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Fire and Emergency Medical Services Education Department

Thomas Nelson Fire and EMS Education – The Gold StandardClinical and Field Affiliate Program Overview

and Preceptor Professional Development Program

Fire and Emergency Medical Services

Education Department

Emergency Medical Services Programs

Clinical and Field Affiliate Program Overview and

Preceptor Professional Development Program




Department Overview

EMS Program Overview

Clinical and Field Overview

Student Expectations

Student/Faculty Identification

Field and Facility Mentors/Preceptors

Shift Scheduling

Student Documentation

Facility/Unit Contacts

Welcome and Program Topics




Department and Program Leadership

Paul Long, MPA, CFO, NRP

Chief of Department

Fire and EMS Education Department Head

EMS Program Director

Dr. Christianne Clifford

Chief Medical Officer

Medical Director for EMS Education




Clinical and Field DivisionLloyd Carter, MPA, MS, NRP

Assistant Chief - Clinical and Field Division

[email protected]

Clinical and Field Affiliate Primary Program Contact

Clinical and Field Affiliate Career/Volunteer Recruitment Visit

Coordination

Paul Houde, BS, NRP

Battalion Chief

Clinical and Field Master Scheduler

[email protected]

Clinical and Field Affiliate Contact for Student, Faculty and Staff

Clinical and Field Schedule Coordination

mailto:[email protected]





Clinical and Field DivisionDamien Coy, BS, NRP

Battalion Chief

Clinical and Field Coordinator

[email protected]

BLS Program Student Clinical and Field Compliance/Coordination

Richard (Ricky) Weneck, AAS, NRP

Battalion Chief


[email protected]

ALS Program Student Clinical and Field Compliance/Coordination

Hanna Carson, BS, NRP


[email protected]

ALS Program Student Clinical and Field Compliance/Coordination







Department Staff Identification

Navy Blue with White Letters/Trim

Department Personnel – Lab Instructor

Grey with Navy Blue Letters/Trim

Department Supervisory Role – Line Officer/Specialist

Navy Blue with Gold Letters/Trim

Program Leadership/Chief Officer




Student Identification

Navy Blue with White Letters and Red Letters for

Program of Study Letters/Red Trim

Emergency Medical Technician (EMT) Program

Navy Blue with White Letters and Red Letters for

Program of Study Letters/Red Trim

Paramedic Program

Program Title May Vary: EMT, AEMT, Paramedic, Critical Care, Community

Paramedic, etc. Always in RED for students.




Prepare competent entry-level Emergency Medical

Technicians and/or Paramedics in the cognitive

(knowledge), psychomotor (skills), and affective (behavior)

learning domains.

Prepare future field clinicians for a successful career in the

field of Emergency Medical Services (EMS)

Promote innovation, research and development of the

Emergency Medical Services field

Develop future leaders of the Emergency Medical

Services field

EMS Program Goals




Promote professionalism and innovation in the delivery of

EMS education in the Commonwealth of Virginia, the

United States of America and internationally

Continually assess and improve the scope, depth, and

quality of its program offerings

Offer an academic framework for current EMS education

offerings and provide transferable college credit that will

encourage and facilitate academic degree completion by

current field clinicians, educators, and managers

EMS Program Goals




Emergency Medical Technician (EMT) training

courses.

EMT courses are typically offered each semester

(Summer, Fall and Spring) and EMT students are

required to complete a 12-hour clinical internship

in an Emergency Department and a 12-hour field

experience a field agency.

Advanced Life Support training courses:

Advanced EMT (AEMT) and Paramedic (NRP).

EMS Program Overview




Advanced Life Support (ALS) Programs:

Typically begin in the Fall and Spring semester.

Students enter as EMTs and progress through the

paramedic curriculum with opportunities to test for

certification at one or more of the following certification

levels (providing minimum competencies are met:

Advanced EMT (Conclusion of 2nd semester)

National Registry Paramedic (Conclusion of 4th year)

EMS Program Overview (continued)




Thomas Nelson Community College offers EMS

courses in the Fall and Spring semesters.

Thomas Nelson Community College offers EMS

courses in the Summer semester based upon student

need, student and/or industry demand.

Thomas Nelson Community College may enter into

contractual agreements to provide EMS courses to

community constituents throughout the year, which may

not coincide with traditional semester course offerings.

