1
University of South Florida
College of Nursing
Nurse Anesthesia
Clinical Preceptor
2 The preceptorship at USF is a clinical experience which provides the graduate nursing student, in his/her clinical practicum, an opportunity to work directly with a CRNA/MD preceptor over a set period of time. This experience allows students to apply knowledge and skills gained throughout graduate nursing school to real-life experiences in the clinical setting. In this relationship, the preceptor wears many hats. Some of the preceptor roles include that of mentor, educator, resource person, consultant, supervisor, who may also help to integrate and help the student adapt or socialize into the operating arena. To be a preceptor means to help provide a
multitude of opportunities for socialization and internalization of knowledge pivotal in job and role satisfaction for Student Registered Nurse Anesthetist (SRNA) students. In support of the American Association of Nurse Anesthetist Mission Statement “Advancing patient safety and excellence in anesthesia,” preceptors carry a heavy task to give the SRNA a clinical experience that is all encompassing and safe for our patients. USF policy of 1:1 ratio of faculty to student supports this mission statement as well as the AANA motto: “Supporting our members-Protecting our patients.” As preceptors individuals also help support our vision in the AANA as recognized leaders in anesthesia care. We, as preceptors, are preparing the future in anesthesia.
All preceptors are required to complete the USF Preceptor Program, which has been developed to assist you in the skills and knowledge as a clinical preceptor. Thank you for your time and willingness to be a preceptor and for your continued support to the University of South Florida College of Nursing.
OBJECTIVES FOR THE CRNA PRECEPTOR
At the end of this program the nurse preceptor will be able to: A. Identify characteristics of an effective CRNA preceptor B. Identify requirements needed to be a preceptor
C. Identify responsibilities of the preceptor to the student
D. Relate Preceptor responsibilities to student learning and student success E. Analyze how the principles of communication apply to being an effective
preceptor
F. Understand and apply the principles of adult learning to being a preceptor G. Apply motivation strategies that will aid the preceptor and the learner H. Describe relevance of Chain of Command to the Preceptor Program I. Relate delegation rules to preceptor responsibilities, student assignments,
3 J. Understand and apply strategies to assist learner upon entry into the clinical
phase
K. Identify conflict resolution techniques and interventions as well as communication skills to aid resolution
L. Compare and contrast the competency level between Junior and Senior SRNAs and the expected levels of competencies
M. Incorporate Differentiated Entry Level Competencies into learning strategies PRECEPTOR BENEFITS
The University of South Florida gives willing preceptors a unique opportunity to promote their institution.
Clinical Coordinator & Preceptor Benefits • CME Credit
• Access to faculty development programs
• A fulfilling sense of “giving something back to our field of nurse anesthesia,” sharing knowledge
• Opportunity to apply for community clinical faculty appointment Benefits of Clinical Coordinator Faculty Appointment
• Appointment as courtesy faculty with USF • Use of USF Library
• Discount on USF events PRECEPTOR EXPECTATIONS
We want you to know that we at the University of South Florida truly appreciate your willingness to be a preceptor. It is our duty to provide you with tools and assistance to carry out your unique roles in educating our students. As you begin your time as a preceptor, remember these important tips about building and maintaining a relationship with your students.
Early in Clinical Rotation
• Serve as a mentor, assist the students in applying knowledge and building skills to problem-solve in patient care.
• Emphasize what you expect from the history and physical exam and what you need in the way of appropriate laboratory and diagnostic studies to arrive at the correct diagnosis and to foster and initiate proper treatment.
• Encourage students to participate in the didactic programs that may be within the institution, including Tumor Board, Morning Report, Journal Clubs, etc. • Be on site for assistance during all patient care activities.
4 Midpoint in Clinical Rotation
• Participate in discussions with the student, understanding that there is more than one approach to presenting a problem.
• Provide written and verbal feedback to the student in a constructive and timely manner in regards to his/her progress throughout the clerkship. • Discuss with the student if there is a concern of failing so that action can be
taken and he/she has fair warning that improvement is needed. Also contact the assistant director to discuss issues of concern and poor student
performance.
Final Day of Clinical Rotation
• Complete a formal written assessment of the student’s performance during the clinical rotation.
ORIENTATION TRAINING
It is important for each student to be oriented to the facility and to the staff during the first date of each clinical experience. Orientation provides an opportunity to build a relationship between preceptor and student, and for the student to become calm and familiar with a new environment.
During orientation, any specific or exclusive policies should be discussed with the student. It is also essential that the preceptor and student meet in the first days of the clinical experience to outline learning objectives and expectations for the extent of the clinical rotation.
Expectation for the Student
Introduce to the staff and describe their responsibilities. • Describe the practice of the sites CRNA’s.
• Provide a tour of the facility including lunch areas, changing areas, study areas, parking etc…
• Describe any lab, x-ray, or other off site procedures CRNAs are responsible for.
• Show the student where reference materials are and what is available to use as resources.
• Discuss the schedule for the month with the student, be specific if it is an after hour rotation.
• If you want the student to make hospital rounds or participate in another clinical activity outside the operating room, make sure the student is aware of this responsibility.
5 • Communicate the goals and expectations with the student and formulate a
plan of action. Be as specific as possible so the learner has a clear idea about his/her roles and responsibilities early in the rotation. Discuss your role as a preceptor, what you feel you have to offer that will help the student learn, and what the student might learn from the experience.
• Be certain you and the student agree and understand on the goals that have been set. Then develop a plan to meet the objectives for that clinical rotation. • Create ground rules that apply to the student so any hospital policies are not
unintentionally broken. Highlight the important policies and procedures that the student needs to know during the clinical rotation (e.g. HIPPA, charting, etc.)
• Review the skills checklist with the student and verify they have completed simulator lab training, prior to performing technical procedures.
• Review the school’s evaluation form and the criteria for cases with the
student and plan what type of cases or experiences will be sought during the rotation. Be clear how you will assess the student’s performance during the rotation and the criteria on which the final assessment will be based. • Explain how you will meet at a minimum of early, mid and late meetings for
constructive feedback to promote learning and inform student of progress. • Be sure the operating staff and the other health providers are aware when
students will be assigned to the operating room and the experiences they may need.
