Clinical Preceptor Handbook
Respiratory Care Practitioner Program
Wheeling Jesuit University
Contents
I. Objective 3 II. The role of the clinical preceptor (CP) 3 III. Criteria for selection of clinical preceptor 4 IV. The student’s role 4 V. WJU Respiratory
Care Practitioner Program Mission Statement 5 VI. Goals and standards: WJU Respiratory Care Program 5 VII. Program Accreditation 6 VIII. Contacts 6 IX. Evaluation – Overall 7 X. DataArc 7 XI. Student Competencies 8 XII. The clinical preceptors role in clinical book check‐offs 8 XIII. Inter‐rater reliability (IRR) 9 XIV. Affective Evaluations 9 XV. Patient Satisfaction Questionnaire 10 XVI. Care plans and case studies 10 XVII. Preceptor evaluation of the student 10 XVIII. Student evaluation of the preceptor 10 XIX. External site evaluation 10 XX. Physician evaluation of the student 10 XXI. Required CP education and other requirements 10 XXII RCP 4‐year plans and clinical education progression 11
I. Objective This clinical preceptor handbook is designed to provide guidelines to individuals responsible for the clinical education of WJU respiratory care students. Preceptors, no matter the facility, are expected to deliver a constant, quality clinical experience to WJU respiratory care students. In addition, a constant standard in rating competencies is expected. II. The role of the clinical preceptor (CP) The CP functions as a role model for delivering effective respiratory care to patients. The CP facilitates the student’s progress towards a gradual increase in responsibilities until the student can practice independent respiratory care The CP will treat the student as an adult learner in a teacher‐learner relationship. The CP must countersign all students charting. The CP makes a conscious effort to develop relationships with students that is: ‐relaxed and trusting; ‐mutually respectful; ‐informal and warm; ‐collaborative and supportive. Provide feedback regarding student’s professional behavior through use of form provided by college (Clinical proficiencies and evaluation). Consult with Wheeling Jesuit University faculty regarding observed student behaviors that are unacceptable for staff respiratory care practitioners such as: ‐Content or skill weakness in a given area ‐Inability to perform patient care procedures ‐Lack of knowledge or inability to gain knowledge necessary for the implementation of patient care ‐Lack of technical competence
‐Any behavior, which is in the opinion of the assistance clinical instructor, is counter productive to the Respiratory Care Program process. III. Criteria for selection of clinical preceptor: An active license within the state of practice. RRT licensed Employed by the clinical site A minimum of a bachelor’s degree is preferred Graduate of approved CoARC Respiratory Program SKILL The RCP has demonstrated expertise in the delivery of respiratory care. (As determined by the department administrator, supervisor and/or Director of Clinical Education). ATTITUDE The RCP has expressed a desire to work with a student in the preceptor role. COMMUNICATION The RCP has demonstrated ability to communicate effectively with patients, faculty, students, staff, and physicians IV. The student’s role See attached students clinical handbook
V. WJU Respiratory
Care Practitioner Program Mission Statement To produce competent, progressive and virtuous respiratory therapists who can contribute intelligently and effectively to the welfare of their patients. The RCP Program at WJU provides an educational experience that prepares students for the present and future landscape of the respiratory care profession. VI. Goals and standards: WJU Respiratory Care Practitioner Program Program Goal 1 To prepare students as competent RCP’s. Standard 1.A: Upon completion of the program, all students will demonstrate the ability to comprehend, apply and evaluate information relevant to their role as a RCP Standard 1.B: Upon completion of the program, all students will demonstrate personal behaviors consistent with professional and employer expectations for an RCP. Standard 1.C: Upon completion of the program, all students will demonstrate technical proficiency in all skills necessary to fulfill the role of an RCP Program Goal 2
To prepare students to assume leadership roles within the profession or to seek an advanced level of education.
Program Goal 3
To provide graduates to help fulfill the employment needs of RCP professionals within the local and regional service areas.
Standard 3.A.: Produce sufficient numbers of graduates to fill the positions caused by turnover or expansion.
VII. Program Accreditation
The Wheeling Jesuit University Respiratory Care Practitioner Program is accredited by the Committee on Accreditation for Respiratory Care (CoARC). The accreditation process has been developed to assure that CoARC accredited programs follow education standards and ensure academic excellence. CoARC provides peer review of the programs educational content and processes. VIII. Contacts Paid clinical preceptor will receive a list of students with contact information at the beginning of each clinical cycle. Marybeth Emmerth, MS, RRT, CPFT Program Director and Associate Professor Email: memmereth@wju.edu Office: 304‐243‐2208 Cell : 304‐280‐8186 Cam Twarog, MBA, BSRT, RRT‐NPS Director of Clinical Education and Instructor Email: ctwarog@wju.edu Office: 304‐243‐4424 Cell: 740‐408‐0563
IX. Evaluation – Overall
The following will be evaluated to obtain a grade in the clinical course requirements: Cognitive (40%) All quizzes, tests, case studies,
presentations, etc., as stated on syllabi are weighted 40%. Students must achieve 70% or better on the NBRC, CRRT and RRT self‐ assessment exams.
