Transcript Clinical Faculty Orientaiton

CLINICAL FACULTY
SEMESTER ORIENTATION
BROOKLINE COLLEGE
FALL 2016
GENERAL INFORMATION
PART I
OBJECTIVES
• REVIEW AND UNDERSTAND THE EXPECTATIONS FOR CLINICAL FACULTY AND STUDENTS AT BROOKLINE
COLLEGE.
• REVIEW AND UNDERSTAND THE CLINICAL PAPERWORK AND EVALUATION PROCESS FOR ALL BROOKLINE
COLLEGE STUDENTS.
• REVIEW AND UNDERSTAND THE EVALUATION PROCESS, INCLUDING DOCUMENTING FOR CLINICAL FAILURES.
• REVIEW AND UNDERSTAND THE ATTENDANCE AND REPORTING PRACTICES FOR ALL BROOKLINE COLLEGE
FACULTY AND STUDENTS.
• LEARN PROBLEM SOLVING STRATEGIES FOR BOTH THE CLINICAL FACILITY AND CLINICAL STUDENTS.
• LEARN STRATEGIES FOR TEACHING CLINICAL STUDENTS.
DISCLAIMER
PLEASE REMEMBER THAT IF YOU ARE ADJUNCT FACULTY, YOU
HAVE AN ADJUNCT CONTRACT SPECIFIC TO YOUR
ASSIGNED CLINICAL PLACEMENT AND YOU ARE EXPECTED
TO BE IN ATTENDANCE FOR EACH DAY OF YOUR CONTRACT.
ATTENDANCE
• PLEASE SEND THE COURSE LEAD A TEXT OR EMAIL AT THE END OF EACH CLINICAL DAY TO PROVIDE
ATTENDANCE. **
• ATTENDANCE MUST BE PUT IN WEEKLY SO THAT THE SCHOOL CAN BE ACCOUNTABLE FOR ALL FINANCIAL AID.
• IF A STUDENT IS LATE TO CLINICAL, PRIOR TO STUDENTS BEING PLACED IN UNITS, AND NOTIFIES THE
INSTRUCTOR IT UP TO THE DISCRETION OF THE CLINICAL INSTRUCTOR AND COURSE LEAD IF THE STUDENT WILL
BE PERMITTED TO STAY.
• IF A STUDENT IS LATE TO CLINICAL, AFTER STUDENTS HAVE BEEN PLACED IN UNITS, THE STUDENT IS SENT HOME.
• PUT ATTENDANCE IN CAMPUS VIEW DAILY OR SEND IT TO THE LEAD THAT DAY
PRE-CLINICAL PAPERWORK
(VARIES PER COURSE)
• 3 MEDICATION CARDS-MEDICATIONS WILL BE IDENTIFIED ON THE COURSE SYLLABUS
• PRE-CLINICAL PREP-DOSAGE QUIZ
• ARRIVING WITHOUT PRE-CLINICAL PREP IN HAND OR EMAILED IN ADVANCE TO THE CLINICAL
INSTRUCTOR WILL RESULT IN THE STUDENT BEING SENT HOME-THERE IS NO CLINICAL MAKE-UP.
• ANY STUDENT FOUND TO HAVE PLAGIARIZED ANY WORK RECEIVES A CLINICAL FAILURE FOR
THE DAY. SHOULD THIS OCCUR, PLEASE NOTIFY THE COURSE LEAD.
HOW IS A STUDENT PREPARED
• ARRIVES IN APPROVED BROOKLINE UNIFORM
• HAS ALL CLINICAL EQUIPMENT (STETHOSCOPE, PEN LIGHT, INK PEN, ETC…)
• IS WEARING A BROOKLINE NAME BADGE
• IS ON-TIME
• HAS AN A OPEN-ATTITUDE FOR LEARNING
• IS APPROPRIATELY GROOMED, FOLLOWS DRESS CODE
CLINICAL DAY EXPECTATIONS
• ARRIVE 10-15 MINUTES BEFORE THE STUDENTS TO SURVEY THE FACILITY AND PROBLEM SOLVE IF
NECESSARY.
