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
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
Who is the adjunct clinical faculty?• Clinical Nurse expert• Part time faculty• Teach in the clinical setting• Teach in the laboratory setting
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.
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.
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/
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
Clinical Evaluation Tool• Expectation is to achieve the “good” or 8.0 to 8.9 level• meeting the objectives consistently = 8.5
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
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
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
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).
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Student SituationsWorking with the student – who “knows it all” – you suspect needs help – who require more supervision than others –who is repeating the course
Preconference• Provide anticipatory guidance for the day• Check student preparation• Change of shift report worthwhile substitute
Postconference• Stimulate questions…WHY? WHY? WHY?• Promote learning• Role play
Evaluation• Moving Forward• Journaling• Please take a moment and fill out the survey at http://www.surveymonkey.com/s/X668YX8• firstname.lastname@example.org
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