Faculty Mentorship to Facilitate MSN Nurse Educator Students in Reconceptualization of a RN-BSN EBP Course

Florida Southern College School of Nursing has paired the MSN Educator student with an experienced faculty member as their preceptor and mentor to guide the graduate nursing student in the role of nurse educator in the academic setting. The importance of mentorship for MSN Educator students is critical to improve the student’s academic experience and ability to apply new teaching and learning concepts. Of particular importance is the student’s ability to develop the essential skills to effectively create and manage courses in hybrid formats. To accomplish this, a faculty mentor must guide the student, as the student immerses him/herself into the construction of course objectives and curriculum. Faculty trained in blended course best practices, supported by instructional technology and Web-based learning support team, is instrumental in guiding the student.

This presentation presents a case review of the Faculty- MSN Educator Student mentorship process. The MSN Educator student worked with a faculty member for 15 weeks to complete 175 hours of mentorship and practice. The MSN Educator student was assigned to redesign an RN to BSN evidence based course. The course had originally been delivered in a traditional format. The student worked closely with the faculty mentor to create a hybrid course utilizing best practices for a multigenerational student body. The course reconstruction was monitored and feedback provided on a weekly basis by the faculty mentor. The end result was a course that received strong positive student evaluations and a request by some students for additional blended courses.

The faculty mentor guidance of the student through the experience was invaluable; this was instrumental as it allowed the student to recognize her own strengths and opportunities for improvement as an academic nurse educator. This process allowed the student to appreciate the learning journey even more as the student also became more knowledgeable about the many different challenges of providing education to multigenerational classes that learn, behave and perceive course work differently. Additionally, the student gained new insights into how hybrid courses are designed and the unique challenges these courses present. Finally, the project increased the student’s confidence in applying information acquired through the program. Being able to discuss class strategies, identify gaps in knowledge, research, and practice was an invaluable experience for the MSN Educator student working with a faculty mentor.