2015-16

MASTER OF

NURSING

PRACTICUM PLACEMENT PACKAGE

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Table of Contents

Introduction ........................................................................................................................................... 2

Practicum Requirements ...................................................................................................................... 2

Practicum Agreement ........................................................................................................................... 3

Format of Practicum Agreement .......................................................................................................... 4

Placement Information Record (PIR) ................................................................................................... 4

MN 8904 Seminar in Professional Nursing Advancement .................................................................. 5

Course Outline ....................................................................................................................................... 5

MN8905 Practicum in Professional Nursing Advancement ................................................................ 9

Course Outline ....................................................................................................................................... 9

Process for Obtaining a Confirmed Practicum .................................................................................. 13

Practice Requirement Record (PRR)................................................................................................... 22

Sample Learning Plan (Draft 1 - Example) ......................................................................................... 24

Action Learning Review Sheet ............................................................................................................ 27

Preceptor Questionnaire -Refining Conceptualizations of Advanced Nursing ................................ 28

Practicum Evaluation Process ............................................................................................................. 29

Preceptor Evaluation Form ................................................................................................................. 31

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Introduction The MN curriculum is designed to prepare nurses for advanced professional practice in a variety of roles and contexts as needed in our contemporary health care system. Therefore, the practice component of the program allows students to establish beginning level competencies in advanced practice as defined by the Canadian Advanced Practice Nursing Framework (CNA, 2002) and/or other relevant frameworks. The MN program bases the definition and description of advanced nursing practice on the work by the Canadian Nurses Association and therefore views Advanced Nursing Practice in the broadest terms. Through broad consultation and extensive reviews of the practice of nurses in advanced roles (i.e. Clinical Nurse Specialists and Nurse Practitioners) CNA developed a national framework (2002) for advanced nursing practice and the following definition. “Advanced nursing practice is an umbrella term that describes nursing practice at the edges of the expanding boundaries of nursing’s scope of practice It describes an advanced level of practice that maximizes the use of in-depth nursing knowledge and skill in order to assume leadership roles in health care organizations and/or to meet the health needs of clients (individuals, families, groups, populations or entire communities) In this way, advanced nursing practice extends the boundaries of nursing’s scope of practice and contributes to nursing knowledge as well as the development and advancement of the profession” (p. 4). The Practicum will provide students with an intensive practice experience in their selected field of study. Ryerson's proximity to a broad range of health care facilities, community organizations and government agencies will enable students to have excellent practice opportunities in both the ‘leadership/education’ and ‘health/illness’ streams. Students will have an opportunity to advance and apply their knowledge and skills in a variety of specialty areas of nursing practice, research, education, policy and/or administration. In the Seminar in Professional Nursing Advancement (MN 8904), which is taken concurrently with the Practicum, students will examine linkages between theory, research and advanced practice in their fields of study

Practicum Requirements Students will work with practicum faculty (MN 8905) and the Ryerson Clinical Placement Office

to negotiate and confirm a practicum placement. Students will identify a preceptor with

graduate education with whom they will work closely during their 12 week practicum. These

negotiations are normally started one term prior to being enrolled in MN 8905. Student

practicum placements are subject to review and approval by the Program Director, Master of

Nursing

The practicum is NOT a work study and therefore students are required to complete their

practicum outside of their place of employment. The practicum requirement is 16 hours per

week over the 12 week course (192 hours) for MN 8905. The weekly 3-hour Seminar in

Professional Nursing Advancement (MN 8904) must be taken concurrently with the Practicum.

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Students’ Program of Study forms will be finalized by the first term of enrolment and students

will know which term they will be enrolled in MN 8904 and MN 8905. This allows students ample

time to prepare for the term in which the practicum hours are required. Successful completion

of the Practicum is required to graduate from the MN program.

Students are expected to meet regularly with their preceptors throughout the term, during

regular hours for advanced practice preceptors (typically Monday to Friday) and should plan to

spend the majority of their time in the practice setting. This is an essential feature of the

Practicum and will allow for student socialization into advanced nursing roles as well as maximize

student learning about related expectations, and challenges.

During their practice experience, students are expected to make a focused scholarly contribution

to the organization based on their individual learning goals and the needs of their practice

setting. The scholarly contribution is defined through negotiation between students and their

preceptors and with input from faculty. Specific objectives, strategies, resources, expected

outcomes, target dates, and evaluation criteria related to the scholarly contribution are reflected

in the student’s Practicum Agreement.

