PRECEPTOR ORIENTATION HANDBOOK - … Nebraska Medical Center / Omaha, NE 69198‐5330 402/559‐6581 / FAX: 402/559‐4303 / College of Nursing COLLEGE OF NURSING PRECEPTOR ORIENTATION

985330 Nebraska Medical Center / Omaha, NE 69198‐5330 402/559‐6581 / FAX: 402/559‐4303 / www.unmc.edu/nursing

College of Nursing

COLLEGE OF NURSING

PRECEPTOR ORIENTATION HANDBOOK

ADVANCED PRACTICE NURSE PROGRAM

Fall Semester – 2010‐2011

TABLE OF CONTENTS

Preceptor Credentials Information Form

The Role of The Preceptor

Clinical Preceptor Assessment of Student Form

Scope of Practice for Nurse Practitioners

Standards of Practice for Nurse Practitioners

Specialty Area Addendum

AHI – Adult Health and Illness o Specialty Coordinator: Sue Barnason, PhD, Office Phone: 402-472-7359,

Fax: 402-472-7345, [email protected] o Specialty Coordinator: Bunny Pozehl, PhD, Office Phone: 402-472-7352,

Fax: 402-472-7345

CBH – Community Based Health o Specialty Coordinator: Kathy Kaiser, PhD, Office Phone: 402-559-6576, Fax:

402-559-6379, [email protected]

Children’s Health Nursing o Specialty Coordinator: Peggy Pelish, PhD, Office Phone: 402-559-6550, Fax:


FNP – Family Nurse Practitioner o Specialty Coordinator: Kathy Morris, PhD, Office Phone: 402-559-6566, Fax:


Gerontology o Specialty Coordinator: Claudia Chaperon, PhD, Office Phone: 402-559-8928,

Fax: 402-559-6379, [email protected]

Nursing Administration o Specialty Coordinator: Karen Grigsby, PhD, Office Phone: 402-559-6622,

Fax: 402-559-4303, [email protected]

Psychiatric Mental Health o Specialty Coordinator: Julia Houfek, PhD, Office Phone: 402-559-6542, Fax:


Women’s Health o Specialty Coordinator: Jan Twiss, PhD, Office Phone: 402-559-6571, Fax:


mailto:[email protected]








THE ROLE OF THE PRECEPTOR

The College of Nursing Graduate Faculty would like to thank you for taking time to be a preceptor for one of our students. The role of the preceptor is important in shaping the development of a nurse practitioner. We recognize that it takes time to supervise a student and we appreciate the additional time you give to each student. As the semester advances, the student will become more accomplished and require less supervision on your part and should begin to facilitate your client case load. PRECEPTOR

In the role as a preceptor, you should: • Review semester objectives and goals to facilitate clinical learning. • Review daily objectives to be discussed with you at the beginning of each clinical

day. • Create a learning environment for the student and facilitate the critical thinking skills

required of a nurse practitioner. • Be available to hear the student’s case presentation • To see the patient with the student • Provide feedback about the assessment and proposed plan of care • Be with the student for all new procedures • Re‐check all abnormal examination findings identified by the student, as well

evaluate the student’s management plan for these problems • Always be present in the clinical area during the student’s experience, and name a

qualified substitute if you have to leave the clinic • Ensure that you co‐sign all entries in the patient’s health/medical record • Complete the Clinical Preceptor Assessment of Student Progress assessment form

enclosed in this handbook (NOTE: We ask that this form be completed at the end of the semester and returned by faxing it back to Dr. Karen Grigsby, at fax number 402‐559‐4303, or by giving it to the student and asking them to return to Dr. Grigsby.

If you prefer, there is a public accessible website that contains the Clinical Preceptor Assessment of Student Progress at http://www.unmc.edu/nursing/Agency_and_Preceptor_Information.htm, which will allow you to fill out the form online, save it to another file name, and then email it back to Dr. Grigsby at [email protected].

In addition, it would be helpful to provide the student with the opportunity to develop a differential diagnosis and problem list for the patient. Depending on the level of the student (beginning, middle, or advanced), they will participate alone or with assistance for performance of the history and physical examinations, ordering necessary lab data, analyzing assessments,

http://www.unmc.edu/nursing/Agency_and_Preceptor_Information.htm


proposing appropriate diagnostic and/or therapeutic plans, and documenting the encounter. Students should show progress in skill and clinical judgment as they proceed through each course and semester. The preceptor has a right to ask that the student be placed in another learning environment if problems arise that cannot be resolved. CLINICAL FACULTY

Clinical faculty will: • Contact you and setup prior arrangements with the student and yourself to visit the

clinical site (if feasible), for evaluating the student’s performance at various times throughout the semester.

• Evaluate the student’s performance at mid‐term and at the end of the semester. (NOTE: The preceptor will provide input into the evaluation process by completing the enclosed Clinical Preceptor Assessment of Student Progress. Please contact the clinical faculty member with any questions, concerns, or comments.

STUDENTS The student also has responsibility to the Preceptor to be prepared, ask questions, and to identify their own strengths and weaknesses. They are also expected to ask for assistance with new procedures or learning opportunities and to seek confirmation with any findings of which they may be unsure. The student should show evidence of utilizing the clinical experience for advanced learning.

