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Preceptor Manual
Centre for Nursing and Health
Studies
Faculty of Heath Disciplines
September, 2014
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Table of Contents
Open Letter to the Preceptor………………………………………………………………………………………………… 3
Introduction to the Preceptor Manual…………………………………………………………………………………… 4 What is Preceptorship?................................................................................................................. 5 Roles of the Preceptor…………………………………………………………………………………………………………….. 6 Expectations of the Preceptor………………………………………………………………………………………………….. 7 Expectations of the Student……………………………………………………………………………………………………. 12 Expectations of the Instructor……………………………………………………………………………………………….. 13 Addressing Specific Issues………………………………………………………………………………………………………. 14 Evaluation of the Preceptorship Experience…………………………………………………………………………... 16 References………………………………………………………………………………………………………………………………. 17 Appendix A: Course Syllabi……………………………………………………………………………………………………. 19 Appendix B: LPN to BN Clinical Evaluation Tool…………………………………………………………………….. 21 Appendix C: Evaluation of the Preceptorship Experience………………………………………………………. 22 Appendix D: Overview of program philosophy, purpose and outcomes of clinical experiences. 23 Appendix E: Readings, Videos, and Webcasts Related to being an Effective Preceptor………….. 26 Appendix F: Post LPN BN Program Overview of the Curriculum……………………………………………… 27
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Open Letter to the Preceptor Thank you for volunteering your time, knowledge, skills, abilities and experience to assist nursing students to achieve the basic competencies of a newly graduated registered nurse. Your willingness to take on this added responsibility is much appreciated by Athabasca University (AU). Being a preceptor does take extra time and commitment and it is recognized that clear expectations and readily available resources and supports are necessary for you to be successful in this role. Therefore, the Centre for Nursing and Health Studies (CNHS) has developed this document to assist you in the preceptor role. CNHS also will provide access to an instructor to respond to your questions and to assist you throughout the preceptorship experience. Please contact this instructor to clarify any of the information in this manual or as you need assistance when working with the student. Being a preceptor is recognized by the College and Association of Registered Nurses (CARNA) as one means of maintaining competence as part of the Continuing Competency Program. Thus being a preceptor is a benefit to your professional growth. In Canada, it is a professional expectation that nurses take an active role in teaching students. A study in British Columbia assessed the value of preceptorships and reported that,
Preceptors perceived personal benefits from being a preceptor to include: refreshment of one's own knowledge and practice, stimulation of mutual learning, and satisfaction from helping another nurse to develop. Perceived benefits for the workplace included: creation an active learning environment, provision of help with the workload, and improvements in patient care. (Collaborative Nursing Program in British Columbia, 2000 – 2003)
We hope you will also find the preceptor experience beneficial. Again, thank you for your time and commitment to nursing education and to the preparation of the new graduate. Margaret Edwards, PhD, RN Dean, Faculty of Health Disciplines Professor, Centre for Nursing and Health Studies Athabasca University 1 University Drive Athabasca, AB, Canada, T9S 3A3 Toll free: 1-‐800-‐788-‐9041 FAX: (780) 675-‐6468 Email: [email protected]
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Introduction to the Preceptor Manual
This document is designed to orient preceptors who work with Athabasca University (AU)
students in clinical nursing courses. Guidelines and resources that may be helpful to
preceptors are outlined, including an overview of the Post LPN BN Program which includes
the program philosophy, purpose, clinical course objectives and program learning
outcomes (see Appendix D).
Purpose of the Preceptor Manual
The purpose of this document is to facilitate effective preceptorships that will help LPN to
BN students successfully meet the requirements and expectations of clinical nursing
courses. The purpose of clinical nursing courses is to provide students with knowledge and
practice to acquire the competencies required to fulfil the role of registered nurse in the
health care system.
Objectives of the Preceptor Manual
The preceptor manual:
1. Defines the terms preceptorship, preceptor, preceptee, and orientation.
2. Outlines preceptor roles.
3. Explains the Post LPN BN Program philosophy, purpose, clinical outcomes and
program learning outcomes.
3. Identifies what is expected of the preceptor and student during the clinical posting.
4. Describes principles and concepts of adult learning the may promote student success
during a preceptorship placement.
5. Outlines strategies preceptors can use to effectively orientate, teach, and evaluate
students.
6. Provides resources, supports, and background information related to the program to
assist preceptors in their role.
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7. Outlines processes preceptors use to evaluate students during the preceptorship. The
process students use to provide feedback on the preceptorship experience is also
described.
Resources
This document contains sufficient information to prepare preceptors for the preceptor role.
The attached appendices provide preceptors with additional information. The Preceptor
Manual provides an overview of preceptorship and is a quick reference as needed during
the practicum. A collection of readings, videos, and webcasts related to being an effective
preceptor are included in Appendix F.
What is Preceptorship?
Athabasca University establishes formal legal contracts with a variety of health care
agencies for clinical placement of nursing students in order to provide students with direct
hands on practice as part of their nursing education. Preceptorship is one means of
facilitating the learning of clinical nursing practice.
Important Terms
Preceptorship in nursing refers to “a formal process for assisting the novice practitioner
to acquire beginning practice competencies through direct supervision” (Canadian
Nurses Association, 2004, p. 21).