Each student will prepare a Practicum Agreement in consultation with his/her preceptor and be

prepared to submit a draft to the faculty advisor at the first scheduled MN 8904 Seminar (See

Practicum Agreement Guidelines below). The practicum agreement is used by the student, the

preceptor and the faculty advisor to evaluate the student’s achievements throughout and upon

completion of the course.

Practicum Agreement Purpose:

The practicum agreement is a working document to be used by the student, preceptor and course instructor to establish objectives that meet course and personal goals, identify strategies for achieving outcomes and identify measurable criteria for evaluation of the agreement.

Developing Your Practicum Agreement

1. Identify your learning needs by a) reviewing the course outcomes, b) reflecting on your

past experiences, learning and career goals, c) assessing your strengths and areas for

development, and d) consulting with peers and colleagues. State your learning outcomes

in relation to course outcomes specifically and in behavioural terms.

2. Identify available resources and strategies to assist you in achieving your outcomes.

Consider people, places, literature and other resources.

3. Identify evidence that will demonstrate that established outcomes have been achieved using criteria for evaluation. Consider the various ways by which you can demonstrate that you have achieved the outcomes. Develop specific criteria for determining what

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would constitute successful completion of the course. Examples of evidence might include (but are not limited to): Practice journal entries, PowerPoint Presentations, manuals developed, evaluations, photos of displays, teaching feedback, lesson plans/outlines, briefing notes, policy backgrounders.

4. Review your agreement with your preceptor to ensure that the outcomes can be

achieved in the setting and that the suggested resources and strategies are realistic.

Once you have reviewed the practice agreement with your preceptor, bring a copy to

week 1 of the Advanced Practice Seminar for submission and review by the course

professor.

Format of Practicum Agreement There is no prescribed format required for the practice agreement, however it must address outcomes and each of the elements described in these guidelines. In addition, it must be approved by the course professor coordinating the course and the preceptor in the field setting. As a working document, it is understood that the plan may be revised during the course and that any revisions must be approved by the preceptor and course professor. The Central Placement Office (CPO) ensures that all nursing students submit evidence of all

documentation related to health forms and immunization records required by the placement

setting. Health requirements for graduate students will vary depending on the setting as

graduate student placements may very often not take place in a clinical setting.

Therefore, once your practicum placement is determined (usually in the term before your

practicum) graduate students must verify what the health requirements are with the CPO MN

coordinator.

Placement Information Record (PIR) Practice Placement decisions and student assignments are based on some or all of the following:

curriculum requirements, home address, and placement availability, past practice experience,

interviews and faculty consultations.

Ryerson requires that all official or formal electronic communications be sent from their official

Ryerson e-mail address.

For a complete overview of the document and to download the form please go to

http://www.ryerson.ca/cpo/

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MN 8904 Seminar in Professional Nursing Advancement

Course Outline Communication:

Faculty available by telephone, email or discussion board. Office hours as announced in class.

All students are required to activate and maintain a Ryerson Matrix email account. Please refer

to: Policy 157 - Establishment of Student E-Mail Accounts for Official University Communication.

www.ryerson.ca/acadcouncil/current/pol157.pdf

PRE-REQUISITE:

Course Stream - completion of all other Required Core Courses, all Required Field Courses and at

least two Elective Courses.

Thesis Stream – completion of all Required Core Courses and the one required Field Course

CO-REQUISITE:

Practicum in Advanced Nursing Practice (MN8905)

COURSE DESCRIPTION:

Students will analyze theoretical perspectives of advanced nursing practice from a variety of

philosophical and critical standpoints. Using case studies and examples from their practica,

students will examine and synthesize linkages between theory, research, advanced practice, and

their field of study. Students will explore and critique the multiple domains of advanced nursing

practice, including clinical, leadership, policy, education, and research. Students will be evaluated

based on their scholarly written work and seminar facilitation. This work will relate to the

student’s field of study and practicum and will demonstrate the student’s critical thinking and

scholarship.

SCHEDULED HOURS:

Seminar 3 hrs/week

COURSE OBJECTIVES:

At the completion of the course the student will:

1. Compare and contrast theoretical perspectives relevant to advanced nursing practice using a variety of philosophical and critical standpoints.