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UNMC College of Nursing Families & Health Systems Department

NRSG 873: Developing Systems & Infrastructures in Health Care Organizations

Syllabus

Fall 2010

Course Description Exploration of leadership and management knowledge as they relate to supporting and maintaining the mission of health care organizations. Emphasis is on developing leadership skills, analyzing systems to promote transition, and managing units, departments, or programs strategically. Prerequisites: NRSG 801, 804, 841, 842, 844, 871, 872, or permission of the instructor; MSN Nursing Administration specialty; required course. Credit Allocation 5 credits (3 lecture; 2 clinical) Course Faculty Karen Grigsby, PhD, RN (Course Coordinator) Teresa Barry, PhD, RN Purpose & Course Objectives This course explores leadership and management concepts, theories, and research as they relate to developing systems and infrastructures in health care organizations. The creation and maintenance of professional practice environments and the promotion of positive patient, nurse, and organizational outcomes is the basic assumption driving the development of systems and infrastructures within health care organizations. Current issues and trends in health care management as well as roles and responsibilities of nursing administration specialists and other health care providers are examined in relation to developing systems and infrastructures to support the work of health care providers. Emphasis is on assessing health care organizations, developing shared vision, creating plans to move organizations toward a shared vision, and establishing the support systems necessary for accomplishing the mission of an organization from both strategic and daily management perspectives. Clinical experiences are used to develop skills in organizational assessment, team building, policy development and analysis, decision making, managing change and transitions, transdisciplinary collaboration, and staffing and scheduling. Course Objectives: 1. Analyze selected leadership and management concepts, theories, and research as they relate to developing systems and infrastructures in health care organizations, nursing systems, and nursing practice. 2. Explore current issues and trends in health care management and their impact on the work of health care providers and health care organizations.

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3. Examine the changing roles and responsibilities of nursing administration specialists and other health care providers in relation to developing systems and infrastructures to establish professional practice environments that support the work of all health care providers. 4. Develop skill in assessing a health care organization, developing shared vision, creating plans to move organizations toward shared vision, making decisions, and establishing the support systems necessary for accomplishing the work of an organization from both strategic and daily management perspectives. 5. Describe a personal paradigm of a nursing administration specialist with respect to philosophy Topical Outline Module 1: Introduction and Orientation to the Course Module 2: Leading in Today's Healthcare Organizations Leading in today’s organization

Using complexity science as a framework for leading & managing The Organization’s Climate

Quality & safety in healthcare organizations; work environments & impact on patients The impact of change on leadership

Evidence based practice for nurse administrators Developing understanding of the environment

Organizational & cultural assessments Developing skills in facilitation, strategic thinking and planning, coaching, partnering, and dialogue Mentoring, coaching, & networking Module 3: Creating a Culture of Safety The link between nursing care & patient safety Building safety defenses into the work environment Maximizing workforce capability Work & workspace design to prevent & mitigate errors Developing shared governance and partnerships Building effective work groups through partnership, coaching, team building, personal & group accountability Using quality improvement tools and techniques to ensure a safe environment Nursing surveillance & failure to rescue situations

Viewing errors as opportunities Module 4: Creating & Sustaining Positive Professional Practice Environments Defining a professional practice environment

Gap analysis process Exploring various models of care delivery as ways to achieve & sustain a professional

practice environment

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Changing Toxic Behaviors through Leading & Managing Managing conflicts & negotiating agreements Managing diversity Managing polarities

Mentoring & Coaching Others Building capacity of staff for leadership at the point of care

The Integration of Leadership, Management, Safety, & Quality Establishing new nursing roles: The Clinical Nurse Leader and the impact on patient

care Module 5: Leading With Courage While Caring for the Self Leading with courage Leading & caring for the self Teaching/Learning Methods (Instructional Methods - Classroom): Lecture, seminar discussion, research critiques, book reviews, case studies, narratives, journals, assigned readings, guest speakers, individual assignments. (Instructional Methods - Clinical): Participant observation in a health care organization with a nurse manager/administrator preceptor. Instructional materials include, but are not limited to: textbooks, journal articles, handouts, videos, and/or audiotapes. Distance education modalities include, but are not limited to: faculty/student communication through email, telephone, facsimile, and on-line office hours; audio conferencing; block Required Textbooks ANA. (2009). Scope and standards of practice for nursing administration. Kansas City: American Nurses Association. Bridges, W. (2003). Managing transitions: Making the most of change. Cambridge, MA: Da Capo Press. Hammond, S. (1996). The thin book of appreciative inquiry. Bend, OR: CSS Publishing. Lombardo, M. & Eichinger, R. (2010). FYI: For your improvement: A guide for development and coaching. Los Angeles, CA: Lominger International. Porter-O'Grady, T. (2007). Quantum leadership: A resource for health care innovation. Boston: Jones & Bartlett. Yoder-Wise, P. & Kowalski, K. (2006). Beyond leading & managing: Nursing administration for the future. St. Louis, MO: Mosby.