• VISIT UNITS BEFORE STUDENTS ARRIVE & TALK TO CHARGE RN TO ALERT THEM OF STUDENTS GOING
TO BE ON THERE UNIT
• PROVIDE ALL DAILY STUDENT EXPECTATIONS DURING PRE-CONFERENCE.
• IDENTIFY STUDENTS WHO WILL BE ADMINISTERING MEDICATIONS DURING PRE-CONFERENCE. ALL
STUDENT MEDICATION ADMINISTRATION MUST BE SUPERVISED BY BROOKLINE COLLEGE CLINICAL
FACULTY.
• PROVIDE VERBAL FEEDBACK THROUGHOUT THE CLINICAL DAY.
• DEBRIEF THE STUDENTS IN POST-CONFERENCE.
• BE A POSITIVE EXAMPLE OF THE NURSING PROFESSION.
CARE-PLAN EXPECTATIONS
• ALL CARE PLANS ARE DUE WITHIN 48 HOURS OF THE CLINICAL DAY BY MIDNIGHT. EX-IF A
STUDENT HAS A THURSDAY CLINICAL, THE CARE PLAN IS DUE NO LATER THAN MIDNIGHT ON
SATURDAY.
• ALL STUDENTS, INCLUDING CAPSTONE, MUST COMPLETE ONE CARE PLAN PER WEEK, PER
COURSE. A STUDENT MAY HAVE BOTH ADULT HEALTH I AND OB CLINICAL IN THE SAME WEEK ,
RESULTING IN TWO CARE PLANS BEING DUE (ONE PER COURSE).
• STUDENTS MUST USE NURSING DIAGNOSIS’ AS PRIORITY PROBLEMS
CARE-PLAN EVALUATION
• CARE PLANS ARE FORMATIVE EVALUATION-NOT SUMMATIVE-THEREFORE THEY ARE USED TO
DEMONSTRATED A STUDENT’S PROGRESS.
• EVALUATE THE CARE PLANS AND PROVIDE ELECTRONIC FEEDBACK AT LEAST 24 HOURS
BEFORE THE STUDENT’S NEXT CLINICAL DAY.
• PLEASE PROVIDE SPECIFIC EXAMPLES OF HOW THE STUDENT IS DEFICIENT IN AN AREA, USING
THE RUBRIC
• LATE SUBMISSIONS EARN A “0” FOR EACH ELEMENT ON THE RUBRIC.
• PLEASE COPY THE COURSE LEAD ON ALL CARE PLAN FEEDBACK (EVALUATION RUBRIC).
CLINICAL EVALUATION
• ALL CLINICAL STUDENTS, IN ADULT HEALTH I, ADULT HEALTH II AND CAPSTONE, WILL RECEIVE A MID-TERM
CLINICAL EVALUATION AT THE HALFWAY POINT OF THE CLINICAL ROTATION.
• ONCE A STUDENT REACHES THE HALF WAY MARK OF THEIR CLINICAL EXPERIENCE, SHOULD THEY FAIL TO MEET
THE CLINICAL COMPETENCIES, A PLAN NEEDS TO DEVELOPED TO ADDRESS SPECIFIC DEFICIENCIES.
• ALL CLINICAL STUDENTS, INCLUDING SPECIALTY CLINICAL AND FUNDAMENTALS, WILL RECEIVE A FINAL
EVALUATION AT THE CONCLUSION OF WEEK 15.
• IF AT ANY POINT, A CLINICAL INSTRUCTOR HAS CONCERNS ABOUT A CLINICAL STUDENT, FOR ANY REASON,
PLEASE CALL OR TEXT THE COURSE LEAD IMMEDIATELY AND COMMUNICATE THE DETAILS IN WRITING TO BOTH
THE COURSE LEAD AND CLINICAL MENTOR. IF YOU ARE UNABLE TO REACH THE COURSE LEAD, CALL OR TEXT
THE CLINICAL MENTOR.
