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UMaine clinical faculty orientation guide

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  • Ready, Set, Teach! How to transform the clinical nurse expert into a part-time clinical nurse instructor.
  • Document from the School of Nursing
  • Handbook of Clinical Teaching in Nursing and Health SciencesInnovative Teaching Strategies in Nursing and Related Health Professions
  • DeBrew, J. (2010). Perceptions of Liberal Education of Two Types of Nursing Graduates: The Essentials of Baccalaureate Education for Professional Nursing Practice. Journal Of General Education, 59(1), 42-62.
  • DeBrew, J. (2010). Perceptions of Liberal Education of Two Types of Nursing Graduates: The Essentials of Baccalaureate Education for Professional Nursing Practice. Journal Of General Education, 59(1), 42-62.Black, B. P. and Penrose-Thompson, P. (2012). Music as a therapeutic resource in end-of-life care. Journal of Hospice & Palliative Nursing, 14(2), 118-125. http://healinghealth.com/hhshttp://artsinmedicine.ufandshands.org/http://www.arts.ufl.edu/cam/Lane, M. R. (2006). Arts in health care: A new paradigm for holistic nursing practice. Journal of Holistic Nursing, 24(1), 70-75.Rickard, C. M. (2008) Statistics for clinical nursing practice: An introduction. Australian Critical Care, 21, 216-218.
  • Winters, C. A., & Echeverri, R. (2010). Teaching strategies to support evidence-based practice. Critical care nurse, 32(3), 49-54. for further
  • Sosta, J. (2012). Monitoring student attendance, participation, and performance improvement: An instrument and forms. Nurse Educator (37)3, 115-120.Hall, M. A., Daly, B. J., & Madigan, E. A. (2010). Use of Anecdotal Notes by Clinical Nursing Faculty: A Descriptive Study. Journal Of Nursing Education, 49(3), 156-159.Walsh, C. M., Seldomridge, L. A., and Badros, K. K. (2008). Developing a practical evaluation tool for preceptor use. Nurse Educator, 33(3), 113-117.Zsohar, H. & Smith, J. A. (2009). The power of and and but in constructive feedback on clinical performance. Nurse Educator, 34(6), 241-243
  • Transcript

    • 1. Adjunct Clinical Faculty: Orientation Guide Presented by: Heather Spaulding, BSN, RNC
    • 2. Course ObjectivesThe student will be able to: 1. identify two characteristics and three essential functions of a clinical/ laboratory faculty 2. identify how to access appropriate resources 3. identify the six topics discussed to be a successful instructor 4. identify methods to assure effective communication with other healthcare professionals 5. identify strategies to implement and evaluate evidence base practice. 6. identify strategies to deal with five types of difficult student situations 7. state the expectations of a clinical/laboratory day
    • 3. Who is the adjunct clinical faculty?• Clinical Nurse expert• Part time faculty• Teach in the clinical setting• Teach in the laboratory setting
    • 4. Overall Position Description• The primary responsibility of the clinical instructor is the direct supervision of students in clinical and/or laboratory settings. Additional responsibilities may be assigned by the course coordinator or the program coordinator.
    • 5. Essential Functions• Instruct, supervise, and evaluate students’ performance in the assigned clinical and/ or laboratory setting.• Consult with course coordinator regarding significant student issues• Comply with agency policies and procedures through agency orientation and ongoing in- services.