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Suggested Textbooks: Ackerman-Anderson, L. & Anderson, D. (2001). The change leader's roadmap: How to navigate your organization's transformation. San Francisco: Jossey-Bass Publishers. Institute of Medicine. (2004). Keeping Patients Safe: Transforming the Work Environment of Nurses. Washington, DC: National Academies Press. Malloch, K. & Porter-O'Grady, T. (2005). The quantum leader: Applications for the new world of work. Boston: Jones & Bartlett. Quinn, R. (2004). Building the bridge as you walk on it: A guide for leading change. San Francisco: Jossey-Bass. Other Resources: Resources on Writing American Psychological Association, (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Damrosch, S. & Damrosch, G.D. (1996). Avoiding common mistakes in APA style: The briefest of guidelines. Nursing Research, 45, 331-333. Electronic Resource for APA http://apastyle.apa.org/manual/ Citing Electronic Information http://www.dianahacker.com/resdoc/ ACADEMIC INTEGRITY STATEMENT: Cheating/Plagiarism: Consistent with the College of Nursing policy, a student who engages in any form of cheating or plagiarism (e.g., use of “crib” notes during examinations, copying from another student’s examination paper, collaborating with another person when the project specifies no collaboration, or falsely reporting that nursing activities were done) will be subject to disciplinary action based upon the severity of the act. The student is referred to the statement entitled “Academic Integrity and Professional Conduct” in the UNMC Student Handbook. (Click on student services, then student handbook at www.unmc.edu/5/students.) Students who are unsure what plagiarism is should refer to the McGoogan Library of Medicine Web page, click on “online resources,” and then click on “plagiarism.” Examples of potential consequences include receiving a grade of zero on a test or paper, failure of the course, or failure of clinical. STUDENT RIGHT TO EVALUATE COURSE AND FACULTY: Students have the right and responsibility to evaluate courses and faculty. If you choose not to complete an evaluation, please submit an “empty form” All evaluations are anonymous. All evaluations, whether completed or not, must be submitted within the posted time frame (usually two weeks). No evaluations will be reopened after the closing date.

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http://www.unmc.edu/5/students

CON INCLEMENT WEATHER/EMERGENCY CLOSURE PROCEDURES: As an academic health center, UNMC operates on a 24-hour, 12-month basis. There may be occasions, however, when the College suspends some operations due to severe inclement weather or other emergencies. Decisions for delayed openings, early releases, or cancellation of classes/ suspension of operation due to inclement weather will be made by the Dean (for Omaha) and the assistant deans for each division for their respective communities (Kearney, Lincoln, and Scottsbluff). If adverse weather conditions or other emergency conditions preclude safe travel, individual judgement is required to determine whether and when it is prudent to leave work/class/clinical to travel home. If you have questions, contact your course faculty. CLASSROOM ETIQUETTE GUIDELINES: Expectations during Distance Classes: Distance education can be a challenge for students, since telephone and other distributive technologies used during class time offers opportunities for distractions and extraneous noises that can interfere with everyone’s ability to hear and participate fully. Faculty teaching distance courses have developed a few expectations that we wish to share with you here, based upon a philosophy of facilitating full participation from each student, regardless of their location. 1. Class attendance at scheduled times is mandatory. Absences are to be reserved for illness or other serious event, and the instructor is to be notified prior to class. Students are expected to be on time for class, regardless of location and time zone, and remain in attendance for the entire class. 2. Avoid disruptions during class. You may not be aware that you are causing difficulties for other students, so try to avoid any noises next to the phone (e.g. breathing into your phone, shuffling papers), since these noises can “take over” the conference and make it impossible for anyone else to participate and be heard by the rest of the class. Do not call in or listen to class discussion from your automobile as noises in and outside of the car can interfere with class. If you must have a conversation with someone in your home and you are using a telephone with a mute button, please select that button until your conversation has been completed. 3. Your full attention during class is expected. If you are calling in from your home and you have small children, please arrange for someone to care for your children during class. Do not wash dishes or do housework during class as these noises can be heard by others. Please help to assure full participation from everyone so that learning is enriched. 4. Faculty members are aware that at times, the weather and other technical complications can interfere with the quality of sound during class. We will try our best to deal with these complications as they arise. Please do not request that class be tape-recorded for you if you must be absent or there are technical difficulties as it is almost impossible to satisfactorily capture a group discussion using tape-recording equipment. Thank you very much for your consideration of others. Faculty very much value the time spent with the class in the learning environment, and want to maximize each student’s participation to the best of our ability. Class participation and attendance may be a factor in determining your grade.

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Evaluation Methods (5 credits)

a. Didactic/Classroom 1. Organizational Assessment (30% of the total grade)

Developing organizational assessment skills will enable you to determine the strengths and challenges in an organization &/or in its parts and to identify strengths, challenges, problems, & needs of the organization, its departments, and/or its units. It will also serve as a means to understand how organizational leaders are working toward operationalizing the mission and vision of the organization. Review your readings on organizational theories and assessment to prepare yourself for this work. Students are required to complete an assessment of a clinical microsystem from within the organization they are assigned to for their clinical experience. A clinical microsystem is defined as follows: “A clinical microsystem is a small group of people who work together on a regular basis to provide care to discrete subpopulations of patients. It has clinical and business aims, linked processes, and a shared information environment, and it produces performance outcomes. Microsystems evolve over time and are often embedded in larger organizations. They are complex adaptive systems, and as such they must do the primary work associated with core aims, meet the nees of their members, and maintain themselves over time as clinical units.” Nelson, E.; Batalden, P.; & Godfrey, M. (2007). Quality by design: A clinical microsystems approach. San Francisco: Jossey-Bass, p. 7. You will gather the data needed for the organizational assessment throughout the semester. The following assessment components are expected:

1. Title page 2. Introduction

3. Description of the organization

• Size, type, and location of the organization • The mission, vision, service commitment of the organization • Organizational objectives/goals • Organizational culture and work climate

4. Description of the microsystem

• What is the purpose of the microsystem? What is the intention of the care team members who care for patients within this microsystem? • Who are the people the clinical care team members are caring for? What are the most common patient diagnoses and conditions for patients within this microsystem? What other microsystems support what the clinical care team members do to meet patients’ needs? How satisfied are patients with this microsystem?

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• Who provides patient care within this microsystem? Who are the people supporting the clinical care team? What skills and talents do staff members need to provide the right service and care at the right time? What is the morale of the team? What is the role of information technology as a team member?