The clinical practicum is a key component of undergraduate nursing education whereby
novice nurses are mentored to develop their professional knowledge, skills and values
(Ralph, Walker, & Wimmer, 2009).
The preceptor is an experienced and competent staff nurse who serves as a clinical role
model and resource person for learners. Further, a preceptor is an experienced nurse who
6 facilitates and evaluates student learning in the real world of the clinical arena. Although
preceptors are usually employed by clinical agencies rather than the nursing program, they
provide supervision for professional nursing students during the nursing education process.
Preceptors are resources and role models in a one-‐to-‐one relationship, socializing students
into the nursing profession (Luhanga, Billay, Grundy, Myrick & Yonge, 2010).
The preceptee is a student nurse enrolled in a clinical nursing course. Paired with an
experienced nurse, the student (preceptee) learns by observing, following directions,
questioning, and working alongside the preceptor. Preceptors facilitate learning through their
ability to articulate expectations and observations about nursing practice, by being supportive
and flexible, and by having the desire to teach/help other individuals to learn.
Orientation is the means organizations use to introduce new employees to the goals,
structure, policies and procedures, role expectations, physical facility and services within the
work setting. In the preceptorship experience, a modified orientation is required to orient the
student to the clinical area.
Roles of the Preceptor
Nursing preceptorships have become common in nursing programs. Preceptorships allow
students to acquire a basic level of knowledge, skills, values and personal attributes as well
as become socialized into the profession or domain of practice (CNA, 2004).
A preceptor assumes all of following roles at one time or another:
• Advisor: a person who gives an opinion about what to do or how to handle a situation.
• Teacher: a person who instructs, coaches, prepares, educates.
• Supporter: a friend or ally.
• Evaluator: a person who gives verbal and written constructive feedback to improve
performance.
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• Coach: a person who guides or directs.
• Encourager: a person who facilitates courage, hope, or confidence to another.
• Motivator: a person who incites another to action.
• Role model: a person in a specific role who is to be followed because of his/her
excellence in that role.
• Transformer: a person who helps another gain insight in learning how to better
understand or approach something new.
Expectations of the Preceptor in the Post LPN BN Program
1. Build a Relationship with the Student
Preceptee
The first step in building the professional
relationship begins with getting to know the
student. If possible, the preceptor and
student should meet prior to the first
clinical day to become acquainted and to
discuss (in general terms) what the student
wishes to achieve during the posting.
The preceptor could also share details about the nature of the clinical area, the type of
clients/patients, learning opportunities, and provide students with recommendations for
preparation for the first day of the preceptorship. Obtaining a sense of how the student
learns can assist the preceptor in meeting student needs. A preceptor can learn about the
student through informal means such as:
• Asking students to explain how they learn best. Have students give examples. (Note -‐
Students may already have assessed their own learning styles during the nursing
program and can share this assessment with preceptors).
• Having students share past experiences of success in the clinical area and discuss
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reasons the learning was positive.
• Asking students what type of supervision and teaching style they prefer.
• Describing your own teaching and supervising style to students and discussing how this
fits with their needs.
• Sharing background information regarding their nursing experience.
2. Help Students Feel Welcomed on the Unit
Creating a culture of respect enables preceptors to accommodate students’ learning needs
(Paton, 2010). Welcoming students and introducing them to others on the unit enhances
mutual respect. Students report positive practicums when preceptors:
• Provide opportunities to link theory and practice.
• Encourage students to build their own professional competence and self-‐confidence.
• Model best practice.
• Promote a locale where they feel welcomed by practitioners into the ranks of the
profession as fellow (yet developing) practitioners (Ralph et al., 2009).
In some instances, a student may work with more than one preceptor. In such cases an early
introduction to other staff nurses will make the transfer between nurses easier. It is also
important to introduce the student to the manager and to explain the formal and informal
channels of communication on the unit. Help students feel like they are an integral part of
the nursing staff.
Other ways that preceptors can help students feel welcome on the unit and help set them
up to success include the following:
• Provide a tour of the physical layout of the unit. Take time on the first shift to tour
students and acquaint them with the unit and the location of supplies, and resources.
• Explain the unit policies, protocols and procedures. Point out the most significant
policies, protocols and patient care procedures. Emphasize that reviewing relevant
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procedures prior to performing new skills promotes safe patient care.
• Review documentation procedures and expectations of the student related to recording
and reporting.
3. Help Students Set Learning Goals for Their Preceptorship Experience
Students may need the assistance of the preceptor in establishing learning goals for their
preceptorship experience. Preceptors can guide students to achieve this by:
• Reviewing the types of patients/clients on the unit and the learning opportunities
available.
• Asking students to explain what they have learned to date in the nursing program and in
this clinical course.
• Encouraging students to refer to the CARNA Entry-‐to-‐Practice Competencies for the
Registered Nurse (2013) and the course learning outcomes and as guides as they develop
their learning outcomes for the preceptorship. Appendix A contains Course Syllabi, which
include the course learning outcomes. Access the CARNA Entry-‐to-‐Practice Competencies
for the Registered Nurse (2013) using the following link:
http://www.nurses.ab.ca/content/dam/carna/pdfs/DocumentList/Standards/RN_EntryPr
acticeCompetencies_May2013.pdf
4. Provide Teaching, Support, and Coaching to Assist Students in Achieving the Course
Learning Outcomes
An effective preceptor is a nurse leader that is seen to be clinically competent with a
broad knowledge base and effective interpersonal skills such as clear communication,
compassion and caring attitudes (Zilembo & Monterosso, 2008). To provide teaching,
support and coaching the preceptors can:
• Share their knowledge, skills and expertise with the students.
