expected professional behavior. 3.9.1 Trainee Responsibilities

Over the course of the Training Program, trainees are expected to develop and demonstrate the attributes of a professional and ethical registered technician. The following are expectations with respect to the trainee’s professional conduct within the Program and hospital/health care agency placement practice settings:

Uses effective time management skills to organize workload (prioritizes, sets timeframes, and evaluate own work patterns)

Accepts accountability for own actions and decisions Seeks assistance appropriately Provides constructive feedback to peers and colleagues Demonstrates honesty, integrity, and respect (for self and others) Promotes team problem-solving and decision making in collaboration with colleagues and

teachers Uses conflict resolution skills directly and in a timely manner to facilitate interpersonal

relationships Identifies the effect of personal values and assumptions on interactions with others in the

workplace and health care setting Maintains a distinction between social interaction and professional communication Recognizes and reports situations involving patients, peers/colleagues, placement

organization staff and/or teachers which are potentially unsafe Assumes responsibility for knowing all trainee-related program policies and the placement

practice site policies relevant to the trainee’s practice Maintains patient/client confidentiality

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Demonstrates respect and sensitivity to diversity Respects others by turning off cell phones and maintaining a scent free environment; and

“Trainees do not engage in any form of lying, punishment or torture or any form of unusual treatment or action that is inhumane or degrading. They refuse to be complicit in such behaviors. They intervene, and they report such behaviors”. Source: Modified from the Canadian Nurses Association, Code of Ethics for Registered Nurses, 2008 p.17. 3.9.2 Procedures

Failure to demonstrate consistent achievement in the development of the above behaviors will jeopardize the successful completion of the trainee in the program. Allegations of unprofessional behavior and/or professional misconduct may be made by any faculty/teaching member, placement practice agency representative, or peer. Once inappropriate behavior/conduct has been brought to the attention of the Training Program leadership, the trainee will be notified in writing by the Ministry of Health or designate and involved parties will be invited to meet to discuss the matter. If the allegation is substantiated, the issue, trainee response, and recommendations/penalties/disciplinary action will be documented, and a copy given to the trainee and a copy placed in the trainee’s file. If the inappropriate behavior contributes to interfering with the safety of others, and/or crosses the boundaries of legal* or breaches professional practice misconduct:

The trainer in practice will complete an incident report and indicate the level or urgency The trainee will be immediately suspended, as necessary from the practice area and/or the

program A meeting of the trainee and involved persons will be convened to determine further

penalties/disciplinary action In matters of legal/professional misconduct, legal authorities may be informed

For unprofessional behavior occurred other than the above:

A discussion will take place between only the person identifying the behavior and the trainee.

If this discussion fails to resolve the behavior: The Ministry of Health program representative or designate will be notified in writing of the behaviors and discussion to date. A meeting will be convened with the trainee, and other appropriate parties to determine recommendations, penalties and disciplinary actions. These actions may range from remedial counselling to failure of the program or expulsion from the program. Documentation of this meeting shall be placed in the trainee’s file and remain as a

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permanent record in the file. If a prior record exists of professional misconduct/unprofessional conduct, a more severe penalty may be imposed. 3.9.3 Policy Guidelines for Trainee’s Scholarly Work

3.9.3.1 Writing Style and Format

Trainees are expected to have the appropriate level of knowledge and skill regarding computer access and keyboarding to complete scholarly requirements. 3.9.3.2 Academic Integrity

Academic integrity is defined as “honesty in the acknowledgement of ideas, words, data, written work, and solutions”.

Trainees are responsible for promoting academic integrity within their training program and the development of their scholarly work. 3.9.3.3 Preparation for Classroom Sessions

With regard to coming prepared for class, the principles of academic integrity suggest that trainees have a responsibility to themselves, and to the other trainees to do the things necessary to put themselves in a position to make fruitful contributions to class discussion. This requires the trainee to:

• Read the text before coming to class • Clarify anything that one is unsure of (including looking up words that are not understood) • Formulate questions to ask in class • Think about the issues raised in the directed reading

3.9.3.4 In the Classroom Learning Sessions

With regard to class sessions, the principles of academic integrity require trainees to take both faculty and fellow trainees seriously and to treat both with respect.

