Student Preceptor Research Articles

Factors affecting integration of midwifery nursing science theory with clinical practice in Vhembe District, Limpopo Province as perceived by professional midwives.

BackgroundProfessional midwives have an important role to play in midwifery training to produce a competent midwife. According to the social learning theory, professional midwives act as role models for students. When allocated for clinical learning experiences in the training hospitals, students will have the opportunity to observe the well-trained, skilled, and experienced professional midwives. The whole process will enable students to integrate theory with practice and they will become competent.AimThe aim of this study was to determine the factors affecting integration of midwifery nursing science theory with clinical practice as perceived by midwives.SettingThe study was conducted at the training hospitals in Vhembe district of the Limpopo Province, South Africa. These hospitals were: Donald Fraser, Siloam, and Tshidzini.MethodsA qualitative explorative, descriptive and contextual design was used. A Non-probability, convenient sampling method was used to select 11 midwives from the following hospitals: Donald Fraser, Siloam, and Tshidzini, in Vhembe district. In-depth individual interviews were conducted. Data were analysed through open coding method.ResultOne theme and five sub-themes emerged from the analysed data, namely: shortage of midwives, attitudes towards student midwives, reluctance to perform teaching functions, language barriers, and declining midwifery practice standards.ConclusionShortage of midwives in the clinical areas led to fewer numbers of mentors whom the students could observe and imitate to acquire clinical skills. Some of the midwives were reluctant to teach students. Recommendations were made for both training institutions and hospitals to employ preceptors for students in the clinical practical.

What do nursing students contribute to clinical practice? The perceptions of working nurses

PurposeThe study purpose was to elicit factors that caused satisfaction and dissatisfaction for staff registered nurses (RNs) who participated in two types of nurse student interactions: clinical rotation role-model and student preceptorship. BackgroundThe limited availability of practice sites for clinical experiences places essential importance on the need to understand RNs' perceptions of students' effect on their practice. MethodsThis cross sectional descriptive study surveyed RNs who worked at six acute care hospitals in two multi-hospital not-for-profit community healthcare systems in southeastern United States, using the Nursing Students' Contributions to Clinical Agencies (NSCCA) survey via SurveyMonkey®. ResultsRegistered nurses had positive perceptions of students' contributions in clinical rotations and student preceptorships, specifically, enhancement of the nurses' professional development was a satisfier for participants. Nurses who were student preceptors and nurses with less than ten years of experience had the most positive perceptions. Nurses in the peri-natal setting had the least positive perceptions of students' contributions. ConclusionsFindings from the NSCCA survey can reveal satisfiers and dis-satisfiers for RNs participating in nurse–student interactions, which academic and clinical practice nurse leaders can use to enhance the RNs' experiences. Results were used to create a series RN student preceptor training classes, which incorporated educational content that highlighted satisfiers and remediated dis-satisfiers.

Enhancing Skills for Clinical Research Associates Through Hands-On Clinical Practicums

Hands-on clinical experiences are considered a mainstay in the healthcare arena.[1][1],[2][2] Most models used to practice hands-on clinical experiences employ the student and mentor or preceptor in a dyad clinical practicum assisting in the student’s transition from academic to professional

Strategies pharmacy students can use to ensure success in an experiential placement.