• Consult with students to identify learning opportunities that arise in the clinical setting.
• Direct students to useful resources to supplement learning.
• Look for learning experiences that will help students meet their learning goals.
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• Be readily available to the students.
• Communicate with students in a clear, understandable manner.
• Provide coaching to facilitate learning and let the student try new nursing skills.
5. Use Approaches to Enhance Critical Thinking
Critical thinking involves thinking in an analytical, self-‐directed, self-‐disciplined, self-‐monitored
way and is an essential way of thinking for registered nurses. Try to find ways to enhance the
critical thinking abilities of students.
According to Ennis (2012) a critical thinker:
Ø Is open-‐minded and mindful of alternatives.
Ø Desires to be, and is, well-‐informed.
Ø Judges well the credibility of sources.
Ø Identifies reasons, assumptions, and conclusions.
Ø Asks appropriate clarifying questions.
Ø Judges well the quality of an argument, including its reasons, assumptions, evidence, and
their degree of support for the conclusion.
Ø Can well develop and defend a reasonable position regarding a belief or an action, doing
justice to challenges.
Ø Formulates plausible hypotheses.
Ø Plans and conducts experiments well.
Ø Defines terms in a way appropriate for the context.
Ø Draws conclusions when warranted – but with caution.
Ø Integrates all of the above aspects of critical thinking.
To foster development of critical thinking skills in students preceptors can:
• Encourage students to ask questions.
• Rather than ‘tell,’ ask students to explain how they would approach problems.
• Respond to student questions with, “What do you think should be done?” If the
student truly does not know, providing hints using open-‐ended questions helps the
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student through the problem solving process.
• Support the student’s movement to increasingly independent decisions and practice.
6. Keep Students Well Informed about their Progress
Evaluation of the student is one of the major responsibilities of the preceptor. There are two
kinds of evaluation: i) formative which is ongoing informal feedback and ii) summative
evaluation which is usually formal written feedback on performance at specific time intervals.
To provide effective feedback:
• Give feedback that is constructive (positive as well as areas for growth) throughout
the entire preceptor experience.
• Respect the confidential nature of the preceptor-‐student relationship.
• Consult with the AU instructor regarding any concerns about the student’s clinical
abilities and performance.
• Notify the AU instructor immediately in the event of a crisis that involves
the student’s personal or clinical practice.
• Let the instructor know when the student performs outstanding work that
deserves recognition in the form of awards.
• Provide the teaching, support, and coaching needed to assist students in achieving
the course.
• Provide a written mid-‐term evaluation of the student’s performance and meet with the
student to discuss. The written mid-‐term evaluation may take the form of a listing of
strengths and areas for improvement.
• Compare your preceptor evaluation with the student’s self-‐evaluation and discuss.
By the end of the course use the evaluation form and grading system in Appendix B to provide a
written final evaluation regarding the student’s performance. Include relevant examples to
support your comments. Remember, this written evaluation should be discussed with the
student and submitted to the AU instructor.
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Expectations of the Student
Students have responsibility of ensuring
they have the knowledge and skills
required for the clinical area. The course
outline will provide the preceptor with
additional information regarding the
knowledge and skills students are
expected to bring to the clinical
placement. The preceptor will negotiate
the clinical learning experiences with the
student and provide the learning
experiences to meet the course outcomes.
In general, students are expected to:
• Meet with their preceptors prior to the clinical experience.
• Learn or review the knowledge, skills, and theory necessary to make good judgments
and provide safe nursing practice.
• Review and practice skills prior to assuming that responsibility for client care.
• Communicate previous learning and competencies to their preceptor.
• Maintain and increase their competency base as they progress through the experience.
• Be open to a variety of learning opportunities that will enhance their nursing
knowledge and skills.
• Take responsibility for their learning by asking questions and seeking guidance
to acquire knowledge and skills necessary for competent practice.
• Adhere to the policies and procedures of the agency.
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• Document and report in accordance with professional and agency standards.
• Maintain confidentiality by discussing patients/clients only in appropriate
places and with appropriate people.
• Maintain safety from the point of view of both the nurse and the client/patient.
• Maintain a professional appearance when attending any nursing practice setting.
• Work the same schedule as their preceptor(s) and notify the preceptor and clinical
area if they are unable to attend clinical practice as scheduled.
• Conduct ongoing self-‐evaluation and submit a written midterm and final
self-‐evaluation.
• Complete an evaluation of the preceptorship experience and submit it to AU.
Expectations of the Instructor
Athabasca University provides a resource
person for the preceptor. This person is
the instructor who teaches the clinical
course related to the preceptorship. The
instructor will be accessible and available
to the preceptor by phone and email.
The instructor’s role is to provide
support and assistance to the preceptor
and student throughout the
preceptorship experience.
Specifically the instructor is expected to:
• Contact the preceptor to establish a relationship and clarify arrangements for
the student’s preceptorship experience.
