Florida School of Traditional Midwifery Preceptor Manual Fall 2014 Table of Contents I. Welcome- Introduction Page Welcome from the Clinical Director History of the Florida School of Traditional Midwifery II. Mentoring Midwifery Students Roles & Expectations of the Preceptor Acceptance & Placement of a Student Developing Critical Thinking in the Student Evaluating Student Progress III. FSTM Clinical Preceptor Faculty Rights & Responsibilities How to Become a FSTM Preceptor IV. Roles of the Student at a Preceptor Site Student Readiness Clinical Requirements Clinical Documentation Year 1, Year 2, Year 3 NARM Exam & CSE Preparation V. Student Clinical Documentation Forms Clinical Hours Log Birth Related Absence Policy Semester Clinical Summary VI. VII. Clinical Skills Check-Off Documentation per Term Clinical Student Orientation Forms Clinical Requirements Required Clinical Documentation for Graduation of the Clinical Program Clinical Observation Midwifery Clinical Lab VIII. Appendix IX. Continuing Education for Preceptors Precepting Midwifery Students Table of Contents will change with revisions November 2014. FSTM Preceptor Manual 2014-2015 2 Adding the following after MANA Convention October 2014: 1. Updated information on OOC experiences per new MEAC guidelines for MEAC schools. 2. New policy for Midwives supervising students with less than 3 years’ experience. 3. Adding to the Challenges in the Clinical Site information section. 4. HIPAA policy per our new catalog and examples and ways to teach students. 5. Include common scenarios in the preceptor/student relationship. 6. Q&A section 7. How to approve electronic forms on Birth Tree – details for accuracy. 8. Other improvements post AME meeting and MANA Convention in St. Louis. FSTM Preceptor Manual 2014-2015 3 Dear Florida School of Traditional Midwifery Preceptors, Thank you for the invaluable service you provide to our midwifery students. Without you our students would not have the hands-on training they need to become the guardians of childbirth. We value you and welcome your feedback about our students, our curriculum, and our school. Your role as a preceptor is to teach our students the skills they need to become midwives. This manual will help to guide you along the way to training the students you have taken under your wing. Mid Term Evaluation Forms will be sent to you by email midway through each semester. We would like for you to have ample time to sit down with the student to fill in information about your student’s progress. We know it is sometimes hard to give constructive feedback, but without this valuable information, the student midwife cannot fully grow into a well-trained Licensed Midwife. I want to encourage you to share detailed information about the student’s progress in the clinical setting. I will review this evaluation form with the student during their check-in meeting each semester. I am available to help whenever you have questions or difficulties. I would like to be contacted if you are having any problems teaching your students, any miscommunication issues, or non-compliance with the rules of your practice. Please call or email at any time you would like to discuss your student or your role as a preceptor. I check my work email Monday through Friday and that is the best way to reach me. If you do not get a prompt response, feel free to call the school. After reviewing the Preceptor Manual, you will be able to fill out the continuing education form by answering a few questions about what you have read. Upon returning this form to FSTM, we will provide you with three units of continuing education. I look forward to meeting with you in person in the near future. Thank you again for taking such good care of our students! Stacey Walden, L.M. Clinical Director [email protected] Office: 352-338-0766 x 301 FSTM Preceptor Manual 2014-2015 4 History of the Florida School of Traditional Midwifery FSTM is the result of years of hard work on the part of many dedicated women to the tradition, art and education of midwifery throughout the state of Florida. In 1920 the Florida Department of Health estimated that approximately 4000 midwives were practicing in Florida. Licensing became a requirement in 1931 after fewer than 1400 midwives were licensed. Their numbers dwindled further following desegregation and the majority retired by the 1960s. However, a renewed interest in natural childbirth began to occur in the mid-1960s. Many women became more educated and involved in their pregnancies and in the birth of their children. The demand for midwives grew in Florida and across the United States. In 1982 Florida’s Midwifery Practice Act, F.S. 467 was updated. At that time provisions were added requiring the completion of a three-year direct entry educational program and passage of the state licensing examination. Two schools opened in Florida in January of 1984, one in Miami and one in Gainesville. At the same time the Florida legislature, during its Sunset Review process, found licensed midwifery to be safe and effective. In May 1984, however, licensing became restricted to only midwives who were currently licensed, with future licensing limited to those students who were currently enrolled in a school. Midwives and consumers throughout the state worked tirelessly to change this restrictive law and Florida’s licensing of direct-entry midwives reopened on October 1, 1992. After the change of the law the North Central Florida midwifery community joined together to develop a midwifery educational program that would meet the requirements for licensed midwives in Florida. In 1993, after many meetings, planning sessions and sheer determination, the Florida School of Traditional Midwifery was incorporated as a not-for-profit 501C3 organization in the state of Florida. In 2000 FSTM reached another important milestone as we received national accreditation from the Midwifery Educational Accreditation Council (MEAC). Currently we are one of only nine direct entry, MEAC accredited schools in the United States and the only accredited school currently serving students in Florida. After nine more years of work and dedication, our school achieved federal recognition from the Department of Education in order for our students to be able to receive Title IV funding. We are proud of our accomplishments and are honored to offer this unique educational experience to those seeking to become Florida Licensed Midwives. FSTM graduates are also eligible for national certification through the North American Registry of Midwives (NARM) to become Certified Professional Midwives. The profession of midwifery continues to grow and flourish as the American health care system is reformed. We feel it is essential for midwives to be involved and provide input, planning and policy reform for maternity care throughout the United States. FSTM Preceptor Manual 2014-2015 5 II Mentoring Midwifery Students FSTM Preceptor Manual 2014-2015 6 Roles and Expectations of the Preceptor Preceptors are role models, clinical instructors, evaluators and mentors to midwifery students. As a Preceptor you have an opportunity to imprint students with good clinical work habits, professionalism, and excitement for midwifery education. While supervising a student midwife can add responsibilities to a busy day, the chance to influence the development of future midwives is deeply gratifying and is the "traditional" component of passing on your acquired wisdom and skills. Clinical experiences offer students: A real life model for providing midwifery care Opportunities to apply newly acquired knowledge Opportunities to practice clinical skills Evaluation of their progress during semester check-ins FSTM Preceptor Manual 2014-2015 7 Preceptor as Role Model Students observe, learn, and emulate role models to develop their own standards for appropriate midwifery care and behavior Some behaviors can't be taught but must be experienced through modeling and observation. o For example, how the preceptor cultivates client relationships and responds to their emotions; o how she motivates clients to change behaviors; o how she self-discloses as a tool in client care; and o how the preceptor balances her personal and professional life These are all concepts that don’t translate well to the classroom, but are crucial to becoming a midwife. Students observe the nuances of a midwife’s relationship with her clients, staff and colleagues o How preceptors discuss clients outside of the clinical setting o Discussing difficult topics with clients o How to handle emergencies o How to process the professional and personal experiences and prevent burn-out o Many of the behaviors a student learns from her preceptor will be incorporated into her professional identity FSTM Preceptor Manual 2014-2015 8 General Guidelines Preceptor as Clinical Faculty As a preceptor, your primary responsibility to the student is to teach! Students come to a clinical site hungry to learn everything you have to offer. Not only do you initiate students into the culture of midwifery and introduce them to midwifery customs, language and procedures, you will be teaching skills and helping them put the knowledge base they gain in the classroom into practical use. Keep clinical teaching simple and organized, and build skills and duties as the student masters each task. Reviewing FSTM curriculum, skills lists and discussing student progress with the Clinical Director will help determine appropriate clinical duties for the student. Students may not feel empowered to say no when they feel unprepared for a particular learning opportunity. Remembering your own early client encounters may be helpful in deciding what to emphasize and teach. It is helpful to check in with students as new experiences and clinical opportunities begin. Some students may need a "push out of the nest" when you know they really are ready. Allow a few minutes at the end of every office day and every birth to debrief: allow the student to ask questions, relate what she learned, and for you to give feedback or suggestions. This can be an important