• How is care and services delivered to meet patient needs? What does what within the microsystem? Do the hours of operation match the needs of the patients? What are the core and supporting processes? How does technology support the processes? How do clinical care team members learn from failures or near misses?

• What are the health outcomes of the patients? What are the costs of care? How do the clinical care team members interact within the microsystem? What are the regularly recurring associated or sequential work activities? What does it feel like to work within this microsystem? What are the costs in the microsystem? Do information systems provide data and information in a timely way to inform the clinical care team members about the impact of services? How does the clinical care team stay mindful of the possibility of efforts failing?

5. Description of metrics used within the microsystem

• Metrics used to identify when improvements are needed, whether the

improvements re successful, whether the improvements are sustained over time, and the amount of variation in results over time.

6. Describe your data collection/gathering process, including the

timeframe. • If you use a data gathering instrument, include a copy of the tool(s) in an

appendix. The data to be gathered must relate to the components of the microsystem you identified in the preceding sections. Indicate the connection of the data to be collected to the appropriate microsystem component.

7. Analyze the data

• Identify microsystem strengths and challenges indicated by the data you collected. You must use supporting data to justify each inference or conclusion drawn from your analysis of the data.

8. Identify and describe recommendations for the microsystem based on

your inferences/conclusions described in the previous step.

• Prioritize the recommendations. • Include a justification, with supporting evidence, for each

recommendation. 9. Bibliography 10. Appendices (if appropriate)

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Grading rubric for the Organizational Assessment:

1. Content (80 Points) • Introduction (5 points) • Description of the organization (15 points) • Description of the microsystem (20 points) • Description of metrics used within the microsystem (15 points) • Data gathering process & analysis of the data (20 points) • Recommendations for the microsystem (25 points)

2. Documentation (10 Points) • An adequate number of references are present. • References are relevant to the subject, recent, or continued validity of older publications is established • Primary sources are used as appropriate. • Citation of quoted or paraphrased material is accurate and appropriate.

3. Form (10 Points)

• American Psychological Association Guide (5th edition), is used accurately in the written paper.

• Paper is typed, double spaced, and neat in appearance. • Grammar, sentence structure, spelling, and punctuation are correct. • Writing is clear, cogent, concise, and well organized; headings are used

appropriately. • The purpose and scope of the paper are clearly delineated in the early

paragraphs of the paper. • Paragraphs are organized to relate well thought through ideas. They contain

introductory sentences, bodies, and summary sentences, as well as transitions to the next paragraphs.

Total possible points: 100

DUE DATES

• Rough draft: Monday, October 25, 2010 • Final Paper: Monday, November 22, 2010

2. Discussion Board (20% of the total grade)

The Discussion Board is a place where we will have conversations about the course topics each week. Specific questions may be asked as part of the class assignments, especially when the class is asynchronous. Other weeks you will use the Discussion Board to ask questions of each other and us. Responses must include knowledge from the literature as well as from your experience. Use your dialogue skills as you post responses. When you post your response to the question, your post must end with a "Wicked Question". A

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wicked question is a question that has no answer. It creates space for more conversation among all of us.

A key reference to help you explore more about “Wicked Questions” is:

a. http://www.plexusinstitute.org/edgeware/archive/think/main_aides5.html

DISCUSSION QUESTIONS GRADING CRITERIA

Excellent - A Acceptable - B Needs Improvement - C

Unacceptable - D

Content Thoughtful, reflective entries that demonstrate knowledge of evaluation and its usefulness in practice. Entries demonstrate an internal dialogue among self, literature, class discussions, and clinical experiences; relates the development of own thinking/concerns/issues regarding the practice of nursing administration.

Thoughtful, reflective entries that demonstrate knowledge of evaluation. Application to clinical situations is inconsistent. Entries describe the development of own thinking/concerns/issues regarding the practice of nursing administration.

Perfunctory entries. Entries relate experiences in a rote/factual manner. Entries seldom demonstrate an interaction between experience & knowledge application.

Perfunctory entries. Entries relate experiences in a rote/factual manner and relate information rather than meaning. Entries do not demonstrate an interaction between experience & knowledge application.

Quality Entries are consistently specific. Descriptions are clear and complete.

Entries are inconsistent in their use of specifics. Descriptions are clear and complete 80% of the time.

Entries lack specificity; and lack clarity 70% of the time.

Entries lack specificity; descriptions are incomplete and do not convey the writer’s thinking clearly 100% of the time.

Interaction with peers

Reviews all postings and provides substantive comments to individuals and to the group as a whole. Asks thoughtful questions that widen the conversation.

Reviews all postings and provides substantive comments 75% of the time to individuals and to the group as a whole. Questions are narrow and do not widen the conversation.

Reviews some postings and provides substantive comments 50% of the time. Questions are limited and tend to be yes/no type questions.

There is no evidence that postings by others are reviewed. Comments are not made. Questions are not asked. There is no attempt to enter into conversation with others.

Points (90 - 100 points) (80 - 89 points) (70 - 79 points) (↓ 70 points)

3. Reflective Writing (20% of the total grade)

You are required to submit a reflective writing assignment for each week of the semester beginning in the second week of the semester. The goal of reflective writing is to describe how you think and act as a nurse leader/administrator.

http://www.plexusinstitute.org/edgeware/archive/think/main_aides5.html_

http://www.plexusinstitute.org/edgeware/archive/think/main_aides5.html_

Assignments for reflective writing include the following:

• Week 2: What are the values that drive your practice? • Week 3: Develop goals that you will accomplish during the clinical component of

this course. Write your goals in the SMART goal format. • SMART goal format

• S = Specific • M = Measurable • A = Attainable • R = Realistic • T = Timely

• Beginning in Week 4 of the semester you will begin to follow the following format. For each entry you will:

1. Select one concept from class and describe how you see it used by

others in your clinical experience. 2. How would (or do) you apply this concept in clinical practice as a

leader/administrator? 3. You must use specific examples in these entries.