This requires that the trainee:

• Attend all class sessions • Come to class on time and not leave early

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• Make good use of class time by being engaged in what’s going on • Ask questions about anything not understood • Participate in the class discussions so as to contribute thinking to the shared effort to develop

understanding and insight (remember that even something that’s clearly wrong can contribute to the discussion by stimulating an idea in another trainee that she/he might not otherwise have had)

• Monitor own participation so as to allow for and encourage the participation of others • Respect the other trainees by not making fun of them or their ideas, and by not holding side

conversations that distract them (and faculty) from the class discussion 3.9.3.5 With Regard to Tests and Exams

With regard to exams, the principles of academic integrity require trainees to:

• Come to class having done their best to prepare for the test exam, including seeking faculty’s help if needed

• Make full use of the time available to write the best answers possible • Accept limitations and not try to get around them by using cheat sheets, copying, or seeking

help from another trainee • Not giving help to other trainees, or making it easy for them to copy

3.9.3.6 With Regard to Written Assignments

With regard to written assignments, the principles of academic integrity require trainees to: • Start writing early enough to ensure that they have the time needed to do the best work • Hand in a paper which the trainee has done specifically for this course and not borrowed from

someone else or recycled from an earlier course • Not be satisfied with a paper that is less than their best work • Seek only appropriate help from others (such as proof-reading, or discussing ideas with

someone else to gain clarity in thinking) • Give full and proper credit to sources

3.9.3.7 With Regard to Your Final Grade

With regard to final grades, the principles of academic integrity require that, if trainees feel faculty made a mistake in computing that grade, trainees have a responsibility to come to faculty as soon as possible prepared to provide rational, why they feel a mistake has been made.

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4.0 Roles and Responsibilities

In teaching/learning situations, accountability is shared among the trainee, trainers, and faculty. This means that all parties have certain responsibilities in relation to ensuring the trainee’s practice reflects the goal of maintaining the highest level of care and service safety and quality care to patient/clients. Similarly, Registered Health Professionals who are working with trainees are not accountable for the trainee’s actions if they have fulfilled their roles and responsibilities as outlined and if they had no way of knowing that the error was going to occur. The expectations of the trainee and trainers are outlined below. The program faculty member is accountable for clearly communicating the objectives of the Training Program, as well as the scope and limitations of the trainee’s responsibilities. It is important to discuss any policies in place, at the hospital/health care agency, which affect the scope of the trainee’s practice during the placement. The preceptor/mentor also needs to be aware of any such limitations in order to make safe decisions about teaching additional competencies (those not covered in the program scope of practice). The registered staff who then, in collaboration with the trainee, decides that it is appropriate for the trainee to learn a specific additional competency, is accountable for his/her own actions and decisions. This includes the method and content of any teaching they provide, assessment of the trainee’s competence, ensuring the trainee is aware of any parameters around performing the procedure, and monitoring the trainee’s performance.

While the registered staff does have a responsibility to support trainee learning; patient/client safety must always be the main consideration when planning learning experiences for trainees. The learning process must also ensure the trainee has the necessary knowledge, skill and judgment to provide safe and competent care or service. It is important to consider whether the trainee is likely to have sufficient opportunity to perform a professional practice competency, to develop and maintain competency, when deciding whether or not to teach a particular competency. Clear communication, consultation and collaboration between trainers, the agency, and the trainee are the hallmarks of creating a successful experience for all parties.

4.1 Trainee – Roles, Responsibilities and Expectations

These guidelines provide an overview of expectations for trainees and trainers in relation to the trainees’ practice.