EMS Program Overview (continued)




Currently certified EMTs and AEMTs are accepted

into the paramedic program at the beginning of the

cohorts 1st semester.

AEMT certified students have fewer 1st semester

courses to complete that EMT students.

NO PARAMEDIC STUDENT WILL BE ALLOWED TO

SCHEDULE CLINICAL OR FIELD IN THEIR FIRST

SEMESTER OF THE PARAMEDIC PROGRAM.

Our Students




While students have the opportunity to test for

certification at various points in the program, not all

students take the opportunity to do so. Some

students have entered the paramedic program as

EMTs and will progress through the two-year

program without testing for other levels of

certification.

Our Students (continued)




Some students come into the program with a lot of

experience,

STRONG leadership skills,

GOOD and BAD habits.

Some students JUST obtained certification at the

preceding level,

lack CONFIDENCE,

and meet MINIMAL COMPETENCY levels.

Our Students (continued)




As students progress through the various

components of the ALS program, they will also gain

skills proficiency in a lab setting before being

“released” to perform skills in an internship setting.

Knowledge and skills are built upon during each

lecture and lab section and will directly correlate to

the available department internship opportunities.

i.e. Emergency Department (ED), ED to Intensive Care

Unit (ICU), ICU to Pediatrics (PEDS), PEDS to

Operating Room, etc.

Student Progression




“Outstanding leaders go out of their way to

boost the self-esteem of their personnel. If

people believe in themselves, it’s amazing

what they can accomplish.”

Sam Walton

PRECEPTOR SELECTION




Certified at or above the level of the student’s educational program.

Released/cleared provider (approved AIC) by your agency’s OMD and selected by your agency to serve as a preceptor.

Maintains proficiency and good standing with his/her agency.

Preceptor Requirements




Demonstrates confidence and great communication skills.

Exemplifies professionalism.

Models high-level EMS knowledge, skills and abilities.

Provides a positive learning environment.

Encourages and motivates students.

Preceptor Qualities




Directly supervise and guide safe skill acquisition and performance.

Provide constructive feedback that allows the student to develop (primarily away from patients).

Promote critical thinking.

Guide the student and provide assistance or direction when needed.

Preceptor Responsibilities




Create opportunities for students to provide care for patients while preventing the student from doing harm to the patient, themselves, or the healthcare team.

Mentally note positive performance and opportunities for improvement.

Privately review performance with the student.

Build confidence.

Reinforce professional behaviors.

Preceptor Responsibilities (continued)




Encourage teamwork and participation.

Demonstrate a variety of effective learning strategies.

Assist the student in developing a personal style.

Be aware that students are not expected to perform to the level of an experienced provider.

Share your own limitations with the student.

Complete evaluation documentation accurately.

Preceptor Responsibilities (continued)




“Education is not preparation for life;

education is life itself.”

John Dewey

STUDENT RESPONSIBILITIES




Accountable - arrive on time, enthusiastic, prepared, and appropriately dressed.

Demonstrate professional and ethical behavior.

Communicate their needs or objectives for the shift based on course completion requirements.

Actively seek out learning opportunities.

Perform assessments and clinical skills under direct supervision with increasing competency and responsibility, effectively use clinical time.

Student Responsibilities




Completion requirements vary by certification

level.

Specific patient populations (age groups,

pathologies).

Patient assessments.

Skills, treatment, interventions.

Team leads.

Student Responsibilities (contributed)




“Busy is only good,

if there is progress involved.”

Darren Ryle

SHIFT PROGRESSION




Each student shall be assigned to a clinical and/or field preceptor.

In the clinical setting, students may operate under the general supervision of their preceptor in teams of two or more.

In the field setting, students shall may operate under the general supervision of their preceptor in teams of three of more (i.e. student must transport patients as a third on the medic unit).

Student – Preceptor Pairings




Inquire about the student’s strengths and weaknesses.

Review the goals and objectives for shift.

Express your expectations to the student.

Review the student’s skills badge.

Start of Each Shift




Students need to operate as the Team Lead –

students and preceptors should have this

conversation prior to incidents.

Leadership begins with making decisions as they

arrive on scene and continues on to transport or

transfer.