2. Analyse, synthesize and apply current literature to advanced nursing practice. 3. Critique the multiple domains of advanced nursing practice for the nursing profession in

general and in relation to roles in clinical, leadership, policy, education, research. 4. Demonstrate competencies in scholarly communication.

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DELIVERY METHODS:

Seminar format; student or faculty facilitation reflecting critical thinking and discussion

Ryerson Resources

The Centre for Student Development and Counselling JOR 400

Access Centre POD 61 or VIC 21 or 416-979-5187

The Writing Centre: Main Site is LIB 266A; Satellite Site is Eric Palin Hall, 202

Campus Equity, Harassment and Safety Services L 78

Community Services Lab W 71G All course assignments must conform to the publication guidelines as set out in the APA Manual

(5th Ed.). All assignments will be assigned a letter grade in accordance with the School of

Graduate Studies Grading System. Satisfactory performance in this course requires completion

of all assignments by the stated deadline with a final course grade of at least B-. Grades for

course assignments will be posted in the confidential grade book on Blackboard. Students who

do not wish their grades posted must inform faculty in writing prior to the date of the first

scheduled assignment.

Assignment Details

Refer to Blackboard for detailed guidelines regarding each assignment

Students are required to submit selected written work to Turnitin plagiarism detection service.

Students who do not wish their work submitted to this plagiarism detection service must, by the

end of the second week of class, consult with the instructor to make alternate arrangements.

When an instructor has reason to suspect that an individual piece of work has been plagiarized,

the instructor shall be permitted to submit that work to the plagiarism detection service.

Late Assignments

All written assignments are due on the date noted in the course materials – date includes time of

day by which written assignments must be submitted and how/where students should submit

the written assignment.

Faculty members in the School of Nursing understand that extenuating circumstances arise in

students’ lives. However, students are expected to negotiate extensions for written assignments

with the Course Professor prior to the date that the written assignment is due. This

responsibility is part of professional behaviour. Only under unforeseen and extreme conditions

can an extension be negotiated without penalty on the day that a written assignment is due.

Any written assignment that is not handed in by the due date and time AND any assignment for

which an extension is granted that is not handed in by the negotiated date and time are subject

to the following penalty(s):

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a. for 1 day late (any time up to 24 hours after date/time due), the penalty is 5% deducted

from the grade for the written assignment (e.g. mark of 75% would be reduced to 70%).

b. for each subsequent day late (each 24-hour period), the reduction increases daily:

- for 2 days late, deduct 15% (e.g. mark of 75% would be reduced to 60%)

- for 3 days late, deduct 30%

- for 4 days late, deduct 50%

- for 5 or more days late, deduct 100% (written assignment is given zero [0])

Note: the day count is for business days only.

EXPECTATIONS OF STUDENTS:

All students enrolled in an MN program course must have or be eligible for registration with the

College of Nurses of Ontario. Students are required to notify the School of Nursing of any

change in registration status and may be withdrawn from the course.

Students are required to adhere to all relevant University and Graduate Studies policies.

All Ryerson University policies can be found at: www.ryerson.ca/acadcouncil

All School of Graduate Studies policies can be found at: http://ryerson.ca/gradstudies/policies/

Policies specific to Student responsibilities can be found at: http://www.ryerson.ca/graduate/documents/Policies_Procedures_Handbook_2006_000.pdf and in the Student Code of Conduct www.ryerson.ca/acadcouncil/current/pol60.pdf Students need to inform faculty of any situation that arises during the semester that may have an adverse effect upon their academic performance and must request any necessary considerations (e.g., medical or compassionate), or accommodations (e.g., religious observance, disability) according to policy and well in advance. Failure to do so will jeopardize any academic appeals Students with disabilities who require academic adaptations or services must provide their instructor with the current Request for Accommodation Form authorized by Ryerson University Access Centre for Students with Disabilities, Student Services, at the beginning of each semester. Website: http://www.ryerson.ca/accesscentre

Students are responsible and accountable for participating in seminar discussions. Participation

includes:

raising thoughtful and thought-provoking questions;

expanding on issues raised by peers and the instructor;

seeking clarification of ideas from others in a positive manner;