STRATEGIES FOR TEACHING CLINICAL STUDENTS
• LEARNING STYLES OF INDIVIDUAL STUDENTS
• SITUATION SBAR DURING THE CLINICAL DAY
• PROVIDE FRAMEWORK OF THE TYPE OF PATIENT(S) THE STUDENT SHOULD FOCUS ON TO COMPLETE THE CARE PLAN
DURING PRE-CONFERENCE-BASED ON THE COURSE SYLLABUS,
• ASK THEM TO “TEACH” YOU, THE CLINICAL INSTRUCTOR, HOW TO COMPLETE NURSING SKILLS OR SPECIFIC NURSING
INTERVENTIONS, SUCH AS USING THE INCENTIVE SPIROMETER OR MONITORING A WOUND FOR SIGNS AND
SYMPTOMS OF AN INFECTION.
• DURING THE EARLY PART OF THE DAY, ASK THE STUDENTS TO PRIORITIZE THEIR PATIENTS, WHO THEY ASSESSED FIRST
AND WHY, ETC…
• ASK THE STUDENTS ABOUT THE HOLISTIC NEEDS OF THE PATIENT AND SUPPORT SYSTEM.
• INCORPORATE CORE MEASURES AS OFTEN AS POSSIBLE
OVERCOMING CLINICAL FACILITY CHALLENGES
• IF THE FACILITY REFUSES TO ALLOW STUDENTS IN THE FACILITY ( JOINT COMMISSION VISIT, ETC…):
• CONTACT THE COURSE LEAD AND THE CLINICAL COORDINATOR IMMEDIATELY. DO NOT SEND THE STUDENTS HOME.
• ASK THE EDUCATOR IF THERE IS AN EDUCATION ROOM THAT YOU CAN USE FOR THE DAY AND COMPLETE ALTERNATIVE
CLINICAL ASSIGNMENTS (HANDOUT PROVIDED)
• WHEN FACILITIES CANNOT TAKE AS MANY STUDENTS AS PREVIOUSLY IDENTIFIED:
• CONTACT THE EDUCATOR AND INQUIRE IF THERE IS ANOTHER AREA THE STUDENT CAN BE PLACED
• ASK THE CHARGE NURSE/SUPERVISOR IF HE/SHE WOULD TAKE A STUDENT FOR THE DAY SO THAT THEY CAN GAIN
INSIGHT AS TO THAT ROLE
• ASK PT/OT/SPEECH, CASE MANAGEMENT, OR, CATH LAB OR SOCIAL WORK IF A STUDENT COULD SHADOW FOR THE
DAY OR A PART OF A DAY. IN THESE SITUATIONS THE STUDENT WILL NEED TO COMPETE THE ALTERNATIVE CLINICAL
DOCUMENTATION, AS THEY WILL NOT HAVE AN ASSIGNED PATIENT.
REVIEW OF ALL PAPERWORK
• PRE-CLINICAL PREP (DOSAGE QUIZZES AND MEDICATION CARDS)
• SBAR
• CARE PLAN/EVALUATION RUBRIC-STANDARD AND PROCEDURAL
• DAILY CLINICAL LOG
• INDIVIDUAL CLINICAL EDUCATION PLAN (ICEP)
SPECIALTY CLINICAL ROTATIONS
• THE MAJORITY OF THE PAPERWORK DISCUSSED IS RELEVANT FOR THE MEDICAL-SURGICAL
CLINICAL SEQUENCE (FUNDAMENTALS, AHI, AHII AND CAPSTONE).
• IF YOU ARE TEACHING A SPECIALTY CLINICAL (OB, PSYCH AND PEDS) YOU WILL ALL USE THE
DAILY CLINICAL LOGS, BUT PLEASE CONSULT WITH YOUR COURSE LEAD AS TO THE REMAINDER
OF THE PAPERWORK.
• THERE A PAPER COPY OF CLINICAL PAPERWORK IN YOUR PACKET AND WILL BE SENT
ELECTRONICALLY TO INSTRUCTORS AS WELL
DISCUSSION-REASONS SOME STUDENTS STRUGGLE
• WHAT DO YOU FEEL ARE SOME OF THE BIGGEST REASONS STUDENTS STRUGGLE?
DIFFERENCE BETWEEN CLINICAL STUDENTS
• FUNDAMENTALS
• ADULT HEALTH I
• ADULT HEALTH II
• CAPSTONE
COMMUNICATION 101
PART II
OBJECTIVES
• REVIEW AND UNDERSTAND BACK COMMUNICATION ETIQUETTE FOR BOTH VERBAL AND
WRITTEN FEEDBACK, INCLUDING EMAIL.
