Faculty supervisors play a dual role in both academic and clinical settings. They are responsible for curriculum development, teaching, and supervising students in clinical areas. Maintaining good relationships between faculty and staff is important for the effective functioning of an educational institution. Several factors can influence these relationships, including communication, role clarity, training opportunities, and policies for resolving conflicts. Techniques for improving relationships involve identifying best practices, defining roles and responsibilities, and providing training.

1. CONCEPT OF FACULTY SUPERVISOR
& INFLUENTIAL FACTORS
MODERATOR:
Prof. (Mrs.) Nidhi Sagar
Vice- Principal
H.O.D OBG Nursing
DMCH,CON,Ludhiana
PRESENTED BY:
Nikita Sharma
MSc. (N) 1st Year
Roll No. -9

2. CONCEPT OF FACULTY
SUPERVISOR

3. INTRODUCTION
The concept of faculty supervisor position(dual role) in
nursing has evolved since a decade. But the practice has
not been implemented in a wide range.
 Only very few institutions are practicing it today. The
main reason for the emergence of dual role is the shortage
of nursing faculty and clinical nurses.
 Its been widely seen in the Indian setting that highly
competent faculty members are confined only to academic
aspects only thus ignoring their clinical competencies.

4. CONTINUE……
So it has been suggested in that the faculty of
an educational institution in nursing has to
work as a supervisor in the parent hospital or
affiliated hospital.

5. SUPERVISION
Supervision is one who has broad professional
and cultural interests and vision and
enthusiasm for work. Different personals have
different aspects for supervision .

6. FACULTY SUPERVISOR
Faculty Supervisor is a member of the curriculum
coordinator who is responsible for curriculum planning,
implementation and evaluation.
Develop instruction material , coordinate educational
content, and incorporate current technology in specialized
fields that provides guidelines to educators and instructors
for developing curricula and conducting courses.

7. CONTINUE….
According to the National League for Nursing (NLN)
the main competency of faculty role is defined as creating
environment in classroom , laboratory and clinical setting
that facilitates student learning and achievement of desired
cognitive, affective and psychomotor outcomes.

8. CONTINUE….
A clinical nurse is one who is practicing in the clinical
institutions . So faculty supervisor is a nurse who is
employed by an academic institution to teach nursing and
who works in the parent or affiliated hospital supervising
staff and student nurses in a particular area

9. QUALITIES OF FACULTY SUPERVISOR
QUALITIESReading
comprehension
Speaking
Written
comprehension
Written
expression
Oral
comprehension
Oral
expression

10. QUALITIES OF FACULTY SUPERVISOR
Qualities
Learning
Strategies
Monitoring
Deductive
reasoning
Motivate
Fair
Able to
look him
objectively
Sympathetic

11. QUALITIES OF A GOOD SUPERVISOR
QualitiesConfident
Enthusiasm
for nursing
Impartial Approachable
Good leader
Patience And
Hope

12. QUALITIES OF A GOOD SUPERVISOR
QualitiesKnowledgable
Master
degree or
post-
master
certificate
Monitoring
Conduct or
participate
Conference
with
members
Updating

13. JOB RESPONSIBILITY

14. RESPONSIBILITIES OR DUTIES OF FACULTY
SUPERVISOR
Communicating with Supervisors, Peers, or Subordinates – Providing information
to supervisors, co-workers, and subordinates by telephone, in written form, e-mail,
or in person.
Training and Teaching Others - Identifying the educational needs of others,
developing formal educational or training programs or classes, and teaching or
instructing others.
Research, evaluate, and prepare recommendations on curriculum, instructional
methods, and materials for school systems.
Advise teaching and administrative staff in curriculum development, useof
materials and equipment, and implementation of state and federal
programs and procedures

15. CONTINUE…..
Plan and conduct teacher training programs and conferences dealing with
new classroom procedures, instructional materials and equipment, and
teaching aids.
Getting Information - Observing, receiving, and otherwise obtaining
information from all relevant sources
Recommend, order, or authorize purchase of instructional materials,
supplies, equipment and visual aids designed to meet student educational
needs and district standards.
Develop tests, questionnaires, and procedures that measure the
effectiveness of curricula, and use these tools to determine whether program
objectives are being met

