1. “The Clinical Grading Process from A to Z”
The Supervision and Evaluation of Students
Joanne M. Robertson, BS, RT(R)(M), ARRT, CRT
R.T. Faculty and Clinical Coordinator
Santa Rosa Junior College
Radiologic Technology Program

2. Thank the attendees for participating as CIs for the students.
We are given opportunities for greatness when we pass our knowledge on to others…make it count.

3. Our Purpose…
SRJC wants to provide you with the tools and materials you
will need to train students!
Student Handbook
Clinical Competency Handbook
Initial orientation for new CIs
Regular CI meetings—updates
Online access to this PPT to train your staff
Online access to all RT Program materials.
Explain the problem with many programs who place students into facilities and then expect the RTs to know how to manage and evaluate students. We have a formal process…initial orientation for new CIs, ongoing CI meetings/trainings, online access to PPT and other program materials. And, you can ask your SRJC Clinical Coordinator for guidance and/or assistance at any time. THIS PPT INTENTIONALLY HAS A LOT OF COMPLETE SENTENCES—IT IS MEANT TO BE USED BY THE CIs AND INTENDED TO BE EXPLANATORY—NO LECTURER NEEDED….RTs can read the notes portion to explain each slide.

4. SRJC Faculty Clinical Coordinators
We are a team!
Students
Clinical Instructors
Department Managers
RT Staff
SRJC Faculty Clinical Coordinators
“It takes a village…!”

5. Instructions for Your Orientation Process:
View this PowerPoint presentation
Later, read the handout entitled “The Clinical Grading Process from A to Z”
Read the Student Handbook (see table of contents)
Take the post-test. *
This process can also be utilized to give the staff RTs an orientation of how to supervise and evaluate students.
*Participants have these as a handout. *

6. Definitions: Levels of Clinical Instructors
Two types of CIs in each clinical education center
Lead Clinical Instructor
Additional Clinical Instructor…

7. Lead Clinical Instructor
1 or 2 Clinical Instructors chosen to have the main responsibility for students
They do*:
Final course grading
Orientation of students
Student counseling
Remediation/probation w/ SRJC faculty
And more (administrative, etc)
*See “CI Responsibilities” in On-Demand Resources
for a full list of duties.

8. Lead Clinical Instructor Steps for Training & Approval by JRCERT:
Initial orientation by PPT (A to Z) presentation = 3 hours. Given by SRJC faculty member (Clinical Coordinator)
Refer to document entitled “Clinical Grading A to Z Handout” as a narrative to support the PPT contents
Lead CI applicant should also read Student Handbook, Clinical Competency Handbook, and review ALL links in “On-Demand Resources for CIs” on RT Program Webpage:
Important emergency procedures information is located there as well…

9. Lead Clinical Instructor Steps for Training & Approval by JRCERT (cont’d)…
A Post-Test is administered during orientation session and kept in RT Program files
Applicant submits a CV to RT Program Director
RT Program Director applies to JRCERT for approval of the RT as a Clinical Instructor
Applicant fills out Authorized Signature Form & submits to the RT Program Director…
Authorized Signature Form can be found in the “On-Demand Resources for CIs” link: It is used to compare against the students’ Clinical Competency check-offs to verify that a qualified CI has evaluated and passed the student on each specific exam. It is kept in the RT Program files on campus.

10. Lead Clinical Instructor Steps for Training & Approval by JRCERT (cont’d)…
Annual re-certification occurs
Take & submit another post-test
Verify answers
Re-read specific areas of policies/procedures where there are incorrect answers given
Attend annual Clinical Instructors’ Seminar:
Information given is important
Post-test given at this 4-hour event
CEUs are given for attendance.

11. ALL things for SRJC RT Program can be found here….
Just search for radtech.santarosa.edu and this will come up!
Or ask one of the Clinical Coordinators!!
Policies, procedure, forms and contact information. Click on the “On-Demand Resources for Students” link for Student Handbook and for the Clinical Competency Handbook. Other resources are found in the link for “On-Demand Resources for Clinical Instructors.”