• LEARN THE IMPORTANCE OF FEEDBACK AND HOW TO GIVE IT APPROPRIATELY.
COMMUNICATION 101
• DURING THE CLINICAL DAY STUDENTS MAY USE YOUR CELL PHONE NUMBER TO CALL OR TEXT
YOU. ONCE THE STUDENTS HAVE LEFT THE FACILITY ALL COMMUNICATION SHOULD BE DONE
VIA BROOKLINE EMAIL ACCOUNTS.
• WHEN COMMUNICATING VIA EMAIL, CONSIDER THAN LESS IS SOMETIMES MORE.
• WHEN SENDING COMPLETED CARE PLAN RUBRICS, ALLOW THE RUBRIC TO SPEAK FOR ITSELF.
EXAMPLE
• DEAR STUDENT, I HAVE ATTACHED YOUR CARE PLAN RUBRIC. PLEASE LET ME KNOW IF YOU
HAVE ANY QUESTIONS.
• DEAR STUDENT, I HAVE ATTACHED YOUR CARE PLAN RUBRIC. YOU DID A GREAT JOB,
CONGRATULATIONS! PLEASE SEE THE RUBRIC FOR MY COMMENTS.
• DEAR STUDENT, I HAVE ATTACHED YOUR CARE PLAN RUBRIC. PLEASE SEE THE RUBRIC FOR MY
COMMENTS AND WE CAN DISCUSS IT FURTHER THE NEXT TIME WE ARE IN CLINICAL
TOGETHER.
EMAIL TIPS
• DO NOT ARGUE WITH A STUDENT VIA EMAIL.
• RE-READ YOUR EMAIL BEFORE SENDING IT, MAKING SURE THAT THE ACTUAL MEANING IS
BEING COMMUNICATION AND IT DOES NOT SOUND DEMEANING OR THREATENING.
• DO NOT COMMUNICATE FALSE HOPE. BE HONEST, YET NURTURING.
FEEDBACK
• WRITTEN
• IT IS NOT NECESSARY TO CONSTANTLY REMIND STUDENTS THAT THEY CAN FAIL OR THAT YOU CAN
FAIL THEM. THEY ARE AWARE OF THIS FACT.
• PLEASE BE OBJECTIVE AND SPECIFIC.
IDENTIFYING AT-RISK STUDENTS
CLINICAL TRIAGING
PART III
OBJECTIVES
• TO LEARN TO RECOGNIZE A WEAK STUDENT VERSUS A STUDENT PERFORMING UP TO
ACCEPTABLE STANDARDS.
• TO KNOW WHAT TO DO WHEN A WEAK STUDENT HAS BEEN IDENTIFIED.
CLINICAL TRIAGE PLAN
• JUST AS NURSES TRIAGE PATENTS IN A MASS CAUSALITY SITUATION, NURSING
INSTRUCTORS MUST TRIAGE STUDENTS EACH TIME THEY ARE IN CLINICAL.
• THIS IS TO BE DONE WITH AS LITTLE EMOTION AND AS MUCH OBJECTIVITY AS POSSIBLE.
• GREEN STUDENTS ARE TRIAGED FIRST AND RED STUDENTS ARE TREATED FIRST.
• KEEPING DETAILED CLINICAL NOTES WILL BE PRIORITY FOR STUDENTS TRIAGED AS GREEN,
YELLOW, RED OR BLACK.
• THE GOAL WILL BE TO HELP PREVENT THE STUDENT FROM REGRESSING AND TO PROMOTE
PROGRESSING.
GREEN TAG-CLINICAL TRIAGE
THIS STUDENT IS ONE WHO IS PROGRESSIVELY MEETING THE OVERALL COMPETENCIES
OUTLINED BY THE COURSE CLINICAL EVALUATION TOOL.