opportunity for you to help the student understand all they have experienced that day. Preceptor as Evaluator Students rely on clinical instructors to provide feedback on clinical performance First-year students need a safe place in which to learn by observation and inquiry. This will allow a comfortable way to disclose uncertainties or learning needs. When students are developing new skills, it is important to concentrate on providing specific positive feedback for work well done. For example: “I liked the way you made good eye contact” is more helpful than just saying “Good Job”. Constructive feedback should be tailored to help students understand their learning needs. Example: "You may need to review the anatomy of the pelvis to conduct a pelvic exam and understand the rotation of the baby through the pelvis.” Constructive feedback should be given soon after the learning experience took place. Correction should NOT be saved up for weeks or months and delivered all at once. FSTM Preceptor Manual 2014-2015 9 Feedback may be appropriate at the end of completing a clinical activity, during a private moment, or during a more thorough review when completing semester student evaluations. Preceptor as a Mentor If a student is assigned to your clinical site for several semesters you will have the opportunity to get to know the student in a more personal and in-depth way. You will be able to provide assistance and friendship as the student formulates professional identity and goals. FSTM Preceptor Manual 2014-2015 10 Acceptance & Placement of a Student Before accepting a student into your practice: Consider what you are looking for in a midwifery student. What kind of student will fit well in your practice? How much commitment are you expecting in terms of clinical time and on-call? No student can be on call 24/7, due to the nature of the academic schedule. Those with small children or jobs may have additional constraints. Discuss with the Clinical Director the type of practice you have established, your client base, and what qualities you want in a student. This helps the Clinical Director to match you with appropriate students. For example: Are you a small home birth provider or a larger birth center? Do you work with a partner and/or other staff? Does your practice aspire to a certain religious or spiritual point of view? Let the Clinical Director know the time commitment you would like from your midwifery student. Typically students stay with a clinical site for a full year before switching to a different site to gain a variety of experiences. If you would like more or less than one year, discuss this with the CD and your student before they begin. The Clinical Director will supply you with student resumes for review and is available to discuss questions or concerns. The student midwife should not be a replacement for a well-trained birth assistant. Beginning students need more guidance and training in the beginning and may benefit from observing and working with your trained birth assistant. Interviewing the Student: Allow at least one hour to meet with potential student(s). Discuss your practice, staff, the type of care provided and general expectations you have of the student. Review and clarify mutual expectations with the student. New students need specifically to be informed about what is expected of them. If this is not the student’s first preceptor site she may expect that ground rules to be the same as a previous clinical rotation. Students rarely realize that even though they may have some clinical experience already, in a new site, they are a beginning student until their skill level is observed and evaluated by the preceptor. Orienting the student to the practice: Schedule the student for a detailed orientation which should include clearly defined expectations before she begins working with you. She should be informed of the procedures and protocols of the practice. A contract between the preceptor and student is helpful to clarify your goals and guidelines in writing. FSTM Preceptor Manual 2014-2015 11 You should also discuss: - Appropriate attire for clinical visits and births - Scheduling for clinical visits and on-call - What time to arrive - Any duties assigned to the student (e.g. clean up or restocking) and procedures for completing them - Safety protocols and procedures - Call schedule including weekends and holidays if different from the regular schedule - How should a student contact the preceptor if they are running late, are ill or other related emergencies - Where student should store her personal items - Meal and rest breaks - Supplies and telephone procedures if applicable Request the student be specific regarding academic course requirements and schedule. Students will need adequate time to study and prepare for academic courses and testing. We have realized over the years that students are not successful unless they have a comprehensive balance of didactic and clinical instruction. We have found specifically, that 1st and 2nd year students must have adequate time built into their schedules to learn academic material. Therefore FSTM Birth Related policy is as follows: o Attendance at a birth will be an excused absence from FSTM classes with the exception of workshop style classes. o Students will be granted only two (2) birth related absences per semester; defined as 4 hours per credit hour. o After this, absence for attending a birth will be counted as an unexcused absence and will be reflected in the student’s final grade. FSTM Preceptor Manual 2014-2015 12 Sample Student-Preceptor Contract This is a contract between ________(student)________ and _______(preceptor/name of practice)____ starting on __(date)__. The Student and Preceptor will start a working relationship for a trial period of 3 months. If after the trial period, the Student and Preceptor agree to continue working together, they will do so on a semester by semester basis. 1. The Student will come to clinic on ___(days)___ each week. The student will be on-call ___(days per week / days per month)___. Each month the Student will list their on-call days on the following month’s calendar. 2. The Student must have reliable transportation and be available by telephone while on-call. 3. The Student is responsible for costs related to travel room and board at Clinical Sites. 4. Initials The Student has read the dress code policy and understands the appropriate attire for clinic and births. 5. The Student agrees to adhere to the policies and procedures set forth by FSTM (current catalog available on website). 6. The Student shall review and abide by Florida Statute 467/Law and Rules. 7. In the event that the Student and Preceptor are having communication issues or a dispute, they should do one or more of the following: - Make an appointment between Preceptor and Student. - Set up a phone conversation between Preceptor, Student and Clinical Director. - Make an appointment between Student and Clinical Director. - Make an appointment between Preceptor and Clinical Director. 8. The Student acknowledges the importance of HIPPA confidentiality and agrees not to use real names when discussing client cases in the clinical site or otherwise. This means: Clients, Midwives, Physicians, and events that take place at Preceptor / Clinical Sites. 9. The Student agrees to be respectful and professional when in the clinic and birth setting. 10. The Student agrees to not be under the influence of alcohol or drugs when oncall and/or in clinic. FSTM Preceptor Manual 2014-2015 13 11. The decision to switch clinical sites will be made between the Preceptor, Clinical Director and the Student. At least 3 months’ notice should be given to the current Preceptor before switching sites. 12. The Student will not arrange interviews with potential Preceptors without approval from the Clinical Director and current Preceptor. 13. The Student will remain with their Preceptor for the duration of the FSTM semester unless the Clinical Director and Preceptor have determined it is in everyone’s best interest to discontinue the relationship. 14. The Student agrees to not take current clients from their clinical site to their new practice upon graduation. I have read and agree to the terms of the Student-Preceptor Contract and HIPPA rules outlined above. Student Signature ______________________________ Preceptor Signature __________________ FSTM Preceptor Manual Date _________________ ______________________________ 2014-2015 Date 14 Preceptors and Students Working Together: Introduce students to your clients as a midwifery student who is working under your supervision in a manner that will be comfortable for you, your clients and the student. Expose the student to educational experiences based on their academic and clinical level. Schedule ten minutes a day for debriefing and review of the day’s activities, chart review, client review and general questions. Schedule a midterm review and evaluations at the beginning of the semester. It is important not to give a passing evaluation if you do not feel the student has earned it. Please give evaluations that clearly indicate a student’s performance. It is imperative that the evaluation accurately reflects student performance. Please notify the CD if you have concerns and/or suggestions for an appropriate course of action. Supporting the Midwifery Students: Midwifery students are undertaking an enormous challenge and are endeavoring to remake themselves as midwives. While it is certainly true that a practicing midwife’s primary concern will be her clients, student midwives benefit greatly from support and encouragement from their preceptors. Always keep in mind that students are new and in unfamiliar surroundings and may be under a great deal of pressure to learn well and fast. Please help to reduce anxiety with small phrases of reassurance, support and understanding. Give positive and corrective feedback regularly and in close association with the event it pertains to. Please LISTEN to your student midwife, particularly when she makes mistakes. Find out why she made the choice she