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

2. ECLEPs: E nriched C linical L earning E nvironments through P artnerships 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