12. Additional Clinical Instructor
Additional Clinical Instructors are chosen to support the Lead CIs in a limited number of student activities
They do*:
Clinical Competency Check-Offs
Sign the daily entries on student timesheets (monthly are still done by the Lead CIs)
Bi-Weekly Progress Reports (all RTs can do these)
Serve as the “go to” person for students’ questions in the absence of Lead CI availability.

13. Training Steps for the Additional Clinical Instructor: https://radtech
THIS FORM CAN BE FOUND IN ON THE “ON-DEMAND RESOURCES FOR CLINICAL INSTRUCTORS” LINK:

14. Lead Clinical Instructor Responsibility
It is important to remember that the grading process can have legal ramifications and is not to be taken lightly
A — B — C — D — F !!
Where does the grade come from…?.
The next slides will show that this is meant to be an OBJECTIVE evaluation process. Use of progress reports, written anecdotal notes, conference forms, etc….the paper trail which leads to an OBJECTIVE clinical evaluation. The grade is derived by comparing student’s verifiable performance against the clinical course objectives. COURSE OBJECTIVES ARE FOUND AS “PAGE 2” OF THE CLINICAL EVALUATION FORM AND/OR THE BI-WEEKLY PROGRESS REPORT FORMS.

15. Grading Consequences for Students
Less than 75% in ANY area = remediation and/or probation, or potentially dismissal
Applies to didactic and clinical.
Be sure that the grade is fair…the consequences of not achieving a minimum grade of C is remediation, then probation, and possible eventual dismissal.
However, we also don’t want students to “slide through.” The “C equals RT” adage is one used by students and RTs to promote mediocrity. Meaning, “do the minimum and you still can pass, take the ARRT, and have a job.” We do not want to present this as an acceptable value! Patients’ lives and outcomes are at stake. Also, radiation overexposure with digital is common (dose creep and/or lack of collimation).

16. What are the Consequences of Leniency??
Can we afford to let them “slide through?”
Technologists and CIs hate to be the “bad guys.” But, if you let a student slide through, you may be working with him/her in the future. It is our responsibility to protect patients, managers, and other RTs from this happening. Also, we are not doing the student any favor if s/he can not get or keep a job!

17. NOW WHAT?? How can we prevent this?.
A Practical Problem…
Because RTs hate to be the “bad guys”…
They often give high scores on Bi-Weekly Progress Reports
Later, a student problem is reported by the RTs to the CI
Then, CI reports problem to the Clinical Coordinator
CC looks at Progress Reports…all glowing reports…
NOW WHAT?? How can we prevent this?.
If all written reports are positive ones as a result of the RTs not wanting to deliver “bad news,” then it is difficult (unfair! Illegal? certainly unsupportable!) for the CI to give the student a final course grade that truly reflects their poor performance. It is the Ci’s responsibility to guide the radiographers in accurately filling out Progress Reports. And, it is the Cis job also to teach the front line RTs about the course objectives and how they relate to the Progress Reports. Also…make sure the contents of the Progress Report are discussed with the student and that the RT and the student sign an original. The ORIGINAL is kept in a secure (locked) location by the CI and is to be retained until the student graduates. The COPY is given to the student.

18. Grading Do’s…
Create an objective evaluation of the student’s performance
NO guesswork or subjective opinions!
Use the data from all of the Progress Reports matched against the criteria list on the Clinical Evaluation Form (aka: the course objectives)
Should reflect Progress Reports from more than one R.T.
Must include at least 2 Progress Reports completed by the LEAD Clinical Instructor.

19. Grading Don’ts… AVOID THIS !!!
“I think that student is a “B” student.”
This is a subjective opinion—not based on substantive data (Progress Reports AND course objectives).
Discuss the legal ramifications of subjective evaluations in the possible event where a student is on probation, or eventually is dismissed from the program. There must be documented proof of the problem and that due process was carried out. And, the student’s signature showing receipt of the document is a part of the process.