did and try to understand how she arrived there. This is not the same thing as allowing her to make excuses, but rather helps you to understand her thought process and direct her back on the right track. In the event of difficult clinical and birth outcomes please notify the Clinical Director so that we can support you and the student. Individual supervision can convey to the student a feeling of security and your special understanding and support. FSTM Preceptor Manual 2014-2015 15 Developing Critical Thinking in the Student As students develop from novice to competent student midwives they are able to make judgments of increasing complexity. Preceptors have the opportunity to structure the clinical experience so students begin with low risk situations with minimal stress or distractions and with adequate time to develop successful outcomes. As a student develops confidence, the ability to handle more critical situations will increase. Experienced clinicians have developed the ability to think quickly with so little effort that they sometimes have difficulty explaining the process. Because critical thinking takes place in the clinicians mind, the process often seems mysterious to the beginning student. The challenge for the preceptor is to help the student progress through the steps of critical thinking until they are able to integrate all facets of midwifery care and begin the journey on their own. Critical thinking is a reflective, self-corrective, purposeful thinking process which requires the professional to take into account knowledge, context, evidence, methods, conceptualization and a variety of criteria and standards of excellence. It is the integration of information and its application to unique clinical situations that is practiced under the preceptor’s guidance. Why critical thinking is essential: To making sound judgments as students apply theoretical knowledge to real clinical care Because there will always be clinical situations in which the "rules" do not fit Because there are students who learn academic knowledge and successfully pass tests on didactic material but who have not mastered the practice of all aspects of midwifery care Seven habits of mental preparedness that preceptors can nurture as students become skilled at clinical judgment are: Intellectual integrity Open-mindedness Mental alertness Systematic diligence Confidence and ability in the use of reason Intellectual curiosity Maturity of judgment Ways to evaluate the student's ability to think critically: Direct observation of patient encounters Questioning for the purpose of explanation and exploration Opportunity for reflection following clinical experience and attending births Chart review Having students SOAP note FSTM Preceptor Manual 2014-2015 16 Evaluating Student Progress Clinical education is designed to involve students in the hands-on application of theory as well as relating information learned in class to clinical problems. It will be further enhanced and reinforced by continuous evaluation and feedback. The Preceptor evaluates a student’s learning curve by observation of her interactions with clients and colleagues, and by discussing her own critical thinking process. Evaluation is particularly important because as a school we must eventually certify that student midwives are competent to provide health care to the general population. It assures that future midwives possess appropriate knowledge, skills and attitudes. What barriers might keep preceptors from the important task of evaluation? There are many factors including time, personal experiences, and not knowing quite how to give feedback to the student. Perhaps one of the greatest barriers is our feelings associated with observing and giving feedback. Midwives are trained to be compassionate and empathetic. We know it does not feel good to receive anything less than a perfect evaluation and sometimes try and avoid the situation by being overly generous or avoiding the process all together. If we are to fulfill our obligations as educators, we have to give complete and honest evaluations. On the other hand, we shouldn’t wait to critique a student, giving many weeks’ or months’ worth of feedback at one time. Two common mistakes that observers can make are trying to observe too much in a short period of time, and focusing too narrowly on a single aspect of the encounter. Effective evaluation requires a framework of “what to observe” including a method to record the observation and a sound plan for sharing results. FSTM Preceptor Manual 2014-2015 17 Feedback and Evaluation: Feedback and evaluation are often confused. Feedback is frequent, ongoing review of strengths and areas for growth with suggestions for further study and practice. The intention of feedback is to improve performance. Evaluation is the comparison of actual performance to the desired requirements or standards. It is the summation of performance at the mid-term of a semester. The purpose of the evaluation is to document achievement and/or competence. Strategies for Evaluation: Define Expectations: Review students’ clinical and academic achievements according to which year she is in in the midwifery program. At this specific point in the students training, what should the student be able to do? Define Performance: How does the student perform? To answer this, the preceptor will need the information that occurs from direct observation, observation of other staff members and /or comments from the clients. You can also incorporate some self-assessment by asking the student to evaluate her own progress. Identify Differences: Compare the performance with expectations. Which ones were met, exceeded, overlooked? Document: Write it down as soon as possible. The longer the lapse in time between the observing and the documenting the harder and more vague the feedback will become. Mid-Term Evaluation Many people conduct an evaluation in a brief meeting. However evaluating student progress is an on-going process which includes setting clear expectations on the first day, and continual observation and assessment of the student’s performance. Behaviorspecific feedback creates a framework for the information shared in your final evaluation session. We suggest you use the evaluation tool sent to you each semester to review with your student so they are aware of your assessment. This is the perfect time to discuss ways to improve in weak areas as well as praise them for ways they are excelling and improving. Review your expectations with the student: Advise them of the policies and procedures as well as your expectations with the student at the initial orientation. Describe how you plan to evaluate according to the actual FSTM evaluation tool. Students should be aware that you will be evaluating them and understand the criteria you will use. Assessment & Observation of the student should occur throughout the semester. Timely and constructive feedback regarding weakness and strengths allows the student an opportunity to improve and gives the preceptor a chance to observe the student’s efforts and successes. Similarly positive comments on a “job well done” should not wait. Few things reinforce good behavior and growth more than timely feedback. FSTM Preceptor Manual 2014-2015 18 The Mid-Term Review provides an excellent opportunity to reinforce the student’s strengths and points of weakness, identify problems, clarify expectations and set new goals and strategies for success. Midterm reviews can dramatically improve the ultimate satisfaction of the student and preceptor. 1. Set aside a minimum of 30 – 60 minutes for the mid-term review. 2. Both preceptor and student should fill out a FSTM evaluation form separately. 3. Ask the student to think about whether the semester has met her needs thus far. 4. Compare evaluation forms and review the student’s performance to date. 5. Highlight areas of good performance and areas for improvement – give specific recommendations for improvement. 6. Discuss areas where either the preceptor’s or the student’s performance expectations were not met and agree on a plan for improvement. FSTM Preceptor Manual 2014-2015 19 III FSTM Clinical Preceptor Faculty FSTM Preceptor Manual 2014-2015 20 Preceptor Rights & Responsibilities This agreement is between the Florida School of Traditional Midwifery, hereafter referred to as FSTM, and its clinical preceptor sites. I/we hereafter referred to as the preceptor, am/are willing to participate in the clinical education of FSTM students. In consideration of the mutual agreements set forth herein, The Florida School of Traditional Midwifery and the preceptor hereby agree as follows: Clinical Facility / Birth Center / Home Birth Practice - The Preceptor shall provide clinical experience according to FSTM recommendations. At all times during clinical experiences, Florida Law, F.S. 467, 59DD-4.007 will be adhered to. - The preceptor shall provide proof of professional liability insurance to FSTM, indicating the limits of liability and effective dates of coverage, and to apprise FSTM of any changes in said insurance. - The preceptor shall provide FSTM with copies of the preceptor’s license and/or facility license. - Preceptor shall provide their ACHA inspection report if the clinical site is a licensed birth center. - The preceptor shall provide a copy of their State of Florida, Department of Health, Biomedical Waste Generator/Transporter/Storage/Treatment Inspection Report to FSTM. - The student shall work under the direct supervision of the preceptor, who will be physically present at every birth and shall be available to the student at all times while the student is performing in a (clinical) midwifery capacity with clients. (F.S 467.59DD-4.007 Clinical Training) - The preceptor may only precept 2 students at a time during clinical experience. (F.S. 64B24-4.006 ) - Clinical preceptors must be licensed for three full years in order to provide hands on management of care to students under their supervision. (F.S.467.003 #12) - It is the preceptor’s responsibility to inform the client and secure client consent