Psychomotor (40%) All course required check‐off skills must be completed with two signatures. All check‐ offs are worth 40% of the student’s clinical grade.
Affective (20%) Development of appropriate attitudes is as important as skill and knowledge development. Affective evaluation will focus attention on the development of professional behaviors. Students, who consistently are unable to meet the clinical objectives, use unsafe methods of delivering patient care, who show inadequate preparation in caring for patients, or who demonstrate unprofessional conduct in the clinical area may receive an unsatisfactory clinical evaluation. An unsatisfactory clinical evaluation constitutes failure of the course and immediate withdrawal from the program. X. DataArc DataArc is a database‐tracking system that monitors and collects information of students’ clinical performance. Clinical evaluation forms and check‐offs can now be completed online and directly sent to the students’ instructors for review. Each therapist has a login and password that allows him or her to enter the system. In addition, each facility has a generic login that allows a therapist to enter data even if he or she is not in the system. It is preferred that all evaluators have an individualized login/password. Below are instructions: 1. Go to www.dataarc.ws 2. Mouse over Allied Health, Click on Respiratory Care 3. Type the log in and password exactly as listed above 4. You should now be on the Clinical Instructor navigation page 5. In the light blue box at the topic of the page, click on the desired evaluation
6. Select “Add” 7. Complete evaluation Contact Cam Twarog if you do not have access or need help. XI. Student Competencies Every respiratory care student is issues a list of competencies at the beginning of his or her junior year (RET‐262). The clinical competencies are on the DataArc system. If the competency is listed on the pick‐list, he or she is allowed to perform the activity, from a WJU perspective. Clinical competencies are a three‐step process: 1. Compete the clinical competency in the lab 2. Score a “satisfactory” form a qualified RCP in the clinical setting 3. Score a second “satisfactory” score from a qualified RCP in the clinical setting XII. The clinical preceptors’ role in clinical competencies. Each competency has the following evaluation options: Satisfactory
Ready for clinical application with minimal supervision. Performed procedure accurately, or was able to correct performance without injury to the patient or decreasing effect of therapy being given.
Minor – Unsatisfactory
Needs to review fundamental concepts or requires re‐evaluation of minor deficiency(s) (ex. forgets to wash hands during the Follow‐up stage. Must be re‐evaluated on this step not the whole procedure).
Major – Unsatisfactory
Requires additional supervised clinical practice and complete re‐ evaluation of the procedure
Not Observed Not Applicable
Please be sure to read and score each line of the check‐off using strict adherence to the scoring key. This student may be taking care of a loved‐one in the future! XIII. Inter‐rater reliability (IRR)
IRR is the extent of which two raters agree on a score given in the check‐off book or with clinical competence in general. Unbiased and consistent measurement is required to obtain the best educational experience possible. IRR education is a requirement for this position. XIV. Affective Evaluations
Affective evaluations are the third part of the clinical evaluation process. They represent the instructors’ overall view of the student’s ability to communicate, confidence and independence, initiative and cooperation, maturity, professional ethics, organization and theory application. Points for the observed level of performance are assigned. Guidelines for outstanding behavior are outlined in the student conduct, behavioral, and operational sections of this manual.
XV. Patient Satisfaction Questionnaire
A third part of the clinical evaluation process may include the Patient Satisfaction Questionnaire. They represent the patient’s overall view of the student’s ability to communicate, work independently, and instill confidence. Points from the questionnaire are assigned. When required, the final grade will include the area of behavior with a weight of 20%. XVI. Care plans and case studies The students are required to complete care plans and case studies as part of the clinical experience. The instructor determines the amount and type of study. Templates are on the CP web site. XVII. Preceptor evaluation of the student One evaluation per week must be completed
Evaluations can be completed on DataArc on via paper (DataArc is preferred). The student will not be able to see the online evaluation. However, we suggest doing the eval with the student as an opportunity to educate or praise XVIII. Student evaluation of the preceptor Each student will have the opportunity to evaluate you as the preceptor. This information will be shared with your department director/manager and the Respiratory Therapy faculty at Wheeling Jesuit University XIX. External site evaluation Each student is required to evaluate each clinical site XX. Physician evaluation of the student Physicians have the ability to evaluate students via paper form or online. This is intended for physicians that are providing students with a clinical rotation, but all input is welcomed. XXI. Required CP Education and other requirements 1. Complete review of the CP Handbook 2. Complete review of the Student Handbook 3. Complete the CP IRR Education ppt/video a. Take the IRR evaluation test 4. Complete the clinical competency ppt 5. The university must have an up‐to‐date CV/resume on file 6. The university must have your college transcripts on file 7. The university must have your professional license on file
XXII. RCP 4‐year Plans and Clinical Education Progression 4‐year plans: http://www.wju.edu/academics/ret/4yrplans.asp Clinical Education Progression: http://www.wju.edu/academics/ret/progression.asp