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4.1.1 Responsibilities & Accountability of Trainee Technician

The trainee’s roles and responsibilities shall include the following: Complete all preparatory Training Program – Trainee Placement Prerequisites Review and complete with signature the required documentation, as required for continued

entry into the Training Program for Health Institute Graduates Complete all preparatory classroom and placement based learning activities in a self –directed

learning style to enhance successful learning outcomes and safe practice delivery supported by the trainees developing knowledge, skill and judgment/reasoning as grounded in theoretical learning

At all times be professionally responsible Orientate self to the organizational, departmental and practice environment Orientate self to emergency protocols including fire, safety, and CPR Orientate self to roles and responsibilities of the various health care staff/team members Orientate self to available human and physical resources Orientate self to care and service delivery and documentation protocols

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Orientate self to relevant knowledge and skills related to the specific patient/client population(s) receiving care and service

Negotiate with the trainer in practice regarding the placement practice hours Learn or review the knowledge, competencies, theory and judgment necessary for safe

registered technician practice in your domain specific field Practice the knowledge and skill prior to assuming responsibility for care or practices

impacting patient/client care Apply knowledge/theory to practice Build on one's own experience, personal knowledge and wisdom Contribute to and support the learning of others Develop critical appraisal, problem solving and critical thinking skills using the reflective

process Invite and capitalize on learning opportunities in the settings Develop personal learning plans related to the Program and Domain Outcomes Develop professional relationships with the trainer Generate questions in the search of new knowledge in your practice domain area Be prepared to discuss the basis of practice with their preceptor/clinical instructor including

the trainee’s learning plan Know (and operate at all times) under the policies and procedures of the agency and the

Training Program for Health Institute Graduates Constantly check the Program website for any announcements Partner with peers to co-construct expertise Work collaboratively and interdependently with others Be prepared to submit required evidence of your trainee practice & learning. Document and report in accordance with professional and agency standards Maintain confidentiality (e.g. discussing clients/patients only in appropriate places and with

appropriate people) Complete all required Training Program ~ Trainee Evaluation and Program Evaluation

requirements & Pre/Post Program Surveys as requested by the Training Program and Ministry of Health as a condition of understanding for entry into the Training Program for Health Institute Graduates

Knows/Acknowledges his understanding that all trainee and program evaluation data, including trainee learning outcomes data belongs to the Training Program and will be used in reports and publications by the Ministry of Health

Understand/know the Training Program conditions of trainee grading are based on the trainee successfully completing all Training Program tests, assignments and activities in accordance with prescribed deadlines after which a final grade will be determined based on the weighted distribution

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Understand/know the final grade weighted distribution will reflect (70%) of the final grade being assigned from the placement practical experience evaluation; (20%) of the final grade being assigned from the classroom/theory based testing evaluation; and (10%) of the final grade being assigned for attendance requirements. If the trainee has missed/been absent for more than (10%) of the Training Program required classroom and placement practice hours ~ the attendance requirement grade being assigned will be reflected automatically as (0% - zero), and the trainee may be terminated from the program

Understand/know that the Training Program requires all trainees to achieve a trainee final grade (60%) from the weighted average distribution in order to achieve a grade status of PASS in the Training Program for Health Institute Graduates

4.1.2 Trainee Other Responsibilities while in the Practice Placement Setting

The Training Program for Health Institute Graduates – trainees are accountable for their actions and decisions about patient/client care. Additionally they are accountable to the Ministry of Health as they participate in the Training Program for Health Institute Graduates experience.

The Trainee is responsible for:

Providing the relevant trainer in practice with all contact information Arriving on the unit or department and reports to the preceptor for each assigned shift of

the practical experience Participating and completing the mandatory 2-day Program Orientation and completes

the agency, unit or department orientation including gaining knowledge of policies, procedures, and roles of other team members

Working under the guidance and supervision of the preceptor/mentor and other qualified personnel as necessary

Informing the preceptor/mentor of past experience in relation to learning goals, scope of practice limitations and reliably conveying the amount of guidance and supervision required

Seeking feedback on personal performance and adjusts learning goals and creating remedial plans as necessary

Participating as a collaborative team member, documents care, demonstrating knowledge of all unit/facility policies and measures for fire and other emergencies

Notifying clinical unit or department and preceptor/mentor of all absences in advance of a planned clinical shift

Reporting and documenting all critical incidents to the trainer in practice immediately (medication errors, procedure or treatment errors, a patient or personal fall or injury, needle stick injuries etc.)