    • 6. UMaine and UMaine School of Nursing resources• UMaine part-time faculty contract can be found at http://www.maine.edu/pdf/p atfacba.pdf • UMaine School of Nursing Undergraduate Student Handbook can be found at http://umaine.edu/nursing/student- handbook/
    • 7. Ready, Set, Teach!• Clinical and/or laboratory instructor need to:  Complete the clinical evaluation tool  Provide formative and summative feedback  Grade student work  Manage difficult student situations  Utilize of pre and post conference  Teach evidence based practice
    • 8. Clinical Evaluation Tool• Expectation is to achieve the “good” or 8.0 to 8.9 level• meeting the objectives consistently = 8.5
    • 9. Liberal Education• A solid base in liberal education provides the cornerstone for the practice and education of nurses.• Example of Liberal Education Courses which are helpful to nursing students Art History Chemistry Communications/Speech Computers English Ethics History Philosophy Foreign Language Physics Psychology Religion Music Sociology Statistics Western Civilization Women’s Studies
    • 10. Liberal Education• The students should be able to demonstrate knowledge from previous nursing courses, the physical and behavioral sciences, and humanities to provide rationale for professional practice.  Music  Art  Statistics
    • 11. Professionalism and Professional Values• The student will act in a responsible and prudent manner, which reflects consideration for legal, moral and ethical elements in nursing practice.• UMaine SON Code of Nursing Students• ANA code of Ethics
    • 12. Scholarship for Evidence-based Practice• Professional nursing practice is grounded in the transformation of current evidence into practice.• “According to Yıldırim (2011), critical thinking is “the process of searching, obtaining, evaluating, analyzing, synthesizing and conceptualizing information as a guide for developing one’s thinking with self-awareness, and the ability to use this information by adding creativity and taking risks”” (Yildirim & Ozsoy, 2011, p. 847).
    • 13. Critical Thinking• Evaluating student’s critical thinking is determining if they are able to: • analyze information • make the connection • determine relevance • set priorities • select appropriate information • apply relevant knowledge • evaluate outcomes
    • 14. Evidence Based Practice (EBP)• Strategies to integrate EBP in education – Cultivate Inquiry – Ask a clinical question – Search for the best evidence – Critically appraise the evidence – Integrate the evidence with clinical expertise, patient preference, and values – Evaluate the outcome – Disseminate the results – Act as a role model
    • 15. Interprofessional communication and collaboration for improving patient health outcomes• The student is able to apply knowledge and principles of communication and demonstrate effective therapeutic communication strategies with patients, families, staff and faculty. • SBAR • ISBARR
    • 16. Clinical prevention and population health• The student will demonstrate the ability to apply teaching learning principles in the care of their patients and their families – The nature of teaching and learning • Learning Readiness • The learning environment • Teaching techniques – Current trend • National Prevention Council – Nursing diagnoses
    • 17. Illness and disease management• The student must apply the nursing process in working with patients and their families in relation to health promotion, maintenance, and restoration. Nursing process + Nursing diagnoses = Nursing Knowledge
    • 18. Information management and application of health care technology• The student will demonstrate the use of technology in the management and education of patients. – Electronic medical record (EMR) • http://qsen.org/faculty-resources/learning- modules/module-four/ – Bar Code Medication Verification System (BMVS) – Online patient education
    • 19. Human Diversity and Global Health• The student will assess the socio-cultural factors for individuals and families – Cultural Factors www.minorityhealth.hhs.gov – Socioeconomic Factors http://www.commissiononhealth.org/report.aspx?pub lication=26244
    • 20. Health Care Systems and Policy• The student will acknowledge the effects of health care delivery system on patient’s health – Affordable Care Act – Patient-centered Outcomes Research Institute – Case Management
