I taught clinicals for a semester while in grad school. Hope these help you:
1. Realize you can't do everything. I had to watch each student pass meds and assess a patient at least once in the term. I felt like I needed to be there everytime each student passed a med, which is impossible. I know you said they can't pass meds just yet. Will they be able to later in the semester? I had to trust the nurses on the floor and explain to them what I was looking for when the student passed meds.
2. Talk to to the charge nurse when making out assignments. I did this to see which patients would provide good learning opportunities, which may not want students (we had student 3 days/week and mine were day 3 - some patients were done with students by that time!), etc.
3. Know what your access to the EMR is versus the students' access. We had differing views and it was frustrating. Are you teaching in a facility where you already work? If you are, be careful not to use your employee access while instructing. They explained to me that it was a HIPAA issue since I was an employee of the university and not the hospital at that point.
4. Volunteer for anything! I told the nurses on my unit to let us know if there was anything going on - foleys, dressings, blood sugars, procedures, therapy, etc. My students loved getting involved, even if it was only watching a procedure.
5. Be prepared for going back to the basics! I struggled initially when they would ask questions (ex. Why does x med cause y reaction?). I had been a nurse for years and that information had become so ingrained that I had to stop and think about why I did what I did. (Even though I wanted to say "because that's they way it is"). Your students are at the conscious incompetence level - they know they don't know the information. You are likely at the unconscious competence level where you can do something without thinking about it. Along with that, I tried not to ask questions while they were performing a task. I was taught that beginners have difficulty crossing learning domains (cognitive, psychomotor, and affective). I would ask questions before going into/upon leaving the room and let them focus on the task/patient when in the room.
6. For post clinicals, we took part of the time to debrief. We also talked about labs, tests, etc. to help students understand better how everything was connected. MyAimIsTrue suggested SBAR which is another great idea. A co-worker arranged for the students to tour the lab, central supply, and pharmacy, which I felt was helpful for them to understand why it takes a while for a certain lab to come back/med to come up or why the central supply people may not understand which foley supply you are talking about when you call them.
7. Be prepared for the time it will take to grade the paperwork and do evals. I loved teaching but the time commitment was too much when combined with school and work. I would love to get back into it at some point in the future.
Have a great time!