clinical_adjunct_faculty_continuing_education_program

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Clinical Adjunct Faculty Continuing Education Program :

Clinical Adjunct Faculty Continuing Education Program Laura R. Durbin Indiana Wesleyan University I have read and understand the plagiarism policy as outlined in the syllabus and the sections in the Bulletin relating to the IWU Honesty/Cheating Policy. By affixing this statement to the title page of my paper, I certify that I have not cheated or plagiarized in the process of completing this assignment. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I understand the possible consequences of the act/s, which could include expulsion from Indiana Wesleyan University.

Clinical Adjunct Faculty Continuing Education Program:

Clinical Adjunct Faculty Continuing Education Program Clinical adjunct faculty are used each semester to compliment the full-time faculty in the clinical setting Many of the adjunct faculty that the college is presently using have the minimum educational background in the field of nursing, with little or no teaching experience

Clinical Adjunct Faculty Continuing Education Program:

Clinical Adjunct Faculty Continuing Education Program Educational objectives Empower the educator to be a teacher in the clinical setting Introduce the concept that adult learners have specific needs Introduce the concept that individuals learn in different ways

Clinical Educator as Stakeholder:

Clinical Educator as Stakeholder Clinical educator Often clinical site is primary employer of educator Reputation can be at stake if not provided opportunity to be successful in the new role as educator Potential legal implications if role is not taken seriously

Student as Stakeholder:

Student as Stakeholder Student Needs the opportunity to use the clinical setting not only as a skill practice arena, but an area to develop novice clinical thinking skills in a non-laboratory setting Quality clinical experiences are essential to transition theory to practice

Nursing program as Stakeholder:

Nursing program as Stakeholder Nursing program Must meet the requirements of state boards of nursing and accrediating agencies regarding use of adjunct faculty, training of such faculty, and NCLEX pass rates of students Must keep good working relationships with all other stakeholders to have a quality program

Community Partners as Stakeholder:

Community Partners as Stakeholder Community partners Have high expectations of the quality of graduates they plan to hire Often financially support nursing programs in some form or fashion Provide clinical sites for students to attend clinicals

Public-at-large as Stakeholder:

Public-at-large as Stakeholder Public-at-large Have expectations that healthcare provided by nursing staff will be focused on quality and safety This quality and safety focus begins in the nursing education clinical setting The board of nursing for the state protects the rights of this group

Reasons to support educational program:

Reasons to support educational program Adjunct faculty have received orientation in the past, but little focus on providing educational opportunities in the area of teaching in the clinical setting Educational objectives determined by nursing research and literature were reviewed to determine focus of project

Theories Included in Project:

Theories Included in Project Knowles Adult Education Theory Kolb’s Experiential Learning Theory

Knowles Adult Education Theory:

Knowles Adult Education Theory Known as andragogy Five crucial assumptions Self-concept Experience Readiness to learn Orientation to learning Motivation to learn Smith (2002).

KNOWLES ADULT EDUCATION THEORY:

KNOWLES ADULT EDUCATION THEORY

Kolb’s Experiential Learning Theory:

Kolb’s Experiential Learning Theory Four stage model Learning requires different abilities that include: Active experimentation Abstract conceptualization Reflective observation Concrete experience Kolb’s learning style inventory assists learners to recognize his/her preferred learning style Billings and Halstead (2009)

Kolb’s Experiential Learning Theory:

Kolb’s Experiential Learning Theory

Modules developed:

Modules developed Interactive learning modules developed to address identified needs: How does being a clinical educator differ from my role as a staff nurse: Key points to enforce in my new role Learning Styles: Why is it important in nursing clinical education? Adult Learning: Key aspects to incorporate in nursing clinical education

Plans for Evaluation of Program:

Plans for Evaluation of Program Initiate program Fall 2011 Develop evaluation tool to interview each clinical educator’s opinion of the training, and ideas for future training modules Work with dean and faculty to address additional future areas of need/concern

References:

References Anderson, J. K. (2009). The work-role transition of expert clinician to novice academic educator. Journal of Nursing Education. (48) , 203-208. Retrieved December 19, 2010, from Proquest at http://0- proquest.umi.com.oak.indwes.edu/ pqdweb?did =1749361071&sid=1&Fmt=2&clientId=48621&RQT=309&VName=PQD Bastable , S. B. (2008). Nurse as educator: Principles of teaching and learning for nursing practice. Sudbury, Massachusetts: Jones and Bartlett Publishers. Benner, P., Tanner, C., & Chesla, C. (2009). Expertise in nursing practice: Caring, clinical judgment, and ethics . New York: Springer Publishing.

References:

References Billings, D. M. & Halstead , J. A. (2009). Teaching in nursing : A guide for faculty (3rd ed .). St. Louis, Missouri, Saunders Elsevier. Caputi , L. & Engelmann, L. (2005). Teaching nursing: The art and science . Glen Ellyn , Illinois, College of DuPage Press . Gardner, M. R. & Suplee , P. D. (2010). Handbook of clinical teaching in nursing and health sciences . Sudbury, Massachusetts: Jones and Bartlett Publishers.

References:

References Hewitt, P. & Lewallen, L.P. (2010). Ready, set, teach! How to transform the clinical nurse expert into the part-time clinical nurse instructor. The Journal of Continuing Education in Nursing (41) 9, 403-407. Retrieved December 16, 2010, from Proquest at http://0-proquest.umi.com.oak.indwes.edu/pqdweb?did=2137387071&sid=2&Fmt=2&clientId=48621&RQT=309&VName=PQD Kan, E.A. and Stabler-Haas, S. (2009). Fast facts for the clinical nursing instructor: Clinical teaching in a nutshell . New York: Springer Publishing Company.

References:

References National League of Nursing . (2008). Final report of the 2008 NLN think tank on transforming clinical nursing education . Retrieved December 15, 2010 from http://www.nln.org/facultydevelopment/pdf/think_tank.pdf O’Connor, A .B. (2001). Clinical instruction and evaluation: A teaching resource . Sudbury, Massachusetts: Jones and Bartlett Publishers. Penn, B. K., Wilson, L .D., & Rosseter, R. (September 30, 2008). Transitioning from nursing practice to a teaching role. OJIN: The Online Journal of Issues in Nursing . 13 (3). Retrieved December 16, 2010 from Proquest at http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No3Sept08/NursingPracticetoNursingEducation.aspx

References:

References Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy . The encyclopedia of information education , Retrieved December 15, 2010 from www.infed.org/thinkers/et-knowl.htm West, M. M., Borden, C., Bermudez, M., Hanson-Zalot, M. , Amorim, F., & Marmion, R. (2009). Enhancing the clinical adjunct role to benefit students. The Journal of Continuing Education in Nursing, 40 (7), 305-310. Retrieved December 17, 2010, from http://0-proquest.umi.com.oak.indwes.edu/pqdweb?did=1827246471&sid=3&Fmt=2&clientId=48621&RQT=309&VName=PQD

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