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• Provide guidance and support to the student and preceptor as needed.
• Maintain regular contact with the preceptor to monitor student progress during the
preceptorship.
• Be available to the preceptor for assistance and support.
• Provide the preceptor and student with advice and assistance with any issues that arise
during the experience.
• Provide the student and preceptor with expertise and assistance with midterm and
final evaluations of student.
• Receive and use evaluation data from the student and preceptor to assign a grade
for the clinical experience.
• Liaise with the CNHS and AU regarding issues and recommendations arising out
of the preceptorship.
Addressing Specific Issues
Regardless of how a preceptor prepares, is informed, and supported, issues or concerns
may arise. Generally, the preceptor should feel comfortable to address any issues or
concerns with the instructor. “Red flags” or the feeling that things are not going well should
be identified and shared with the instructor with a request for assistance and support. It is
best to seek assistance early when problems first arise rather than waiting until these are
major concerns or the student is failing.
Some areas of concern may include:
• conflicts
• misconduct
• harassment and abuse
• clinical failure
15 Conflicts
Conflicts may arise between the preceptor and the student or between the student and
other staff. Generally, the sooner the conflict is identified and managed the better.
One-‐to-‐one communication between the parties is a starting point. The preceptor can
seek advice and support from the instructor or the manager in the clinical area
regarding how to handle preceptee related conflicts.
Misconduct
The student is expected to adhere to the policies and procedures of the agency and of AU.
Any concerns that a preceptor has regarding misconduct should be communicated to the
instructor immediately. The instructor will assist and provide advice regarding the process
and consequences for the student.
Students whose behaviour places them, patients/clients, or the agency at-‐risk, or students
whose performance does not meet the requirements of the nursing practice course, will be
reported to the instructor who will communicate the behaviour to the appropriate faculty
member from AU CNHS. Nursing practice agencies reserve the right to refuse to continue to
provide nursing practice placement to any student whose performance does not meet
agency standards.
Harassment and Abuse
Athabasca University is committed to ensuring the safety of students during nursing practice.
The faculty recognizes that students, nurses and patients/clients may encounter situations
involving abuse or harassment. Students and AU instructors are responsible for becoming
familiar with the agency’s policies and procedures related to harassment and abuse.
Clinical Failure
16 Student failure is one of the greatest fears and challenges for a preceptor. The preceptor
needs to keep the instructor aware of concerns related to a student’s progress and to seek
help in assisting the student to meet the required learning outcomes. In the event a student
fails, the preceptor and instructor will work together to ensure that all necessary steps and
procedures are taken. The instructor’s primary role in this situation is to support the
preceptor through the process.
Evaluation of the Preceptorship Experience
Athabasca University continuously strives to improve its information and resources for
preceptors and students. Feedback and suggestions from preceptors and students are
critical to ongoing improvement of the preceptorship experience. Please complete the
evaluation form in Appendix C regarding your experience as a preceptor and send to the
instructor via email at the end of the preceptorship. Students also are expected to submit
their feedback regarding the preceptorship experience. The student form is also included in
Appendix C. Students also send the evaluation form to the instructor.
Thank you!
Thank you again for your time, effort and work as a preceptor. Your contribution to the
learning and socialization of AU students is much appreciated. You have made a difference
to the students and to the profession of nursing!
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References
British Columbia Ministry of Health Planning. (2003). Feasibility and outcomes of paid
undergraduate positions for designated health service areas in BC: Year two final report.
British Columbia: Author.
Canadian Nurses Association (2004, October). Achieving excellence in professional practice: A
guide to preceptorship and mentoring. Retrieved from http://cna-‐
aiic.ca/~/media/cna/page-‐content/pdf-‐en/achieving_excellence_2004_e.pdf
College & Association of Registered Nurses of Alberta (2013). Entry-‐to-‐practice competencies
for registered nurses. Retrieved from
http://www.nurses.ab.ca/content/dam/carna/pdfs/DocumentList/Standards/RN_EntryP
racticeCompetencies_May2013.pdf
Ennis, R.H. (2012). Critical thinking.net. Retrieved from
http://www.criticalthinking.net/definition.html
Luhanga, F.L., Billay, D., Grundy, Q., Myrick, F., & Yonge, O. (2010). The one-‐to-‐one relationship:
Is it really key to an effective preceptorship experience? A review of the literature.
International Journal of Nursing Scholarship, 7(1), Article 21. doi: 10.2202/1548-‐
923X.2012. Epub 2010 Jul 9.
Paton, B. (2010). The professional practice knowledge of nurse preceptors. Journal of Nursing
Education, 49(3), 143-‐149. doi:10.3928/01484834-‐20091118-‐02
18 Ralph, E., Walker, K., & Wimmer, R. (2009). The practicum across the professions: Views of
post-‐practicum students. Journal of the International Society for Teacher Education,
13(2), 43-‐52.
