Primary Function:

Clinical Instructors of the Long Island University Respiratory Care (LIU BSRC) Program fulfill a wide variety of roles. The following description is a guide for the role as a Clinical Instructor.

Responsibilities:

DEMONSTRATE COMPETENCE AS A RESPIRATORY PRACTITIONER

Know, understand, and follow the accepted standards, laws, and rules regulating the practice of respiratory therapy, and function within the scope of practice. Be responsible and accountable for practice based on, and limited to, the scope of instructor’s education, demonstrated competence, and clinical experience. Obtain instruction, supervision, and consultation as necessary before implementing new or unfamiliar techniques or practices. Be responsible for maintaining current knowledge in broad and/or specialized areas of respiratory therapy. Conduct clinical practice without discrimination. Respect patient’s right to privacy by protecting confidential information.

INTERFACE WITH CLINICAL AFFILIATE(S)

• Be familiar and comply with affiliate policies and procedures. Complete HIPAA, OSHA and fire and safety training.
  

• Unit Relationships. Orient staff: LIU BSRC students range from first-time learners to students able to function almost completely independently. Students have specific objectives for their clinical experience, and are required to adhere to the standards, policies, and regulations of the site. Ask medical staff to make a positive connection with students, promote physician-student interaction and participate in grand rounds when possible. Encourage hospital staff to communicate immediately with faculty regarding any student performance issue.
  

• Hours and Attendance. Clinical hours are scheduled from 7:00 am to 7:30 pm on Tuesday and Thursday or 7:00 am to 3:30 pm on Tuesday, Thursday and Friday during the academic year. The Clinical Instructor must report to clinical fifteen to thirty minutes prior to the start of their clinical shift. At this time, they should prepare the student assignment with the Clinical Preceptor or Department Supervisor. The Clinical Instructor is responsible for gaining access to a computer to allow the students to Time In to Trajecsys at the beginning each shift.
  

Following each shift, the Clinical Instructor will assist the student in giving a verbal and/or written report to the clinical site staff member. This report should follow the SBAR report (Situation, Background, Assessment and Recommendation) for each of the patients worked with that clinical day. If necessary, a report on the assignment completed should be given to the charge person. Clinical is not complete until report is given. Following report, students must be given access to the computer to Time Out and complete daily logs on Trajecsys. When this is complete, the students and clinical instructor can leave the hospital facility.

• Note: Clinical should begin and end at the times specified for that rotation. Leaving early from clinical not only violates the terms of the contract signed (as not all the hours are being taught) but also unfairly disadvantages the students. Clinical hours play a vital role in helping the student become a competent and professional practitioner. If for some extenuating circumstance the students must be let go from clinical early the clinical coordinator must be called and must approve for that clinical site to be completed early.

Clinical absences should occur in only extreme situations. Clinical Instructors are paid by contract and site assignments are very difficult to reschedule. However, if a clinical instructor is ill the clinical coordinator must be called at the earliest time possible and no later than one hour before the start of the clinical shift. If the Clinical Instructor is able to switch dates with another instructor at their site facility the switch must be approved by the clinical coordinator in advance to the switch. At the discretion of the Director of Clinical Education, clinical days that the Clinical Instructor was not able to teach may be taught during final exam week either in the lab or hospital.

INTERFACE WITH LIU RESPIRATORY THERAPY PROGRAM

Meet with Director of Clinical Education. Orient to the course by a ttending the clinical orientation meeting scheduled at the beginning of each clinical semester. Review student learning objectives, course syllabus, and competencies. Confirm student assignments and congruence with theory content. Review grading policies and student handbook. Provide feedback about adequacy of site in allowing students to meet course objectives. Review process and content of student evaluations of teaching effectiveness.

• Provide feedback on student performance. Midterm and end of semester meetings will also be scheduled for the fall and spring semester. These meetings will facilitate the review of affective evaluations and allow for discussion of the individual student progress and learning needs for the upcoming semester.
  

• Document and submit daily performance of each student by completing the daily evaluation form provided by the student. Submit affective evaluations for each student at midterm and final semester period. Discuss instructional issues, individual student learning needs and student progress during the semester confidential clinical instructor meetings.
  

• Serve as a professional role model and representative of the Respiratory Therapy Program. Perform all reasonable assigned tasks as designated by the clinical coordinator to provide students opportunity to meet course objectives and program goals. Demonstrate behaviors/attitudes that are supportive of the LIU BSRC Program students and mission, program objectives, and the profession of respiratory therapy. Promote cooperation and communication among the clinical site staff, students, faculty, and other team members.
  

INSTRUCT STUDENTS

At Clinical Site. Direct, instruct, and guide students in the clinical setting:

• Logistics. A ssign students weekly to selected patients based on student’s learning needs and patient assessment. Assist students in collecting pertinent objective and subjective data regarding patient health status. Relay to students that they are guests in the clinical setting.
  

• Teach. Engage students in comprehensive, individualized instruction in the observation, assessment, decision-making, and health teaching of patients, including the maintenance of patient health or prevention of illness or disease. Facilitate development of student’s critical thinking, technical, and professional skills while maintaining patient and student safety and confidentiality. Assist students with respiratory procedures when providing care. Supervise the administration of medications. Delegate selected respiratory functions to students in accordance with their education, credentials, and demonstrated competency. Relate assigned readings to student clinical assignments. Participate in final written exam and clinical practicum as needed. Provide guidance with case study preparation. Observe and participate in grading of case study oral presentations.
  

• Supervise. During the academic year students may be invited to attend a professional conference. At the discretion of the Director of Clinical Education, Clinical Instructors may be required to attend the conference. If an instructor individually registers for a professional conference during the clinical semester, notification to the clinical coordinator must be given thirty (30) days in advance so that clinical coverage can be arranged for the students.
  

• Monitor Student Performance. Direct students to be responsible and accountable for their behaviors in the clinical setting. Communicate with students and course coordinator regarding student progress. Refer students to college services as necessary. Grade written assignments when required and return to students in timely manner. Hold student pre- and post-patient reports to staff at the end of each day. Hold instructor conversations regarding student performance in private. Submit written affective evaluations on Trajecsys.
  

• Instruction in Learning Laboratory. Assist in instructing campus lab skills sessions , scheduled for review and/or testing of clinical skills.
  

Qualifications:

Hold Associates Degree in Respiratory Therapy (minimum), a Bachelor’s degree in an associated field of study, and be credential as a registered respiratory therapist (RRT). Maintain an unencumbered Respiratory Therapy license in the State of New York, Criminal History and Background Check clearance, evidence of current CPR training, independent malpractice insurance and membership to the American Association of Respiratory Care (AARC). Be evaluated and appointed annually as a clinical faculty member. Possess thorough knowledge of patient medications, treatments, and diagnoses, and be able to relate these aspects of patient care to problem solving/critical thinking skill development in the student. Have supervisory and/or leadership experience. Be organized, able to deal appropriately with delicate student situations, and able to effectively communicate and negotiate resolutions with faculty, students and preceptors regarding problems in the clinical site.