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supporting group members with a constructive approach;

sharing new information with groups;

contributing positively to the emotional climate of the group;

preparing for all classes, conference, seminars in order to be an effective participant;

showing sensitivity to ideas expressed by peers. (adapted from Chinn, 1991)

Professionalism in our Learning Community

Students and faculty within the school of nursing are colleagues in nursing. All members

of our learning community are expected to act with professionalism and academic

integrity. Honesty is the basic hallmark of academic integrity

(www.ryerson.ca/~acadpol/policies.html). Community members are expected to credit

others’ ideas in written work, make a fair contribution to group work, and behave with

integrity during tests and exams. Trust, respect and fairness are values that underpin

effective collaboration and life-long learning (The Center for Academic Integrity, 1999).

The Ryerson, Centennial, George Brown Collaborative Nursing Degree Program expects

students to listen to one another’s viewpoints and to be respectful in communication.

Students are required to attend all classes and labs, to be prepared, to be on time and to

give adequate notice if circumstances prevent them from attending. Positive collegial

professional relationships between students and faculty members contribute to

excellence in both nursing education and nursing practice. “The Recipient of Health Care is

Considered the End Goal of Nursing Education” (Final Candidacy Report, 2004, p. 13).

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MN8905 Practicum in Professional Nursing Advancement

Course Outline COMMUNICATION:

Faculty available by telephone, email or discussion board.

All students are required to activate and maintain a Ryerson Matrix email account. Please refer

to: Policy 157 - Establishment of Student E-Mail Accounts for Official University Communication.

www.ryerson.ca/acadcouncil/current/pol157.pdf

PRE-REQUISITE:

Course Stream - completion of all other Required Core Courses, all Required Field Courses and at

least two Elective Courses.

Thesis Stream – completion of all Required Core Courses and the one required Field Course

CO-REQUISITE:

Seminar in Advanced Nursing Practice (MN8904)

COURSE DESCRIPTION:

Students will focus on the synthesis and application of knowledge at an advanced level within their

chosen field of study. They will be expected to successfully apply knowledge gained from practice,

theory and research into their advanced role during their practicum experience. Students will be

expected to promote change and demonstrate innovation by extending the boundaries of nursing

practice (e.g. contribute to knowledge development and the advancement of the profession).

Course Objectives:

At the completion of the course the student will:

5. Demonstrate abilities to expand and advance practice in specialized settings. 6. Establish beginning level competencies in advanced practice as defined by the Canadian

Advanced Practice Nursing Framework (2002). 7. Integrate relevant theory and research evidence into advanced nursing practice. 8. Work collaboratively to plan, coordinate, implement and evaluate programs to meet

client needs. 9. Demonstrate ability to influence practice and facilitate change. 10. Demonstrate effective communication and collaboration skills. 11. Practise in an ethical manner that reflects knowledge, skill insight and clinical judgment.

SCHEDULED HOURS:

Practicum/Placement: 16 hrs/week for 12 weeks (192 hours)

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Note: Practicum hours must not be completed before Week 10.

Ryerson Resources:

The Centre for Student Development and Counselling JOR-418

Access Centre JOR-300

The Writing Centre: Main Site is LIB 266A; Satellite Site is Eric Palin Hall, 202

Campus Equity, Harassment and Safety Services L-78

Community Services Lab W 71G

COURSE REQUIREMENTS:

Advanced Practice

Students will work with the Ryerson Clinical Placement Office to negotiate and confirm a practice

placement. Students will identify a preceptor with graduate education with whom they will work

closely during their 12 week practicum. It is recommended that students keep a reflective

journal, completed daily or weekly, to record reflections on their clinical experiences. Students

may record general thoughts and critical analyses of their experiences, areas of strength, and

areas for further development, competency development, specific situations encountered and

evidence of progress towards achieving objectives set in practicum agreement. Entries from the

log may be useful when students are contributing to weekly practicum debriefing discussions

during the Advanced Nursing Practice Seminar and when completing their self-evaluations.

Practicum Agreement

Each student will prepare Practicum Agreement in consultation with his/her preceptor and be

prepared to submit a draft to the faculty advisor at the first scheduled MN 8904 Seminar (See

Practicum Agreement Guidelines)The practicum agreement is used by the student, the preceptor

and the faculty advisor to evaluate the student’s achievements throughout and upon completion

of the course.

