• Communicates and oversees comm- unication with Center Coordinators of Clinical Education (CCCEs), Clinical Supervisors and students to monitor progress and assess student performance. Provides guidance and support as required to problem solve and discuss pertinent issues with student(s), and/or CCCEs. • Places, supervises, and communicates with students while on clinical experiences. Responsibilities associated with these roles include, but are not limited to: o Informing students of clinical education policies and procedures. o Supplying relevant clinical education site information to facilitate students’ selection of assignment to clinical education sites (e.g., learning experiences, clinical site prerequisites, housing availability). o Providing a process for students to assess their performance and satisfaction. o Preparing clinical rotation assignment schedules and coordinating information dissemination to clinical education sites. o Assisting with educational planning, behavior/performance modification, remedial education, referral to student support agencies (financial aid counseling as required). o Arranging for periodic and or impromptu visits/communication to students, clinical education sites and clinical faculty as needed to problem solve, support, and discuss pertinent issues with student(s), CIs, and/or CCCEs. • Evaluates each clinical education site through student feedback, on-site visits, and ongoing communications and routinely shares this information with academic and clinical faculties. Provides feedback to clinical educators concerning their effectiveness in delivering clinical learning experiences based on student feedback and through direct observations. Reference: Model Position Description for the ACCE/ DCE: PTA Program January 8, 2012.
changes affecting clinical practice and education. • Provides ongoing communication with clinical educators at each clinical education site to include: o Philosophy of the academic program. o Academic program curriculum and specific syllabus and learning objectives for each clinical experience and behavioral expectations that may not be addressed by learning objectives. o Policy and procedures of the academic program pertaining to clinical education. o Current materials required for accreditation. o Clinical education contractual agreement negotiated and maintained between the academic program and each clinical education site. o Dissemination of appropriate student and related information (e.g., liability/ malpractice insurance, state/federal laws and regulations such as ADA). o Collection of information about clinical education sites for use by students in their selection of or assignment to clinical education sites. o Provision of dates for each clinical education experience. o Academic program requests from clinical education sites regarding the number and type of available student clinical placements. o Coordinating student assignments (consideration might be given to items such as patient variety, health care settings and size, types of learning experiences, clinical site and student expectations, strengths/limitations of clinical experiences). o Clinical faculty development oppor- tunities including educational seminars and faculty availability as a resource in their areas of expertise. o Maintenance and distribution of the Clinical Education Handbook.
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Hodges University Student Handbook
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