20. Student Orientation An important “first step”…
Familiarize the student with the policies and procedures of the clinical education center
Include AIDET and HIPAA
Use “Student Orientation to the Clinical Facilities” guidelines (See Clinical Competency Handbook for list…)
Students are expected to arrange an appointment for an orientation with the Lead Clinical Instructor prior to beginning any of the four clinical rotations. The orientation should be completed one or two weeks before the first day of clinical, but some Lead CIs decide to do this on the first day of the rotation instead. There is a signature page for verification in the Clinical Competency Handbook, which must be submitted to the Program Director for the students’ file on campus. Students will furnish the CI with a completed pre-rotation form, which notifies the staff at what level of instruction the student is, what are the rotation objectives, past experience, etc. (Student orientation list and pre-rotation form on next two slides…)

21. Student Orientation:

22. Pre-Rotation Form
This form is to familiarize the Clinical Instructor with the student’s level of knowledge and level of training. It is to set clear expectations for the staff, so that they do not confuse a new “green” student with a “seasoned” one, thus making unreasonable expectations.

23. Staff Orientation!!
Huh?
The Lead Clinical Instructor holds the responsibility to educate and guide the staff who will monitor and evaluate students…
HOW??...
We have tried to make all the resources available to train the staff and CIs… Use the Student Handbook and the Clinical Competency Handbook. Use this PowerPoint presentation and associated handout and post-test to train the other RTs in the evaluation of students. All of this, plus all pertinent forms, policies and handbooks, are online at SRJC’s “On Demand Resources” links on the RT Webpage: .You can also ask any of the SRJC Clinical Coordinators for assistance in providing instruction and training to your radiographers.

24. Staff Orientation
Encourage the staff to read the Student Handbook and the Clinical Competency Handbook
And to view this “A to Z” PowerPoint online (handout with it for narrative describing procedures)
They can take the Post-Test
All information is on the SRJC Webpage under “On Demand Resources” links:
Put the cursor on the link in the “slide view,” and click to demonstrate the access of all forms and policies on the SRJC On Demand Resource page. The Clinical Instructor and all students can access this information from any Internet connection. Current policies are in the two handbooks. Rotation lists are posted, etc.

25. Staff Orientation
Post the Clinical Evaluation Forms, WITH clinical objectives, Progress Reports, due dates, students’ FIRST names, photos (?), etc.
Read student’s Pre-Rotation Form to see what their LEVEL of knowledge is
The manager sets the standard— “It’s part of your job to train students”…contractually.
Some technologists do not want to be bothered with training students. However, it is the contractual agreement between the department (and its larger organization) and the College that the department personnel will participate in the education of students. It is the management’s responsibility (and through the Lead CI) to enforce this.

26. Other Resources to Train the RTs
SRJC Faculty
Clinical Coordinators
The SRJC Clinical Coordinators and other RT program faculty can give a presentation to your staff. They are also readily available to answer questions and to problem solve.
We are always willing to help you!!

27. SRJC Clinical Coordinators
Tammy Alander
Janet McCann
Bonnie Patterson
Joanne Robertson

28. Annual Training for CIs
Mandated by the JRCERT
Responsibility of each Lead CI & Additional CI to:
Go over the A to Z principles from handout, AND/OR review this PPT
Review Student Handbook & Clinical Competency Handbook from “On Demand Resources for Students” link
Take A to Z post-test & submit to RT Program Director
Sign Authorized Signature Form & submit to Program Director
Note: All of this is done at annual CI Seminar.
The PPT and post-test can be found on the SRJC Webpage under the “On-Demand Resources for CIs” link:

29. Progress Reports *
Student must submit a minimum of one Bi-Weekly Progress Report every two weeks
May be filled out by any of the supervising RTs, but also must be filled out by the Lead CI at regular intervals (minimum of 2 from Lead CI)
Encourage the staff to write comments in the space provided—this is the feedback to the students…
All radiographers are to use the course objectives associated with each of the categories on the Progress Report. These should be posted in a visible location in the tech area.