METHODS OF EVALUATION:

The practice evaluation is based on the following 3 components

I. Self-Evaluation II. Preceptor Evaluation

III. Faculty Evaluation Overall the student’s practice must be SATISFACTORY in all aspects of the course to achieve a

passing grade. The final decision of a pass/fail is made by the faculty advisor. (Refer to Practicum

Evaluation Process for detail).

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EXPECTATIONS OF STUDENTS:

All students enrolled in an MN program course must have or be eligible for registration with the

College of Nurses of Ontario. Students are required to notify the School of Nursing of any

change in registration status and may be withdrawn from the course.

Students are required to adhere to all relevant University and Graduate Studies policies.

All Ryerson University policies can be found at: www.ryerson.ca/acadcouncil

All School of Graduate Studies policies can be found at: http://ryerson.ca/gradstudies/policies/

Policies specific to Student responsibilities can be found at: http://www.ryerson.ca/graduate/documents/Policies_Procedures_Handbook_2006_000.pdf and in the Student Code of Conduct www.ryerson.ca/acadcouncil/current/pol60.pdf Students need to inform faculty of any situation that arises during the semester that may have an adverse effect upon their academic performance and must request any necessary considerations (e.g., medical or compassionate), or accommodations (e.g., religious observance, disability) according to policy and well in advance. Failure to do so will jeopardize any academic appeals Students with disabilities who require academic adaptations or services must provide their instructor with the current Request for Accommodation Form authorized by Ryerson University Access Centre for Students with Disabilities, Student Services, at the beginning of each semester. Website: http://www.ryerson.ca/accesscentre Students are responsible and accountable for participating in seminar discussions. Participation

includes:

raising thoughtful and thought-provoking questions;

expanding on issues raised by peers and the instructor;

seeking clarification of ideas from others in a positive manner;

supporting group members with a constructive approach;

sharing new information with groups;

contributing positively to the emotional climate of the group;

preparing for all classes, conference, seminars in order to be an effective participant;

showing sensitivity to ideas expressed by peers. (adapted from Chinn, 1991)

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Professionalism in our Learning Community

Students and faculty within the school of nursing are colleagues in nursing. All members

of our learning community are expected to act with professionalism and academic

integrity. Honesty is the basic hallmark of academic integrity

(www.ryerson.ca/~acadpol/policies.html). Community members are expected to credit

others’ ideas in written work, make a fair contribution to group work, and behave with

integrity during tests and exams. Trust, respect and fairness are values that underpin

effective collaboration and life-long learning (The Center for Academic Integrity, 1999).

The Ryerson, Centennial, George Brown Collaborative Nursing Degree Program expects

students to listen to one another’s viewpoints and to be respectful in communication.

Students are required to attend all classes and labs, to be prepared, to be on time and to

give adequate notice if circumstances prevent them from attending. Positive collegial

professional relationships between students and faculty members contribute to

excellence in both nursing education and nursing practice. “The Recipient of Health Care is

Considered the End Goal of Nursing Education” (Final Candidacy Report, 2004, p. 13).

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Process for Obtaining a Confirmed Practicum

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Practice Requirement Record (PRR)

1. During or after the meeting with your Course Instructor, please complete the following form.

2. Send a copy of this form and your CV via email to the MN Placement Coordinator Dionne Grant at dionne.grant@ryerson.ca and copy your Course Instructor.

3. The Course Instructor and MN Placement Coordinator will help you find a placement.

Student Name:

Student Number:

Indicate Semester:

Fall

Winter

Full and complete address; include closest intersection:

Ryerson e-mail:

Phone #:

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Some placement agencies require that students have access to a vehicle. Students are resonsible are responsible for the cost of parking and gasoline.

Do you have unrestricted access to a vehicle?

Yes

No

Are you currently employed in Nursing?

If yes, please indicate the hospital/agency and unit where you work:

Identify 3 different areas of interest you would like to focus on for your placement (e.g. infection control, informatics, education):

1. 2. 3.

Are there specific Hospitals or Agencies you are interested in?

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Sample Learning Plan (Draft 1 - Example) Note: This is only one example of how you could build your learning plan. Please tailor your own learning plan, beginning with the Goal Statements and Objectives,

to reflect the specifics of your practicum placement. It is expected that your learning plan will change between Weeks 1 and 3, based on feedback from your

preceptor, your student peers, and your professor.

