The document provides an orientation guide for adjunct clinical faculty at the University of Maine School of Nursing. It outlines the objectives and expectations of clinical instructors, including identifying characteristics and functions of the role, accessing resources, teaching strategies, communication skills, evidence-based practice, managing difficult student situations, and expectations for clinical/laboratory days. It also reviews topics like the clinical evaluation tool, providing feedback, grading, pre-conferences and post-conferences, liberal education, professionalism, scholarship, critical thinking, documentation, and technical skills. The guide aims to prepare new adjunct clinical faculty for their teaching responsibilities.

1. Adjunct Clinical Faculty:
Orientation Guide
Presented by:
Heather Spaulding, BSN, RNC

2. Course Objectives
The 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 Situations
Working 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 show
Click here
to
advance
to the
next
resource The future of nursing research
Heather Spaulding, BSN, RNC

32. Click in center of slide to view show
Click here
to advance
to the
references 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 & Suddarth's 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