30. Progress Reports (cont’d)
Discuss each Progress Report with the student
Allow student to make written comments on the form
Give the student a COPY of each Progress Report
File the ORIGINAL in a secured (locked!) location in the student’s file
For how long?...
SIGNATURES!!!
The answer to “how long does the progress report need to be archived” is: Until the student graduates. The other formal documents and student records must be kept for 5 years after the student graduates, in accordance with CA law.

31. Bi-Weekly Progess Reports…
Keep Progress Reports in student’s file in the clinical education center until the student graduates
Program records are kept for at least 5 years after the student graduates
This is a State law.

32. Progress Report correlates with:
Course objectives
Clinical Evaluation Form
This form has one additional page to it, which includes the criteria list (the course objectives) for each of the 10 categories to be evaluated. The criteria lists are the same as those of the course objectives. They also correlate with the Clinical Evaluation Form (course grading form) and its list of objectives. These Progress Reports will give positive reinforcement to the student, as well as provide feedback for those areas which are in need of improvement. This is also part of the documentation process and record-keeping which may be used in cases of remediation.
10 Categories

33. Objectives for…Progress Reports and Final Evaluation Form
They are the same as the
course objectives

34. Students have been known to discard an unfavorable Progress Report!!
“The dog ate it”!!
What are the consequences?.
This is considered dishonest and, by program policy, is grounds for probation. Goes against the ASRT Code of Ethics. If a student discards a Progress Report, his/her grade is also affected adversely in the area of “Compliance and Reliability” for not following program policies.

35. Establish a “Paper Trail”
Written documentation is critical!!
Use anecdotal notes to
record behavior and/or performance problems
date and put in the student’s file…or…
The adage in the medical world that states “If it is not written, then it didn’t happen” is the same for students. If an event or behavior is not written down, discussed, and signed, then it cannot be proved that the student was forewarned or given a chance to remediate.

36. “Paper Trail” (cont’d)
Keep record of all student discussions
Document it:
Progress Report
Record of Student Conference Form
Obtain student’s signature
Sign it as the originator
Give the student a COPY
Keep the ORIGINAL in the student’s secured file.

37. Record of Student Conference Form

38. Due Process
If there is no DOCUMENTED counseling, evaluation or warning, we can be challenged for not providing “ due process…”
Discuss legal ramifications of this.

39. Are you familiar with this…?
“If it’s not written down, then it didn’t happen!”
This is the common adage we use in the medical environment when charting and recording. It applies to the education environment as well.

40. Components of Due Process
Inform student of problem
Listen, listen, listen to student
Written description to include:
Exact complaints and issues
Outline of goals & expectations
List of resources available to student
Consequences of failure to meet objectives
A timeline for completion…
THE SRJC FACULTY (CLINICAL COORDINATOR) WILL DEFINITELY BE INVOLVED IN THE PROCESS: 3-way conference, remediation plan, probation, etc.

41. Components of Due Process (cont’d)
Obtain signatures
Distribute written documentation to student and appropriate parties
Schedule follow-up meetings to evaluate progress
Resolution/delivery of consequences
Define appeals process; includes “external” review committee.

42. The Clinical Evaluation Form*
Correlates with:
This form has additional pages to it, which include the criteria list for each of the 10 categories to be evaluated. The criteria lists are the same as those of the course objectives. They also correlate with the Progress Reports and its list of objectives.
10 Categories

43. How to Complete the Clinical Evaluation Form…
Place all Progress Reports in chronological order
Circle the number on each of the Clinical Evaluation Form areas labeled “(A)” through “(J)” which correlates to the student’s performance as described in the Progress Reports…
(Continue on next slide…)

44. How to Complete the Clinical Evaluation Form…
Please write comments!
Total up the points and write on line provided
Add your signature and date.
(Continue on next slide…)

