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Tuesday, 13 July 2010: 3:45 PM
Learning Objective 1: identify one method of structuring an orientation program for clinical nursing faculty.
Learning Objective 2: identify one reason orientation programs are necessary for clinical nursing faculty.
The nursing shortage and the shortage of nursing faculty has created a need for additional nursing faculty, particularly in the clinical setting. The trend is for nursing schools to employ expert clinicians as clinical instructors. While these expert clinicians are excellent resources, there exists a need to ensure they have the knowledge necessary to meet the program outcomes of the nursing curriculum. The content, delivery methods, and evaluation of the orientation and ongoing professional development of these clinical nursing faculty is important to address. This project was created for to address that need for part-time clinical nursing faculty.
The purpose of the project was to develop a competency based orientation model for part-time clinical faculty.
After a review of the literature, the competency based model was chosen. The competency based model is based on the National League of Nurses Competencies for Nurse Educators, and was tailored for the needs of the clinical nursing faculty. The intervention consisted of development of content based on Competency One of the NLN Core Competencies for Nurse Educators. Resource materials both printed and in multimedia format were developed. Content was placed online, and instructors were sent directions on accessing the materials via mail. Additionally, they were assigned a course mentor, and directed to a program resource person. After review of the content, and working with a mentor for the semester, the instructors were asked for feedback via three qualitative questions. Based on the results of this project, additional topics for inclusion have been identified, as well as recommendations for the mentoring relationship.
The purpose of the project was to develop a competency based orientation model for part-time clinical faculty.
After a review of the literature, the competency based model was chosen. The competency based model is based on the National League of Nurses Competencies for Nurse Educators, and was tailored for the needs of the clinical nursing faculty. The intervention consisted of development of content based on Competency One of the NLN Core Competencies for Nurse Educators. Resource materials both printed and in multimedia format were developed. Content was placed online, and instructors were sent directions on accessing the materials via mail. Additionally, they were assigned a course mentor, and directed to a program resource person. After review of the content, and working with a mentor for the semester, the instructors were asked for feedback via three qualitative questions. Based on the results of this project, additional topics for inclusion have been identified, as well as recommendations for the mentoring relationship.
See more of: Evidence-Based Teaching Methods
See more of: Evidence-Based Practice Sessions – Oral Paper & Posters
See more of: Evidence-Based Practice Sessions – Oral Paper & Posters