Bill Deans - Student-led Clinical Facilitation (2 Sep 2012).pptx

8/10/2019 Bill Deans - Student-led Clinical Facilitation (2 Sep 2012).pptx

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BILL DEANS

Senior LecturerTe Tari Matauranga Hauora

Faculty of Nursing and Health Studies

Manukau Institute of Technology

Auckland, New Zealand

Sabaah Al-khayr


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The Context

Rapid social and economic growth in countries of the world has

resulted in an increase both in the number of elderly people who are

prone to degenerative and chronic diseases, and new patterns of

illnesses that are brought on by social and economic factors such as

occupational hazards, accidents, and environmental poisonings caused

by air pollution, noise and contaminated water. Communities arestruggling with a large number of people across the lifespan, who

receive minimal or no health care because they cannot afford or access

services. Moreover, public concerns regarding quality, cost, access and

fragmentation of health care have contributed to a shift in care from the

more traditional acute care settings to the community. This has led to

changes in nursing practice. (WHO, 2010)


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The Context

Rapid social and economic growth in countries of the world has

resulted in an increaseboth in the number of elderly people who are

prone to degenerative and chronic diseases, and new patterns of

illnesses that are brought on by social and economic factors such as

occupational hazards, accidents, and environmental poisonings caused

by air pollution, noise and contaminated water. Communities arestruggling with a large number of people across the lifespan, who

receiveminimal or no health carebecause they cannot afford or access

services. Moreover, public concerns regardingquality, cost, access and

fragmentation of health care have contributed to a shift in care from

the more traditional acute care settings to the community. This has led

tochanges in nursing practice. (WHO, 2010)


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Rapid social and economic growth

Increase in number of elderly people and

chronic diseases

New patterns of illnesses Large number of people with minimal or no

health care

Public concerns about quality, cost, access

and fragmentationof health care Changes in nursing practice

The Context


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Community-based health and socialservices are changing at a

remarkable rate and nurses will be

key players in the delivery of many

of these services. Moving the focus from hospital to

primary health care, has resulted in

reduced numbers of placements.

The Problem


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Identify, or create, placementmodels that are flexible rather

than the one size fits all

approach that we have been using.

Design courses and clinicaloutcomes aimed at developing a

different range of skills required

for working in this new

environment.

The Solution


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The emerging multi-disciplinaryand inter-professional nature of

health and social care delivery

demands that:

education and service providersthink more creatively about the

type of placement experience our

future workforce will require in

order working in this new

environment.

develop new supervision

arrangements where there is

limited access to an RN or no RN

onsite.

The Challenge


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1 2 3 4 5 6 7 8 9 10

Placement PlacementBreak

Traditional placements are normally 8-12 and typically

looks like this.

The number of students placed with a service provider

would be based on the physical capacity of the facility

and/or the number of RNs able to act as Preceptors.

Student

No. Weeks

The most common of the traditional clinical

supervision models are:

1. Preceptor-guided Practice Education Model

2. Team Preceptor Model

Traditional Placement Models


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In the Community Nursing with a Community Focus paper we have

introduced variations on three (3) additional models:

1. PROJECT-FOCUSEDCLINICALPLACEMENTMODEL

2. FACILITATEDCLINICALSUPERVISIONMODEL

3. STUDENT-LEDCLINICALFACILITATIONMODEL

Alternative Clinical Placement Models


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1. Project-focused Clinical Placement Model


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How this might look?

1 2 3 4 5 6 7 8 9 10No. Weeks

EXAMPLES: Based on 2 students

Clinical ProjectBreakStudent 1

Project ClinicalBreakStudent 21

Clinical Project BreakStudent 1

Project Clinical BreakStudent 22

C P C P C B C P P BStudent 1

P C P C B C P C P BStudent 2

3

P B PStudent 1

P B PStudent 2

4

1. Project-focused Clinical Placement Model


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2. Facilitated Clinical Supervision Model


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STUDENTFACILITATOR

StudentNurse

StudentNurse

StudentNurse

StudentNurse

StudentNurse

StudentNurse

Student-led Clinical Facilitation Model(Bill Deans, 2011)

SERVICE

PROVIDER

3. Student-led Clinical Facilitation Model


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A combination of models 1 & 3
http://localhost/var/www/apps/conversion/tmp/scratch_7/Asthma%20Clips.wmv


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eGuide 2012 I Property of Bill Deans

Introduction

Medical Receptionist Tutorial Series

Answering the Phone

Confidentiality

Confirming Appointment

Closing the Call

Self Test

Online Training

Instructions


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Clendon, J. (2004). Demonstrating outcomes in a nurse-led clinic: How primary health

care nurses make a difference to children and their families.Journal for the Australian

Nursing Profession, 18(1-2), 164-176.

Deans, B. (2011) Student-led Clinical Facilitation Model. A pilot project. MIT Report.

Dickson, C., Walker, J., & Bourgeois, S. (2006). Facilitating undergraduate nurses clinical

practicum: The lived experience of clinical facilitators. Nurse Education Today, 26(5),

416-422.

Fortune, T., Farnworth, L., & McKinstry, C. (2006). Project-focused fieldwork: Core

business or fieldwork fillers?Australian Occupational Therapy Journal, 53(3), 233-236.

Pagels, A. A., Wng, M., & Wenstrm, Y. (2008). The impact of a nurse-led clinic on self-

care ability, disease-specific knowledge, and home dialysis modality. Nephrology Nursing

Journal, 35(3), 242-248.

Smith, M., & Flint, E. (2006). Project-focused placements: Enhancing students

understanding of citizens' perspectives. Nurse Education in Practice, 6(2), 117-121.

Whitehorse Division of General Practice. (2007). Nurse Led Clinics - Chronic Disease

Management in General Practice.Victoria: Whitehorse Division of General Practice.

References/Bibliography


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Thank You


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BILL DEANS

Senior LecturerTe Tari Matauranga Hauora

Faculty of Nursing and Health Studies

Manukau Institute of Technology

Auckland, New Zealand

http://www.billdeans.net

[email protected]
http://www.billdeans.net/mailto:[email protected]:[email protected]:[email protected]://www.billdeans.net/

Bill Deans - Student-led Clinical Facilitation (2 Sep 2012).pptx

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