Filling the weekly self-evaluation on a weekly basis

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Completing the required evaluation process at the required time. This includes the completion of all forms and obtaining a signature on the evaluation documentation, then submitting to the Training Program as required

4.2 Classroom – Theory-based Learning (Mandatory Requirements)

4.2.1 Trainer Roles & Responsibilities

The trainer overseeing the trainee is responsible for the delivery of classroom sessions supporting the Training Program for Health Institute Graduates. The content presented and discussed in the classroom sessions is then integrated by the trainee into practice within the practical placement experience environment. Trainer role shall include the following: Provide sufficient information during general orientation to facilitate trainee preparation for

the practice setting Guide and support a constructive teaching/learning process in the classroom setting Set meetings with the trainee to discuss the trainee’s progress or learning challenges as

needed Meetings are arranged based on trainer/trainee schedule, trainee performance and the

degree to which consultation is required Assist in interpretation of the program objectives in the classroom and clinical placement

agency as able Assist trainees to develop strategies to enter the practice setting in a professional manner Discuss the teaching/learning roles within the Training Program for Health Institute Graduates

and engagement with other practice setting staff who may be engaged in work activities with the trainee

Advocate for trainees to promote their freedom of expression and dialogue Encourage trainees to build on their own experience, personal knowledge and wisdom Dialogue with trainees to assist them in building on their strengths and address their practice

limitations Generate questions in search of knowledge excellence in the domain expertise area(s) of

interest and common teaching/learning topic areas Monitor and mediate interactions and concerns between other staff and trainees if warranted Promote professional growth of trainees and colleagueship development interest Provide ongoing clarification of performance expectations and competencies of trainees with

preceptors, and other professional colleagues who may interact with trainees Support trainees in understanding the provision of safe care in the placement setting

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Discuss trainee progress related to understanding or cognitive domain behaviors and classroom content materials

Assign a classroom session final grade based on the trainee’s performance on class room tests, exams and assigned classroom work for evaluation in the Training Program

Coordinate with the responsible administrative domain-specific representative for batch of trainees regarding the following:

o Register Trainee in the First Week – submit all relevant materials for trainee

registration to administrative domain-specific representative

o Report Attendance - Per Month – report attendance to administrative domain-specific

representative on a monthly basis, as long as the trainee is in the theory component

of the program

o Tests – retrieve tests from administrative domain-specific representative and make

necessary copies one business day in advance of test date

o Report Test Result per trainee – all test results to be submitted to administrative

domain-specific representative within two business days of trainee completing the

test

o Submit incident report – upon the occurrence of an incident, report to administrative domain-specific representative who will then complete the form and report it to the Ministry of Health General Directorate of Training and Scholarship. In doing so, the course lecturer is to indicate the level or urgency of the incident

Extremely urgent – for incidents that are detrimental to the patient and/or the trainee

Urgent – for incidents that cause potential harm to the patient and/or the trainee

Moderate - for incidents that are important and require the immediate

attention of the General Directorate of Training and Scholarship, but are not

detrimental to the patient and/or trainee

Not urgent – for incidents that are to be brought to the attention of the General Directorate of Training and Scholarship, but do not require immediate attention

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4.3 Placement Orientation

Orientation to a hospital/health care agency will normally have precedence over class sessions. Should there be a timetable conflict, your trainers should be notified of your practice setting orientation priority. *Note: Trainees who do not attend orientation to the practice setting will not be allowed to begin their practice experience. 4.3.1 Clinical Instructor / Supervisor Roles & Responsibilities

Overall responsibility for the management and administration of trainees within the clinical environment. Key roles include organizing the rota to ensure that the learning outcomes are achieved and that adequate supervision is provided by the preceptors/mentors

