Saturday, 29 October 2011: 3:55 PM
Yolanda B. Babenko-Mould, RN, BScN, MScN, PhD1
Mary-Anne Andrusyszyn, RN, MScN, EdD2
Carroll L. Iwasiw, RN, BN, MScN, EdD3
Stephanie Leigh Jones, RN4
Karen Ferguson, RN, MHSc (N)5
Lindsay Anderson, RN4
Janice Elliott, RN, BScN, MScN6
Elsie Duff, RN, MEd7
(1)Arthur Labatt Family School of Nursing, The University of Western Ontario, London, ON, Canada
(2)Faculty of Health Sciences, Arthur Labatt Family School of Nursing, The University of Western Ontario, London, ON, Canada
(3)Faculty of Health Sciences, School of Nursing, The University of Western Ontario, London, ON, Canada
(4)School of Nursing, University of Western Ontario, London, ON, Canada
(5)School of Nursing, The University of Western Ontario, London, ON, Canada
(6)School of Nursing, Fanshawe College, London, ON, Canada
(7)Faculty of Health Sciences, The University of Western Ontario, London, ON, Canada
Learning Objective 1: 1.The learner will be able to acquire understanding about concerns and priorities expressed by novice clinical instructors and graduate students.
Learning Objective 2: 2.The learner will be able to gain insight into how to develop and implement online educational modules to support faculty professional development.
Background: To support professional development and leadership capacity, nursing clinical instructors need to feel confident and knowledgeable about their role as leaders in nursing education practice contexts with students. However, there are a limited number of programs available to assist clinical instructors to develop the skills and knowledge necessary to facilitate students’ learning. Thus, the quality of clinical education may vary substantively. The development and use of accessible and interactive online educational resources for clinical instructors could enhance their role related knowledge and confidence for teaching. Such resources might also influence clinical instructor retention rates via being an additional mechanism for instructors’ professional development as leaders in clinical education.
Methods and Sample: Phase 1 involved a descriptive qualitative design with 19 novice clinical instructors and 10 graduate students who volunteered to be interviewed using a semi-structured interview guide. Clinical instructors' expressed concerns and priorities formed the basis of development of online modules. In phase 2, a quasi-experimental design was used with 10 Canadian clinical instructors to pilot test three online modules. Participants completed a self-efficacy instrument pre and post online module use.
Analysis and Findings: In phase 1, transcribed interviews were analyzed using content analysis procedures. Themes which emanated from participants’ discussions were validated through member checks. Themes included clinical instructors’ roles and responsibilities, clinical teaching, and clinical evaluation. In phase 2, IBM SPSS 19 software was used to assess participants’ self-efficacy pre and post online module use. Detailed key findings from both study phases will be presented at the convention.
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