for student participation in client care. Preceptor Responsibilities to the Student(s) - The preceptor has the right to interview the student prior to acceptance at the site. FSTM will designate the expected length of affiliation between student and preceptor. - The preceptor shall provide, for the student’s review, all rules, regulations, protocols, policies & procedures and personnel policies of the preceptor’s clinical site/practice. - Changes in clinical staff acting in the role of preceptor(s) require notification and prior approval of FSTM. - The preceptor is available to review the student’s progress and communicate with FSTM the nature of each student’s clinical education at the site. FSTM Preceptor Manual 2014-2015 21 - - - - - The preceptor shall be responsible for arranging immediate emergency care of student(s) in the event of accidental injury or illness at the preceptor’s site, but the preceptor shall not be responsible for costs involved, follow up care or hospitalization. The preceptor is required to conduct a clinical check in with each student assigned to the preceptor’s practice each semester. Clinical experience may progress through a tiered process of observation, assistance and management in the antepartum, intrapartum and postpartum periods in midwifery care. Type of experience available shall be reviewed with the Clinical Director. The preceptor has the right to be informed of the student’s immunization status. As stated in the FSTM catalog, we honor that each woman’s birth experience is unique. Given this, the exact number of hours required to attend the mandated number of birth experiences cannot be pre-determined. Students are informed at clinical orientation that intrapartum hours (time spent at a birth) may be in addition to clinical hours as defined in the curriculum. The preceptor shall have the right to direct FSTM to withdraw a student from the preceptor’s site and will notify the FSTM Clinical Director in writing and/or verbally when the clinical performance of the student is disruptive or detrimental to the preceptor’s practice or clients. It is agreed by all that there shall be no discrimination based on race, religion, creed, sex, sexual orientation or national origin. Social Media and Networking Policies - Social media activities include but are not limited to creating or contributing to: blogs, message boards, RSS feeds, etc.; social networks such as Facebook, MySpace, Twitter, and YouTube; or any other kind of social media site on the internet. - It is expected that all who participate in social media and associate that interaction with FSTM understand and follow appropriate usage guidelines: - FSTM students, staff, faculty & preceptors are prohibited from posting any content that criticizes or ridicules FSTM, its policies, students, faculty and preceptors, staff or curriculum, on any social networking site. - Never comment on anything related to legal matters, litigation, or any parties FSTM, its students or preceptors may be in litigation with. Nothing in this agreement shall be construed to remove the ultimate responsibility for client care from the preceptor. This agreement may be terminated at any time with written notice. Amendments to this agreement must be in writing and must be signed by both parties. This agreement shall be effective when executed by both parties. FSTM Preceptor Manual 2014-2015 22 How to Become a FSTM Preceptor The Preceptor’s role in the education and development of students is a cornerstone of the continued success of midwifery care in our communities. The time honored tradition of mentoring students along with a solid academic background ensures the future of midwifery care. If you are interested in becoming a Preceptor with the Florida School of Traditional Midwifery, you will first want to contact the Clinical Director in order to discuss what is expected of students and Preceptors. Once you have decided to continue with the process, you will be provided with: Preceptor Application as well as a blank questionnaire titled Preceptor Letter of Recommendation. You will need to provide us with two (2) written references from current FSTM preceptors. Once the completed application and letters of recommendation are received by the Clinical Director, the process of review and approval may take up to sixty (60) days. When a preceptor is approved, the Clinical Director will provide you with a blank Preceptor Contract and Commission for Independent Education Form 402. Both forms need to be completed and returned within ten (10) days along with other supporting documents (ex: proof of professional liability insurance, copies of CPR and NRP certifications, etc.). Students will not be assigned to a clinical site until all required documentation is received from the Preceptor. The Florida School of Traditional Midwifery (FSTM) Discrimination Policy: The Florida School of Traditional Midwifery (FSTM) does not discriminate on the basis of age, race, color, national and ethnic origin, sexual orientation, gender, disability, marital status and/or religion; FSTM grants to all the rights, privileges, programs and activities generally accorded or made available to any members of the organization. FSTM Preceptor Manual 2014-2015 23 IV Student’s Role at the Preceptor Site FSTM Preceptor Manual 2014-2015 24 Student Readiness The course load in the first semester focuses on academics and settling into the classroom environment. Students are taught basic healthcare skills: focusing on learning vital signs and birth assisting duties. Before the conclusion of the semester students will meet with the Clinical Director and attend a Clinical Orientation in order to prepare for beginning a clinical placement with preceptors in the Spring Semester. Students must pass all academic classes in their first semester in order to be eligible to take Clinical Lab in Year 1 Term 2. First year students are excited and nervous. They have only practiced skills in a classroom environment and may be apprehensive about starting with actual clients while their preceptor is also watching them. Please keep this in mind as you slowly introduce them to the wonderful world of midwifery care. Your patience, encouragement, support, and enthusiasm will go a long way in helping to mold a budding new student midwife into a competent and caring midwife. “Student Readiness” will vary depending on the experience a student has had prior to enrolling in the midwifery program. Some students may come with a birth background, such as Doula and Childbirth Educators. In this case the student may actually be ready to move forward quickly as compared to a new student who is attending a clinical site and births for the very first time. With that in mind FSTM feels that participating as a “Silent Observer” in the beginning allows the student to acclimate to their new role and a great deal of learning does occur when participating in the silent observer role. Please feel welcome to discuss “student readiness” with the Clinical Director for those students who display a higher and more proficient skill level. This is especially true when determining when a student should begin attending women in a management capacity. FSTM Preceptor Manual 2014-2015 25 Clinical Requirements Along with the academic curriculum of the program, midwifery students are required to complete the following clinical requirements. These requirements are defined by the Florida Council of Licensed Midwifery and the North American Registry of Midwives (NARM). PN IPE BO BM PP NB CC Prenatal Exams Assistant under Supervision Primary under Supervision Initial Prenatal Exams Assistant under Supervision Primary under Supervision Birth Observe: Birth Observe as Silent Observer Birth Observe as an Active Participant Birth Management: Birth Management as Primary Midwife under Supervision Postpartum Exam Assistant under Supervision Primary under Supervision Newborn Exam Assistant under Supervision Primary under Supervision Continuity of Care Case Full Partial TOTAL clinical log hours required FSTM Preceptor Manual 2014-2015 25 55 3 20 10 20 50 10 40 20 30 5 10 Florida: 1380 NARM: 1350 26 Clinical Documentation FSTM has developed and implemented a system for the documentation of all clinical requirements as defined by state and national regulatory agencies. Following is a review of the systems we have developed. Clinical Lab Each semester students register for Clinical Lab. The Clinical Director conducts Clinical Orientation and the student is issued a syllabus. Each student will also schedule a personal check-in with the Clinical Director each semester. Clinical Lab – Clinical Experience forms Students are instructed on how to complete clinical experience forms in the clinical tracking site, Birth Tree. Individual client confidentiality is protected by the student utilizing a client ID code number. The school has no knowledge of the clients’ identity. Students are instructed to submit clinical experience forms on Birth Tree within one month of the date of experience. Preceptors are encouraged to review and approve forms within 2 weeks of receiving from the student. Students will progress from birth observations to birth managements throughout the program. Determining student readiness is an individual process. FSTM defers to the judgment of the Preceptor regarding when a student is able to move forward in their progress. Also the Clinical Director is available to discuss student readiness with the Preceptor at all times. FSTM and NARM define the following categories as follows: Silent Observer: The Student participates ONLY as a quiet observer. Student midwives can assist with retrieving supplies, taking notes, cleaning, providing comfort measures, and taking on a doula role. First year students should be in a silent observer role at 5-10 births before moving on to more active roles. Assistant under Supervision: The Student participates in various levels of labor and birth support as deemed by the preceptor. Setting up the room for birth, participate in taking vital signs, charting. and providing supportive