Experiential education is a key component of the curriculum for pharmacy students. Students value experiential placements (rotations) and genuinely appreciate the efforts of their preceptors in facilitating learning experiences. Similarly, preceptors do their best to help students achieve their goals and learning objectives. Despite these prevailing positive feelings and good intentions on the part of both the student and the preceptor, some students do not perform up to their own expectations in the clinical setting or fail to meet the expectations of the preceptor. There are many reasons this gap may exist, and the onus may rest to a variable extent with the student, the preceptor, various aspects of the preceptor-student interaction or the faculty, due to its role in preparing students for experiential placements. In this article, I offer a number of strategies that may help students enhance their success in an experiential placement. Although this piece focuses on the student’s role, it is important to acknowledge the key role preceptors play in the student’s success. Preceptors facilitate the development of knowledge, clinical skills and professional attitudes in pharmacy through guidance, coaching, role modeling and personal development of the student. Preceptors also help to orient and socialize the student to the clinical environment to optimize learning. Therefore, students and preceptors are equally invested in the use of strategies that help students achieve their goals and be successful in their placement. The strategies I propose are aimed at helping students take responsibility for their own success and are based on my observations over nearly 40 years as a preceptor for students of the Leslie Dan Faculty of Pharmacy at the University of Toronto. I have observed that students who exhibit certain behaviours and avoid others achieve a higher level of success and view their experiential training as more rewarding and fulfilling. The top-performing students consistently provide patient-centred care, perform to the best of their ability and exhibit a high level of professionalism. Given that success in an experiential placement is multifactorial, I offer these strategies in a spirit of goodwill and hope that students who are open to considering these behaviours and attitudes will find their experiential placements more successful overall. Many of the strategies and attitudes presented here may already be known; nevertheless, due to the range of extant preplacement experience, personality types, motivation and self-directedness, some students may have more self-discovery to do to ensure their success in an experiential placement and will appreciate these suggestions. In addition, some of the proposed strategies will be more obvious than others based on the student’s formative experiences, and so I have chosen to list the strategies under 2 broad headings arbitrarily divided into the obvious and the not-so-obvious from my perspective (Table 1). However, no one strategy is more important than another, and the division is not critical. Table 1 Summary of strategies to ensure success in an experiential placement The obvious strategies reflect what I perceive to be “expected” student behaviours. I mention them primarily for the benefit of those few students who lack self-awareness or who fail to approach the placement with the necessary importance. Making the obvious strategies explicit will serve as a review for the majority of students and a reinforcement of strategies that should be continued. The not-so-obvious strategies reflect what I consider to be “anticipated” student behaviours based on preplacement preparation. These behaviours may not be demonstrated universally simply because students are unaware of them or they represent areas for further growth. Regardless, these strategies are likely to be most helpful for students who fit any of the following descriptions: those who have little clinical experience, are reluctant to participate in care for whatever reason, have difficulty picking up on environmental or social cues, fail to see the applicability of their current experiential placement to future practice, are unaware that their behaviour is being monitored by everyone on the team and/or fail to appreciate the expertise of their preceptor. Making the not-so-obvious strategies explicit may be a revelation for those students. The strategies presented here offer a practical view of conduct aimed at maximizing the experiential placement opportunity. They are part of being a professional and complement the traditional parameters of professionalism such as ethics, confidentiality, honesty, dependability, maintaining a high standard and placing the patient’s interests above one’s own.

English

The problem of lack of nurses can be solved by employing student nurses. Obviously, nurse instructors and preceptors have to work extremely hard to train student nurses to meet the standard of nursing.  The preceptorship model is yet to be explored as to what it means to have an effective program or the requisite skills to be an effective preceptor. The purpose of this study is to explore how competencies and learning methods can improve nurse preceptors. The objectives of this study are to (1) identify the components of nurse preceptors’ competency and their indicators, (2) determine learning method applicable to program development of qualified preceptors, (3) obtain empirical evidence of the degree of the importance of the competencies and indicators to the constituents associated with program development of qualified preceptors. This study is a descriptive survey design. A purposive literature review identified 7 relevant preceptors’ competencies and 23 indicators.  A total of 291 nurses volunteered to complete a questionnaire, indicating support of the desired competencies and preferred learning methods. Findings provide a competency-based model for program development to train nursing student preceptors in Thailand. Key words: Competency, nurse preceptors, indicators, program development.