Your reflective writing entries will be entered into to the Blog. Blog entries can only be viewed

by the individual student and the faculty.

REFLECTIVE WRITING/BLOG GRADING CRITERIA Excellent – A Acceptable - B Needs Improvement - C Unacceptable -

D Content Thoughtful, reflective

journal entries that include all components each week. Entries demonstrate an internal dialogue among self, literature, class discussions, and clinical experiences; relates the development of own thinking/concerns/issues regarding the practice of nursing administration.

Thoughtful, reflective journal entries that include 3 components every week and 2 components some weeks. Entries describe the development of own thinking/concerns/issues regarding the practice of nursing administration.

Perfunctory entries that include 1 component every week and 2 or 3 components 70% of the time. Entries relate experiences in a rote/factual manner. Entries seldom demonstrate an interaction between experience & knowledge application.

Perfunctory entries that include 1 component every week. Entries relate experiences in a rote/factual manner and relate information rather than meaning. Entries do not demonstrate an interaction between experience & knowledge application.

Relation-ship with LEAD Outcomes

The entries clearly identify relationship between clinical activities and LEAD Outcomes 100% of the time

The entries clearly identify relationship between clinical activities and LEAD Outcomes at least 80% of the time.

The entries identify relationship between clinical activities and LEAD Outcomes 70% of the time.

The entries do not identify relationship between clinical activities and LEAD Outcomes.

Quality Entries are consistently specific. Descriptions

Entries are inconsistent in their use of specifics.

Entries lack specificity; descriptions are incomplete

Entries lack specificity;

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are clear and complete. Descriptions are clear and complete 80% of the time.

and do not convey the writer’s thinking clearly 70% of the time.

descriptions are incomplete and do not convey the writer’s thinking clearly 100% of the time.

Points (90 - 100 points) (80 - 89 points) (70 - 79 points) (↓ 70 points)

4. Clinical Project Paper (30% of the total grade) The purpose of this paper is to give each student an opportunity to demonstrate skill in analysis

& synthesis of theories, concepts, and processes of nursing and/or other disciplines related to the project the student will be implementing in the spring semester. Selection of the project will be made jointly by the student, the clinical preceptor, and the course faculty. This paper will provide the background information that you have gathered and analyzed in order to understand the problem/need in the context of the appropriate systems. You will begin with a specific problem/need that is determined in collaboration with your clinical preceptor and use this paper to demonstrate your understanding of the problem/need in relation to the specific organization and to the broader world of healthcare.

This paper lays a foundation for your work in the spring semester. Components of this paper

include:

1. Title page

2. Executive Summary (10 points)

3. Identification of the project. (5 points)

4. Describe the context of the project. Describe the events (internal and/or external) that led to identification of the problem/need and resulted in the identification of the project. (15 points)

5. Describe the intended outcomes of the project and the potential impact on the organization, department or division, or unit, including operations, mission, goals, and vision. (20 points). Note: data supporting this section may be anecdotal. Be sure to reference the supporting evidence as anecdotal.

6. Review the literature related to the project. Synthesize the understanding gained from the literature. Include current research, current practices, current knowledge, and reveal gaps in practice, existing knowledge, and/or research. (20 points). Note: data supporting this section must demonstrate your use of the literature, beyond what has been used in classes.

7. Describe your next steps, what data will be collected, when the data will be collected, a plan to analyze the data, and anticipated outcomes. Discuss how your possible actions fit with the organizational mission, goals, and desired outcomes. Support your next steps with appropriate literature. (10 points)

8. Conclusion/Summary of the paper (5 points)

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9. Bibliography

Grading Rubric for the Clinical Project Paper 1. Content (85 points).

2. Documentation (5 points)

• An adequate number of references are present. • References are relevant to the subject and either recent or the continued validity of older publications is established. Primary sources are used as appropriate. • Citation of quoted or paraphrased material is accurate and appropriate.

3. Form (10 points)

• Ideas are relevant to the subject. The focus for the paper is clearly identified with logical & complete ideas of thought.

• The paper reflects interpretation, analysis, and integration of appropriate literature.

• Ideas are succinctly synthesized. • A well organized conclusion with supporting evidence is presented in the last

paragraphs of the paper. • All required components are addressed in the paper • American Psychological Association Guide (4th or 5th edition) is used

accurately in the written paper. • Paper is typed, double spaced, and neat in appearance. • Grammar, sentence structure, spelling, and punctuation are correct. • Writing is clear, cogent, concise, and well organized; headings are used

appropriately. • The purpose and scope of the paper are clearly delineated in the early

paragraphs of the paper. • Paragraphs are organized to relate well thought through ideas. They contain

introductory sentences, bodies, and summary sentences, as well as transitions to the next paragraphs.

Total possible points: 100 Maximum length of papers is 20 pages .

Due Date: December 16, 2010

b. Clinical Laboratory

1. Clinical Practicum Experience Pass/Fail

Each student will work with a clinical preceptor who is currently functioning in a nursing leadership position. A faculty preceptor is also assigned to work with each student and clinical preceptor.