doula care for the mother are examples of skills student midwives should be able to master during this period. Students must submit clinical forms for all 20 required Birth Observes: Assistant under Supervision before starting Birth Managements: Primary under Supervision. Birth Management – Primary under Supervision: The student midwife demonstrates the ability to perform all aspects of midwifery care to the satisfaction of the preceptor, who is physically present and supervising the student’s performance of skills and decision making. Charting, providing labor support and participating in management discussions with the preceptor may all be included in Active Participant births in increasing degrees of responsibility. Catching the baby should be a skill that is FSTM Preceptor Manual 2014-2015 27 encouraged towards the end of the active participant period. The student should also be present throughout the labor, birth and the immediate postpartum/newborn period. Clinical Skill Documentation Students are required to have all skills signed off in the Practical Skills Guide for Midwifery by Weaver and Evans. Students must have two signatures from different preceptors or instructors for the following skills: basic maternal physical exam, routine prenatal exam, newborn exam, and 4-6 week postpartum check-up. The first signature documents that the student has been taught the skill and has practiced under supervision. The second signature demonstrates proficiency in the skill. FSTM faculty and Preceptor faculty are qualified to sign off on skills in the text. Per NARM and MEAC guidelines students must have two signatures from different preceptors or instructors for the following skills: 1. basic maternal physical exam 2. routine prenatal exam 3. newborn exam 4. 4-6 week postpartum check-up FSTM has developed a “skills check-off sheet” for each semester, which helps the student and the preceptor know the skills the student is working on. In addition, skills are reviewed and demonstrated in Midwifery Practicum Class. Certain skills cannot be adequately practiced in the classroom setting and will need to be practiced during actual scenarios at clinic or in the birth setting. Advanced skills and high risk situations may not be available for actual practice due to the nature of low risk midwifery care. Skills such as breach birth and manual removal of the placenta, for example, will be conducted in simulated clinical teaching classes at FSTM. Additionally, FSTM will conduct a thorough Clinical Skills Exam in the 3rd year of the program. Preceptor support and participation in “skills check-off” is greatly appreciated. The text, Practical Skills Guide for Midwifery, provides an organized format for the assessment of student competency. We recognize skills may be conducted differently than the format in the text by individual preceptors/midwives. The text is a nationally approved text for evaluating student performance. Copies of the Clinical Skills Check-Off Documentation forms are located in chapter VI of this manual. FSTM Preceptor Manual 2014-2015 28 Year One Silent Observer (see appendix for detailed information) Beginning in an observational role allows the student to “learn by observation” and acclimate to the clinical practice Students ideally should observe 5-10 prenatal and/or postpartum appointments before beginning to participate First year beginning students should be in a Silent Observer role at a minimum of 10 births before moving on to more active roles Assistant under Supervision Prenatal and Postpartum Exams as Assistant Under Supervision The student is active in taking vital signs, preparing & reading urine samples for the lab, assisting with maternal weight check and any other activities associated with maternal care defined by the preceptor. When the Preceptor feels it is appropriate, the student may begin taking client histories, measuring the fundus, listening to fetal heart tones and assessing fetal position. Birth Observes as Assistant Under Supervision Students will be in an Assistant under Supervision role at 20 births. When students are ready to begin as an Assistant under Supervision, they should start slow by performing vital signs and providing supportive coaching care to the mother. Classes Completed in Year One: CPR and NRP training, Anatomy & Physiology I & II, Reproductive Anatomy & Physiology, Healthcare Skills I & II, Diagnostic Testing, Antepartum, Breastfeeding, Florida Law and Rule, History of Midwifery, Student Success, Basic Communication Skills, Interpersonal Communication Skills, Research Evaluation, Traditional Healing Modalities, and Female Sexuality for Midwives. Additionally, the students have received instruction in how to perform a GYN exam and Phlebotomy training. FSTM Preceptor Manual 2014-2015 29 Year Two During this phase of their training, midwifery students should begin to take on an Active Participant role in their clinical setting. Some students may still be in an observer role at births but should be able to demonstrate competency in prenatal care. When the preceptor feels the student midwife is ready, they may begin Prenatal, Postpartum, and Birth Management roles as an Active Participant. Birth Management as Active Participant: Per definition from the North American Registry of Midwives (NARM), the definition of Birth Management as Active Participant is: A student midwife has an active role with the attending midwife under supervision to assist in the birth. Throughout the second year students should begin to demonstrate competency in all areas of midwifery care: Participate in the birth from beginning to end Be involved in the care plan for the client Set up the birth room Chart all actions, as necessary in the clients chart Take vital signs when appropriate Assist the midwife in delivery of the baby: Provide perineal support Four handed delivery with attending midwife Assist with delivery of the placenta Assist with the care of the newborn Assist with the newborn exam Assist in suturing the perineum Assist in emergency situations: resuscitation of baby, hemorrhage, shock, etc. Provide postpartum instructions to the clients Classes Completed in Year Two: Intrapartum, Nutrition, Postpartum, Newborn, Breast Feeding, Suturing for Midwives, Psychology for Midwives, IV Workshop, Public Health, Microbiology for Midwives, Pharmacology, Fetal Monitoring, Herb Workshop, and Public Health. They have also reviewed clinical skills in Midwifery Practicum classes and completed all three courses in Interpersonal Relationships and Communication Skills. FSTM Preceptor Manual 2014-2015 30 Year Three During the third year of the program students should become active in all areas of midwifery care. Throughout the next three semesters the student will fine tune all of their skills in providing midwifery care. Constructive feedback from Preceptors is vital throughout the program but especially important at this time. Primary Midwife under Supervision A student midwife acting in the role of primary midwife under supervision provides all aspects of care as if s/he were in practice, although a supervising midwife (preceptor) has been primarily responsible and is present during all care provided. Continuity of Care Case(s) Students are required to complete a Continuity of Care Case on fifteen separate women. For five Full CC cases, the student has performed five prenatal exams (spanning at least 2 trimesters), management of the birth, 2 postpartum exams and the newborn exam. For ten Partial CC cases, the student has performed at least one prenatal exam in addition to management of the birth. Prenatal, Initial Prenatal, Postpartum and Newborn Exams Senior students should be working towards the goal of proficiency as a Primary Midwife under Supervision while providing all aspects of midwifery care in the clinical setting. Birth Management as Primary Midwife under Supervision Students should demonstrate decision making and clinical skill proficiency in all areas of client care throughout the Intrapartum period. Classes Completed in Year Three GYN and Women’s Health, Collaborative Management, Establishing and Maintaining a Practice, Issues in Professional Midwifery, NARM Review and Traditional Healing Modalities. They have also taken the Clinical Skills Exam and developed their individual Protocols, Emergency Care Plan and Informed consent. NARM Review class Students will have 15 hours of instruction on how to study for and successfully pass the NARM exam. The instructor will guide the students throughout a series of practice tests, review of the test results, further study tips, and end with a comprehensive exam similar to the actual NARM exam. This new format should prepare the student midwife with the tools necessary to know her strengths and weaknesses to enhance her chances of passing the actual NARM exam. FSTM Preceptor Manual 2014-2015 31 Clinical Skills Exam (CSE) The CSE is conducted in year 3 term 2 of the midwifery program. After students receive a Clinical Skills Study Guide, they will attend a 7 hour orientation and study session before taking this comprehensive 8 hour exam. The study session will consist of setting up the lab room with manikins and models for various midwifery clinical skills and scenarios. Students will work in teams of two with fellow students and the instructor to practice skills according to Practical Skills Guide for Midwifery. Exam day will be held in a medical office. Students will rotate through several offices where a proctor and manikin or live model will be present as the student performs a particular skill. Students should utilize the semester to practice the skills listed in the Study Guide to adequately prepare for the CSE. Preceptors can help their students as they study for this exam by giving them ample opportunities to practice skills in the clinical environment. Clinical Lab Year 3 Term 3 Our midwifery program has been re-designed to move all academic courses in the third year to the first two semesters. This change will enable students to focus exclusively on completing clinical requirements