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Learning Objective 1: Describe three areas of growth in scope of influence from 2012 to 2013 resulting from leadership as an NFLA scholar.
Learning Objective 2: Summarize two areas of transformation from 2012 through 2013 resulting from leadership as part of the NFLA project.
Mentoring is an integral part of leadership development. Through the relationship of three, a strong mentoring relationship was developed guiding my development of mutually agreed upon goals and realistic expectations. Frequent communication with constructive feedback made our mentoring relationship strong. With mentoring, I learned to take risk and ask for help.
I overcame fear to speak to my department head of my vision for simulation to impart geriatric concepts and gain clinical experience for baccalaureate students, and she brought me on board as part of a simulation grant project, and ultimately made me project co-director.
My NFLA project is part of the Texas Higher Education Coordinating Board Nursing Innovation Grant awarded to Tarleton State University in collaboration with Weatherford College. This study utilizes clinically competent baccalaureate prepared lab mentors to implement scenario-based high and moderate fidelity simulation for competency education and validation of BSN and ADN students in simulation, with the desired goals of increasing enrollment without increasing the number of faculty, and investigating the effect of the model on student and program outcomes.
During my annual faculty evaluation my department head stated, "Leadership skills learned through the STTI NFLA are evident in the effective manner you served as co-project director of the NIGP grant funded research project."
Our simulation team will continue to work together to prepare nursing students at TSU and WC as part of the grant and beyond. Preliminary results indicate using BSN Lab Mentors in simulation is an effective tool to provide clinical experience.
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