E Preceptors, when used by the program as an extension of faculty, are academically and experientially qualified for their role in assisting in the achievement of the mission, goals, and expected student

outcomes.

Elaboration: The roles of preceptors with respect to teaching, supervision, and student evaluation are:

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Preceptors have the expertise to support student achievement of expected outcomes. Preceptor performance expectations are clearly communicated to preceptors and are reviewed periodically. The program ensures preceptor performance meets expectations.

Program Response:

Preceptors are selected on their qualifications, experience, and interest in student education. Faculty members work closely with preceptors to plan student clinical experiences by communicating learning objectives to both preceptor and student. Preceptors supervise and evaluate students in clinical practice, however, the faculty member remains responsible for guiding the overall clinical experience and determining the extent to which each student meets expected learning objectives.

35 Preceptors may be appointed as “faculty associates,” a category that is unique to UMSON; faculty associates are contractual but non-compensated employees.

Faculty associate qualifications are:

• Skill and competence in professional area of expertise

• Leadership in innovative approaches to improving health care

• Promotion of an interdisciplinary approach to the delivery of health care

• Ability to foster a climate conducive to learning, from a practical or theoretical perspective

Faculty associates who precept advanced practice graduate students must possess at least an MS degree in nursing. While there is a preference for BSN preceptors for undergraduate students, and a preference for master’s prepared preceptors for CNL students, in some instances experienced Associate Degree nurses are selected based on their clinical expertise and experience.

Clinical faculty members evaluate preceptors through site visits and document the evaluation on a site visit form; students also complete written preceptor evaluations at the end of the course. Preceptor evaluations identify strengths and weaknesses and are used to determine whether a preceptor needs additional support, is not appropriate for certain levels of students, or is not appropriate for future placements. Evaluation

documents are reviewed at specialty faculty meetings.

With the competition increasing for qualified preceptors, preceptors in the state of Maryland were invited for the first time in 2012, to complete an online preceptor training program (free of charge) to help develop and maintain skills as preceptors for all entry-level students in clinical agencies. The program was developed and supported by a Maryland NSP II grant secured by Dr. Jane Kapustin and Dr. Janice Hoffman. UMMC, a clinical partner, continues to use the preceptor online course, and is compensated by the organization for the time taken to complete it. In addition, a work group was created by the Deans and Chairs Committee in January 2014 to examine other ways to orient and recognize UMSON’s volunteer preceptors.

BSN Program

Preceptors are used in the final senior practicum course in the BSN Program. During this course, the students work one-on-one with a clinical preceptor to complete 180 hours. The focus of this course is to provide opportunities for students to gain more independence and competency in the assigned clinical setting. The Clinical Placement Coordinator in OSAS works with clinical agencies to select sites for students to complete the clinical experience. The unit nurse manager or clinical educator selects the student’s preceptor and

communicates this to the course faculty member. Before the student begins their clinical experience, the preceptor is provided with a copy of the course syllabus and a preceptor packet that provides an overview of expectations. The course faculty member serves as a direct resource for the preceptors, and at least one site visit is made per semester. While preceptors have formal input into the student’s performance, the course faculty members are responsible for the student’s final clinical evaluation.

MS Programs

Students in the MS specialties (Nursing Informatics, Community/Public Health, CNL, HSLM) have a precepted experience in their practicum courses. Clinical faculty members orient all preceptors to their role and ensure that they are aware of the course objectives and level of the student in the program. The students are supervised by clinical faculty members to ensure satisfactory progression. CNL students complete a 1:1 300- hour clinical practicum in their last semester, as described above for the BSN Program.

DNP Program

APRN student preceptors are carefully selected to enhance the clinical education experience. All preceptors must be academically prepared and appropriately certified as NPs, CRNAs, CNSs, or MDs to precept APRN students. Every attempt is made to select doctoral-level preceptors for the DNP Program and all must have a minimum of one year experience. (Most preceptors are highly experienced in their specialty.) All APRN

36 their sites, and the preceptors are able to use this document for the purposes of verification for their specialty recertification.

Clinical faculty members orient all preceptors to their role and ensure they are aware of the course objectives and level of the students in the program. Written evaluation tools, syllabi, and other relevant documents are provided as part of the orientation, and preceptors have multiple opportunities to interact with clinical faculty members throughout the rotation. Students are required to document their clinical hours on a documentation tool (students are encouraged to use Medatrax) that is reviewed regularly by clinical faculty members. Faculty members make regular site visits/contacts to ensure that students are progressing successfully. Every effort is made to ensure the faculty to student ratio of 1:6 during clinical rotation courses for NP students. Additionally, many faculty members serve as clinical preceptors in their faculty practices; the ratio for this type of preceptor experience is 1:1.

Post-MS DNP students usually do not work with preceptors in a specialty unless they are completing an APRN specialty area. Instead, they work with clinical faculty members in their practicum courses, who supervise their rotations in a variety of settings (legislative, policy, leadership, clinical/direct patient care, informatics, etc.). The student and his/her advisor jointly develop objectives and deliverables for the rotation, and the faculty member for the course ensures that they are completed. The student attends seminars with the supervising faculty member of the practicum course throughout the program; all practicum hours are recorded and reviewed by the faculty member and the advisor.

Post-Master’s APRN Certificate Program

The same process for selection and orientation of preceptors, as described for the APRN students in the degree-seeking DNP specialties, is followed for post-MS APRN certificate program students.

II-F. The parent institution and program provide and support an environment that encourages faculty