1.Answer the question below:
• What are your plans/ideas to maintain your clinical practice role as you begin your role as nursing faculty (undergraduate or graduate faculty)? Include pragmatic plans/ideas. You may want to interview another nurse faculty who works in both roles as this week’s citation. See APA Manual 7th (8.9) on how to cite “personal communication.”
See AACN Essentials 2021: Clinical expectations>Clinical sites (p. 20-21) AACN 2021 Essentials>Clinical expectations p. 20 (Links to an external site.)
2.Reply to Kristina’s post : The American Association of Colleges of Nursing (2021) states that clinical instructors must be informed of specific learning objectives expected for didactic and laboratory settings. In addition, clinical instructors must ensure appropriate learning opportunities to reinforce learning that demonstrates competency of Level 1 sub-competencies within the 10 essential domains (American Association of Colleges of Nursing, 2021). The provided reading this week by Hewitt et al. (2010) was extremely helpful in developing my plan to meet these expectations as I begin my clinical practice role as nursing faculty. The first step I will take to become a successful clinical instructor, I will attend the school of nursing orientation.
During the orientation, I will be able to obtain vital information required to plan for the course including the course content, objectives, learning outcomes, and sequence of courses. I will then use the learning objectives required for the course and compare it to what my students have already learned to determine which areas to focus on during clinical and create a checklist. During pre-conference on the first clinical day I will go over course objectives (checklist) with students to ensure they are aware of the requirements. On the first day of clinical I will create assignments by assigning each student to a different nurse. At post-conference, students will be asked to discuss any nursing procedures performed throughout the day. I will keep a log of skills performed each day so that I have a guideline on assigning students to nurses who have potential nursing procedures students have not participated in planned for that day. To monitor students progress, I will perform evaluations face-to-face one student at a time mid-way through the course as well as the end of the course and provide feedback in regards to areas to focus on.
References
American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. American Association of College of Nursing.
Hewitt, P., & Lewallen, L. P. (2010). Ready, set, teach! experience: Developing competence in novice nursing faculty. Journal of Nursing Education, 55(2), 96-100. doi: 10.3928/01484834-20160114-07