Patient vaccination education program through an introductory pharmacy practice experience

BackgroundDespite the fact that the herpes zoster (HZ) vaccine is recommended for all persons aged 60 years and older to prevent and lessen the severity of shingles, the vast majority of eligible adults remain unvaccinated. ObjectiveTo assess student knowledge, confidence, and experiences and preceptor perceptions of a student-led HZ vaccination education program (VEP). Materials and methodsA total of 137 immunization-certified student pharmacists and 51 preceptors participated in a structured Introductory Pharmacy Practice Experience (IPPE) VEP in community pharmacies in May–August 2013. Student knowledge and confidence in providing patient education was measured pre- and post-intervention. Preceptor perceptions were measured using an online survey and student experiences were captured through post-intervention reflections. ResultsStudent knowledge improved significantly from pre-test (11.04 ± 2.31) to post-test (12.48 ± 2.11) (p < 0.001). Confidence improved significantly in all of six areas (p < 0.05), and student experiences were generally positive. Preceptors also expressed positive perceptions of the program, with 13 preceptors (72%) indicating that the program was “extremely” or “very” useful in caring for patients, and 16 (89%) indicating that the program was “extremely” or “very” useful in education of student pharmacists. All preceptors were supportive of requiring a similar activity as part of the IPPE rotation in the future, with all but one indicating that they were “very” or “extremely” supportive. ConclusionsImprovements in students’ knowledge and confidence after participating in the HZ VEP, as well as positive perceptions of the program by students and preceptors, suggest that the program provided a beneficial learning experience.

Mentoring the Nurse of the Future: Clinical Nurse Specialist Students in the Radiology Setting

Interventional radiology is a new and rapidly emerging specialty. Evolution of image guidance technology has fostered the discovery of multiple minimally invasive techniques and procedures that allow patients the opportunity to avoid an operative visit. Interventional radiology is now a robust specialty for practitioners at every level of practice. Clinical nurse specialists (CNSs), now considered advanced practice nurses, have a vast knowledge base and a unique skill set; however, until the recent passage of the advanced practice nurses' uniform consensus model and title protection, CNSs were thought to be indistinguishable from clinical instructors and clinical educators. This article will describe the role of the CNS in the radiology setting, and how the radiology CNS in a complex organization practices across the three spheres of influence, demonstrating the core competencies outlined by the National Association of Clinical Nurse Specialists.The role of the CNS as a clinical mentor is discussed, the structure and process of creating student projects are described in the context of the National Association of Clinical Nurse Specialists core competencies, and some key strategies for success will be shared with the reader, which could be used as a reference point for preceptors of CNS students in a radiology setting.

Using evaluation to improve medical student rural experience.

Objective The aim of this evaluation was to see whether interventions implemented to improve the Rural Medicine Rotation made this a more effective rural medical education experience. Multiple interventions targeting the student experience, lecturers and preceptors were implemented. Methods A quasi-experimental design using pre- and post-measures was used. The participants were all University of Queensland, School of Medicine, Rural Medicine Rotation students who completed the 2009 and 2010 rural medicine rotation evaluations. There were 769 students, with an 84% response rate in 2009 and an 80% response rate in 2010. In addition, all the 25 program preceptors who were visited in 2009 and the 34 who were visited in 2010 participated in the study. Results The implementation of interventions resulted in significant improvement in three outcome measures, namely teaching effectiveness, provision of an environment supportive of learning in a rural/remote setting and opportunities for professional growth. Two of the three other outcome measures - ensuring a safe clinical placement and opportunities for procedural skills experience and development - were very positively evaluated in both 2009 and 2010. Conclusions The interventions contributed to a more effective rural medical education experience, providing students with the opportunity to develop skills and knowledge relevant for rural medicine and to gain an understanding of the context in which rural medicine is practiced. What is known about the topic? Many Australian medical schools offer students rural-based educational opportunities based on the premise that placing medical students in a rural setting may ultimately lead to them choosing careers in rural medicine. However, there is a paucity of evidence on the factors that are considered necessary for medical students to gain a positive rural experience of short conscripted rural placements. What does the paper add? This paper identifies successful interventions to the rotation and placements that provide a positive experience of the rural clinical placement for students. These interventions occurred within an ongoing evaluation program embedded in the rotation. What are the implications for practitioners? Through ongoing evaluation, interventions can be selected and implemented that succeed in contributing to students having a positive rural clinical placement experience. This paper demonstrates how an embedded continuous improvement program serves to provide direction for ongoing modifications.

