The clinical faculty evaluates students during the clinical courses and provides both formative and summative feedback. Clinical site visits are conducted at the student’s practicum site, except for those students who live outside of Washington, Idaho, Montana, or Oregon.
The following evaluation is conducted in all courses:
- Evaluation of written documentation.
- Observation of the student with patients in the clinical setting.
- Synchronous phone/video chat check in meeting with preceptor and student to discuss student goals, progress, and concerns.
FNP Clinical Faculty Role Responsibilities
You will receive your clinical student assignments on the second week of each semester. The course faculty will send the syllabus for the clinical course and the due dates for the written assignments to assigned clinical faculty. Please utilize the SOAP Note Grading rubric for the written assignment and the Clinical Evaluation form during the clinical site visit.
Clinical Evaluation of NP Students
- Observe the student conducting a complete history, physical exam, diagnostic reasoning, systematic integration of theoretical and scientific foundations and knowledge of evidence based practice, case presentation and care management for several patients. As a rule of thumb, clinical site visits generally average three hours in length.
- Review several patient notes written by the student (if available).
- Gather feedback from the student’s preceptor in the areas of professional communication, history, physical exam, case management, critical thinking, knowledge of evidenced based practice and application of Advanced Clinical Nursing Practice.
- Using these data sources and the criteria in the scoring instrument, evaluate student performance.
- At no time will the Clinical Faculty intercede or be seen to “educate” the patient. All concerns regarding specific patient issues must be brought to the attention of the preceptor.
- The Clinical Faculty’s only role is to evaluate the student. Site visit etiquette is summarized as the clinical faculty being a guest visiting at that site, to evaluate student performance.
- Expected dress is business casual, with or without a lab coat, depending on the clinic culture.
- Use the Clinical Evaluation form during the clinical visit. During the visit, please communicate a summary of your assessment. This would include areas of strengths, need for improvement and goals for the subsequent semester. You may need time to reflect before grading the student’s work.
- If you have any concerns or need to make an additional site visit please discuss with course faculty prior to making that decision. If you have concerns about student performance, do not complete the grading; instead contact course faculty
Communication with Preceptor and Student
This WAC states that nursing faculty, as responsible for the overall supervision and evaluation of the student, must confer simultaneously (at the same time) with each primary preceptor, and student three times during the student learning experience:
- Midpoint; and
Students will be expected to assume a leadership role in scheduling the 3 points of contact as outlined below:
First point of contact
This will occur at the beginning of the semester. Students are expected to coordinate a telephone meeting that includes the preceptor, clinical faculty member, and student. This should not take any more than 5-10 minutes and should be scheduled at a time that is convenient for you and the preceptor. This means the meetings may need to be scheduled prior to the start of a clinic day, at lunch, or at the end of the clinic day. The goal of this first meeting is to review the goals the student has set for the semester.
Second point of contact
The second point of contact will occur during the clinical faculty site visit. You will assess student development as well as student’s progress in meeting goals identified above.
Third point of contact
During the third (and final) point of contact, the preceptor will complete the preceptor evaluation with the student. You will join the conversation with student-directed self-reflection, review, and summarization of key learning points during the practicum experience.
For clinical faculty who host students from states outside the four-state region (WA, ID, MT, OR), all three points of contact will be via phone/video chat.
Components of a Case Presentation
One of the areas in which we are strengthening our curriculum is an emphasis on the importance of giving a professional case presentation and we ask you to assist with students to develop this skill. Please feel free to share this template with preceptors and students and to bring in your knowledge and expertise in aiding us to expand student competency in this important area.