Zilembo, M. & Monterosso, L. (2008). Nursing students' perceptions of desirable leadership
qualities in nurse preceptors: A descriptive survey. Contemporary Nurse, 27 (2), pp. 194-‐
206. doi: 10.5172/conu.2008.27.2.194
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Appendix A: Course Syllabi
The Post LPN BN program includes four required nursing practice courses:
• NURS401 -‐ Professional Practice with Adults with Health Alterations
• NURS435 -‐ Professional Practice in Mental Health Promotion
• NURS437 -‐ Professional Practice in Family Health Promotion
• NURS441 -‐ Consolidated Professional Practice
NURS401 -‐ Professional Practice with Adults with Health Alterations
Clinical Practice – 140 hours
Nursing 401: Professional Practice with Adults Experiencing Health Alterations is a paced online
clinical practicum course that provides students with the opportunity to integrate and apply
theory from NURS 400 in the provision of nursing care for adults experiencing acute and/or
chronic alterations in health and their families. NURS 401 clinical practice takes place on
general medical-‐surgical nursing units at selected health care facilities.
For more information about this course, access the following link:
NURS 401: Professional Practice with Adults Experiencing Health Alterations
NURS435 -‐ Professional Practice in Mental Health Promotion
Clinical practice -‐ 140 hours
Nursing 435: Professional Practice in Community Mental Health Promotion is a paced online
clinical course that provides opportunities to integrate theory and develop further skills
related to community health promotion with a focus on individuals, families and groups
experiencing mental health alterations. Practice occurs in a variety of community mental
health settings. Consideration is given to mental health promotion with vulnerable aggregates
and recognition/screening/referral of psychiatric mental health disorders that emerge across
the lifespan. Opportunities to apply nursing assessment skills, such as mental status
20 examination, and nursing intervention strategies, such as therapeutic communication, are
facilitated. A current snapshot of the field of psychiatric nursing, including both current
practice and future research possibilities, is presented.
For more information about this course, access the following link:
NURS 435: Professional Practice in Mental Health Promotion
NURS437 -‐ Professional Practice in Family Health Promotion
Clinical Practice -‐ 140 hours
Nursing 437: Professional Practice in Family Health Promotion is a paced online clinical course
that provides opportunities to integrate theory and develop further skills related to family
health promotion. Practice occurs in a variety of settings including community agencies and
client homes. Each student’s placement is unique and grounded in the practice of the agency
and clinical instructor or mentor as it evolves. Opportunities to apply family assessment skills
and nursing intervention strategies in recognition of concepts outlined in the McGill Model are
facilitated
For more information about this course, access the following link:
NURS 437: Professional Practice in Family Health Promotion
NURS441 -‐ Consolidated Professional Practice
Clinical Practice -‐ 370 hours
Nursing 441: Consolidated Professional Practice is a focused practicum course completed with
the guidance of a preceptor. This clinical course provides students with the opportunity for
application, integration, synthesis, and further growth of nursing knowledge, skills, and
attitudes in a selected nursing practice setting. The emphasis is on the complexity of nursing
care with clients (individuals, families and/or aggregates).
For more information about this course, access the following link:
NURS 441: Consolidated Professional Practice
21 Appendix B: LPN to BN Clinical Evaluation Tool
To access the LPN to BN Clinical Evaluation Tool, please click on either of the following links:
Clinical Evaluation Form (Word .doc format)
Clinical Evaluation Form (PDF format)
To access the CARNA (2013), Entry-‐to-‐practice competencies for registered nurses, please click the following link: http://www.nurses.ab.ca/content/dam/carna/pdfs/DocumentList/Standards/RN_EntryPracticeCompetencies_May2013.pdf
22 Appendix C: Evaluation of the Preceptorship Experience To retrieve a copy of these evaluation documents, please access the following links:
• Evaluation by Preceptor of the Preceptorship Experience (word .doc format)
• Evaluation by Preceptee of the Preceptorship Experience (word .doc format)
Please note the following:
• The preceptor and student are expected to complete an evaluation of the
preceptorship experience and submit the form to the instructor.
• The information submitted will be used to address issues and to make improvements
in future preceptorships.
• Confidentiality of this information will be maintained.
• Please forward the completed evaluation form to the instructor via the email
address provided.
23 Appendix D: Post LPN BN Program Philosophy, Program Purpose and Program Learning
Outcomes
The Post LPN BN Program
The Athabasca University Post LPN BN Program is a 120 credit baccalaureate degree program. Upon admission to the program, students are awarded 30 block transfer credits for successful completion of a Practical Nurse certificate or diploma. Additional transfer credit may be awarded for university level non-‐nursing courses completed prior to admission to the Post LPN BN Program. Students must have graduated from and approved Licensed Practical Nurse (LPN) program, be a practicing LPN registered with the College of Licensed Practical Nurses of Alberta, and have completed 1700 hours of work as an LPN to be admitted to the program. Please see Appendix F for an overview of the Post LPN BN Program curriculum.