Evaluating the use of social media to conduct clinical performance reviews of advanced practice nursing students

Although nurse leaders have argued for years that faculty clinical observations of students should be direct, the feasibility of this in online nursing programs is a challenge. As such, one would expect that the development of technology-based methods which permit direct evaluation of students in real time from a distance should be well underway. If so, little has been done to investigate the impact of methods utilizing social media strategies to evaluate clinical work of Advanced Practice Registered Nurse students. The purpose of this quality improvement project was to evaluate advanced practice nursing student and clinical preceptor perceptions of the feasibility and benefit of a real time student clinical performance review utilizing social media strategies which incorporated live audio and video feed. The quantitative data supports the use of synchronous evaluation and lends support to the need and viability for a real-time evaluation of students which is perceived as beneficial and feasible to preceptor, student, and faculty.

Preceptorship and the Nurse Practitioner Student: Navigating the Liminal Space.

The purpose of this study was to explore the process occurring in preceptorship to prepare nurse practitioner students for their future role in professional practice. The researchers examined this process through the eyes of the preceptors, nurse practitioner students, and faculty. A grounded theory method was used to explore the process involved in preceptorship to prepare nurse practitioner students in the clinical setting. The process of navigating the liminal space emerged from the data to explain what actually was occurring throughout the nurse practitioner student preceptorship. This process was reflected on three levels: (a) positioning in preceptorship, (b) repositioning on the threshold of nurse practitioner, and (c) embracing the new nurse practitioner role. As the data emerged, the researchers uncovered a multidimensional process that was occurring in preceptorship. This process was identified as navigating the liminal space.

The challenges of education, training and preceptorship for new students

Meeting the training requirements of the implementation plan was a significant undertaking for health visitor educators. Karen Afford reflects on the experience.

Shared learning in a mozambican clinic - internal medicine residents as medical student preceptors

Background: The Healthy Beginnings Initiative (HBI) is a congregation-based program designed to promote birth outcomes through an integrated approach to health education, depression screening and prenatal laboratory testing in Southeast Nigeria. HBI creates a network of community churches and local health facilities and use trained lay volunteer health advisors (VHAs) to recruit, test and educate pregnant women and their male partners. The aim of this study was to evaluate the impact of HBI through the VHAs perspectives. Methods: A cross-sectional survey conducted during a 2-day training in September 2014, among 60 males and females VHAs selected by their communities from 40 churches in Southeast Nigeria. We utilized a mixed method approach using a structured and semi-structured 17item questionnaire and a focus group analysis. The VHAs received training on preventable illnesses during pregnancy such as anemia, malaria, HIV, syphilis, sickle cell disease and hepatitis B and implemented an education program with onsite laboratory testing during church-organized baby showers from March 2013 through June 2014. Findings: Ninety-seven percent of participants completed the survey and participated in the focus group meeting. A majority of the participants were females (78.9%), aged 40-49 (49.1%), married (82.5%), college educated (64.9%) and were employed (77.1%). The most commonly identified impacts of HBI were support for pregnant women (87%), increased awareness of these diseases (86%), male partner involvement (70%). Commonly identified barriers included insufficient support for completing tasks (69%), insufficient incentive (39.7%), lack of church leader support (43.1%) and losing participants during follow up (67.2%). A majority (82.5%) said they will continue their participation and role without an incentive. Interpretation: Most church-based Volunteer Health Advisors indicate HBI had tremendous impact in their community and would like to see the program sustained even if they do not receive any financial incentive. Funding: Supported in part by the National Institutes of Health and PEPFAR through grant #R01HD 075050, HealthySunrise Foundation and PeTR-GS. Abstract #: 01ETC005