16. CONTINUE….
Prepare grant proposals, budgets, and program policies and goals, or assist in
their preparation.
Develop instructional materials to be used by educators and instructors.
Address public audiences to explain program objectives and to elicit support.
Update the content of educational programs to ensure that students are being
trained with equipment and processes that are technologically current.
Coordinate activities of workers engaged in cataloging, distributing, and
maintaining educational materials and equipment in curriculum libraries and
laboratories.
Develop classroom-based and distance learning training courses, using needs
assessments and skill level analyses.

17. CONTINUE……
Observe work of teaching staff to evaluate
performance, and to recommend changes that could
strengthen teaching skills.
Advise and teach students.
Prepare or approve manuals, guidelines, and reports on
state educational policies and practices for distribution to
school districts
Inspect instructional equipment to determine if repairs
are needed, and authorize necessary repairs.

18. ROLE OF FACULTY SUPERVISOR IN
CLINICALAREA

19. Preparations of objectives for clinical experience
• Based on objective, clinical experience has to be planned in
advance to provide specific planned learning experience.
• Assess students having adequate theoretical knowledge to
gain maximum benefits from experience .
• Plan the course outline and so that theory can be correlated
to practice.

20. • Get permission from clinical authority’s place the necessary
material required for client care, plan the assignments
evaluation tool.
• Ensure that each student is aware of objectives and assignments
and criteria for evaluation.
• Place and guide the students to get required clinical experience.
• Orient the student to clinical area, ward staff, policies,
philosophy of organization where they were posted.
CONTINUE…..

21. CONTINUE…..
• Participate in teaching supervision and evaluation of students in
wards.
• Arrange ward teachings, ward discussions and case
presentations.
• Criticize constructively the students activities which improves
their performance.
• Helps the students for effective charting of records and reports.

22. DUAL ROLE IN AIIMS RISHKESH
The faculty supervisor of the nursing department took up
the dual responsibility of directly involving nursing
services and conducting /attending teaching programmes
of college of nursing.
 They also guides the students as well as staff activities
They guides nursing students for their research

23. Nursing Supervisors Job Duties
A Nursing Supervisor may work in corporate
hospitals or nursing homes. Usually, they work in big
hospitals or healthcare units where a group of nurses
serve. They play a leadership role guiding nurses.
Their duties are to:

24. JOB DUTIES
In-service
training
Best care
Assign
shifts
Hiring staff

25. JOB DUTIES……
Take care of
patients
nursing
station
organized
Minimize
wastage
Resolve any
issues
Ensure full
stock
Meet and
appraise
higher ups
Monitor
Suggest
improvements

26. Nursing Supervisor :Knowledge and Skills:
Emergency
careAlert Computer
skills
Leadership
Help
nurses
Specialized
knowledge

27. Nursing Supervisor:
Educational Qualification and Experience:
Master’s
degree Experience as
a registered
nurse

28. NURSING FACULTY
Administration Clinical faculty

29. Administration staff
•Academic rank
Clinical faculty
•Essential for success of
nursing students
CONTINUE……..

30. PRIMARY ORGANIZATIONAL RELATIONSHIP

31. ADVANTAGES OF DUAL ROLE
Abundant
learning
opportunities
Improve clinical
competencies
Professional
recognition and
status
Variety and
novelty in work
Get authority
both in hospital
and educational
institutions

32. DISADVANTAGES OF DUAL ROLE
Graduate
degree and
competency in
teaching and
clinical skills
Expert
knowledge
and skills in
both areas
Set firm
boundaries on
time and
energy spent
in both roles
Overburdened
with work

33. FACULTY STAFF
RELATIONSHIP
Effective working condition by proper
interaction and communication for work
collaborately
Faculty and staff formed a
partnership to discuss ways in
which to foster and sustain
positive faculty and staff
relations through mutual
trust, respect, and civility.

