2013 nm ems educators conference

2013 NM EMS EDUCATORS

CONFERENCE

HOSPITAL CLINICALS

WelcomeI Am NOT Kevin McFarlane

My Name is Nikki

Hospital ClinicalsWhat We Wish Your Students Knew

AND WHAT WE WANT YOU TO KNOW

Only about 25% of learning occurs in the classroom setting –Jay Cross Informal Learning

No Pressure, Right???

Ask Yourself

Does my teaching institution have realistic expectations of the learning objectives in the clinical setting?

Are these clear to the hosting hospitals? Are these clear to the students? What does my teaching institution

contribute to the learning objectives of the clinical rotation?

What Is A Successful Clinical? How do you measure success in

clinicals? How are your clinical sites measuring a

successful clinical, or are they?

Reality Check

How many clinical sites also participate in college advisory boards / EMS department specific?

What type of relationships are existing?

interpersonal

hand signals

Status Quo

The Obvious

Badge Uniform Appearance

Piercings, tattoos Hygiene Punctual Start and Finish Organization Legibility of Handwriting

Be Unique On Your Own Time

The Obvious

Be Prepared Meals Valuables Parking Secured Entrances/Exits Patient Privacy Equipment use Skill set

Not So Obvious

Restraining Policies/Protocols Documentation of skills performed,

patient interaction Involvement in patient care (pediatrics,

special needs, inmates, bariatric) Contribution of information to physicians Handling of specimens Access of locked down units

Not So Obvious

Completing clinical notebook prior to change of shift

Introduction Hand Washing Obtaining consent from patients Cleaning up after procedures Posting information/social networking

Not So Obvious

Using nurse’s notes and physician’s

H&P for gathering information Providing translation services Providing patients with diagnosis Students with disabilities Students with chronic illness Unexpected events during clinical

NecessitiesAffective Domain Are you asking your

students if they know when to call the on call instructor?

Do your students know how to resolve issues independently and notify instructors as needed?

Do your clinical sites have appropriate tools necessary for documentation regarding behavioral issues? Are they utilized?

If the answer is no

What can we collectively do to alleviate issues?

How Objective Are the Clinical Evaluation Forms?

Are There Alternatives?

Clinical Instructors

Is their only function a PR role (here is my face and institution)?

Are they expected to interact with staff, and patient’s or only the students and charge nurse?

Are there any changes you would like to see at the clinical sites in regards to the clinical instructor/ on call staff?

New Process For Clinical Instructors Personally fill out Affective Domain form

(with the Preceptor) with measurable yes/ no questions (Did the student introduce themselves, use “please” and “thank you” did they wash their hands?)

Personally fill out Affective Domain (with a patient), same AD, Yes/No questions.

Preceptor Role

Assist with improving patient communication

Help students improve their skill Teach time management as it applies to

patient care Emphasize critical thinking and clinical

decision making Sign off on skills completed

What Preceptors Should Not Be Doing Teaching skills that require signatures Teaching basic knowledge Disciplining Passing/ Failing Students

Charge Nurse’s Expectation of Students Be on time Introduce yourself Conform to hospital policies Inform them of issues sooner rather than

Preceptor’s Expectation of Students Identify yourself Identify needs Be an active learner Good attitude Be aware of patient privacy Keep work areas clean Have a solid working knowledge base

and skill set

Preceptor’s Expectation of Students Offer help with tasks Ask questions Ask questions Ask questions Don’t ask stupid questions Hook up on your own time

Physician Expectations of students Ask reasonable questions Stay out of the way when asked Assist when asked Don’t be afraid to say that you don’t

know Be respectful of boundries

Our Areas for Improvement

Online orientation (to the hospital) that is accessible

Yearly preceptor competencies Meaningful preceptor evaluations Participation in clinical advisory boards Suggestions????

Your Areas for Improvement Be persistent in communication Ensure that your presence in the

hospitals is a positive one. Follow up with issues regarding students

Questions?

Thank You! Nikki Arana-Oquendo, NREMT-P, I/Cnaranaoquendo@salud.unm.edu

2013 nm ems educators conference

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