45. Completing the Clinical Evaluation Form (cont’d)
Discuss the Clinical Evaluation Form with the student
Student should be allowed to write comments
Obtain student’s signature
Give student the ORIGINAL and keep a COPY for the student’s file at your clinical site
Student to submit the ORIGINAL to the Program Director or designee for the program’s records
Program Director signs form and distributes signed copies to CI and to student.
STUDENT’S SIGNATURE DOES NOT SIGNIFY THAT THE STUDENT AGREES WITH THE ASSESSMENT AND GRADE. THE SIGNATURE ONLY MEANS THAT THE STUDENT HAS DISCUSSED THE CONTENTS OF THE EVALUATION WITH THE CI AND HAS RECEIVED A COPY. If the student disagrees with the grade, then s/he can write comments on the form and go to the CC and/or the PD to contest the grade. Beyond that, there is a college policy for grievance procedures.

46. Clinical Course Grade:
Clinical Evaluation Form percentage determines grade, BUT
Student only receives a passing grade IF:
minimum hours are done
competencies are done
The total clinical course grade is based on two components: (1) The number of earned points, out of 100 possible points, derived from the Clinical Evaluation Form makes up the student’s total clinical course grade IF: (1) the student has the minimum number of clinical hours completed and documented properly; AND IF (2) the student has completed the minimum number of mandatory and elective competencies for the semester.
Course grade is computed on campus.

47. Competency Check-Offs
A.R.R.T. requires minimum # and type
Forms are in Appendix of Clinical Competency Handbook
And on ARRT Website:
ONLY the Lead CIs or Additional CIs may sign off
*Means they have had instruction in evaluating students
And they are approved and on record with the JRCERT
*Signatures on record with P.D. (Authorized Signature Form).

48. A.R.R.T. Eligibility Requirements
Mandatory (37 minimum)
Elective (15 minimum of 35 choices)
1 from head section
2 from fluoro studies w/ either UGI or BE
Patient Care (10 minimum)
8 of the 37mandatory competencies may be simulated (non-patient). The parameters for check-offs of simulated exams are listed in the Clinical Competency Handbook.
These are the newest (2018) ARRT requirements…

49. ARRT Competency Requirements
These pages are found toward the back of the student’s Clinical Competency Handbook and is to be completed and signed as the check-offs are accomplished.

50. THE ONLY RTs WHO MAY SIGN AT THE BOTTOM OF EACH COLUMN (NOT INITIAL, BUT SIGN) ARE THOSE WHO HAVE BEEN INSTRUCTED IN THE EVALUATION PROCEDURES AND WHO ARE FAMILIAR WITH THE OBJECTIVES OF THE COURSE AND THEY MUST BE CLINICAL INSTRUCTORS APPROVED BY THE JRCERT.

51. What is a simulated exam?
8 simulated check-offs are allowed.
Definition and criteria for simulations are found on the ARRT Website. The link is imbedded in the “slide view” of this PPT on slide #47. Enter slide view and use cursor to click on link. Viewer will be taken to the correct page of the ARRT Website (if you have an Internet connection).

52. Competency Rechecks….
WHAT???
Wasn’t once enough?...

53. Competency Re-Checks
Used when student needs to improve skills on something already checked-off
Lead CI identifies during image analysis (or Additional CI can “flag” this with the Lead CI)
Student is given specific number of weeks to remediate (go back to direct supervision!!)
Student performs “re-check”
OR, used for a student who needs to obtain the minimum # of check-offs before end of semester.
The second scenario exists where a student must complete a minimum number of mandatory and elective competencies by the end of the grading term. However, s/he may not be able to get patient experience on the desired exam that has not yet been “comped.” The student can instead be “rechecked” on an exam already “comped.”

