Building the Clinical Bridge to Advance Education, Research, and Practice Excellence
Table 3
Pilot faculty and clinical staff discussion group comments.
Fall Term 2008 (Medical Surgical and Pediatric Courses)
Clinical Teams
(i) RN staff varies in ability to function in Clinical Mentor role regardless of attending orientation or training
(ii) Over the term positive relationships developed between students and Clinical Mentors
(iii) If choice needs to be made between student continuity with a patient or a Clinical Mentor, a consistent patient assignment was preferred
(iv) Adjustment to new collaborative role was achieved and viewed positively
Skills Preparation
(i) Skills sessions did not make an appreciable difference in students transition to clinical practice
(ii) More direct unit based skills training and evaluation of student competency needed
(iii) Expectations of student clinical performance should be consistent between Faculty and Clinical Mentors
Clinical Immersion
(i) By terms end, two consecutive days of clinical practice was viewed as a strength
(ii) Advantage of 4 day clinical immersion was found in time-management skills and continuity of patient care
(iii) Compressed class time seen as tiring for students
Portfolio: Clinical Mentor Clinical Feedback Form
(i) Portfolio became useful once student had more clinical experience
(ii) Clinical Mentors were inclined to rate students highly while not addressing areas for improvement
(iii) Written comments were more helpful then rating scale based evaluation
Winter 2009 (Medical Surgical, Pediatric, Obstetric and Psych Courses)
Clinical Teams
(i) New RN’s were seen as strong collaborators with students and Faculty.
(ii) Clinical Mentor confidence in their own abilities improved over course of term
(iii) Some concern regarding slower identification of lower functioning students when paired with multiple Clinical Mentors. Consistency of pairing a priority for some students
Skills Preparation
(i) Faculty as well as students need to be knowledgeable of unit based clinical skills
(ii) How to give and receive shift report identified as a valuable skill for students to learn
Clinical Immersion
(i) Units with highly complex patient populations experience Clinical Mentor and student fatigue
(ii) Collaborating with Clinical Mentor on full patient assignment improved student confidence
Portfolio: Clinical Mentor Clinical Feedback Form
(i) Training in how to give and receive feedback needed for both Clinical Mentors and students
(ii) Clinical Mentors need support of Faculty to openly discuss expectations with students
(iii) Students need encouragement to converse with Clinical Mentors about expectations and performance
(iv) Clinical Mentor feedback form requires revision to capture more dynamic and useful feedback of student performance