The Team Lead Process




If the preceptor agrees, he/she steps back and

functions as a team member, allowing the student to

direct the call.

The student does not need to perform any skills that

are delegated to another crew member.

The Team Lead Process (continued)




For a quick review of an EMS Student’s clinical

requirements and allowed skills, check the

student’s:

eSkills Card (presented on their mobile device

with their student ID upon arrival; or

Clinical Skills Sheet/Portfolio (in FISDAP).

Allowed Skills




All Thomas Nelson EMS students are required

to be in the Thomas Nelson Fire and EMS Edu.

Uniform during all program related activities,

including clinical and field.

The only exception to this requirement is an

EMS student completing a field internship within

their affiliated agency when in an on-duty status

in accordance with Thomas Nelson Fire and

EMS policies and procedures.

Uniform and Identification




The Thomas Nelson Fire and EMS uniform consist of

the following:

Navy blue polo style shirt w/Thomas Nelson Fire and

EMS Program identifying markings

Name Tag identifying the college, department, students

name and affiliated program of study

eSkills Card (presented on their mobile device with their

student ID upon arrival; or

Navy blue or black pants (no jeans)

Black shoes or boots





Students who present to a clinical and/or field site out

of uniform shall be dismissed from the site.

If you dismiss a student from a site, please notify our

department immediately.





EMT eSkills Card




Paramedic eSkillsCard




Students must notify their preceptor anytime they

leave a shift.

Students should report to their preceptor anytime

they go off the unit or before the shift is scheduled to

end.

Throughout the shift students will chart their

assessment and tasks completed in a program

called FISDAP.

Review and verify student documentation (FISDAP)

Complete Preceptor Evaluation, Including Affective

Evaluation of Student (FISDAP).

Completing the Shift




Never sign a students eDocumentation

without fully reviewing the

documentation and completing the

evaluation first.

Completing the Shift – Preceptor Signature




“Successful leaders see the

opportunities in every difficulty

rather than the difficulty in

every opportunity.”

Reed Markham

STUDENT EVALUATION




Formative Evaluation

Ongoing, progressive evaluation and feedback.

Supports change, remediation or redirection.

Summative Evaluation

Overall evaluation at completion of shift.

Provides feedback to student and EMS Program

on successful performance and opportunities for

improvement.

Evaluation Process




Evaluation focuses on three learning domains

Cognitive

Knowledge, comprehension, critical thinking

Psychomotor

Physical skills and ability

Affective

Emotional reaction and ability to feel other’s pain/joy

Attitudes, emotion, feelings

Evaluation Content




Affective domain

Integrity

Empathy

Motivation

Confidence

Communication

Careful delivery of care

Respect

Appearance / Hygiene

Teamwork / Diplomacy

Time Management

Patient Advocacy

Evaluation Content




Shift SchedulingStudents are required to schedule all shifts through the

FISDAP Scheduler.

At NO time shall any student contact a facility to self-

schedule clinical and/or field shifts.

All facility and agency schedules shall be provided to the

Fire and EMS Edu. Department Master Scheduler who

will make them available to students through FISDAP in

accordance with Department policy.




FISDAP Internet Based Clinical –Field Competency Documentation




We Are A PaperlessDocumentation Program




We are a paperless documentation program

We use FISDAP an internet-based tracking software

We do have downloadable hardcopy documents for

those instances that the internet based system is down.

Each of the forms is open access and should only be

used when FISDAP is in accessible

All hard copy documentation requires the same

signatures and will be scanned into the students

internet-based portfolio.

Documentation




FISDAP is available through online access to our

clinical and field affiliates, faculty and students.

FISDAP allows for data entry when servers are off-line

and uploads that information upon return of

connectivity.

The following slides include screenshots to assist you

with learning the steps to complete the required student

evaluation documentation.

The student may also assist you in navigating the

software.

FISDAP




From this screen, the student will select the current assigned shift and begin completing assessments and entering completed tasks.




There are multiple types of shifts assigned. This page also indicates if you have signed off on a shift (note pencil in Preceptor signoff column). The checkmark

indicates that the Preceptor has electronically verified completed work.




Shift signoff screen - student will open this screen at the end of the shift for you to sign. Before you do so, you will need to complete an

evaluation and review their completed work.




Before signing off – the student should show you this shift summary. It will list the patients they assessed and/or the skills they performed (see

intervention column).




