Impaired student performance in the clinical setting. A constructive approach.
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.
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