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Clinical experiences within this course are designed to gain understanding of an organization and its operations, to develop relationships with organizational personnel, to develop skill in organizational assessment, to apply knowledge gained in coursework, and to develop understanding of personal achievements and growing edges. Other areas for skill development include, but are not limited to, quality management, team building, policy development & analysis, decision making, managing change and transition, multidisciplinary collaboration, staffing & scheduling, patient & staff satisfaction, developing & sustaining a healthy, healing work environment, and developing systems & infrastructures to support interdisciplinary collaborative professional practice. Specific experiences will be determined jointly by the student, the clinical preceptor, and the faculty preceptor. To document your accomplishments during the clinical experience, use the following form. Note: Attached in the Course Information section you will find the form attached as an Excel document. Please download the Excel file onto your computer and use it throughout the semester to track your progress in obtaining your clinical hours.

Week Date(s) # of Hrs Activities

Role in Activity (e.g. observer, active participant, initator, leader)

1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16

Total Hours 0 Note: this course has 90

clinical hours

Students will meet with their faculty preceptor at designated times throughout the semester to discuss progress in achieving course and personal goals, issues arising from the clinical experiences, and/or progress in developing skill in analyzing and synthesizing leading and managing knowledge. The specific dates of meetings will be negotiated with the faculty preceptor.

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A meeting among the student, faculty preceptor, and clinical preceptor will be scheduled by the student at the end of the semester. The purpose of the meeting is to discuss the student's progress and develop goals and plans for continuing clinical experiences. Clinical practicum experiences require a minimum of 3 hours per week throughout the semester for a total of 90 clock hours for the semester. Students are expected to negotiate the specific times they will be in the clinical area with the clinical preceptor. Times may vary depending on your specific clinical objectives and the availability of learning experiences.

You must attain a grade of PASS to satisfactorily complete this course. A grade of pass is achieved at the completion of the 90 hours when personal objectives are met by the student and the faculty and clinical preceptor agree that the evidence supporting achievement of the objectives is substantive and warrants a grade of pass.

2. Grading Scale

Percentage Grade Letter Grade 97-100 equal to A+ 93-96 equal to A 90-92 equal to A- 87-89 equal to B+ 83-86 equal to B 80-82 equal to B- 77-79 equal to C+ 73-76 equal to C 70-72 equal to C- 67-69 equal to D+ 63-66 equal to D 60-62 equal to D- 59 and below equal to F

Last Updated 08/03/10

NRSG 873: Developing Systems & Infrastructures in Health Care Organizations Fall 2010 Course Schedule

Class Topic Readings Assignments/Due Dates Module 1: Introduction &

Orientation

Week 1 Aug 26 Audio Class (Karen & Teresa)

Welcome & Orientation

ANA. (2004). Scope & Standards for Nurse Administrators.

Yoder-Wise & Kowalski, Chapter 1

Discussion board: Write a paragraph about your view of leading and managing according to the ANA Scope & Standards for Nurse Administrators. Due: Thursday, September 2nd @ 4 p.m.

Module 2 : Leading in Today's Health Care Organization

Week 2 Sept 2 Audio Class (Karen)

Leading in Today’s Organizations • Using complexity science

as a framework for leading & managing

Lindberg, C & Lindberg, C. (2008). Nurses take note: A primer on complexity science. In On the edge: Nursing in the age of complexity(pp.23-48) by C. Lindberg, S. Nash, & C. Lindberg. New Jersey: Plexus Press.

Porter-O’Grady & Malloch, Chapter 2.

Plsek, P., Zimmerman, B. & Lindberg, C. (2002). Nine Emerging and Connected Organizational and Leadership Principles. Plexus Institute Material - Adapted from: Edgeware: Lessons From Complexity Science for Health Care Leaders, by

Discussion board: Articulate and discuss the values that drive your nursing practice as a leader

Assignments due on Monday,

September 6th at 4 p.m.

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Brenda Zimmerman, Curt Lindberg, and Paul Plsek, 1998, Dallas, TX: VHA Inc. (available by calling toll-free 866-822-5571 or through Amazon.com). Available on-line at: http://www.plexusinstitute.com. When you get to this site, click on “Ideas & Insights” and then on “e-library”. The quickest way to the article is to search the site for “Plsek” and then look for the article title.

Week 3 Sept 9 Asynchronous

Class (Karen)

The Organization's Climate • Quality & safety in

healthcare organizations • Work environments &

impact on patients

Leading in Today's Organizations • The impact of change on

leadership • Evidence based practice

for nurse administrators

Yoder-Wise & Kowalski, Chapter 1 IOM, Quality Chasm Series, Keeping

patients safe: transforming the work environment, Chapters 1, 3, 4. Available on line at:

http://www.nap.edu/catalog/10851.html#toc Porter-O’Grady & Malloch, Chapter 1

Reflective Writing: Write 2-3 SMART Goals for yourself this semester

Discussion Board Both assignments are due Monday,

September 13th @ 4 p.m.

2

http://www.plexusinstitute.com/

http://www.nap.edu/catalog/10851.html#toc


Week 4 Sept 16 Asynchronous Class (Karen)

Developing understanding of the environment • Organizational & cultural

assessments

Bridges, Appendix A (pp. 143-45) Clarke, SP (2006). Organizational climate and culture factors. Annual Review of Nursing Research 24, 255-72. Yoder-Wise & Kowalski, Chapter 8

Reflective Writing Discussion Board Both assignments due Monday, September 20th @ 4 p.m.