Program Philosophy The Post LPN BN Program is grounded in a philosophy of continuous learning and is designed to assist the Licensed practical Nurse (LPN) to assume the role of a baccalaureate prepared Registered Nurse (RN) capable of providing safe, competent and ethical care in institutional and community settings in urban and rural communities. Graduates of the program are awarded a Bachelor of Nursing (BN) degree from Athabasca University and eligible to write the Canadian Registered Nurse Examination. As articulated by the College of Licensed Practical Nurses of Alberta (CLPNA), The Licensed Practical Nurse competencies served as a guide to identify the core nursing courses and content included in the program. This is a novel approach to curriculum design within the Centre for Nursing and Health Studies (CNHS) and contributes to the uniqueness of the program within the University and the country. Underlying this approach to the curriculum is the belief that the students enrolled in the program are competent professionals who can take advantage of their prior learning and work experiences in continuing their baccalaureate level nursing education. The program is unique in that it is the first program in Alberta to award a substantial number of university level credits (30 block transfer credits) in acknowledgement of the competencies of graduates of Practical Nurse programs. Student admitted to the Post LPN BN Program are held accountable and responsible for maintaining and building upon these competencies throughout their program. Another unique feature of the program is that all of nursing theory courses, as well as a number of the support/elective courses, can be completed online through a learning management system called Moodle. This offers the Post LPN BN students increased access to baccalaureate education and offers flexibility in scheduling of coursework. The acknowledgement of prior learning, granting of transfer credit where applicable, and options of accelerated study permits
24 students to complete program requirements and enter the RN workforce in a shorter time period than would be possible in traditional baccalaureate nursing programs. Program Purpose The development of the Post LPN BN Program was strongly influenced by changes in the education of Practical Nurses and was in keeping with the provincial objective of increasing access to baccalaureate education in nursing for students seeking initial licensure as a Registered Nurse (RN). Although LPNs who met the admission requirements of traditional RN diploma and degree programs in nursing could gain access to such programs, it was common practice at the time to require them to complete the entire diploma or degree program with little, if any, recognition of the knowledge and skills acquired during their Practical Nurse program. This resulted in considerable frustration among LPNs who wished to continue their studies in nursing. The faculty of the Athabasca University Centre for Nursing and Health Studies were committed to addressing these concerns in the design of the proposed Post LPN BN Program. The Post LPN BN Program is designed to recognize that the students who are admitted to the program are licensed professionals and should be given credit for their prior education and work experience. The primary program purpose is the preparation of LPNs to become educated to practice as Baccalaureate prepared registered nurses while building upon prior knowledge and education. Post LPN BN Program Learning Outcomes After you successfully complete the Post LPN BN program, you will achieve or exceed the following program learning outcomes:
1. Engage in baccalaureate registered nursing practice compliant with the College and Association of Registered Nurses of Alberta (CARNA) current Entry-‐to-‐Practice Competencies for the Registered Nurses Profession while demonstrating registered nursing practice consistent with the present:
• CARNA Nursing Practice Standards and all other CARNA standards and guidelines • CNA Code of Ethics for Registered Nurses • Health Professions Act (HPA), the practice statement in Schedule 24 of HPA, and
the Registered Nurses Profession Regulation • Common law, provincial and federal legislation that directs practice
2. Integrate concepts of population health, primary health care and health promotion while working with individuals, families and communities with complex alterations in health.
3. Synthesize theory, evidence-‐based practice and research while working with individuals, families and communities with complex alterations in health.
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4. Model leadership behaviours such as reflection, advocacy and integrity to influence self and others toward goal achievement.
5. Function effectively as a baccalaureate registered nurse utilizing critical inquiry processes to act in situations of uncertainty and ambiguity.
6. Work collaboratively with other disciplines and across health care sectors. 7. Incorporate personal integrity, responsibility and accountability in employment,
community activities and further study. 8. Demonstrate commitment to scholarship and lifelong learning that includes self-‐
reflection, self-‐direction and technological innovation.
26 Appendix E: Readings, Videos, and Webcasts Related to being an Effective Preceptor
Here are so resources that might be helpful to you in your preceptor role. The list includes journal articles and videos.
Videos
Attitude Problems. Retrieved from http://www.palmhealthcare.org/nursing-‐preceptor-‐podcasts
Unprofessional Behaviour. Retrieved from http://www.palmhealthcare.org/index.cfm?fuseaction=video.collection&id=66
Poor Communication. Retrieved from http://www.palmhealthcare.org/index.cfm?fuseaction=video.collection&id=67
Inability to Demonstrate Knowledge. Retrieve from http://www.palmhealthcare.org/index.cfm?fuseaction=video.collection&id=64
Critical Thinking: The Nursing Process. Retrieved from http://www.palmhealthcare.org/index.cfm?fuseaction=video.collection&id=88
Articles Barker, E. (2010). Becoming a super preceptor: A practical guide to preceptorship. Journal of
the American Academy of Nurse Practitioners, 22(3), 144-‐9. doi: 10.1111/j.1745-‐7599.2009.00487.x. Retreived from http://www.ncbi.nlm.nih.gov/pubmed/20236398
Eley, (2014). The Power of Preceptorship. RN Journal. Retrieve from http://rnjournal.com/journal-‐of-‐nursing/the-‐power-‐of-‐preceptorship
Reishtein, J. (2014). My first preceptor. American Journal of Nursing, 114(3), 72. Retrieved from http://journals.lww.com/ajnonline/Fulltext/2014/03000/My_First_Preceptor.35.aspx
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CNHS, FHD, AU September, 2014
Appendix F: Post LPN BN Program Overview of the Curriculum Year of Program
Term/ Semester
Course Number & Credit Weight Course Name Brief Description of Course
Cluster A Courses (30 credits)
ENGL 255 (3) or junior/senior level university level or equivalent ENGL course
Introductory Composition
ENGL 255 focuses on essay writing at the university level. In order to improve the necessary skills, students study examples of good writing, do a brief introductory assignment, write two short summaries, participate in online discussion forums, and complete three essays covering a spectrum of styles and purposes. The course is designed to recognize students’ personal interests, objectives, and learning styles and to provide flexible scheduling options.
