ASET Clinical Site Database Information
One of ASET’s long standing goals has been to help resolve the nation-wide shortage of qualified, highly skilled, neurodiagnostic technologists. We strongly support the option of enrolling in established distance education END Programs, which will help meet the need for formal training in areas of the country that have no local END programs to serve the medical community. The key to success for a student attending a distance education program is the opportunity to participate in clinical site experience, in a laboratory setting, that is committed to helping the student learn essential skills. It is a sad fact that there are applicants to these programs who are unable to pursue a career in this field because they cannot find an appropriate clinical site.
ASET has offered to help distance education END Programs locate clinical sites across the country, by establishing a database. If your lab would like to be on this list, all you have to do is answer the questions on page 5 of this form, so that program directors will have basic information, and can contact you directly to work out details.
Please read the background information below, including the benefits of serving as a clinical site, and keep in mind that students are potential employees, who can help you overcome a chronic staffing shortage. Then, please answer the questions and submit the form to the ASET Education Office, where we will keep it on file. Program directors will have access to the list of clinical site options.
Benefits of Becoming a Clinical Site
Students are potential new employees. Working with students enables you to create an applicant pool for existing and future job openings. Graduates of formalized training programs are more likely to seek employment at the affiliate site that provided them with their clinical experience. The benefits of this type of staff employment are substantial, some of which are:
- reduced costs associated with staff recruitment
- reduced costs associated with prospective employee interviews
- reduced costs associated with new employee orientation because of the students' familiarity with the facility's/department's policy and procedures
- increased staff retention: during the students' clinical site rotation, you and the students have ample time to determine if future employment would be mutually beneficial
- increased patient satisfaction-students can assist technologists by preparing the next scheduled patient for their test thus reducing patient waiting time.
Becoming a Clinical Site: Frequently Asked Questions
There is a severe shortage of neurodiagnostic technologists throughout the United States. This critical shortage can be addressed in two ways:
increase student enrollment in neurodiagnostic technology educational programs
increase the number of neurodiagnostic technology educational programs
This requires an increase in the number of clinical affiliate sites. Neurodiagnostic educational programs need the guidance, expertise, and involvement of the healthcare community in addressing the tremendous need for clinical sites.
As the educational level of neurodiagnostic technology rises in response to an evolving profession and the technology that supports it, formal educational programs with clinical education components are a critical element in the education of our future technologists. However, many programs have a very difficult time obtaining adequate clinical sites for their students to acquire clinical skills.
When asked to mentor students, many potential clinical sites had misconceptions about their role. The following highlights some of the common "myths" as well as the "truth" about the benefits of mentoring students.
Myth: "We're too busy to be involved with students. Working with students is just more work."
Truth: Actually, students can help reduce staff's workload by assisting with the daily tasks, paperwork, and providing extra assistance needed for patient care. In addition, as the student's skills improve, staff technologists observe and supervise and their actual procedural time is decreased. Thus, staff receive the added benefit of being able to "take a break" from patient procedures.
Myth: "We should get extra pay to teach students; it is not part of my job."
Truth: Many facilities actively support employee mentoring. You are encouraged to check this out with your human resources department. Also, take time to tell your employees about the benefits of student rotations. Let them know how important their expertise and experience are to students and the future of the profession.
Myth: "We're concerned that our patients will be unhappy about having students in the exam room, and we fear losing business."
Truth: When patients are informed that your facility is a "clinical teaching site", they are typically impressed and are eager to provide a learning opportunity for the student. This is common practice in teaching hospitals, clinics, physician offices, etc. The majority of your patients are aware of the value of this experience in the training of healthcare professionals.
Myth: "We don't allow any discussion or questions during the exam because it may upset the patient."
Truth: Most patients are very interested in their examination. Simply informing the patient that you will be providing student instruction during the examination will alleviate any patient concerns. In fact, most patients are often very interested in the information provided to the student because it helps them to better understand the procedure. This situation becomes a learning experience for everyone.
Myth: "I'm afraid the student will ask questions that I can't answer since I didn't attend a formal educational school."
Truth: When teaching, both students and staff learn. Students often motivate staff and provide incentive for them to sharpen their skills, review information previously learned, and keep up with the new techniques and advancements in the field. For the practicing technologists, continuing education is essential. Providing clinical instruction is one way to foster the value of continued professional development.
Myth: "All of the sleep and electroneurodiagnostic technologists in our facility need to have registry credentials in order for us to be a clinical site."
Truth: The designated clinical instructor (the individual evaluating the student) should have all the appropriate credentials for the learning concentrations the program offers. According to AASM and Coa END standards, each clinical site must have a minimum of one registered technologist on staff.
How to Become a Clinical Site
- Fill out the Clinical Site Questionnaire and file with the ASET Education Department
END Programs or students enrolling in your area will be able to access your information and contact your lab via ASET’s database
If successfully matched with a student, the program will send you a clinical site agreement to sign.*
*Typically, the educational institution will provide the clinical facility with an affiliation agreement. The agreement includes the guidelines and respective responsibilities that form the structure of the relationship. This relationship has proven over time to be of benefit to the student, the affiliate clinical site, its staff, and ultimately, the consumer of the profession's services.
Clinical Site Questionnaire