A Collaborative Critical Care Preceptorship for APRN Students

Advanced practice registered nurses (APRNs) increasingly are caring for critically ill patients as a part of interprofessional teams, but new APRNs may have limited critical care exposure in their training. We created a 12-week critical care preceptorship for APRN students as well as a curriculum composed of daily case-based teaching. Student assessment methods included direct observation, pretests and posttests of critical care knowledge, and presurveys and postsurveys of perceptions about critical care skills. The average score on the knowledge pretest was 50% and increased to 74% on the posttest (N = 10). Students reported increased comfort in several aspects of managing critically ill patients after the preceptorship. Descriptive feedback noted that the preceptorship is distinctive, comprehensive, and focused on student education. The evolving intensive care unit will have increasing numbers of APRNs, and a collaborative preceptorship can improve critical care knowledge and perceptions of critical care skills in APRN students.

A collaborative critical care preceptorship for APRN students.

Advanced practice registered nurses (APRNs) increasingly are caring for critically ill patients as a part of interprofessional teams, but new APRNs may have limited critical care exposure in their training. We created a 12-week critical care preceptorship for APRN students as well as a curriculum composed of daily case-based teaching. Student assessment methods included direct observation, pretests and posttests of critical care knowledge, and presurveys and postsurveys of perceptions about critical care skills. The average score on the knowledge pretest was 50% and increased to 74% on the posttest (N = 10). Students reported increased comfort in several aspects of managing critically ill patients after the preceptorship. Descriptive feedback noted that the preceptorship is distinctive, comprehensive, and focused on student education. The evolving intensive care unit will have increasing numbers of APRNs, and a collaborative preceptorship can improve critical care know-ledge and perceptions of critical care skills in APRN students.

Evaluation of pharmacy resident and student recommendations made before and after home-based primary care patient visits.

To compare the types of recommendations documented in pharmacy resident and student home-visit notes with those made in the electronic medical record-based drug regimen review (DRR) notes. San Francisco Veterans Affairs Medical Center (SFVAMC), San Francisco, California. The SFVAMC Home-Based Primary Care (HBPC) program provides primary care services through an interdisciplinary team. The pharmacist performs a DRR-a federally required, quarterly retrospective review of the medications for each patient enrolled in the HBPC program and acts as a preceptor for pharmacy residents and students helping to provide patient care. Starting in 2008, residents and students began making home visits with the HBPC primary care providers. Activities and recommendations were documented in a home visit clinical note. Number and types of recommendations documented during the DRR and in the home visit notes as well as the clinical change in disease states based on the accepted recommendations. Ninety-three recommendations were accepted: 27 DRR recommendations and 66 home visit recommendations from August 1, 2008, to July 31, 2009. The most commonly accepted DRR recommendations were to evaluate response to therapy (29%) and home visit recommendations to document medications not listed in the medication profile (26%). Clinical change in disease state based on the majority of the accepted recommendations remained unchanged for both DRR and home visit recommendations. Home visits by pharmacy residents and students resulted in a greater number and different type of recommendations documented in their home visit notes compared with those in the DRR notes.