34. 1. Identifying campus ‘best practices’ that
encourages a climate of positive
communication and cooperate between faculty
and staff.
2. Identifying those “best practices” most likely
to transfer effectively and efficiently to
other campuses.
3. Understanding the differing relationships
between faculty and staff by better defining the
tasks, mission, and values; becoming
knowledgeable of the avenues available.
PURPOSE OF
MAINTAINING
FACULTY STAFF
RELATIONSHIP

35. 4. Identifying currently available training opportunities for those
faculty and staff who have taken on administrative roles, particularly
in view of the decentralization of authority and responsibility to the
campuses and the resultant need to assure accountability.
5. Evaluating the adequacy of the scope of opportunities available to
meet current training needs.
6. Identifying currently available means, policies, and processes for
resolving complaints between staff and faculty and, if needed,
outlining a plan to support access to and improve dissemination of
information about these matters to faculty and staff.

36. FACTORS AFFECTING
FACULTY STAFF RELATIONSHIP
AND TECHNIQUES

37. INTRODUCTION
• Growth of the institute depends on its employees and harmonious
relationship among the staff members.
• It greatly influences the direction and control in the organization.
• The effectiveness of other managerial functions depend on the
effectiveness of staffing function.
• All the members of any learned profession should have good IPR
which provide conducive environment to all so that they can work
harmoniously.
• Good relationships always enhance the productivity and growth of
any institution in a positive manner.
• If faculty staff relationship is not adequate then it will cause
hindrance in growth of institute as well as decrease the learning of
the students.

38. FACTORS AFFTECTING FACULTY
STAFF RELATIONSHIPS
Factors
affecting
External
EnvironmentalInternal

39. EXTERNAL FACTORS

40. DELEGATION OF WORK

41. INTRODUCTION
• Delegation of work means the work is divided and
particular tasks and roles are given to different
persons according to their skills.
• Work is predefined that which work they have to
do, kind of work, and duration of work is already
explained to personnel.
• So, delegation of work is very much necessary and
it is done by higher authority. If work is not divided
properly then it ill lead to ineffective faculty staff
relationship.

42. Factors
supervision
Autonomy
Cooperation
Leadership
Support
Communication

43. Factors
Appreciation
of work
Responsibility
Participation
Self esteem
Mutual
respect
Work
overload
Role
ambiguity

44. Stress
Anxiety
Introvert personality
Life satisfaction
Decision- making skills
INTERNAL
FACTORS---

45. Safe working
environment
Ventilation
and lightning
ENVIRONMENTAL FACTORS

46. Conclusion
Many nursing service administrators believe that academic nurse
educators, removed from the realities of the employment setting, are
preparing students to function in ideal environments that rarely exist in
the real and extremely diverse worlds of work. For preparing high quality
professionals and to prevent the dilution of practice standards ,the faculty
themselves need to be oriented to the actual clinical situations . So dual
role is extremely important in nursing. All the models pursue
collaboration as a means of developing trust, recognizing the equal value
of stakeholders and bringing mutual benefit to both partners in order to
promote high quality research, continued professional education and
quality health care

47. SUMMARIZATION
 Introduction
 Qualities of faculty supervisor
 Roles and duties
 Roles in clinical areas
 Faculty staff relationship
 Purposes for maintaining faculty staff relationship
 Factors influencing faculty staff relationship
 Conclusion

48. RECAPTUALIZATION
SLIPS

49. BIBLIOGRAPHY
 Young E.Y Paterson L Barbara “Teaching Nursing” 1st
edition
 Lippincott Williams and wikins. pp. 523
 Tomey Marrine Ann “Nursing Management and
Leadership” 5th edition Mosby publishers. Pp. 201-20.
 Net reference :
www.nursing resource.org/nurse_educator.ht.ml.
 Sodhi k. jaspreet,”comprehensive textbook of nursing
education”,jaypee brothers medical publishers ltd.,1st
edition,page no. 444-7