Makes regular contact with the trainee and preceptor/mentor Provides support and advice to trainees and preceptors/mentors and trainees Speaks to the preceptor/mentor and the trainee and reviews progress, trainee forms and

workbooks Signs off on trainee weekly self-evaluation and/or logbook and provides support to trainee

where there are areas for improvement Formative signing off of relevant placement competencies once competency has been

achieved Coordinate with the responsible administrative domain-specific representative for batch of

trainees regarding the following: o Report Attendance - Per Month – report attendance to administrative domain-

specific representative on a monthly basis, as long as the trainee is in the practical

component of the program

o Competency forms – retrieve competency forms from administrative domain-specific

representative and complete the forms per trainee at the relevant time

o Report Competency Result per trainee – all test results to be submitted to

administrative domain-specific representative within two business days of trainee

completing the evaluation

o Submit incident report – upon the occurrence of an incident, report to administrative

domain-specific representative who will then complete the form and report it to the

Ministry of Health General Directorate of Training and Scholarship. In doing so, the

trainer is to indicate the level or urgency of the incident

Extremely urgent – for incidents that are detrimental to the patient and/or the trainee

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Urgent – for incidents that are potentially detrimental to the patient and/or the trainee, but have not actually occurred

Moderate - for incidents that are important and require the immediate

attention of the General Directorate of Training and Scholarship, but are not

detrimental to the patient and/or trainee

Not urgent – for incidents that are to be brought to the attention of the General Directorate of Training and Scholarship, but do not require immediate attention

4.3.2 Preceptors/Mentors Roles & Responsibilities

All registered health care professional and experienced registered technician staff can be influential in the learning process for trainees. The Training Program preceptors assigned to a trainee will guide, facilitate, and evaluate the trainee’s learning at the practical placement site. This one-on-one-experience assists the trainee to slowly gain responsibility for daily roles and responsibilities and if warranted an acceptable work activity/patient assignment. Preceptorship is an opportunity to increase professional leadership skills and provide both a challenging and rewarding opportunity to share in building knowledge and experiential learning. *Note: the term Preceptor and Mentor may be used interchangeably here Characteristics of a Preceptor/Mentor

Is able to orientate the trainee to the assigned hospital/health care agency, unit or

department

Is a competent role model for professional practice Is an effective communicator with clients, patients and co -workers Demonstrates leadership in teaching trainee students and new staff Demonstrates enthusiasm for the learning process while ensuring safe delivery of

client/patient care The word preceptor mentor in the practice setting means “teacher”

The Preceptor/Mentor Roles and Responsibilities include the following:

Orientate the trainee to the department or unit, procedures, reference manuals, and members of the health care team

Negotiate mutual role expectations Assist the trainee to tailor the learning plan so that it is relevant and feasible within the domain

specific area, program outcome needs and context of the setting Collaborate with the trainee’s clinical instructor/supervisor about progress throughout the

semester Assist the trainee to access resources and relevant experiences

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Support the trainee to help increase their level of competence and confidence Share verbal and written feedback with both the trainee and clinical instructor/supervisor Contribute (in writing where possible) information for the trainee’s final appraisal Immediately report concerns about unsafe practice to both the trainee and clinical

instructor/supervisor Review trainee learning goals and selecting appropriate learning experiences from personal

assignments to meet the trainee’s learning objectives Base the trainee assignment on registered technician entry to practice competencies and

scope of practice as identified by the Ministry of Health Take note of any trainee absences and informing immediate superiors (and clinical

instructor/supervisor) and Program leads as required Provide supervision and learning facilitation to the trainee in the practical area Collaborate with the trainee to ensure learning needs are identified, and that supervision is

appropriate to trainee’s knowledge and skill for each situation Regularly consult with other staff members based on individual needs and the needs of the

trainee to obtain feedback on the trainee’s performance Provide daily feedback to the trainee through regularly established meeting times to identify

new learning needs, and to plan the next day’s activities Complete written feedback to the trainee for areas of improvement based on the trainee’s

weekly self-evaluation and competency evaluations when due Promote and explain the experience to other members of the healthcare team