Nurse practitioner student preceptor orientation via a Wiki

Nurse practitioner education programs have always partnered with nurse practitioners (NPs) to serve as preceptors for students completing clinical requirements of their graduate level nurse practitioner programs. In this model faculty rely on nurse practitioners for the clinical education of nurse practitioner students. Therefore, the preceptor role is a crucial element of NP education particularly in distance learning programs. Orientation to the role is essential to ensure educational competencies are achieved. Nursing faculty struggle with implementation of orientation that is efficient and meets the needs of all preceptors for all clinical courses. Orientation requirements to the nurse practitioners’ role as preceptor can be a barrier to acquiring and retaining preceptors. The purpose of this study was to acquire information from NP preceptors regarding willingness to participate in a NP preceptor orientation program, the type of information they desired in a NP preceptor orientation, and the preferred delivery system for this information. Former preceptors from our school of nursing’s database were sent an online survey with 15 questions regarding orientation for NP preceptors. Descriptive statistics were used to summarize preceptor needs and preceptor barriers. Qualitative findings from written comments found many preceptors perceive school of nursing faculty organizational support is vital in terms of how positively they view their role as a preceptor and their willingness to participate in an orientation program. The results of the survey were used to re-design nurse practitioner preceptor orientation in our school of nursing. The WIKI online method was chosen due to its ease of information dissemination, which met the administrative needs of faculty; and its convenience and availability, which met the accessibility needs of preceptors.

Constructing a nursing identity within the clinical environment: The student nurse experience

Background: Nursing identity is an important element of being a nurse. Student nurses begin the construction of their nursing identity during their clinical placements. Aim: The aim of this research was to examine how the student nurses of a regional Australian university construct their identity when on off-campus clinical placement. Methods/ Design: Using a constructivist approach an online survey was used to elicit data in response to the question ‘What elements are needed during the work integrated learning experience to enable undergraduate nursing students to construct their nursing identity?’ Results/Findings: Findings reveal five key elements to the construction of students’ nursing identity; positive role models, belonging, peer support, critical thinking abilities and confidence. Conclusion: Such findings are important as they provide information for student nurses, preceptors and educators in guiding clinical placement experiences that are able to facilitate the development of the nursing identity.

The sum of all parts: An Australian experience in improving clinical partnerships

To create a collaborative partnership between the education provider (University) and the placement provider (Hospital) to facilitate the identification and development of strategies to improve capacity and capability for nursing clinical placements. This partnership was labelled (TULIP) to identify the two partners and it purpose as a learning investment project. The quality of clinical learning is interdependent on the collaborative clinical health partnerships between Hospital, University, preceptors/facilitators and students. Success is dependent on communication between all key stakeholders within the partnership, to meet capacity and capability demand. Collaborative quality assurance project in combination with two research projects. Quantitative and qualitative measurements of student perceptions, preceptor understanding and organisation partnership capacity and capability over a three year period in an acute care hospital. Qualitative and quantitative data from students and preceptors, and hospital quality assurance data linked to become the TULIP framework for a clinical placement development model that addresses the key components of strategic communication, resourcing and staff acknowledgement between stakeholders. The outcomes achieved demonstrated student engagement, clinical leadership from registered nursing staff, and the establishment of a collaborative partnership between hospital executives and staff, and the university resulting in an increased capacity. The TULIP project has provided both partners with a sustainable plan for growth in student placements, improved strategies to develop clinical leadership practice in individual nurses and a better clinical learning environment for staff that uses a framework that is transferrable to other health settings.