THIS STUDENT IS NOT PERFECT AND DOES NOT ALWAYS MAKE THE RIGHT DECISION AND THE
CARE PLANS MAY STILL NEED WORK BUT HE IS CONSISTENTLY DEMONSTRATING THE
FOLLOWING CHARACTERISTICS, BUT ARE NOT LIMITED TO:
GREEN CHARACTERISTICS
• SELF-MOTIVATED AND SELF-DIRECTED WITH MINIMAL INSTRUCTOR PROMPTING
• OPEN TO CONSTRUCTIVE FEEDBACK
• SEEKS OUT AND TAKES LEARNING OPPORTUNITIES
• ASKS DIRECT QUESTIONS TO PROFESSOR, STAFF NURSES AND PATIENT/FAMILY
• PREPARED FOR MEDICATION ADMINISTRATION, AS DIRECTED
• TURNS IN PRE-CONFERENCE ASSIGNMENTS ON TIME AND PARTICIPATES IN PRE-CONFERENCE
• TURNS IN POST-CONFERENCE CARE PLAN ON TIME, AS DIRECTED
• MAKES WEEKLY PROGRESS ON CARE PLAN SUBMISSIONS
• COMPLETES DAILY NURSING ACTIVITIES, SUCH AS ASSESSMENTS, VITAL SIGNS AND AM CARE
WITHOUT PROMPTING BY THE INSTRUCTOR
GREEN TRIAGE PLAN
• PROVIDE WEEKLY FEEDBACK ON THE DAILY CLINICAL LOG
• PROVIDE WEEKLY FEEDBACK ON ALL CARE PLAN SUBMISSIONS BEFORE THE NEXT CLINICAL
DAY
• ROUND ON AND COACH STUDENT THROUGHOUT THE CLINICAL DAY
YELLOW TAG-CLINICAL TRIAGE
• MANY STUDENTS WILL FALL INTO THIS CATEGORY. THIS STUDENT IS NOT PROGRESSING
ACCORDING TO THE COURSE CLINICAL EVALUATION TOOL BUT IS NOT PUTTING HIS SAFETY
OR THE SAFETY OF OTHER AT RISK.
YELLOW CHARACTERISTICS
• MAY OR MAY NOT BE OPEN TO CONSTRUCTIVE FEEDBACK
• MAY OR MAY NOT BE SELF-DIRECTED AND SELF-MOTIVATED
• NEEDS ENCOURAGEMENT TO SEEK OUT LEARNING OPPORTUNITIES
• NEEDS ENCOURAGEMENT TO COMMUNICATE WITH STAFF AND PATIENTS/FAMILIES
• NOT MAKING WEEKLY PROGRESS ON CARE PLAN SUBMISSIONS BUT IS NOT REGRESSING
• NEEDS ENCOURAGEMENT TO COMPLETE STANDARD, DAILY NURSING ACTIVITIES
YELLOW TRIAGE PLAN
• NOTIFY STUDENT WITH AN INITIAL EMAIL OF THE SPECIFIC AREAS OF CONCERN AND COPY
THE COURSE LEAD AND CLINICAL MENTOR ON THE EMAIL.
• OFFER TO MEET IN PERSON WITH THE STUDENT TO PERSONALLY DISCUSS WEAK CLINICAL
AREAS
• CONTINUE TO PROVIDE WEEKLY FEEDBACK ON THE DAILY CLINICAL LOG
• KEEP A DAILY DETAILED RECORD OF THE STUDENT’S PERFORMANCE
• CONTINUE TO PROVIDE WEEKLY FEEDBACK ON ALL CARE PLAN SUBMISSIONS BEFORE THE
NEXT CLINICAL DAY
• CONTINUE TO ROUND ON AND COACH STUDENT THROUGHOUT THE CLINICAL DAY
YELLOW TRIAGE PLAN-CONTINUED
• FOLLOW-UP WITH THE STUDENT FORMALLY, TWO WEEKS FROM THE DATE THE INITIAL EMAIL
NOTIFICATION OF IDENTIFIED WEAKNESSES.
• IF IMPROVEMENT IS DEMONSTRATED, CONTINUE WITH YELLOW TRIAGE PLAN OR PLACE
STUDENT IN GREEN TRIAGE PLAN
• IF IMPROVEMENT IS NOT DEMONSTRATED, RECOMMEND THE STUDENT FOR EARLY
INTERVENTION AND CONTINUE YELLOW TRIAGE PLAN. IF REGRESSION IS DEMONSTRATED,
RECOMMEND THE STUDENT FOR EARLY INTERVENTION AND PROCEED TO RED TRIAGE PLAN.
