title: Impaired student performance in the clinical setting. A constructive approach.
abstract: A challenge for even the most seasoned faculty member is dealing with a student who arrives for clinical experience in an impaired state. Little guidance is available for faculty regarding protocol for the immediate removal of an unfit student from the clinical setting or for subsequent actions aimed at helping the student constructively address the problem. The authors provide guidance to faculty for the development of a policy to address issues pertaining to the impaired student.
authors.affiliation: University of Pittsburgh School of Nursing, Pennsylvania, USA. bsp 100+@pitt.edu
authors.forename: B E
authors.initials: BE
authors.lastname: Spier
authors.forename: J T
authors.initials: JT
authors.lastname: Matthews
authors.forename: L
authors.initials: L
authors.lastname: Jack
authors.forename: J
authors.initials: J
authors.lastname: Lever
authors.forename: E J
authors.initials: EJ
authors.lastname: McHaffie
authors.forename: J
authors.initials: J
authors.lastname: Tate
mesh_terms: D000041:Absenteeism; D002983:Clinical Competence / Q000592:standards*; D003376:Counseling; D004282:Documentation; D005181:Faculty, Nursing; D006801:Humans; D011363:Professional Impairment / Q000523:psychology; D013338:Students, Nursing / Q000523:psychology; D019966:Substance-Related Disorders / Q000517:prevention & control* / Q000523:psychology