Student Name: XXXXXXX Date: September 7, 2015

Preceptor Name & Role: XXXXX

1. SOCIALIZATION GOAL To develop an understanding of the role of the advanced practice nurse (APN) as it is enacted in the field in order to develop an understanding of my own strengths and opportunities for improvement as I gain entry-to-practice competence as a novice APN.

Objectives - By the end of the practicum, I will: Strategies and Techniques Resources Indicators of Achievement

1.1

Formulate a list of behaviors, roles, and responsibilities that align with CNA’s National Framework with respect to the clinical, leadership, consultation, and collaboration competencies that are vital for the advanced practice nurse.

Documenting in the Action Learning Review Sheet (see example below) my critical reflections at the end of each seminar. Discussion of these reflections with my student peers and course faculty during seminar, and with my preceptor during weekly meetings. Critical reflective analysis at the end of each

Empirical and theoretical literature from nursing databases. Critical conversations with my preceptor,

administrative leaders, and clinical leaders within the practicum setting,

and my course faculty.

My Action Learning Review Sheets highlight examples of my personal and professional growth and transition into the role of an APN. Demonstration of behaviors during the seminars and within my practicum setting that reflect the competencies of an APN, as outlined by CNA’s National Framework, and evidenced by preceptor evaluation

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practicum setting encounter, based on my observations of the enactment of the APN role. Drawing of a Comic Manifesto reflecting my personal goals and achievements related to the APN role.

comments and course professor/student end-of-course feedback. My portfolio documents provide evidence, through specific examples, of my growing understanding of the integration of theory and field knowledge necessary for the enactment of the role of the APN. Comparison of my beginning of term and end-of-term Comic Manifesto reveals personal growth related to my values, beliefs, and understanding of the role of the APN.

2. SCHOLARLY CONTRIBUTION GOAL To develop, facilitate and support implementation of a new Chronic Disease (CD) Self-management Program for older adults living with XXX disease.

Objectives - By the end of the practicum, I will: Strategies and Techniques Resources Indicators of Achievement

2.1

Create a theoretical and evidence based plan for development of a CD Program to promote self-management of XXX in

Investigate, review, critically analyze, and synthesize literature related to self-

Empirical and theoretical literature.

Literature critical evaluation and synthesis document submitted to my

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community-dwelling older adults living in XXX LHIN region.

management programs designed for older adults and the effectiveness of various program delivery models such as Inter-professional and APN-led self-management programs. Consult with key stakeholders including my preceptor, nursing staff and allied health team members to solicit input regarding the best process for implementing/ supporting the program. Contact other self-management clinics in the GTA and South-Western Ontario, and arrange and coordinate site visits with my preceptor or other practicum representatives, when possible.

Preceptor, RNs, RPNs, CNSs/NPs, managers and senior nursing staff at my practicum setting. Reliable websites –(list examples here) Chronic Disease Management Models, Pulmonary Disease, Heart and Stroke Foundation, Canadian Cardiovascular Society, Canadian Kidney Foundation, Alzheimer Canada, Statistics Canada, Health Canada

preceptor and project team. Project charter (Note to students: a program logic model is another strategy that could be used to guide the project) developed in collaboration with my preceptor and the CD Program team at my practicum placement. Self-management site visit checklist developed and piloted, and summary report of findings. Power-point presentation to the team involved in moving the CD Program forward at the end of my placement. Feedback provided periodically and formally by the end of the practicum by my preceptor and other key members of the project team.

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Action Learning Review Sheet

Name: __________________________ Date: _________________

Please complete this self-review at the end of each seminar. The purpose of this reflection is to

enable you to keep data so that your progress and development can be monitored/tracked.

This tool is for your personal use. You could use it in a variety of ways: keep short notes

summarizing the readings you completed in preparation for the seminar for reference during

discussion; reflect upon the meaning of the discussion as it applies to your own practicum

placement; use as a basis for conversations with your preceptor; use it as an evidence for your

learning plan Socialization goal.