NOTIFY THE COURSE LEAD AND CLINICAL MENTOR OF REGRESSION.
RED TAG-CLINICAL TRIAGE
• THIS STUDENT IS NOT PROGRESSING ACCORDING TO THE CLINICAL COURSE EVALUATION
TOOL AND IS PUTTING, OR COULD QUICKLY PUT PATIENTS OR THE STUDENT AT RISK FOR
SAFETY. THE STUDENT MAY BE DEMONSTRATING THE FOLLOWING CHARACTERISTICS, BUT NOT
LIMITED TO:
RED CHARACTERISTICS
• ATTEMPTS TO PASS MEDICATIONS WITHOUT CORRECT PREPARATION
• PASSES MEDICATIONS INCORRECTLY AFTER FIRST IN-CLINICAL REMEDIATION
• DOES NOT PREPARE TO PASS MEDICATIONS WHEN DIRECTED
• REFUSES TO TAKE EDUCATIONAL OPPORTUNITIES WHEN OFFERED
• ATTEMPTS PREVIOUSLY SKILLS USING INCORRECT TECHNIQUE AND DOES NOT IMPROVE WITH FEEDBACK
• FAILS TO SUBMIT MORE THAN TWO PRE-CLINICAL PREP ACTIVITIES
• FAILS TO SUBMIT MORE THAN TWO CARE PLANS
• BY CLINICAL #3 IS CONSISTENTLY UNABLE TO ACCURATELY DISCUSS APPROPRIATE MEDICATIONS, LABS OR
PRIORITY PROBLEMS FOR ASSIGNED PATIENTS
• IS NOT SELF-DIRECTED OR SELF-MOTIVATED OR DOES NOT RECOGNIZE THE LIMITATIONS OF A STUDENT AND
ACTS RECKLESSLY
• REFUSES TO TAKE OR APPLY CONSTRUCTIVE FEEDBACK
• FAILS TO RECOGNIZE PATIENT SAFETY MEASURES
RED TRIAGE PLAN
• EMAIL THE STUDENT, COURSE LEAD AND DEAN SO AN INDIVIDUALIZED SUCCESS MEETING AND
SMART PLAN CAN BE ARRANGED BEFORE THE NEXT CLINICAL DAY.
• KEEP A DAILY RECORD OF THE STUDENT’S PERFORMANCE AND SUBMIT ALL NOTES THE COURSE
LEAD AND CLINICAL MENTOR PRIOR TO THE ARRANGED MEETING
• MEET WITH THE STUDENT WEEKLY TO DISCUSS SPECIFICS REGARDING PERFORMANCE AND
PROGRESS, BOTH VERBALLY AND VIA EMAIL. DOCUMENT ALL DISCUSSIONS AND SUBMIT TO THE
COURSE LEAD AND CLINICAL MENTOR.
• IF NECESSARY REMOVE THE STUDENT FROM DIRECT PATIENT CARE AND PROVIDE WITH AN
ALTERNATIVE ASSIGNMENT AS IDENTIFIED BY THE COURSE LEAD.
RED TRIAGE PLAN-CONTINUED
• PROVIDE THE STUDENT WITH A DEFINED PLAN, TARGETED TO ASSIST WITH IDENTIFIED CLINICAL
DEFICIENCIES FOR EACH CLINICAL DAY
• PROVIDE UPDATES OF PROGRESS OR DECLINE WEEKLY TO THE COURSE LEAD AND CLINICAL
MENTOR.