The role does not involve marking the written assignments that the trainee completes as part of their practice experience or assigning a final grade. Preceptors/mentors are assigned to work with trainees. A preceptor/mentor provides individualized teaching, as well as acting as role model, resource person, and facilitator. Two elements distinguish the preceptor/trainee relationship from the traditional trainer/trainee relationship. First, the preceptor/trainee ratio is small, usually one to one. Secondly, the trainee works only in the preceptor/mentor's area of practice expertise. The preceptor/mentor must also integrate this additional responsibility for the trainee with her/his other roles or professional activities.

Ultimately, the preceptor/mentor has a positive influence on the trainee’s adjustment to the profession. The preceptor/mentor approach is one of the most effective ways to prepare trainees to function and to feel more satisfied in their roles as practicing professionals.

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4.3.2.1 Effective Communication Patterns

Guiding the trainee to solve problems through supportive communication benefits the learning process. The use of open-ended questions like “How can we deal with this issue?” is supportive rather than critical. Telling the trainee they are wrong can create defensive behaviors.

Supportive Communication is: Descriptive through the use of “I” language, describes your thoughts Is problem oriented, helps to aim the trainee to generate multiple options Is empathetic, attempts to understand what the trainee is thinking and feeling Is flexible, being open to new ideas or new information Creates equality through mutual respect and appreciation of the ideas of others

Preceptor/Mentor Guidelines for Providing a Supportive Environment Orientate the trainee to other staff in the agency, unit or department and share with the local

team members the role of the trainee while on the unit, or in the department, to increase the trainees acceptance as part of the health care team

Encourage trainee participation as part of the health care team and include the trainee in all aspects of the staff registered technician position, including the decision making processes. Refer other team members to the trainee as appropriate as part of the team

Schedule meetings as necessary for planning and feedback with your trainee. Remember to include both positive comments as well as highlight areas for improvement in both verbal and written forms of communication.

Share your experiences as part of the health care team and as part of the health care delivery system

Share your successful group and team functioning strategies Advise how to obtain information within the unit/department and the agency system Assist the trainee to interpret informal communication Assist the trainee to implement conflict resolution techniques Relinquish responsibilities to the trainee as he demonstrates the ability to assume your role

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5.0 Training Program for Health Institute Graduates ‐ Code of Conduct Policy

Policy: All individuals of Kingdom of Saudi Arabia, Ministry of Health – Training Program for Health Institute Graduate (the "Program Affiliated Staff and Trainees") entering a Ministry of Health – Hospital or Health Care Agency will perform their duties and functions impartially, responsibly, diligently, efficiently, with integrity and in a manner that bears public scrutiny. Individuals (Program Affiliated Staff and Trainees) will always conduct themselves in a manner appropriate to a health care environment especially in activities that encompass the Hospital's/Health Care Agency’s value-based behaviors-excellence in patient care, respect, teamwork and accountability in particular. It is expected that all will respect the individual qualities, characteristics and differences of others and promote a workplace culture in which everyone can participate, learn and work. Appropriate conduct and behavior includes, but is not limited to:

Respect Courtesy to and respect for employees, physicians, volunteers, privileged health professionals,

patients and families, other trainees, suppliers or any other person who deals with the Hospital in the conduct of its business.

Demonstrates behaviors consistent with the Hospital's/HealthCare Agency’s "Philosophy of Care" that is patient and family centered.

Respect for the chemical sensitivities of co-workers and patients. Therefore you are encouraged to not use perfume/cologne or other scented hygiene products.

Professional Service Prompt and regular attendance at classroom and training placement (work). Practices in accordance with ethical guidelines of their profession and is responsible for ensuring

that his/her practice meets legislative requirements and Standards of Practice for their profession.

Maintaining a standard of personal hygiene and grooming according to the requirements of the placement/work being performed and the expectations of the patients and clients being served.