In this area of FISDAP, both the Preceptor and student can chart simulated skills practice completed during the shift. This helps the

student if done frequently throughout their program.




By clicking on the link with the patient identifier, you can view what is charted on the patient and the completed narrative.

There should be no HPI that would violate HIPAA!




This section shows the evaluations completed for the current shift. The student can also complete a self-evaluation.




Students should report to their preceptor

anytime they go off the unit or before the shift is

to end.



called FISDAP.

56

This is where you or the student select the evaluation that needs to be completed at shift end, “Preceptor Evaluation of Student.” After

selecting the form, click on the “Go” link.




This evaluation form screen should appear. Make sure you are listed as the Evaluator (Preceptor). There will be sections for cognitive,

psychomotor and affective domains.

Note the GradingScale. The programs do not expect “Proficient” and the student should not have this expectation either.




Cognitive Section

Psychomotor Section

Affective Section

Preceptor Evaluation of Student (Continued)

FormativeEvaluation




Students should report to their preceptor

anytime they go off the unit or before the shift is

to end.



called FISDAP.

After scrolling down and answering all the questions, a score is provided with a button to submit and close the form. The Preceptor should be

the person completing this form.




Now, have the student bring you back to this signoff screen to add any comments regarding the student’s performance.

Then, electronically sign your signature on the line.




Finally, check the box to “Lock” the shift and click “Save.” Before doing so, make sure the student is finished documenting – they cannot make

any changes once locked.

Step one

Step two

Once you click “Save” the shift is completed…

Step three Step four




Students have been authorized to use handheld devices (laptop, tablet, etc.)

and the screen may be slightly adapted for mobile use

Students should still be able to walk you through all the same information and

you should still be able to complete the shift evaluation forms

The student can assist the preceptor with navigating the software, but the

preceptor should review and understand what they are signing

We encourage our preceptors to provide comments

YOU ARE ALWAYS WELCOME TO REQUIRE THE STUDENT TO LOG INTO

FISDAP FORM A FACILITY COMPUTER TO REVIEW AND COMPLETE THE

DOCUMENTATION/EVALUATION.

Mobile Devices




As a valuable resource for direct supervision,

education, mentoring, coaching and evaluation

of EMS students, you are a necessary

component of EMS education and the care

delivered to patients.

We hope this orientation provided insight into

the value of your role as a field preceptor for

EMS education in developing future healthcare

providers.

Summary




Any questions, concerns or feedback, contact:

Your facility or EMS agency representative

responsible for coordinating, managing or

scheduling EMS student shifts, or

Paul Long, Thomas Nelson Community College

at [email protected].

Summary




24/7 Emergency Contact - 757-879-3649 Campus PD DispatchAsk for the Fire and EMS Education Duty Chief

How to Contact the Program (0800-1700):

Clinical/Field Agreements (Establish/Renew)

Paul Long, Department Head/Director

Chief of Department

[email protected]

757-825-2808

Personnel/Student Information Collaboration

Lloyd Carter, Assistant Chief

Clinical and Field Division

[email protected]

757-825-2808






How to Contact the Program (0800-1700):

Clinical and Field Shift Scheduling

Paul Houde, BS, NRP

Battalion Chief

Clinical and Field Master Scheduler

[email protected]

Clinical and Field Affiliate Contact for Student, Faculty and

Staff Clinical and Field Schedule Coordination

24/7 Emergency Contact - 757-879-3649 Campus PD DispatchAsk for the Fire and EMS Education Duty Chief





@TNCC_fire_ems

@Thomas.nelson.fire.ems.edu thomas_nelson_fire_and_ems

Like and Follow Our Programs on Social Media

Internet Based Program Information

www.tncc.edu/fire-ems

www.tncc.edu/fire-ems/information-resources

youtube.com/channel/UCpWSH7ySmqDliN_wkLUaCIw

http://www.tncc.edu/fire-ems

http://www.tncc.edu/fire-ems/information-resources



and Preceptor Professional Development ProgramThe Thomas Nelson Community College Fire and

Emergency Medical Services Education Department

Thank You For Your Partnership and Willingness to Share

Your Knowledge, Skills, Abilities and Experiences!

Emergency Medical Services Program Faculty, Staff and Students

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