1. The three things I learned about the seminar topic/issue today are:

2. The most important thing I learned about myself today is………

This is important because:

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Preceptor Questionnaire -Refining Conceptualizations of Advanced

Nursing Arrange to meet with your preceptor to complete the following questionnaire. Bring your

answers to seminar to support our ongoing discussions about conceptual frameworks for

advanced nursing in leadership, academia/teaching, policy, research, and clinical practice.

1. What is the primary focus (i) of your role (clinical practice, administration, education, policy, consultation, etc.)?

2. What are your primary day-to-day responsibilities? In what setting(s) do you enact these responsibilities?

3. By what criteria are you evaluated in regards to your performance and outcomes?

4. To whom/what are you accountable?

5. To whom do you report? What does this reporting entail, e.g. monthly/annual reporting; formal/informal?

6. What personal traits are key to your success in your role?

7. What competencies are key to your success in your role?

8. What educational background would best prepare someone to assume your role?

9. What experiential background would help prepare someone to assume your role?

10. What factors influence your success (consider micro, mezzo, macro level factors)?

11. To whom do you relate to on a day-to-day basis and what is the nature of those relationships?

12. How does your role contribute to the professional advancement of nursing?

13. What has been your greatest challenge in this role, and what strategies did you use to overcome this?

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Practicum Evaluation Process I. Self-Evaluation – Due the Monday after the Symposium

The student is required to complete a written self-evaluation of the

practicum performance and accomplishments. A copy of the completed self-evaluation will be given to the preceptor no later than 1 week before the completion of the practicum. The student will reflect on the practicum experiences and provide a summary of the performance and accomplishments. The student is encouraged to consider the following when completing their self-evaluation: a. Progress in addressing MN 8905 course objectives (see course syllabus) b. Evidence of achievement of goals as described in Learning Plan,

including examples from the student’s practice c. Strengths and areas for future development

Resources that may be helpful to the student during this process include:

a. Personal reflection about progress made during the semester b. Debriefing sessions during weekly Seminar in Professional Nursing

Advancement (MN 8904) c. Feedback provided to the student by the preceptor and others during

the term

II. Preceptor Feedback – Due the Monday after the Symposium

The preceptor is requested to provide feedback, in-person to the student and via email to the course faculty, addressing student’s performance and accomplishments. It is recommended that feedback occur informally throughout the term, and formally, in writing and verbally, at the end of term. The preceptor may complete the evaluation form (see next page) and/or a letter describing the student’s performance and accomplishments.

The student is encouraged to remind the preceptor of the evaluation requirements and arrange an appointment with the preceptor to discuss the end-of-course feedback and the self and preceptor evaluations. The student will provide a copy of the self-evaluation to the preceptor no later than 1 week prior to the end of the practicum for her/his records.

III. Faculty Feedback

The course faculty will review the practicum evaluation documentation submitted by the student and preceptor and provide a brief written

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summary. An end-of-course review appointment will be scheduled for the student and course faculty the week after the symposium to review the final evaluation summary. The course faculty will provide the student with a copy of the faculty summary for her/his records.

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Preceptor Evaluation Form

MN8905 Practicum in Professional Nursing Advancement

Overall the student’s practice must be SATISFACTORY in all aspects of the course to achieve a

passing grade. The final decision of a pass/fail is made by the course faculty.

STUDENT:

PRECEPTOR:

AGENCY:

DATE:

Please use this form to provide comments on the MN student’s performance. You may also use

a letter or alternative format if you wish.

CRITERIA MET NOT

MET

Based on course objectives (below), by the end of the course the student was able to:

1. Demonstrate abilities to expand and advance practice in specialized settings.

2. Establish beginning level competencies in advanced practice as defined in the Advanced Nursing Practice: A National Framework (2008) and/or other relevant frameworks.

3. Integrate relevant theory and research evidence into advanced nursing practice.

4. Work collaboratively to plan, coordinate, implement, and evaluate programs to meet client needs.

5. Demonstrate ability to influence practice and facilitate change.

6. Demonstrate effective communication and collaboration skills.

7. Practise in an ethical manner that reflects knowledge, skill, insight, and clinical judgment.

8. Demonstrate indicators of achievement as outlined on student Learning Plan

9. Complete 192 hours of practicum over at least 10 weeks

Comments: (Areas of Strength; Areas for Development)

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Signature Preceptor: __________________________

Signature Student: ______________________ Date:__________