    • 21. Writing Skills Writing Skills• The seven essential qualities of nursing Students will demonstrate coherent written expression to enhance patient care by documentation establish that documentation documenting using agency format, develop a must: written patientof care based on assessment data, as 1. Be plan centered well as other written assignments aseducation and 2. contain the actual work of nurses including assigned psychosocial support – Documentation 3. Be written to reflect the objective clinical judgment of the – Writing to learn nurse 4. • be presented in a logical and sequential manner http://owl.english.purdue.edu/owl/owlprint/671/ – 5. beformat as events occur APA written 6. record variances in care 7. fulfill legal requirements
    • 22. Technical Skills• The student will demonstrate safe practice in the use of technical skills, use agency policies when performing skills, and report accurate and important information precisely. – Patient Safety • http://qsen.org/faculty-resources/learning-modules/module- seventeen/ – Agency Policies – Reporting information
    • 23. Provider and Coordinator of Care• The student will demonstrate proficiency in delivering safe care to patients and their families in different clinical situations. – Accurate Nursing Diagnoses – Reporting Information – Competent Nursing Skills – Safety – Patient Centered Care – Collaboration
    • 24. Ready, Set, Teach!• Clinical and/or laboratory instructor need to:  Complete the clinical evaluation tool  Provide formative and summative feedback  Grade student work  Manage difficult student situations  Utilize of pre and post conference
    • 25. Feedback• Feedback is an essential aspect of teaching and learning which should be provided at the end of each clinical day. – Formative Feedback – Summative Feedback• Tips from the experts – Understand the elements of feedback – “And “and “But” in constructive feedback – Consistent monitoring – Documentation
    • 26. Grading• Principles of grading – Grades: • are important • should be based on course objectives and content • Should be assigned fairly • Should be based on credible assessment • Must be confidential • Influence students’ incentive to learn• Grading policies should be clearly written and presented on the first day of class
    • 27. Student SituationsWorking with the student – who “knows it all” – you suspect needs help – who require more supervision than others –who is repeating the course
    • 28. Preconference• Provide anticipatory guidance for the day• Check student preparation• Change of shift report worthwhile substitute
    • 29. Postconference• Stimulate questions…WHY? WHY? WHY?• Promote learning• Role play
    • 30. Evaluation• Moving Forward• Journaling• Please take a moment and fill out the survey at http://www.surveymonkey.com/s/X668YX8• heather.spaulding@umit.maine.edu
    • 31. Click in center of slide to view showClick here to advance to the nextresource The future of nursing research Heather Spaulding, BSN, RNC
    • 32. Click in center of slide to view show Click hereto advance to thereferences Umaine’s Folger Library: Indexes and Databases Heather Spaulding, BSN, RNC
    • 33. Click here to References advance to next reference page• Adamski, P. (2007). Implement a handoff communications approach. Nursing Management, 38(1)10-11. Retrieved from http://www.nursingcenter.com/pdf.asp?AID=688301• AFT-Maine, AFL-CIO (2012). Agreement between University of Maine System and the Maine Part-Time Faculty Association: American Federation of Teachers Local # 4593. Retrieved from http://www.maine.edu/pdf/patfacba.pdf• American Association of Colleges of Nursing (2009). The essentials of baccalaureate education for professional nursing practice: Faculty tool kit. Retrieved from http://www.aacn.nche.edu/faculty/faculty-development/faculty-toolkits/BacEssToolkit.pdf• Amicucci, B. (2012). What nurse faculty have to say about clinical grading. Teaching and Learning in Nursing (7)2, 51-55.• Arts in medicine: Transforming the hospital experience through the arts (2012). Retrieved from http://artsinmedicine.ufandshands.org/.• Ascano-Martin, F. (2008). Shift Report and SBAR: Strategies for Clinical Postconference. Nurse Educator, 33(5), 190-191.• Black, B. P. and Penrose-Thompson, P. (2012). Music as a therapeutic resource in end-of-life care. Journal of Hospice & Palliative Nursing, 14(2), 118-125.