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Partnering in Long-Term Care: The ECLEPs Project

Partnering in Long-Term Care: The ECLEPs Project. Diana White, PhD ECLEPs, Co-director Institute on Aging, Portland State University. ECLEPs: E nriched C linical L earning E nvironments through P artnerships in LTC.

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Partnering in Long-Term Care: The ECLEPs Project

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  1. Partnering in Long-Term Care: The ECLEPs Project Diana White, PhD ECLEPs, Co-director Institute on Aging, Portland State University

  2. ECLEPs: Enriched Clinical Learning Environments through Partnerships in LTC • Oregon Health & Science University, grantee, Juliana Cartwright, PhD, RN, Director • Institute on Aging, PSU, evaluation • NW Health Foundation, funder

  3. ECLEPs Partners • Cedar Sinai Park (pilot site) • Community Based Care Nurses Association • Fairlawn Good Samaritan Village & Health Center (pilot site) • Hartford Center of Geriatric Nursing Excellence, OHSU • Institute on Aging, Portland State University • Mary’s Woods at Marylhurst (pilot site) • Oregon Alliance of Senior and Health Services • Oregon Center of Nursing Long Term Care Task Force • Oregon Consortium for Nursing Education • Oregon Health Care Association • Oregon Seniors & People with Disabilities • Town Center Village (pilot site)

  4. Why ECLEPs? • Nursing shortage • Ineffective use of LTC in clinical education • Timing • Faculty expertise • Preceptor expertise • Clinical course focus

  5. Project Goals • Attract the best new nurses to LTC • Develop a preceptor training program for LTC nurses • Provide mentored coaching to facilities • Build a peer network to supports LTC clinical education

  6. The Course • Oregon Consortium of Nursing Education (OCNE): Chronic Illness 2 • Clinical faculty: Gerontological Nurse Specialist • Integration of classroom, simulation, clinical education • Concept-based learning activities

  7. Progress to date • Selection of 4 sites • Training four preceptors in two sites (ALF & NH) • 7 Students placed in 2 sites • Course completed & evaluated • Preceptors selected for two new sites

  8. Lessons Learned Students – • Good experience overall • Needed clearer understanding of student and preceptor roles & expectations • More knowledge of nursing role • More opportunity to do assessments & care/service planning • More cross setting experiences

  9. Lessons Learned Preceptors • Need clear expectations of students & preceptor roles • Greater understanding of concept-based learning activities & course objectives • More focused preceptor preparation & project support

  10. Lessons Learned • ECLEPs Approach • Coach/Mentor role valuable • Clinical faculty expertise critical • Leads to greater student understanding of and appreciation for LTC nursing

  11. Next Steps • Revise preceptor training, resources • Offer leadership training • Revise student orientation in facilities • Revise student learning activities • Develop peer networking system • Continue evaluation

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