54. Procedure Log To document each student’s clinical experiences
Student is to keep these accurate hourly!
Repeats (and reasons) to be logged
CRT to sign in right column, but can “arrow down” if there are a number of supervised exams in a row…

55. New PROPOSED Fluoro Requirements from the RHB:
There are potential regulatory changes that will eliminate the need for a separate fluoro examination for those graduates who pass the ARRT exam
New RTs will still have to apply to RHB for fluoro permit
AND, the RHB will require 40 hours of documented clinical experience in fluoroscopy
Utilize the procedure logs for this purpose…

56. Example: Procedure Log at

57. Special Rotation Evaluations
Students should have rotations in specialized areas
Customized evaluations are used for:
C.T. rotation
O.R. & C-arm use
All of these forms are included in the Clinical Competency Handbook and are posted under “On Demand Resources” on RT Program’s Webpage.

58. C.T. Rotation… C.T. and x-sectional anatomy in RADT 66
Students will be assigned to a CT rotation for a period of 2-3 weeks. These hours accrue toward the minimum clinical requirement.
C.T. and x-sectional anatomy in RADT 66
Two weeks of clinical experience
Use “C.T. Orientation Documentation” form.

59. C.T. Orientation Documentation

60. Surgery and Portable Rotation
C-Arm Orientation Checklist is used
Students will have portable and surgery experience at the appropriate level of training as they are assigned to hospitals which will provide this kind of experience. This will always be under direct supervision.

61. C-ARM

62. Weekly Image Analysis
Each week, the Lead CI or Additional CI is asked to conduct an image analysis with students
This is to insure that the student is progressing appropriately
CI may want to initiate the Competency Recheck where a problem has been identified.
Note: ALL RTs should review ALL images with the student before EACH exam is completed.

63. Special Circumstances
See the handout entitled “The Clinical Grading Process from A to Z” for detailed descriptions of the following special circumstances:
Suspension
Three-Way Conference
Remediation Processes
Probation
Dismissal

64. More on Special Circumstances:

65. Clinical Supervision Policy
In the Clinical Competency Handbook
1:1 ratio student to radiographer
Students are always to be under direct or indirect supervision, depending on level of competency and/or other parameters…
There is a specific ORDER in which the students must master the knowledge, before they go to indirect supervision…
There is a specific ORDER in which the student must learn and master the information. To do so out of order may jeopardize patients, which would be unacceptable.

66. The steps in order: Information given in didactic setting
Student successfully passes quizzes/tests
Observation of skills demo in lab setting
Practices skills on students in mock setting
Achieves competency check-off in lab
Observes RTs performing skills in clinical setting
Student performs skill with direct supervision
Student notifies Lead CI or Additional CI that s/he is ready for a competency evaluation on a patient
Successful competency check-off results in student performing skill under indirect supervision (certain exceptions apply).

67. Direct Supervision
Requires the RT to be in the room with the student and directly observing and assisting the student at every step of the exam
Required until the student has proved competency in the specific exam and has documented that competency on the appropriate form. Student then proceeds to the level of indirect supervision.
Students are allowed to be DIRECTLY supervised on ANY exams, regardless of their level of training.

68. Indirect Supervision
Documentation means that the student has successfully completed the exam, and the Lead CI or Additional CI completed the evaluation form, dated, and signed it.
Occurs once the student has demonstrated and documented competency in a specific exam.

69. Indirect Supervision Process
Procedure:
RT reviews procedure request and ascertains whether the student is capable of performing the exam independently on that patient
RT remains “immediately available” in case student needs assistance (“Calling distance” means in next room!)
RT reviews images before patient is released
RT decides if a repeat is warranted and then DIRECTLY supervises the repeat
Direct supervision prevails any time patient or personnel safety is in question.
It is non-compliant for a student to be in “remote” locations performing radiographic procedures unless a certified RT is within “calling distance,” defined by the JRCERT and State of CDPH-RHB to be “in the next room.”

70. Exceptions to Indirect Supervision
Direct supervision prevails:
If patient or personnel safety is in question
During ALL REPEATS
In all remote locations, such as in the O.R., C.T., E.D., angiographic facilities, portables, and fluoroscopy, to name a few
Pediatric cases (under age of 18).