• Braveman, P., Egerter, S., An, J., & Williams D. (2009). Commission to build a healthier America: Issue brief 5: race and socioeconomic factors affect opportunities for better health. Retrieved from http://www.commissiononhealth.org/pdf/506edea1-f160-4728-9539- aba2357047e3/issue%20brief%205%20april%2009%20-%20race%20and%20socioeconomic%20factors.pdf• Campinha-Bacote, J. (2003). Many faces: Addressing diversity in health care. The Online Journal of Issues in Nursing, 8(1). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume82003/No1Jan2003/A ddressingDiversityinHealthCare.aspx#fig1• Carpenito-Moyet, L. (2010). Invited Paper: Teaching Nursing Diagnosis to Increase Utilization After Graduation. International Journal Of Nursing Terminologies & Classifications, 21(3), 124-133. doi:10.1111/j.1744-618X.2010.01158.x• Carpenito-Moyet, L. J. (2013). Handbook of nursing diagnosis (14th ed). Philadelphia: Wolters Kluwer|Lippincott Williams & Wilkins.• Carr, J., Heggarty, H., Carr, M., Fulwood, D., Goodwin, C., Walker, W., & Whittingham, K. (2010). Reflect for success: recommendations for mentors managing failing students. British Journal of Community Nursing, 15(12), 594-596.• Case Management Society of America (2010). Standards of practice for case management. Retrieved from http://www.cmsa.org/portals/0/pdf/memberonly/StandardsOfPractice.pdf• Center for Arts in Medicine (2012). Retrieved from http://www.arts.ufl.edu/cam/• Clynes, M. P. & Raftery, S. E. C. (2008). Feedback: An essential element of student learning in clinical practice. Nurse Education in Practice(8)6, 405-411.;• DeBrew, J. (2010). Perceptions of Liberal Education of Two Types of Nursing Graduates: The Essentials of Baccalaureate Education for Professional Nursing Practice. Journal of General Education, 59(1), 42-62.• Donaldon, J. H. & Gray, M. (2012). Systematic review of grading practice: Is there evidence of grade inflation? Nurse Education in Practice, 12(2), 101-114.• Durham, C. F., & Dwyer, J. (n.d.) Learning module 17: Patient safety: Our intent is to do no harm – so why do errors happen? Retrieved from http://qsen.org/faculty-resources/learning-modules/module-seventeen/• Edwards, J., & O’Connor, P. (2011). Improving technological competency in nursing students: The passport project. The Journal of Educators Online, 8(2), 1 – 20. Retrieved from http://www.eric.ed.gov/PDFS/EJ941410.pdf
    • 34. Click here to References advance to next reference page• Enlow, M., Shanks, L., Guhde, J., & Perkins, M. (2010). Incorporating interprofessional communication skills (ISBARR) into an undergraduate nursing curriculum. Nurse Educator, 35(4), 176-180. doi:10.1097/NNE.0b013e3181e339ac• Gardner, M. R. & Spulee, P. D. (2010). Handbook of clinical teaching in nursing and health sciences. Boston: Jones and Bartlett Publishers.• Gilmour, J .A., Huntington, A., Broadben,T. R., Strong, A., & Hawkins, M. (2012) Nurses’ use of online health information in medical wards. Journal of Advanced Nursing 68(6), 1349–1358. doi: 10.1111/j.1365-2648.2011.05845.x• Hall, M. A., Daly, B. J., & Madigan, E. A. (2010). Use of Anecdotal Notes by Clinical Nursing Faculty: A Descriptive Study. Journal of Nursing Education, 49(3), 156-159.• Hallas, D., & Feldman, H. (2006). A guide to scholarly writing in nursing. Imprint, 53(4), 80-83.• Havens, D. S., Vasey, J., Gittell, J. H., & WEI-TING, L. (2010). Relational coordination among nurses and other providers: impact on the quality of patient care D. S. Havens et al. Relational coordination among nurses and other providers. Journal of Nursing Management, 18(8), 926-937. doi:10.1111/j.1365-2834.2010.01138.x• HealthCare.gov (2012). National prevention strategy. Retrieved from http://www.healthcare.gov/prevention/nphpphc/strategy/index.html• HealthCare.gov (2012). Preventive services covered under the affordable care act. Retrieved from http://www.healthcare.gov/news/factsheets/2010/07/preventive-services-list.html• Herdman, T. H. (2012). (Ed.) NANDA international nursing diagnoses: Definitions & classifications, 2012 – 2014. Oxford: Wiley-Blackwell.• Hewitt, P., & Lewallen, L. P. (2010). Ready, set, teach! How to transform the clinical nurse expert into a part-time clinical nurse instructor. The Journal of Continuing Education in Nursing, 41(9), 403-407.• HSU L. L. (2007). Conducting clinical post-conference in clinical teaching: a qualitative Study. Journal of Clinical Nursing 16, 1525–1533.