ENGL 255 provides some grammar review but assumes at least a senior high school level of competency in both grammar and composition.
HSLT 320 (3) Teaching and Learning for Health Professionals
HLST 320 Teaching and Learning for Health Professionals introduces the principles and theories of teaching and learning within a health context. Through a variety of activities students learn how to assess the teaching-‐learning environment, develop a teaching plan, apply specific teaching strategies and evaluate the effectiveness of teaching. Students apply teaching and learning concepts, theories and principles through the completion of a teaching project. Critical assessment of teaching resources is also a component of HLST 320. By the completion of this course students have a beginning understanding of the complexities and realities of health teaching from a
Year of Program
Term/ Semester
Course Number & Credit Weight Course Name Brief Description of Course
personal and theoretical perspective.
MATH 215 (3 credits) or MATH 216 (3)
MATH 215 – Introduction to Statistics or MATH 216 – Computer Oriented Statistics
MATH 215 gives students a working knowledge and understanding of descriptive and inferential statistics and how statistics is applied in the sciences, social sciences, and business. Or MATH 216 gives students a working knowledge and understanding of descriptive and inferential statistics and how statistics is applied in the sciences, social sciences, and business. An important feature of Math 216 is its computer component, which teaches you how to use an industry standard statistical software application to apply the tools of statistics to make practical decisions, prepare reports in the workplace, and effectively complete papers and research projects, in other university courses. We cannot underestimate the value of a course which encourages you to use computer software to apply the methods of statistics, in a society which is increasingly dependent on electronic sources of information such as intranet databases, external databases, the Internet, electronic instruments, and point of sales electronic terminals. Math 216 is a multi-‐media course that is designed to appeal to a wide range of students with diverse learning styles.
Year of Program
Term/ Semester
Course Number & Credit Weight Course Name Brief Description of Course
PHIL 152 (3) or any 200-‐level or higher philosophy course
Basic Critical Thinking
PHIL 152 is a pre-‐university-‐level three-‐credit course designed to help you in the development of basic critical thinking skills in preparation for more advanced university-‐level work. The course stresses both reading skills and writing skills. It teaches an active, critical approach to reading that is extended to your own written work.
Humanities (3) at the 300/400 level
Social Science or Science (3) at the 300/400 level
Options Courses (9 credits total) may be selected from Applied Studies other than Nursing, Humanities, Social Science or Science
A maximum of 3 credits may be at the 100 level; at least 3 credits must be at the 300/400 level.
Cluster B Courses (51 credits)
NURS 250 (3) Exploration of Professional Nursing Practice
Nursing 250: Exploration of Professional Nursing Practice is the first nursing course in the Post LPN BN program. The course is developed to honor the students' achievements in the Licensed Practical Nurse (LPN) role and to introduce the concepts of professional Registered Nurse (RN) practice to the LPNs enrolled in the Post LPN BN Program. Topics
Year of Program
Term/ Semester
Course Number & Credit Weight Course Name Brief Description of Course
addressed in the course include transition to the Baccalaureate prepared RN role, use of scholarly evidence to support professional nursing practice, introduction to family, community, ethics, legal foundations, and cultural concepts in professional nursing practice culminating in the initiation of a professional practice e-‐Portfolio.
NURS 322 (3) Nursing Informatics
Welcome to Nursing 322: Nursing Informatics. In this course you will explore the use of informatics in nursing practice and its role in enhancing client care. You will gain an appreciation of the competencies required of an expert knowledge worker and apply the relevance of those competencies to your day-‐to-‐day practice as a nurse. You will also examine issues related the protection of the privacy, confidentiality, and security of information in health care environments and the potential utility of a wide array of social networking tools in communicating health-‐related information.
NURS 324 (3) Concepts and Theories in Nursing Practice
Welcome to NURS 324, an introduction to theory and reasoning in nursing. You will be introduced to several different theoretical frameworks in nursing and to the contributions of selected nurse theorists. You will also be exposed to different perspectives regarding patterns of knowing in nursing, the art and science of nursing, and the ethical principles that guide nursing practice. As you work through the various units, you will begin to articulate and refine your own philosophy of nursing and to evaluate its
Year of Program
Term/ Semester
Course Number & Credit Weight Course Name Brief Description of Course
impact on your own practice. You will consider ethical issues in nursing practice.
NURS 328 (3) Understanding Research
Nursing 328: Understanding Research introduces students to the research process and to the methods and analytical tools they require to critically evaluate research reports. The course provides students with an overview of qualitative and quantitative approaches to research.
NURS 400 (3) Adult Health Alterations
Nursing 400: Adult Health and Health Alterations focuses on the theory and research related to nursing practice with adults experiencing a wide range of acute and chronic alterations in health. With application of health promotion strategies and primary health care principles, emphasis is placed on holistic understanding of the altered health experience and the associated interventions on the individual adult and family. The primary themes threaded throughout the course are professional RN practice and accountability, the patient and family as client, and hope and coping in relationship to health alterations. NURS 400 provides a theoretical foundation for NURS 401.