Week 5 Sept 23 Asynchronous Class (Karen)

Developing skills in facilitation, strategic thinking and planning, coaching, partnering, and dialogue

Mentoring, coaching, & networking

Bridges, Chapter 1 Lombardo & Eichinger, Chapters #5 (Business Acumen), #20 (Directing Others), # 24 (Functional/Technical Skills), #33 (Listening), #54 (Self-Development), #55 (Self-Knowledge), #58 (Strategic Agility), #61 (Technical Learning) Porter-O’Grady & Malloch, Chapters 5 & 10 Yoder-Wise & Kowalski, Chapters 3, 6, 11, 16

Reflective Writing Discussion Board Both assignments are due Monday, September 27th @ 4 p.m.

Module 3: Creating a Culture of Safety

Week 6 Sept 30 Asynchronous

Class

The link between nursing care & patient safety

• Building safety defenses into the work environment

• Maximizing workforce capability

• Work & workspace design to

Yoder-Wise & Kowalski, Chapter 22 IOM, Quality Chasm Series, Keeping

patients safe: transforming the work environment, Chapters 2, 5, 6, 7. Available on line at:

Reflective Writing Discussion Board Both assignments due Monday, October 4th @ 4 p.m.

3


(Teresa)

prevent & mitigate errors

http://www.nap.edu/catalog/10851.html#toc Biron, A.D., Richer, M-C, Ezer, H., A conceptual framework contributing to nursing administration and research. Journal of Nursing Management, 15 (2) 2007: 188-196. (not included on the original course schedule) See link below http://web.ebscohost.com.library1.unmc.edu:2048/ehost/pdf?vid=4&hid=9&sid=f9364deb-a43d-4f54-a83e-437966131127%40SRCSM2

Week 7 Oct 7 Asynchronous

Class (Teresa)

Developing shared governance and partnerships

• Building effective work groups through partnership, coaching, team building, personal & group accountability

Porter-O’Grady & Malloch, Chapter 5 Yoder-Wise & Kowalski, Chapters 9, 17, 18 Bridges, Chapters 2 & 3 Lombardo & Eichinger, Chapters #31 (Interpersonal Savvy), #60 (Building Effective Teams), #64 (Understanding Others), #110 (Failure to Build a Team)

Reflective Writing Discussion Board Both assignments are due Monday, October 11th @ 4 p.m.

Week 8 Oct 14 Asynchronous Class (Teresa)

Using quality improvement tools and techniques to ensure a safe environment • Nursing surveillance &

failure to rescue situations • Viewing errors as

opportunities

Porter-O’Grady & Malloch, Chapters 5, 7 Explore the following websites:

• http://www.ihi.org/IHI/ • http://www.qualityforum.org/

Lombardo & Eichinger, Chapters #32 (Learning on the Fly), #35 (Managing and

Reflective Writing Case Study Due: Monday, October 18th @ 4 p.m.

4

http://www.nap.edu/catalog/10851.html#toc

http://web.ebscohost.com.library1.unmc.edu:2048/ehost/pdf?vid=4&hid=9&sid=f9364deb-a43d-4f54-a83e-437966131127%40SRCSM2




http://www.ihi.org/IHI/

http://www.qualityforum.org/


Measuring Work), #52 (Process Management), #59 (Managing Through Systems), #63 (Total Work Systems)

Module 4: Creating & Sustaining Positive Professional Practice Environments

Week 9 Oct 21 Asynchronous

Class (Teresa)

Defining a professional practice environment • Gap analysis process • Exploring various models of

care delivery as ways to achieve & sustain a professional practice environment

Yoder-Wise & Kowalski, Chapters 2, 3, 8 In addition, review the websites listed below for specific information about the Planetree Model, Relationship Centered Care Model, Clinical Practice Model, and the gap analysis process. http://www.planetree.org http://www.chcm.com/services/rbc_imp.asp http://www.futurehealth.ucsf.edu/pdf_files/RelationshipCentered.pdf http://en.wikipedia.org/wiki/Gap_analysis http://www.cpmrc.com

Reflective Writing Discussion Board Both assignments due Monday, October 25th @ 4 p.m. *Rough draft for Organizational Assessment due Monday, October 25th

Week 10 Oct 28 Audio Class (Teresa)

Changing Toxic Behaviors Through Leading & Managing

• Managing conflicts & negotiating agreements

• Managing diversity • Managing polarities

Porter-O’Grady & Malloch, Chapter 3, 4, 9, 10

Yoder-Wise & Kowalski, Chapter 8 Bridges, Chapters 4 & 5 Lombardo & Eichinger, Chapters #12 (Conflict Management), #21 (Managing Diversity), #37 (Negotiating) Review the website below for information about polarity management:

Reflective Writing Discussion Board Both assignments are due Monday, November 1st @ 4 p.m.

5

http://www.planetree.org/

http://www.chcm.com/services/rbc_imp.asp

http://www.futurehealth.ucsf.edu/pdf_files/RelationshipCentered.pdf

http://www.futurehealth.ucsf.edu/pdf_files/RelationshipCentered.pdf

http://en.wikipedia.org/wiki/Gap_analysis

http://www.cpmrc.com/


http://www.polaritymanagement.com/

Week 11 Nov 4 Asynchronous Class (Karen)

Mentoring & Coaching Others

• Building capacity of staff for leadership at the point of care

Porter-O’Grady & Malloch, Chapter 10 Yoder-Wise & Kowalski, Chapter 11 Bridges, Chapters 6 & 7 Lombardo & Eichinger, Chapters #19 (Developing Direct Reports & Others), #36 (Motivating Others) Polarity Management pdf files 1, 2 & 3 (in Blackboard)

Reflective Writing Discussion Board Assignments are due Monday, November 8th @ 4 p.m.