and studying for the NARM exam during the last semester of the program. Successful completion of the program and the NARM exam entitles the Student Midwife to become a Florida Licensed Midwife and a Certified Professional Midwife. FSTM Preceptor Manual 2014-2015 32 V Student Clinical Documentation Forms (forms subject to change) FSTM Preceptor Manual 2014-2015 33 CLINICAL REQUIREMENTS Students start clinical participation in Year 1 Term 2 of the program. Per NARM Regulations: - A minimum of 5 births must be conducted in the home. - A minimum of 2 births must be planned hospital births (can be an antepartum transport but cannot be during an intrapartum transport). - In all categories, Assistant Under Supervision must be completed before the student midwife can begin Primary Under Supervision. TOTAL Clinical Lab Clock Hours TOTAL Clinical Lab Credits 1380 23 The following is a list of clinical experiences that need to be completed before graduation: PN: Prenatal Exams Assistant under Supervision Primary under Supervision IPE: Initial Prenatal Exams Assistant under Supervision Primary under Supervision BO: Birth Observation Silent Observer Assistant under Supervision BM: Birth Management Primary under Supervision PP: Postpartum Exams Assistant under Supervision Primary under Supervision NB: Newborn Exams Assistant under Supervision Primary under Supervision CC: Continuity of Care Cases Full CC: A minimum of 5 of the 50 births as Primary under Supervision, the student midwife has provided care to 5 women, including 5 prenatal visits spanning 2 trimesters, 1 newborn exam and 2 postpartum exams within 12 hours and 6 weeks of the birth. Partial CC: A minimum of 10 of the 50 births as Primary under Supervision must include 1 prenatal visit provided by the student midwife. 25 55 80 3 20 23 10 20 30 50 10 40 50 20 30 50 5 10 15 All clinical requirements are in compliance with requirements defined by Chapter 467, Florida Statute, NARM: North American Registry of Midwives, and MEAC: Midwifery Education Accreditation Council. FSTM Preceptor Manual 2014-2015 34 Required Documentation for Graduation Of the Clinical Program The Clinical Director is available throughout the program to assist students with questions and a review of the clinical policies for Clinical Lab as needed. The unlicensed practice of midwifery in Florida is a felony (F.S. 467.201). The Student must at all times, function within the student/preceptor relationship and the provisions of Chapter 467, Florida Law and Rules. Practical Skills Guide for Midwifery, 5th edition: original copy turned into the Administrative Office with pages IX-3-20 signed (2 signatures per skill is required) by FSTM instructors, FSTM Clinical Director and/or FSTM preceptors. Student has completed all clinical experience requirements as defined in the Student Clinical Handbook. Documentation of clinical experience is submitted each semester to the Clinical Director. Student has successfully completed the Clinical Skills Exam as defined in the Student Clinical Handbook. A copy of the student’s COMPLETED NARM Application-Graduate from a MEAC Accredited Program including: - NARM Form 205B / Document Verification - NARM Form 200/ Continuity of Care-Practical Experience Form 200. (including original client charts for the CC cases listed on the form) - NARM Form 204/ Out-of Hospital Birth Documentation Form 204 (including copies of the original client charts for all births as primary midwife) I have read and understand all clinical requirements as defined in the Clinical Policies and Procedures Contract. I have been given a copy of the Student Clinical Handbook and agree to adhere to the requirements outlined therein. Student Name Date Student Signature FSTM Preceptor Manual 2014-2015 35 810 East University Avenue, Gainesville, FL 32601 www.MidwiferySchool.org Office 352-338-0766 Fax 352-338-2013 CLINICAL HOURS LOG Student Name Semester and Year Preceptor(s) Name Preceptors: If you choose to sign the entire log sheet with “one signature” please sign on the vertical through the entire column. Regulatory issues do not permit one signature at the top with an arrow drawn down. Thanks so much! Hours per Running total Date Preceptor Site Preceptor Signature Key of hours visit Key: C BO BM O LS TOTAL HOURS Clinical : PN, IPE, PP, NB Birth Observe Birth Management Other: Per CD approval: (Midwifery Office: clerical, midwifery conference, or CBE) Labor Support * You cannot count driving time to and from birth and clinic. FSTM Preceptor Manual 2014-2015 36 810 East University Avenue, Gainesville, FL 32601 www.MidwiferySchool.org Office 352-338-0766 Fax 352-338-2013 Birth Related Absence Policy Form Students are required to be off-call for all classes. Students must be in Year 1 Term 3 or beyond and enrolled in Clinical Lab. Students will be granted up to 2 clock hours for each credit hour of the course missed for birthrelated absences each semester. o 1 credit hour of academic classes = 15 clock hours o 1 credit hour of academic classes with a lab component (designated with “L” after the course number) = 30 clock hours o Any additional birth-related absences will be considered unexcused absences. It is the student’s responsibility to inform each instructor of the birth-related absence before the start of each class missed, by telephone or email (when at all possible – allowing for actual attendance at the birth). o If at all possible students are encouraged to notify instructors in advance through either of the following methods: a) speaking with the instructor in person or via a phone call b) sending an email and receiving a response from the instructor o Simply leaving a voice message or sending an email is not considered contacting the instructor. If the student is unable to reach the instructor through either of the methods stated above, the student must contact the Academic Dean or Clinical Director. Any missed course work is expected to be made up in a timely manner. Some missed work may be unable to be made up, at the instructor’s discretion. Student Name ________________________________ Attending Preceptor _______________________________ Please Print Please Print Date and time of birth ______________________________________________ Time student arrived at birth site __________ AM/PM AM/PM Course code number Time student left birth site ___________ Classes missed Course Name Preceptor Signature ________________________________________________________ FSTM Preceptor Manual 2014-2015 37 SEMESTER CLINICAL SUMMARY Student Name Semester Credits Registered for: Preceptor Name Site Location(s) Total # of Hours Required: Total # of Hours Completed: CLINICAL CATEGORIES #1 #2 #3 Possible Pts. Semester Clinical Summary Clinical Hours Log Clinical Experience Forms Earned Points 50 50 50 CLINICAL EXPERIENCE FORMS Total Clinical Numbers PN- Prenatal Exams Required #4 *Assistant under Supervision 25 #5 *Primary under Supervision 55 Completed IPE-Initial Prenatal Exams #6 *Assistant under Supervision 3 #7 * Primary under Supervision 20 BO- Birth Observes Home Birth Center Hospital #8 *Silent Observer 10 #9 *Assistant under Supervision 20 BM-Births Managements #10 Home Birth Center Hospital *Primary under Supervision 50 NB-Newborn #11 *Assistant under Supervision 20 *Primary under Supervision #12 PP- Postpartum Exams 30 *Assistant under Supervision 10 #13 *Primary under Supervision #14 CC-Continuity of Care 40 #15 *Full Continuity of Care 05 #16 Date *Partial Continuity of Care 10 Total Points Possible 150 Total Earned Points Reviewed by FSTM Preceptor Manual 2014-2015 38 VI Clinical Skills Check-Off Documentation FSTM Preceptor Manual 2014-2015 39 YEAR 1 – TERM 1 Clinical Skills Documentation Check Off Text: Practical Skills Guide for Midwifery, 5th edition Skills with a check mark have been signed off by a FSTM Instructor and/or Approved FSTM Preceptor in Practical Skills Guide for Midwifery 5th edition. Lecture: 1121 Healthcare Skills I Check Off 1st 2nd Review & Practice: • 1121 Healthcare Skills I • 1241 Midwifery Practicum IA • 1002CL Clinical Lab / 1003CL Clinical Lab Skill Page # HEALTHCARE SKILLS I Sterile Technique Hand Washing I-5 I-3 Gloving/Ungloving I-4 Use of Stethoscope Use of Otoscope I-9 I-9 Use of Ophthalmoscope Maternal Blood Pressure Auscultation of BP with Stethoscope--------------------Palpation of BP--------------------------------------------Maternal Pulses Radial Pulse-------------------------------------------------Carotid Pulse------------------------------------------------Apical Pulse-------------------------------------------------Six-second Pulse-------------------------------------------Maternal Temperature Assessment Oral Temp with a Glass Thermometer--------------------Oral Temp with a digital Thermometer -----------------Maternal Respiratory Assessment Observation of Maternal Respirations--------------------Auscultation of Maternal Respirations / Stethoscope---Maternal Skin Assessment I-10 Oxygen Setup and Preparation of the Bag-Valve-Mask Universal Precautions / OSHA Training I-20 I-21 I-17 I-17 1-17 1-18 I-14 I-15 I-18 I-19 I-20 I-12 & IV-18 ( for baby) I-13 Basic Treatment of Shock I-22 Adv. Treatment of Shock II-26 General Lifting Technique I-11 Two Person Sheet Lift Preparation of the Birth Room I-12 IV-3 Sterile Technique I-5 Hand Washing I-3 Gloving/Ungloving Use of Stethoscope I-4 I-9 Use of Otoscope I-9 FSTM Preceptor Manual 2014-2015 40 Use of Ophthalmoscope Maternal Blood Pressure Auscultation of BP with Stethoscope--------------------Palpation of BP--------------------------------------------Maternal Pulses Radial Pulse-------------------------------------------------Carotid Pulse------------------------------------------------Apical Pulse-------------------------------------------------Six-second Pulse-------------------------------------------Maternal Temperature Assessment Oral Temp with a Glass Thermometer--------------------Oral Temp with a digital Thermometer -----------------Maternal Respiratory Assessment Observation of Maternal Respirations--------------------Auscultation of Maternal Respirations / Stethoscope---- I-10 I-20 I-21 I-17 I-17 1-17 1-18 I-14 I-15 I-18 I-19 CPR TRAINING Advanced 02 Admin to Mother/Mouth to Mouth II-24 / CPR Oxygen Therapy via Bag-valve-mask II-25 / CPR Pulse Oximeter: adult and newborn Basic Emergency Neurological Evaluation ABC’s of Emergency carel-28 Use of automated external I-24 / CPR Training defibrillator ( AED) I-27 / CPR Training I-27/ CPR ABC’s of Emergency Care Basic Emergency Neurological Evaluation Use of Automated External Defibrillator 9AED) Maternal Oral Suctioning FSTM Preceptor Manual 2014-2015 I-26/ CPR Training I-26/ CPR I-28 / CPR 11-33 / CPR 41 YEAR 1 – TERM 2 Clinical Skills Documentation Check Off Text: Practical Skills Guide for Midwifery, 5th Edition Skills with a check mark have been signed off by a FSTM Instructor and/or FSTM Approved Clinical Preceptor in Practical Skills Guide for Midwifery 5th edition. Lecture: 1222 Healthcare Skills II 1260 Microbiology for Midwives Check Off 1ST Review & Practice: • 1222L Healthcare Skills II Lab • 1260L Microbiology for Midwives Lab • 1342 Midwifery Practicum IB • 1002 CL Clinical Lab (with Preceptors) • 1003 CL Clinical Lab (with Preceptors) Skill 2ND Page # 1222/1222L HEALTHCARE SKILLS II Sterilization of Instruments Pressure Cooker----------------------------------------------Oven Method------------------------------------------------Boiling Method----------------------------------------------Autoclave Method------------------------------------------Cold Chemical Sterilization-------------------------------Obtain a clean catch of urine Urinalysis via dipstick Glucose Analysis Glucometer---------------------------------------------------Dextrostix-----------------------------------------------------Hematocrit Analysis Hemoglobin Analysis Basic Physical Exam I-6 I-7 I-7 I-8 I-8 III-14 III-14 III-12 III-13 II-13 III-10 III-13 S.O.A..P. Charting Auscultation of Fetal Heart rate Fetoscope-----------------------------------------------------Doppler-------------------------------------------------------Pinard Horn--------------------------------------------------Draw Medication from Ampule I-25 III-45 III-45 III-46 II-3 Draw Medication from Multidose Vial Intramuscular Injections IM Injection for the Mother--------------------------------IM Injection for the Newborn------------------------------Intradermal Injections II-3 Subcutaneous Injections II-9 Venipuncture with Syringe II-10 II-4 II-6 II-7 Venipuncture with Vacutainer Allergic Reaction/Mother II-12 VII-18 Urinary Catheterization Input and Output during Labor II-20 IV-6 Oral Client History III-9 FSTM Preceptor Manual 2014-2015 42 1222/1222L HCS II - IV Training Changing and Discontinuing IV Changing Fluid Bag-------------------------------------Discontinuing (D/C) IV---------------------------------Administration of IV Fluids Attaching a Saline Lock II-14 II-15 II-13 II-15 Administration of IV Antibiotics Administration of IV Pitocin for PP Hemorrhage II-16 II-17 FSTM GYN/ BREAST Exam Training Breast Exam & Assessment for Breastfeeding GYN Pelvic Exam Speculum Exam----------------------------------------------Assessment of Uterus Ovaries & Cervix-----------------Exam of Vulva, Vagina, Cervix, Perineum & Anus----- Pelvic Measurements ------------------------------------------ Endocervical Brush Device and spatula technique Broom like device technique 1260/1260L Microbiology for Midwives & Lab Wet mount Slide-Use of Microscope Preparing a Wet Mount Slide How to use a Microscope FSTM Preceptor Manual 2014-2015 FSTM Training III-18-20 FSTM Training III-26 III-28 III-30 III-38 III-34 III-35 II-19 II-19 43 YEAR 2 – TERM 1 Clinical Skills Documentation Check Off Text: Practical Skills Guide for Midwifery, 5th edition Skills must be signed off by a FSTM Instructor and/or Approved FSTM Clinical Preceptor Lecture: 1330 Antepartum 1350 Diagnostic Testing Check Off 1st 2nd Review & Practice: 2143 Midwifery Practicum IIA 2001CL Clinical Lab (with Preceptors) 2002CL Clinical Lab (with Preceptors) 2003Cl Clinical Lab (with Preceptors) Skill General Counseling for the Antepartum Period Procedure #1--------------------------------------------------- Page # III-4 Specific Counseling & Education for the Antepartum Period Procedure #2--------------------------------------------------Routine Prenatal Exam Assessment of Edema Fundal Height Measurement Procedure #1--------------------------------------------------Procedure #2 -------------------------------------------------Procedure #3--------------------------------------------------Procedure #4--------------------------------------------------Costovertebral Angle Tenderness (CVAT) Deep Tendon Reflexes of the Knee Clonus Determining Estimated Due Date (EDD) Leopold’s Maneuvers Obstetrical Abdominal Evaluation –Woman not less than 28 weeks gestation Assessment-Other than Vertex Presentation Fetal Activity Testing Ectopic Pregnancy Assessment of Pre-Eclampsia / Toxemia External Version Pre-Term Labor Uterine Size & Fetal Age according to bi-manual exam Urinary Tract Infection/ UTI Asymptomatic Bacteriuria Cystitis Post Dates Pregnancy Care of Woman who has Miscarried Maternal Hypertension/Mild after 20 weeks Severe Maternal Hypertension Bishop Score of the Cervix Maternal Seizures Amnios/Chorionitis Pulmonary Embolism Supine Hypotensive Syndrome FSTM Preceptor Manual 2014-2015 III-5 III-50 III-47 III-42 III-43 III-43 III-44 III-22 III-22 III-23 III-3 III-39 III-40 III-41 III-48 III-56 III-61 VII-9 III-62 III-27 III-15 III-17 II-21 III-52 III-57 III-59 III-60 III-53 11-37 IV-49 V-23 III-51 44 YEAR 2 – TERM 2 Clinical Skills Documentation Check Off Text: Practical Skills Guide for Midwifery, 5th Edition Skills must be signed off by a FSTM Instructor and/or FSTM Clinical Preceptor Lecture: 2120 Intrapartum Check Off 1st 2nd Review & Practice: • 2244 Midwifery Practicum IIB • 2100-2300CL Clinical Lab Skill Basic Intrapartum exam Intrapartum Pelvic Exam Evidence of Ruptured Membranes Sterile Digital Exam------------------------------------------Sterile Speculum Exam---------------------------------------Artificial Rupture of Membranes Assessment of Contractions Basic Comfort Measures Monitoring Fetal Heart Tone (FHT) Assessment of Meconium Staining Enema Hand Maneuvers to Assist Delivery Ritgen Maneuver Placenta Abruptio Placenta Previa Abnormal Changes in Maternal Vitals Abnormal FHT and Patterns Abnormal Intrapartal Bleeding Intrapartal Bleeding Assessment----------------------------Abnormal Intrapartal Bleeding when Birth is Imminent-Management of Nuchal Cord Management of Nuchal Hand/Arm Cord Prolapse Cord Prolapse-------------------------------------------------Cord Prolapse when Birth is Imminent -------------------Shoulder Dystocia McRoberts Maneuver----------------------------------------Gaskin Maneuver--------------------------------------------Face and Brow Presentation Breech Delivery Delivery of Twins Emergency Manual Dilation Episiotomy Induction/Augmentation of Labor Intradermal sterile Water Injection Orgastric Tube Insertion Dehydration in Labor Uterine Inversion Uterine Rupture Cervical Rimming Cervical Ripening Balloon Non- pneumatic Auto Shock Garmet: (Apply NASG & monitor the woman who has hemorrhaged after giving birth & delivery of placenta) Modified Active Management if the Third Stage of Labor (AMTSL) FSTM Preceptor Manual 2014-2015 Page # IV- 8 IV-10 IV-11 IV-12 IV-13 IV-14 IV-15 IV-19 IV-20 IV-21 IV-25 IV-26 III-69 III-70 VII-16 IV-31 IV-47 IV-48 IV-27 IV-28 IV-43 IV-43 IV-29 IV-30 IV-35 IV-36 IV-37 IV-45 IV-34 IV-5 II-8 VII-48 IV-7 V-23 IV-42 III-53 III-54 I-23 IV-39 45 YEAR 2 – TERM 3 Clinical Skills Documentation Check Off Text: Practical Skills Guide for Midwifery, 5th Edition Skills must be signed off by a FSTM Instructor and/or FSTM Clinical Preceptor Lecture: 2220 Newborn 2250 Suturing for Midwives 2210 Postpartum Check Off 1st Review & Practice: 2345 Midwifery Practicum IIC 2003CL Clinical Lab (with Preceptors) 2220 Newborn 2250 Suturing for Midwives 2210 Postpartum Skill 2nd Page # NEWBORN Skills Immediate Care of Newborn Clamping & Cutting the Cord Newborn Temperature Assessment Axillary Temperature with glass thermometer-------------Axillary Temperature with Digital thermometer-----------Rectal Temperature with glass thermometer ---------------Rectal Temperature with Digital thermometer-------------Tympanic Temperature ---------------------------------------Temperature regulation of the Newborn Newborn Pulses Respiratory & Cardiac Assessment of the Newborn Scoring Respiratory Assessment APGAR Assessment Assessment of Newborn Reflexes Newborn Eye Prophylaxis Gestational Age Assessment Initial Newborn Exam Administering Free Flow Oxygen to Newborn 24-Hour Newborn Exam Routine Newborn Exam Newborn Metabolic Screen Use of Icterometer Jaundice in Newborn Newborn Seizures Birth of the Premature Infant Newborn Suction Techniques Bulb Syringe-----------------------------------------------------De Lee-----------------------------------------------------------Res-Q-Vac or Electrical Device-----------------------------Allergic Reaction / Baby Gastroschisis Determine Blood Type and Factor in the Newborn Choanal Artesia Immediate Care of Newborn Clamping & Cutting the Cord FSTM Preceptor Manual 2014-2015 VI-3 VI-7 VI-9 VI-9 VI-10 VI-11 VI-12 VI-8 VI-13 VI-14 V-10 VI-15 VI-16 VI-17 VI-18 VI-20 VI-4 VI-23 VI-28 VI-25 VI-26 VI-27 II-36 IV-41 VI-5 VI-5 VI-6 III-29 IV-50 V-5 VI-33 VI-3 VI-7 46 Newborn Temperature Assessment Axillary Temperature with glass thermometer-------------Axillary Temperature with Digital thermometer-----------Rectal Temperature with glass thermometer ---------------Rectal Temperature with Digital thermometer-------------Tympanic Temperature ---------------------------------------Temperature regulation of the Newborn Newborn Pulses Congenital Diaphragmatic Hernia (CDH) Pierre Robin Syndrome Downs Syndrome Cleft Lip Palate Recognition of RDS and Infection Newborn Oropharyngeal Airway Newborn Intubation Newborn Resuscitation (NRP Certification) VI-9 VI-9 VI-10 VI-11 VI-12 VI-8 VI-13 VI-34 VI-34 VI-35 VI-36 VI-31 / NRP II-29 / NRP II-29 / NRP II-31/ NRP POSTPARTUM