NURS 401 (6) Professional Practice with Adults Experiencing Health Alterations
Nursing 401: Professional Practice with Adults Experiencing Health Alterations is a paced online clinical practicum course that provides students with the opportunity to integrate and apply theory from NURS 400 in the provision of nursing care for adults experiencing acute and/or chronic alterations in health and their families. NURS 401's 140 hour clinical
Year of Program
Term/ Semester
Course Number & Credit Weight Course Name Brief Description of Course
practicum takes place on general medical-surgical nursing units at selected health care facilities.
NURS 432 (4) Management and Leadership in Nursing Practice
Nursing 432: Management and Leadership in Nursing Practice is an introduction to the theory and practice of nursing leadership and management. The emphasis is on understanding the key skills employed by highly successful nurse leaders/managers such as thinking critically, communicating effectively, handling conflict, delegating successfully, building teams, controlling resources, improving quality, managing stress, and leading change. In addition there is a unit dedicated to multiple aspects of managing human resources.
NURS 434 (4) Community Health Promotion
Nursing 434: Community Health Promotion focuses on population health and application of the principles of primary health care, the strategies of health promotion, and epidemiology concepts when nursing individuals, families, groups, aggregates, and communities. Professional, legal/ethical, economic, cultural, and environmental issues as they apply to community health nursing are examined.
NURS 435 (6) Professional Practice in Community Mental Health Promotion
Nursing 435: Professional Practice in Community Mental Health Promotion is a paced online clinical course that provides opportunities to integrate theory and develop further skills related to community health promotion with a focus on individuals, families and groups experiencing mental health alterations. The 70 hour clinical practicum occurs in a variety of community mental health settings. Consideration is given to mental health promotion with
Year of Program
Term/ Semester
Course Number & Credit Weight Course Name Brief Description of Course
vulnerable aggregates and recognition/screening/referral of psychiatric mental health disorders that emerge across the lifespan. Opportunities to apply nursing assessment skills, such as mental status examination, and nursing intervention strategies, such as therapeutic communication, are facilitated. A current snapshot of the field of psychiatric nursing, including both current practice and future research possibilities, is presented.
NURS 436 (4) Family Health Promotion
Nursing 436: Family Health Promotion addresses the concepts of health promotion and primary health care in relation to family. Students are introduced to the assessment of family health using the Friedman Family Health Assessment Guide as well as the exploratory, collaborative approach outlined in the Developmental Model of Health and Nursing, commonly known as the McGill Model in nursing practice. In consultation with their course professor, students select a family within the community and use the McGill Model to guide a family health assessment and subsequently plan a family health promotion initiative.
NURS 437 (6) Professional Practice in Family Health Promotion
Nursing 437: Professional Practice in Family Health Promotion is a paced online clinical course that provides opportunities to integrate theory and develop further skills related to family health promotion. The 140 hour clinical practicum occurs in a variety of settings including community agencies and client homes. Each student’s
Year of Program
Term/ Semester
Course Number & Credit Weight Course Name Brief Description of Course
placement is unique and grounded in the practice of the agency and clinical instructor or mentor as it evolves. Opportunities to apply family assessment skills and nursing intervention strategies in recognition of concepts outlined in the McGill Model are facilitated.
NURS 438 (3) Trends and Issues in Nursing and Health Systems
Nursing 438: Trends and Issues in Nursing and Health Systems introduces students to the position of nursing in the Canadian health care system. Perspectives to be explored include social, political, organizational, and legal/ethical factors. The continuing debate about the essence of nursing including professional issues is examined. The politics of health is discussed within the context of the Canadian health care system. Current issues are critically analyzed in relation to their influence on the nursing profession and nursing practice.
And 3 credits from the following list:
NURS 326 (3) Health Assessment
Nursing 326: Health Assessment assists nursing students in the development of interviewing and history taking skills as well as skills in physical examination and psychosocial assessment. The collection of data through these skills is the first step in the nursing process: the data are used as the basis of nursing diagnoses and nursing interventions to promote health, prevent illness, or manage illness.
NURS 440 (3) Independent Study Students in Nursing 440: Independent Study engage in a guided independent learning experience. Students, in consultation with the course professor, choose a project to
Year of Program
Term/ Semester
Course Number & Credit Weight Course Name Brief Description of Course
investigate and develop and implement a learning contract. This contract outlines learning objectives, a learning action plan and an evaluation plan.
NURS 442 (3) Gerontological Nursing
Nursing 442: Gerontological Nursing provides an opportunity to explore the area of gerontological nursing, a field of nursing that focuses on the care of older adults. The course presents the unique health care needs of the older adult and introduces students to nursing approaches to managing those needs. Ethical/legal issues related to the nursing care of the older adults are explored.
Cluster C Course NURS 441 (9) Consolidated Professional
Practice
Nursing 441: Consolidated Professional Practice is a focused practicum course completed with the guidance of a preceptor. This 370 hour clinical practicum and coursework provides students with the opportunity for application, integration, synthesis, and further growth of nursing knowledge, skills, and attitudes in a selected nursing practice setting. The emphasis is on the complexity of nursing care with clients (individuals, families and/or aggregates).