Week 12 Nov 11 Asynchronous Class (Teresa)

The Integration of Leadership, Management, Safety, & Quality

Establishing new nursing roles: The

Clinical Nurse Leader (CNL) and the Doctorate of Nursing Practice (DNP) and the impact on patient care

Read about the CNL at http://www.aacn.nche.edu/cnl/index.htm Read about the DNP at http://www.aacn.nche.edu/DNP/dnpfaq.htm

Reflective Writing Discussion Board Write a short (1-2 pages) essay (include references) on ONE of the following two statements: 1. The CNL exemplifies the integration of leadership, management, quality, and safety. 2. The DNP exemplifies the integration of practice that is innovative and evidence-based, reflecting the application of credible research findings and enhanced leadership skills to strengthen practice and health care delivery.

6

http://www.polaritymanagement.com/

http://www.aacn.nche.edu/cnl/index.htm

http://www.aacn.nche.edu/DNP/dnpfaq.htm


You may agree or disagree with the statement, but you must include supporting evidence for your statement. Both assignments are due Monday, November 15th @ 4 p.m.

Module 5: Leading With Courage While Caring for the Self

Week 13 Nov 18 Asynchronous Class (Teresa)

Leading with courage!! Porter-O’Grady & Malloch, Chapters 11, 12 Bridges, Chapters 8 & 9 & Appendix E Lombardo & Eichinger, Chapters #11 (Composure) & #34 (Managerial Courage)

*Organizational Assessment due Monday, November 22nd Reflective Writing Discussion Board Both assignments are due Monday, November 22nd @ 4 p.m.

Week 14 Nov 25 No Class

Happy Thanksgiving

Week 15 Dec 2 Asynchronous

Class (Karen)

Leading & caring for the self

Porter-O’Grady & Malloch, Chapters 9, 10, 12 Lombardo & Eichinger, Chapter #66 (Work/Life Balance)

Reflective Writing Discussion Board Both assignments are due Monday, December 6th @ 4 p.m.

Week 16 Course Summary and Wrap

7


8

Dec 9 Audio Class

Up

Week 17 Dec 16 Exam Week

No Class Project Paper due Thursday, December 16th

985330 Nebraska Medical Center / Omaha, NE 68198-5330 / FAX: 402-559-4303 / [email protected]

COLLEGE OF NURSING NEBRASKA’S HEALTH SCIENCE CENTER

PRECEPTOR CREDENTIALS FORM

The University of Nebraska Medical Center-College of Nursing is required by our accrediting agency and the State Board of Nursing to document the credentials and professional experiences of persons who serve as preceptors with our students. Please fill out the following essential information, include a copy of your resume or Curriculum Vita with this form, and either email (preferred) to Ken Couey at [email protected], or fax to 402-559-4303. Thank you for your Involvement with our students.

1. Preceptor Name (Last, First, Middle Initial): 2. Current Employment (REQUIRED INFORMATION): Clinical Agency Name:

Street Address:

City, State, Zip:

Work Phone w/Area Code: Work E-Mail:

Credentials (i.e., MD, APRN, PA-C, etc.):

3. Number of years employed in advanced nursing practice (1 year [12 months] minimum required): Yrs

4. Education. List all programs attended and degrees earned, if not included on your CV/Resume:

University/Program Location/State Degree Granted Date Degree Granted (MM/YYYY)

5. List all Current, Valid Licenses, if not included on your CV/Resume:

State License Number Date Org License Granted Expiration Date

6. List all Active Certifications, if not included on your CV/Resume:

Specialty Certification Date of Original Certification Expiration Date

7. Types of Patients (i.e., Acute, Chronic, In-Hospital, etc.) Number of Students Supervised Concurrently:

8. I have participated or will be participating in an orientation to the role and responsibilities of preceptor and I agree to provide information for use in the evaluation of the UNMC CON student.

Preceptor Signature: Date:


University of Nebraska Medical Center, College of Nursing Assessment: Clinical Preceptor Assessment of Student Performance

Last Name First Name Last Name First Name Student: Preceptor: Specialty Area: Preceptor Email Address: Last Name First Name Campus: Clinical Faculty: Course Number: NRSG Clinical Start/End Dates: to Please provide an assessment of the student using the Rating Scale below. Select the one which best describes the level of expectation achieved by the student this semester.

Far Exceeded Met Did Not Meet

Clinical Expectation Was Not Observed

Not Applicable to this Clinical

Setting

1. Comes to the setting with learning objectives and discusses them with me.

2. Performs a systematic history and physical exam, focused exam, differential diagnoses, and conclusive diagnoses to my satisfaction.

3. Discusses with me common laboratory and diagnostic tests and rationale for use.

4. Discusses pharmacological and non‐pharmacological treatments to my satisfaction.

5. Discusses a clinical treatment (Management Plan) to my satisfaction.

6. Formulates a Preventive Health/Health Promotion Plan that is to my satisfaction.

7. Discusses the pathophysiology of common diseases.

8. Uses research and evidence based practice standards of care in discussions with me.

9. Discusses the need for referrals and follow‐up appointments to my satisfaction.

10. Completes concise written and verbal reports to my satisfaction.

11. Is professional, on‐time, courteous, appropriately dressed, and has needed resources.

12. Attends to quality of care, safety issues, and cultural diversity factors.

Preceptor's Comments

Documents

PRECEPTOR ORIENTATION HANDBOOK - … Nebraska Medical Center / Omaha, NE 69198‐5330 402/559‐6581 / FAX: 402/559‐4303 / College of Nursing COLLEGE OF NURSING PRECEPTOR ORIENTATION