Skills Immediate Postpartum Maternal Care Specific Counseling & Education, PP/Newborn Period Obtaining Cord Blood Sample Collecting in a Tube------------------------------------------Collecting with Syringe and Needle-----------------------Facilitating Delivery of Placenta Postpartum Bleeding Estimation of Blood Loss Assessment of Placenta Bathing Mother and Baby Mother/Baby Together Baby separately General Postpartum Exam Six-week Postpartum Exam Manual Removal of Placenta Placenta---------------------------------------------------------Placental Fragments-------------------------------------------Bi-Manual Compression Postpartum Hemorrhage V-3 V-14 V-4 V-4 V-6 V-7 V-8 V-9 V-13 V-13 V-16 V-17 V-20 V-21 V-19 V-22 SUTURING Skills Basic Suturing Assessment & Repair of Lacerations Infiltration of Local Anesthetic ( suturing ) FSTM Preceptor Manual 2014-2015 II-23 V-10 II-21 47 YEAR 3 Clinical Skills Documentation Check Off Text: Practical Skills Guide for Midwifery, 5th Edition Skills must be signed off by a FSTM Instructor and/or Clinical FSTM Preceptor Lecture: 3110 & 3110L GYN & Women’s Health - Lab Check Off 1st Review & Practice: Skill 3001CL Clinical Lab 3002CL Clinical Lab 3003CL Clinical Lab Page # 2nd Papanicolaou / PAP Test Pap Smear Endocervical Brush, Spatula Technique Broom-like Device Technique GYN Cultures III-32 III-32 III-34 III-35 III-37 YEAR 3 TERMS 1, 2 & 3 During the third year of the program Student Midwives should review skills which have not received 2 signatures and focus on obtaining signatures. Skills must be completed and the signatures pages from Practical Skills Guide for Midwifery, 5th Edition will be turned into the Administrative Coordinator for the student’s permanent file. Topics that will be covered/conducted in the third year of the program 3146 Midwifery Practicum IIIA – Protocols 3247 Midwifery Practicum IIIB – FSTM Clinical Skills Exam 3348 Midwifery Practicum IIIC – NARM Review FSTM Preceptor Manual 2014-2015 48 VII FSTM Curriculum FSTM Preceptor Manual 2014-2015 49 DIRECT ENTRY MIDWIFERY PROGRAM CURRICULUM YEAR 1 YEAR 3 Year 1, Term 1 1101 Anatomy and Physiology I 1101L Anatomy and Physiology Lab 1102L Student Success Lab 1103 Healthcare Skills I 1104 Research Evaluation 1105 History of Midwifery 1106 Basic Communication Skills 1107 Florida Law and Rule Total Credits Credits 3 1 1 2 1 1 1 1 11 Year 1, Term 2 1201 Anatomy and Physiology II 1201L Anatomy and Physiology II Lab 1202 Midwifery Practicum I A 1203 Healthcare Skills II 1203L Healthcare Skills II Lab 1204 Female Sexuality for Midwives 1205 Breastfeeding 1200CL Clinical Lab Total Credits Credits 1 2 1 2 1 2 2 1 12 Year 3, Term 1 3101 Gynecology and Women's Health 3102 Writing Protocols 3103 NARM Review 3104 Collaborative Management 3100CL Clinical Lab Total Credits Credits 2 1 1 1 4 9 Year 3, Term 2 3201 Establishing/Maintaining a Practice 3202 Clinical Skills Practicum 3203 Traditional Healing Modalities III 3204 Issues in Professional Midwifery 3200CL Clinical Lab Total Credits Credits 2 1 1 1 4 9 Year 3, Term 3 3300CL Clinical Lab Total Credits Credits 4 4 YEAR 3 TOTAL CREDITS Year 1, Term3 Credits 1301 Reproductive A&P 3 1301L Reproductive A&P Lab 1 1302 Midwifery Practicum I B 1 1303 Antepartum 3 1304 Traditional Healing Modalities I 1 1305 Diagnostic Testing 1 1306 Interpersonal Communication Skills 1 1300CL Clinical Lab 1 Total Credits 12 YEAR 1 TOTAL CREDITS 35 YEAR 2 Year 2, Term 1 Credits 2101 Nutrition for the Childbearing Years 2 2102 Midwifery Practicum II A 1 2103 Intrapartum 3 2104 Fetal Monitoring 1 2105 Psychology for Midwives 2 2106 Professional Communication Skills 1 2100CL Clinical Lab 3 Total Credits 13 Year 2, Term 2 2201 Microbiology for Midwives 2201L Microbiology for Midwives Lab 2202 Midwifery Practicum II B 2203 Postpartum 2204 Suturing for Midwives 2205 Herb Workshop 2206 Newborn 2200CL Clinical Lab Total Credits Credits 2 1 1 1 1 1 2 3 12 Year 2, Term 3 2301 Public Health 2302 Midwifery Practicum II C 2303 Pharmacology 2304 Traditional Healing Modalities II 2300CL Clinical Lab Total Credits Credits 2 1 2 1 3 9 22 General Program Requirements: Semester Credit Conversion Formula: 15:1 Theory 30:1 Theory Lab 60:1 Clinical Lab Actual Contact Hours: Theory: 915 Theory Lab: 210 Clinical Lab: 1380 Total Program Contact Hours: 2505 Total Program Credits: 91 (Semester Credits) Cost per Credit Hour: $364.00* Total Program Cost: $33,124.00 Clinical Requirements** Total Clinical Credits: 23*** Prenatal Exams: 80 Initial Prenatal Exams: 23 Birth Observations: 30 Birth Managements: 50 Postpartum Exams: 50 Newborn Exams: 50 Continuity of Care: 15 Required Home Births: 5 Required Hospital Births: 2 *All program credits, clock hours, tuition, and feesare sub ject to change. Average anticipated tuition increase is 4% per academic year. **These Requirements meet or exceed all mandates as defined b y the Chapter 467 Florida Statutes, the North American Registry of Midwives (NARM), and the Midwifery Education Accreditation Council (MEAC), and are sub ject to change at any time. ***Senior students who have completed their academic requirements b ut have not finished their clinicalrequirements must continue to register for Clinical Lab using course codes 4100CL, 4200CL, and YEAR 2 TOTAL CREDITS FSTM Preceptor Manual 34 4300CL until all clinical requirements have b een met. 2014-2015 50 VIII Appendix FSTM Preceptor Manual 2014-2015 51 Clinical Observation Clinical Lab The student midwife’s responsibilities as a silent observer are outlined below. As an Observer the student should remain quiet and unobtrusive. A great deal of learning is gained as a silent witness. Student midwives: Please modify the outline below to meet the needs of the setting where the birth observe is taking place. Always adhere to the requests, directions and instruction of the attending midwife or physician. Prerequisites for observations: 1. Obtain permission from the preceptor and the school. 2. Receive orientation to clinical site, location of supplies and procedure and protocol policies. 3. Students must be CPR and NRP certified. The Role of the Observer: An observer’s role is silent. Other than introducing oneself to parents and family, the observer does not get drawn into the conversation unless specifically requested to participate by the preceptor. For example “labor coaching” as requested. Please take notes regarding questions you may have and save them until you can meet with the preceptor privately. Never question procedure or policy in front of the client. Observe and note the interactions between the clinical staff and family. Observe and note your own reactions and feelings to what you are observing. Note the time of delivery of the baby, Apgar score at 1minute and 5minutes and time of the delivery of the placenta. Observe the Newborn assessment. If permitted be prepared to assist in the following possible ways. Demonstrate the ability to accurately assess vital signs. Be prepared to obtain supplies should the midwife/clinician request. Be prepared to participate in labor coaching upon the request of the midwife/clinician. Be prepared to correctly make an emergency phone call upon request. Stay for 2-4 hours (or longer as needed) postpartum as designated by the midwife/clinician to observe the immediate postpartum period. Help to clean the environment after the birth (i.e., assist with laundry, washing and restocking supplies etc.) FSTM Preceptor Manual 2014-2015 52 Continuing Education LM Provider Number: 50-1981 Title of CEU Presentation: Precepting FSTM Midwifery Students Number of CEU’s offered: 3 Location of seminar: Self Study Name of Preceptor: _____________________________________ Learning Objectives: Section One: The Preceptor will be able to: Identify the Roles and Expectation of the Preceptor, Accepting & Placement of a Midwifery Student, Developing Critical Thinking Skills in the Midwifery Student and Evaluating Student Progress. Section Two: The Preceptor will be able to: Understand the roles of the student regarding: Clinical Requirement and Documentation, Midwifery Clinical Lab and Clinical Notebooks. Reference: FSTM Preceptor Manual Section One: Please circle your answer. 1. Who should a Preceptor contact when they need a consult regarding a student? A. FSTM Executive Director B. FSTM Clinical Director C. A good friend 2. How often are Preceptors required to evaluate student(s) progress? A. once a year B. Never C. Once each semester 3. Are FSTM Preceptors considered Clinical Faculty at FSTM? Yes / No 4. Is it in the best interest of the student to be on call 24/ 7? Yes / No 5. Is it helpful to give constructive feedback to the student? Yes / No FSTM Preceptor Manual 2014-2015 53 Section Two: Please circle your answer. 1. How many Birth Observes are required for a midwifery student to complete in order to graduate? A. 10 B. 15 C. 30 2. How many Birth Managements are required for a midwifery student to complete in order to graduate? A. 40 B. 50 C. 100 3. When a new student is attending a birth as a Silent Observer they should be performing the newborn exam. True / False 4. Students must submit documentation of clinical experience forms within one month of the date of the experience. True / False 5. Preceptors are encouraged to review and approve clinical experience forms within two weeks of receiving from the student. True/False 6. What text does the student midwife use to have clinical skills signed off in? A. Varneys by Helen Varney B. Practical Skills Guide to Midwifery by Weaver & Evans C. Suturing for Midwives by Anne Frye 7. Student Midwives are required to create client identification (ID) number to use on clinical experience forms, instead of writing the clients name. True / False 8. How many continuity of care cases are Students required to document? A. 10 B. 15 C. 30 FSTM Preceptor Manual 2014-2015 54 The Florida School of Traditional Midwifery 810 East University Avenue Gainesville, Florida 32601 Telephone: 352-338-0766 Fax: 352-338-2013 www.midwiferyschool.org FSTM Preceptor Manual 2014-2015 55
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