• IF THE STUDENT PROGRESSES, CONTINUE WITH THE YELLOW TRIAGE PLAN
• IF THE STUDENT CONTINUES TO DECLINE, BEFORE CLINICAL WEEK 8, CONTINUE WITH THE RED
TRIAGE PLAN
• IF THE STUDENT CONTINUES DECLINING BY CLINICAL WEEK 8, INITIATE THE BLACK TRIAGE PLAN
BLACK TAG-CLINICAL TRIAGE
• RARELY WILL STUDENTS FALL INTO THIS CATEGORY. THE STUDENT HAS BEEN TREATED USING
THE RED TRIAGE PLAN AND CONTINUES TO DECLINE OR IS ACTIVELY PUTTING HIMSELF OR THE
PATIENT AT HARM. THE STUDENT MAY BE DEMONSTRATING THE FOLLOWING
CHARACTERISTICS, BUT ARE NOT LIMITED TO:
BLACK CHARACTERISTICS
• FAILS TO RECOGNIZE PATIENT SAFETY AND THE PATIENT BECOMES OR POTENTIALLY BECOMES
INJURED
• COMPLETES AN INVASIVE NURSING INTERVENTION WITHOUT SUPERVISION AND HARMS THE
PATIENT
• PASSES MEDICATIONS INCORRECTLY, RESULTING IN PATIENT HARM
• FAILS TO SUBMIT MORE THAN 4 PRE-CLINICAL PREP ACTIVITIES AND/OR MORE THAN 4 CARE PLANS
AS DIRECTED
• OPENLY REFUSES TO COMPLETE NURSING TASKS OR SKILLS AS DIRECTED BY CLINICAL INSTRUCTOR.
BLACK TRIAGE PLAN
• IMMEDIATELY REMOVE THE STUDENT NURSE FROM THE PATIENT CARE AREA
• HELP TO STABILIZE OR ASSIST IN ESTABLISHING PATIENT SAFETY
• CONTACT THE COURSE LEAD AND CLINICAL COORDINATOR TO INFORM OF THE SITUATION
AND MAKE A DECISION TO EITHER SENT THE STUDENT HOME OR TO CAMPUS AS DIRECTED BY
THE COURSE LEAD OR CLINICAL MENTOR
• COMPLETE FACILITY-SPECIFIC INCIDENT REPORTS OR DOCUMENTS
• SPECIFICALLY DOCUMENT THE INCIDENT OR EVENT USING BROOKLINE COLLEGE PAPERWORK
BLACK TRIAGE PLAN-CONTINUED
• SUBMIT ALL DOCUMENTATION COLLECTED THROUGHOUT THE SEMESTER AND SUBMIT TO THE
COURSE LEAD AND CLINICAL COORDINATOR
• COURSE LEAD AND CLINICAL MENTOR MUST SET UP A MEETING WITH THE STUDENT WITHIN
48 HOURS TO DETERMINE COURSE OF ACTION FOR THE REMINDER OF THE SEMESTER. IF A
CLINICAL FAILURE IS ASSIGNED, THE STUDENT WILL BE ENCOURAGED TO CONTINUE IN THE
DIDACTIC AND SIMULATION PORTION OF THE COURSE BUT WILL NO LONGER ATTEND
CLINICAL.
INDIVIDUAL CLINICAL EDUCATION PLANS (ICEP)
• THE CLINICAL INSTRUCTOR AND COURSE LEAD, WILL BE IN CONTACT AT MIDTERM TO DISCUSS
ALL STUDENTS WHO HAVE BEEN TRIAGED AS YELLOW, RED OR BLACK AND WILL DISCUSS THE
PROGRESS OF THE STUDENT.
• THE CLINICAL INSTRUCTOR WILL BE ASKED TO PARTICIPATE IN PERSON OR VIA PHONE, EMAIL
• ANY STUDENT WHO IS TRIAGED AS RED OR BLACK WILL BE ASKED TO PARTICIPATE AS WELL.
• THE DEAN AND PASS COORDINATOR WILL BE ASKED TO PARTICIPATE AS NEEDED, DURING ANY
WEEK AND FOR ALL RED OR BLACK TAG STUDENT AT MIDTERM.
• AN ICEP WILL BE DETERMINED COLLECTIVELY FOR ALL RED OR BLACK TAG STUDENT DURING
THESE WEEKS.
CREATIVE CLINICAL STRATEGIES
PART IV
GET CREATIVE
• VENN DIAGRAM
• FOCUSED DOCUMENTATION
• CHART SCAVENGER HUNT
• MEDICATION LIST REVIEW
• NARRATIVE DOCUMENTATION
• CASE STUDIES
QUESTIONS???