1. Adjunct Clinical Faculty: Orientation Guide Presented by: Heather Spaulding, BSN, RNC

2. Course ObjectivesThe student will be able to: 1. identify two characteristics and three essential functionsof a clinical/ laboratory faculty 2. identify how to access appropriate resources 3. identify the six topics discussed to be a successfulinstructor 4. identify methods to assure effective communication withother healthcare professionals 5. identify strategies to implement and evaluate evidencebase practice. 6. identify strategies to deal with five types of difficultstudent situations 7. state the expectations of a clinical/laboratory day 3. Who is the adjunct clinical faculty? Clinical Nurse expert Part time faculty Teach in the clinical setting Teach in the laboratory setting 4. Overall Position Description The primary responsibility of the clinicalinstructor is the direct supervision of students inclinical and/or laboratory settings. Additionalresponsibilities may be assigned by the coursecoordinator or the program coordinator. 5. Essential Functions Instruct, supervise, and evaluate studentsperformance in the assigned clinical and/ orlaboratory setting. Consult with course coordinator regardingsignificant student issues Comply with agency policies and proceduresthrough agency orientation and ongoing in-services. 6. UMaine and UMaine School of Nursing resources UMaine part-time facultycontract can be found athttp://www.maine.edu/pdf/patfacba.pdf UMaine School of Nursing Undergraduate Student Handbook can be found athttp://umaine.edu/nursing/student- handbook/ 7. Ready, Set, Teach! Clinical and/or laboratory instructor need to: Complete the clinical evaluation tool Provide formative and summative feedback Grade student work Manage difficult student situations Utilize of pre and post conference Teach evidence based practice 8. Clinical Evaluation Tool Expectation is to achieve the good or 8.0 to 8.9level meeting the objectives consistently = 8.5 9. Liberal Education A solid base in liberal education provides thecornerstone for the practice and education ofnurses. Example of Liberal Education Courses which arehelpful to nursing studentsArt HistoryChemistryCommunications/SpeechComputersEnglishEthicsHistoryPhilosophy Foreign LanguagePhysicsPsychology ReligionMusicSociologyStatisticsWestern CivilizationWomens Studies 10. Liberal Education The students should be able to demonstrateknowledge from previous nursing courses, thephysical and behavioral sciences, and humanities toprovide rationale for professional practice. Music Art Statistics 11. Professionalism and Professional Values The student will act in a responsible and prudentmanner, which reflects consideration forlegal, moral and ethical elements in nursingpractice. UMaine SON Code of Nursing Students ANA code of Ethics 12. Scholarship for Evidence-based Practice Professional nursing practice is grounded in thetransformation of current evidence into practice. According to Yldrim (2011), critical thinking isthe process of searching, obtaining, evaluating,analyzing, synthesizing and conceptualizinginformation as a guide for developing onesthinking with self-awareness, and the ability touse this information by adding creativity andtaking risks (Yildirim & Ozsoy, 2011, p. 847). 13. Critical Thinking Evaluating students critical thinking isdetermining if they are able to: analyze information make the connection determine relevance set priorities select appropriate information apply relevant knowledge evaluate outcomes 14. Evidence Based Practice (EBP) Strategies to integrate EBP in education Cultivate Inquiry Ask a clinical question Search for the best evidence Critically appraise the evidence Integrate the evidence with clinical expertise, patientpreference, and values Evaluate the outcome Disseminate the results Act as a role model 15. Interprofessional communication and collaboration for improving patient health outcomes The student is able toapply knowledge andprinciples ofcommunication anddemonstrate effectivetherapeuticcommunication strategieswith patients, families,staff and faculty.SBARISBARR 16. Clinical prevention and population health The student will demonstrate the ability to applyteaching learning principles in the care of theirpatients and their families The nature of teaching and learning Learning Readiness The learning environment Teaching techniques Current trend National Prevention Council Nursing diagnoses 17. Illness and disease management The student must apply the nursing process inworking with patients and their families inrelation to health promotion, maintenance, andrestoration.Nursing process+Nursing diagnoses=Nursing Knowledge 18. Information management and application of health care technology The student will demonstrate the use oftechnology in the management and education ofpatients. Electronic medical record (EMR) http://qsen.org/faculty-resources/learning- modules/module-four/ Bar Code Medication Verification System (BMVS) Online patient education 19. Human Diversity and Global Health The student will assess the socio-cultural factorsfor individuals and families Cultural Factors www.minorityhealth.hhs.gov Socioeconomic Factors http://www.commissiononhealth.org/report.aspx?pub lication=26244 20. Health Care Systems and Policy The student will acknowledge the effects ofhealth care delivery system on patients health Affordable Care Act Patient-centered Outcomes Research Institute Case Management 21. Writing Skills Writing Skills The seven essential qualities of nursingStudents will demonstrate coherent writtenexpression to enhance patient care bydocumentation establish that documentationdocumenting using agency format, develop amust:written patientof care based on assessment data, as1. Be plan centeredwell as other written assignments aseducation and2. contain the actual work of nurses including assignedpsychosocial support Documentation3. Be written to reflect the objective clinical judgment of the Writing to learn nurse 4. be presented in a logical and sequential manner http://owl.english.purdue.edu/owl/owlprint/671/ 5. beformat as events occur APA written 6. record variances in care 7. fulfill legal requirements 22. Technical Skills The student will demonstrate safe practice in theuse of technical skills, use agency policies whenperforming skills, and report accurate andimportant information precisely. Patient Safety http://qsen.org/faculty-resources/learning-modules/module- seventeen/ Agency Policies Reporting information 23. Provider and Coordinator of Care The student will demonstrate proficiency indelivering safe care to patients and their familiesin different clinical situations. Accurate Nursing Diagnoses Reporting Information Competent Nursing Skills Safety Patient Centered Care Collaboration 24. Ready, Set, Teach! Clinical and/or laboratory instructor need to: Complete the clinical evaluation tool Provide formative and summative feedback Grade student work Manage difficult student situations Utilize of pre and post conference 25. Feedback Feedback is an essential aspect of teachingand learning which should be provided at theend of each clinical day. Formative Feedback Summative Feedback Tips from the experts Understand the elements of feedback And and But in constructive feedback Consistent monitoring Documentation 26. Grading Principles of grading Grades: are important should be based on course objectives and content Should be assigned fairly Should be based on credible assessment Must be confidential Influence students incentive to learn Grading policies should be clearly written andpresented on the first day of class 27. Student SituationsWorking with the student who knows it all you suspect needs help who require more supervision thanotherswho is repeating the course 28. Preconference Provide anticipatory guidance for the day Check student preparation Change of shift report worthwhilesubstitute 29. Postconference Stimulate questionsWHY? WHY? WHY? Promote learning Role play 30. Evaluation Moving Forward Journaling Please take a moment and fill out the survey athttp://www.surveymonkey.com/s/X668YX8 heather.spaulding@umit.maine.edu 31. Click in center of slide to view showClick hereto advanceto the nextresourceThe future of nursing research Heather Spaulding, BSN, RNC 32. Click in center of slide to view show Click hereto advance to thereferencesUmaines Folger Library: Indexes and DatabasesHeather Spaulding, BSN, RNC 33. Click here toReferencesadvance tonext reference page Adamski, P. (2007). Implement a handoff communications approach. Nursing Management, 38(1)10-11. 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