Performs the duties of their Trainee role in compliance with the Hospital's/Health Care Agency’s safety program including the use of personal protective equipment.

Dress Expected to dress in a manner which recognizes the Trainee members' specific duties and

responsibilities and presents the appropriate image to patients and visitors. Refer to specific Hospital/Health Care Agency’s Departmental dress code policies and the Training

Program for Health Institute Graduates dress code policy to ensure compliance.

Integrity and Accountability Maintaining all information and records honestly and accurately.

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Confidentiality Maintaining confidentiality of all personal health information and other confidential

Hospital/Health Care Agency information both on and off duty – and upon completion of the Training Program placement experience.

Taking all reasonable measures to ensure that personal, patient and corporate information is collected, used and disclosed only in circumstances necessary and authorized for patient care, research, or education, or as necessary in the conduct of the business of the Hospital/Health Care Agency.

Divulging, obtaining and using confidential information only as needed by Trainees/staff employees to perform their duties.

Securing and locking files, desks, cabinets and offices and taking all necessary steps to secure files in the Hospital's/Health Care Agency’s computer database.

Inappropriate conduct and behavior includes, but is not limited to, that which interferes in the Hospital's/Health Care Agency’s ability to achieve its goals, reduces productivity, or is negligent or insubordinate and includes without limitation:

Lack of Respect for Teamwork and Safety Insubordination. Careless work. Willful violation of safety rules and procedures. Willful neglect and/or mishandling of equipment and machinery. Indecency, fighting, or violent conduct of any kind. Possession of guns, weapons or explosives on Hospital/Health Care Agency property. Harassing (sexually or otherwise), threatening, intimidating or coercing any person at any time. Engaging in any activities or conduct, which might reasonably interfere with other

staff/employees, volunteers or privileged health professionals' abilities to carry out/discharge their Hospital/Health Care Agency functions.

Unprofessional Service Arriving late for placement /work, leaving early from placement/work or leaving the department

without the permission of the trainer in practice. Degrading treatment, neglect or abuse of patients. Using obscene or abusive language. The use of obscene or abusive language or showing disrespect

to patients, visitors, patients/clients, volunteers, fellow trainees, staff employees and privileged health professionals will be prohibited.

Engaging in personal or intimate relationship with patients / clients or their family member(s).

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Substance Use Reporting to placement/workplace or practicing/working while under the influence of alcohol,

drugs, or prohibited substances. Smoking on Hospital/Health Care Agency Property Smoking or use of any tobacco product while within the hospital/health care agency.

Loss of integrity Theft of Hospital/Health Care Agency property (e.g. operating room scrubs, gowns, laboratory

coats, stationery, food). Theft, fraud, and/or falsification of Hospital Health Care Agency records. Abuse of Hospital/Health Care Agency assets, including the Internet and electronic mail, including

for purposes that may be illegal Accessing Hospital/Health Care Agency equipment (e.g. photocopiers, fax machines) for personal

use without permission of the immediate trainer in practice Personal use of telephones and computers, where the personal use interferes with

placement/work functioning, the delivery of patient care, or incurs unacceptable costs to the Hospital / Health Care Agency.

Using Hospital/Health Care Agency resources or using placement/work time for purposes other than Hospital/Health Care Agency-related purposes

Making an unsubstantiated report of a breach of the code of conduct or breaches related to financial, accounting or auditing practices that is knowingly false or made with malicious intent.

Breach of Confidentiality and Privacy Unauthorized disclosure or access of confidential patient/client or personal health information or

confidential Hospital/Health Care Agency information. Discussion of confidential information in a public area. Misuse or failure to safeguard confidential information including computer user codes or

passwords. Distribution of pictures of training site and any associated parties to any social media outlets

Conflict of Interest Accepting money or loans from a patient/client and/or staff member, or borrowing items from a

patient/client and/or staff member of a significant nature. Use of placement position within Hospital/Health Care Agency to obtain personal gain or favor,

from others including a staff employee or their relatives. Conduct that prejudices or injures the reputation of the Hospital/Health Care Agency.

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