• Jarrell, K., Alpers, R. R., and Wotring, R. (2011). Is knowledge deficit helpful or hindering nursing diagnosis? Teaching and Learning in Nursing, 6, 89-91• Jarzemsky, P. (n.d.). Learning module 4: Informatics. Retrieved from http://qsen.org/faculty-resources/learning-modules/module-four/• Jefferies, D., Johnson, M., & Griffiths, R. (2010). A meta-study of the essentials of quality nursing documentation. International Journal Of Nursing Practice, 16(2), 112-124. doi:10.1111/j.1440-172X.2009.01815.x• Kosta, J. (2012). Monitoring student attendance, participation, and performance improvement: An instrument and forms. Nurse Educator (37)3, 115-120.• Lane, M. R. (2006). Arts in health care: A new paradigm for holistic nursing practice. Journal of Holistic Nursing, 24(1), 70-75.• Lowe, J., & Archibald, C. (2009). Cultural Diversity: The Intention of Nursing. Nursing Forum, 44(1), 11-18. doi:10.1111/j.1744- 6198.2009.00122.x;• Marchingiano, G., Eduljee, N., & Harvey, K. (2011). Developing critical thinking skills from clinical assignments: a pilot study on nursing students self-reported perceptions. Journal of Nursing Management, 19(1), 143-152. doi:10.1111/j.1365-2834.2010.01191.x• McDonald, M. E. (2007). The nurse educator’s guide to assessing learning outcomes (2nd ed.). Sudbury, Massachusetts: Jones and Bartlett Publishers.• O’Connor, A. B. (2006). Clinical instruction and evaluation: A teaching resource. Boston: Jones and Bartlett Publishers.• Patient Centered Outcome Research Institute. (2012). Retrieved from http://www.pcori.org/
    • 35. References• Poirrier, G. P. (1997) Writing to learn: Curricular strategies for nursing & other disciplines. New York: NLN Press.• Poon, E., Keohane, C., Bane, A., Featherstone, E., Hays, B., Dervan, A., & ... Gandhi, T. (2008). Impact of barcode medication administration technology on how nurses spend their time providing patient care. Journal Of Nursing Administration, 38(12), 541-549• Rickard, C. M. (2008) Statistics for clinical nursing practice: An introduction. Australian Critical Care, 21, 216-218.• Robert Wood Johnson Foundation (2008). Overcoming obstacles to health. Retrieved from http://www.commissiononhealth.org/PDF/ObstaclesToHealth-Highlights.pdf• Roberts, D. (2011). Grading the performance of clinical skills: Lessons to be learned from the performing arts. Nurse Education Today, 31(6), 607-610.• Samawi, Z., Haras, M. S., & Miller, T. L. (2012). Age-Appropriate Health Promotion Education: Roots Firmly Established in Baccalaureate Nursing Pediatric Rotation. Journal of Pediatric Nursing, 27(1), 44-49.• Sargeant, J., MacLeod, T., & Murray, A. (2011). An Interprofessional Approach to Teaching Communication Skills. Journal of Continuing Education In The Health Professions, 31(4), 265-267.• Smeltzer, S. C., Hinkle, J. L., Bare, B. G., & Cheever, K. H. (2010). Brunner & Suddarths textbook of medical-surgical nursing (13th ed.). Philadelphia: Wolters Kluwer|Lippincott Williams & Wilkins.• The C.A.R.E Channel®: Transforming care at the bedside. (2012). Retrieved from http://healinghealth.com/hhs• U.S. Department of Health and Human Services Office of Minority Health (n.d.). Retrieved from http://www.minorityhealth.hhs.gov• University of Maine School of Nursing: Governance and Operations Document: Position Descriptions. Title: Clinical or laboratory Instructor (2010). Received from UMaine School of Nursing.• University of Maine School of Nursing: Clinical/Lab Associate Evaluation (n.d.). Received from UMaine School of Nursing.• University of Maine School of Nursing: Student handbooks: Undergraduate and graduate. Retrieved from http://umaine.edu/nursing/student-handbook/• Walsh, C. M., Seldomridge, L. A., and Badros, K. K. (2008). Developing a practical evaluation tool for preceptor use. Nurse Educator, 33(3), 113-117.• Wanless, S., & Adams, M. (2010). Learn through role play. Nursing Standard, 25(12), 61.• Wells, J. (2012). Writing across the curriculum: An Introduction. Retrieved from http://owl.english.purdue.edu/owl/owlprint/671/• Windsor, C., Douglas, C., & Harvey, T. (2012). Nursing and competencies - a natural fit: the politics of skill /competency formation in nursing. Nursing Inquiry, 19(3), 213-222. doi:10.1111/j.1440-1800.2011.00549.x• Winters, C. A., & Echeverri, R. (2010). Teaching strategies to support evidence-based practice. Critical care nurse, 32(3), 49-54.• Yildirim, B., & Özsoy, S. (2011). Nursing student the critical thinking development of the critical thinking education. Healthmed, 5(4), 846- 856.• Zsohar, H. & Smith, J. A. (2009). The power of and and but in constructive feedback on clinical performance. Nurse Educator, 34(6), 241- 243