How to Be a Super Model: Using Role Modeling to Become an Exemplary Educator

OPEN ACCESSSeptember 16, 2014How to Be a Super Model: Using Role Modeling to Become an Exemplary Educator Priti Bhansali, MD, Geeta Singhal, Melissa Held, Helen Fromme Priti Bhansali, MD Children's National Medical Center Google Scholar More articles by this author , Geeta Singhal Texas Children's Medical Center Google Scholar More articles by this author , Melissa Held Connecticut Children's Medical Center Google Scholar More articles by this author , Helen Fromme University of Chicago, Pritzker School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9899 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstractOver the past several years, published studies have described the qualities and skills of exemplary medical educators. Despite its inclusion in these lists, role-modeling is a skill that is not often developed for use as an educational method. The purpose of this workshop is to assist participants in better understanding the characteristics of effective role-modeling and create a paradigm for how to consciously incorporate it into the daily education of students, residents, and colleagues in varied domains, including teaching, professionalism, communication, and patient care. In this workshop, participants are introduced to the concept of role-modeling as a metacognitive process where successful educators make their thought processes and reasons for behaviors accessible to learners. Through an interactive icebreaker, participants discuss role-modeling behaviors that they have encountered, and reflect on their own professional development, describing the impact of positive and negative role-modeled behaviors observed through their training. Participants are then provided a succinct review of the literature on role-modeling as an educational method in order to provide a framework for participants' active experimentation in breakout sessions. During these small-group sessions, participants explore the different contexts in which they currently may role model teaching, professionalism, communication, and clinical behaviors. Finally, participants collaborate to develop practical strategies for utilizing role modeling in the daily practice of education using the framework provided, and then share their strategies with the larger group. This workshop has been selected for presentation to national audiences at the Pediatric Academic Society (PAS) Meeting in 2013, The Committee on Medical Student Education in Pediatrics (COMSEP) Meeting in 2012, and the American Academy of Pediatrics Pediatric Hospital Medicine Conference (PHM) in both 2012 and 2013. In addition, this workshop has been adapted by the authors for presentation at their local institutions for Grand Rounds, a faculty development retreat, a workshop for faculty and senior medical student preceptors of a Principles of Clinical Medicine course for first and second year medical students, and for pediatric residents learning leadership and teaching skills during a Global Child Health elective. We have also adapted the small group exercise to discuss other topics, such as professionalism, breaking bad news, and working with the angry/upset family. Educational Objectives By the end of this session, participants will be able to: Describe the impact of role-modeling in medical education.Discuss different opportunities to use role-modeling as an educational method.Create strategies to integrate role-modeling as an effective teaching method in various settings. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide.doc Supermodels Skit.docx Supermodels Workshop.ppt Role Modeling Reflection Worksheet.doc Role Modeling Video.mp4 To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2014 Bhansali et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsProfessionalismCoachingCommunicationRole ModelingInterpersonal RelationsTeachingInterpersonal and Communication Skills Disclosures None to report. Funding/Support None to report. Prior Presentations Bhansali P, Fromme H, Singhal G, Held M. How to be a Supermodel: Utilizing Role Modeling to be an Exemplary Educator. Workshop presented at: Pediatric Hospital Medicine Conference; 2012; Cincinnati, OH. Bhansali P, Fromme H, Singhal G, Held M. How to be a Supermodel: Utilizing Role Modeling to be an Exemplary Educator. Workshop presented at: Committee on Medical Student Education in Pediatrics Meeting; 2012; Indianapolis, IN. Bhansali P, Fromme H, Singhal G, Held M. How to be a Supermodel: Utilizing Role Modeling to be an Exemplary Educator. Workshop presented at: Pediatric Academic Society Meeting; 2013; Washington, DC. Bhansali P, Fromme H, Singhal G, Held M. How to be a Supermodel: Utilizing Role Modeling to be an Exemplary Educator. Workshop presented at: Pediatric Hospital Medicine Meeting; 2013; New Orleans, LA. Loading ...

Management and Leadership: The Magnet Recognition Program and the Radiology Setting: Part One

Interventional radiology is a new and rapidly emerging specialty. Evolution of image guidance technology has fostered the discovery of multiple minimally invasive techniques and procedures that allow patients the opportunity to avoid an operative visit. Interventional radiology is now a robust specialty for practitioners at every level of practice. Clinical nurse specialists (CNSs), now considered advanced practice nurses, have a vast knowledge base and a unique skill set; however, until the recent passage of the advanced practice nurses' uniform consensus model and title protection, CNSs were thought to be indistinguishable from clinical instructors and clinical educators. This article will describe the role of the CNS in the radiology setting, and how the radiology CNS in a complex organization practices across the three spheres of influence, demonstrating the core competencies outlined by the National Association of Clinical Nurse Specialists.The role of the CNS as a clinical mentor is discussed, the structure and process of creating student projects are described in the context of the National Association of Clinical Nurse Specialists core competencies, and some key strategies for success will be shared with the reader, which could be used as a reference point for preceptors of CNS students in a radiology setting.