71. Attendance Policy In the Student Handbook
Enforce those standards expected of an employee
Prompt after breaks
Reports to assigned room ON TIME
Calls in advance when absent or late.
The CI and other supervising RTs are asked to report any student infractions to the CCs, so that students can be apprised again of what the expected standards are for an “employed RT.” Ongoing infractions should be reflected in the student’s grade on the Clinical Evaluation Form under “Accountability.” Either Bi-Weekly Progress Reports and/or Student Conference Forms can be used to apprise the student of a problem, and to document that the circumstances were discussed with the student. Habitually late or absent students will be put on a remediation plan by the Clinical Coordinator, but the RTs are asked to keep the CCs apprised of the situation as soon as it manifests.

72. Daily Attendance Records
Lead CI and/or Add’l CI is to verify the daily entries
Lead CI is the gatekeeper in verifying number of hours, by signing each month
Student submits to PD at end of each month.
*The program requires a minimum number of clinical hours.

73. Attendance Record

74. Protecting the Student:
Student must take a 30-minute lunch break (if present over 6 hours)
Students should have two 10-minute breaks in an 8-hour day
Student may not exceed 10 hours in one day
Student may not exceed 40 hours per week (combined lecture, lab, & clinical).
These are JRCERT mandates, based on labor laws. Students may not be used in lieu of “paid personnel.” Even if RTs do not get breaks, the students are required by the College to take breaks and to honor the JRCERT parameters. PLEASE do not ask students to do otherwise….it puts them in an awkward position.

75. State (CDPH-RHB) Requirements:
ACS notice posted (Affiliated Clinical Setting)
Site inspection at any time (unannounced)
May ask to view students’ “Clinical Experience Log”
Repeats, REASON, and RT signature required (on the log)
May want to see images!.
POST THE JRCERT NOTICE TOO—AS SOON AS THEY ARE AWARDED! The State RHB is also very interested to know that your Radiation Protection Plan is up-to-date and they annually ask for the RSO’s RHB certificate.

76. POST THE JRCERT NOTICE TOO!
This is a sample of a JRCERT document.
EXAMPLE

77. Student Clinical Assignments
Rosters are distributed by (We are not allowed to post online)
Also includes:
Clinical hours and days of week
Dates of attendance (start and end dates)
Class days and hours
Due dates for evaluations, attendance records, etc.
Back of sheet shows instructions to students.
First-year students are always in clinical on Tuesdays and Thursdays for 12 months. Second-year students are always in clinical on Mondays, Wednesdays, and Fridays, for 12 months.

78. Sample Student Rotation
Names:
Stude
Students attend clinical for four rotations during their two years in the program. The first and third rotations are one semester in length (17 weeks each). The second and fourth rotations are each comprised of a 17-week semester, followed by an 8-week summer session…approximately 6 months in one clinical site.

79. What is FERPA?

80. Some Patient-Centered Considerations…
HIPAA
AIDET
We strongly stress these principles to the students in class. We hope that the clinical orientation session at your site will also include those things specific to your site.

81. Review your organization’s HIPAA policies with students!
As part of the student orientation process.

82. Reinforcing AIDET with Students:
See handout for this important information!
Acknowledge
Introduce
Duration
Explanation
Thank you
Discuss human nature in regard to pushing back when pressure is applied. When one slows down to assuage patient’s fears, patient cooperates.

83. Your “Homework”… Read the handout entitled “Clinical Grading A to Z.”
Read the Student Handbook & Clinical Competency Handbook.
Become familiar with all policies and forms.
If you need clarification, consult with the Clinical Coordinator or the R.T. Program Director.
Take the post-test and submit it to the Program Director
Submit your signature to the PD, using the “Authorized Technologist and CI Signature Verification” form.

84. More “Homework”…
Make sure you have submitted the following to the R.T. Program Director:
Copy of current ARRT certificate
Copy of current CRT certificate
Curriculum Vitae (resumé template available upon request)
Your signature on the Authorized Signature Form.

85. The End!!