Updated 2023

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For permission requests, write to the author: clinicalnursingprepcourse@gmail.com

The Academic Clinical Nurse Educator Preparation

The program consists of two courses.

#1. Becoming an Academic Clinical Nurse Educator
#2. Teach the Clinical Rotation
- Developed SPECIFICALLY NOVICE clinical nursing instructor.
- Utilizes the best available evidence.
- National League for Nursing (NLN) Academic Clinical Nurse Educator Competencies are threaded throughout both courses.
- GRAB the program FLYER here.

FLyer_Academic Clinical Nurse Educator Prep Program_2023.pdf

Take this valuable first step and register for the Academic Clinical Nurse Educator prep program.

Check the price:

Research has shown that nursing programs often do not provide adequate teacher training/preparation for their clinical nursing faculty.

What is the price?

Why did I develop the program?

Here's what you'll learn-

“Experience, in addition to formal education preparation, is required to develop…teaching competency since it is impossible to learn ways of being and coping… solely by concept or theorem" (Benner, 1982, p.406).

Digital: Self-Study
- Put yourself in the best possible position for success.
- Practical useful information.
- Proceed at your own pace.
- Affordable & Convenient

PURCHASE PROGRAM NOW

Learn more about each course

General Program Introduction

About the Program Developer

What are past participants saying?

I just completed and am delighted with the Academic Clinical Nursing Instructor Program developed and hosted by Dr. Susan Knowles, DNP. This course provides us with the academic literature and background, giving us a solid foundation for teaching a clinical nursing course.

This course is very good at qualifying new nursing instructors for their clinical roles.

I especially appreciated the comparison of expert nurses with new clinical instructors.

I am recommending this course to all my new faculty and encouraging all my experienced faculty members to use the program to promote authoritative, reliable nursing education. (11/2022)

Bernie McPherson, Ed.D., WHNP-BC, APRN

Seasoned nurse educator

I was able to complete the Clinical Nurse Instructor course, and it was indeed excellent. I enjoyed it and have already shared it with other professors about utilizing the prioritization video. I think this is a phenomenal idea and hope that we can implement in our clinical objectives, soon.

Thanks again; it was wonderful-

Catherine Allen MHA, BSN, CHPN (Feb 9, 2020)

Professor of Nursing

Nashua Community College

"Dr. Knowles 'Clinical Nursing Instructor Course' is a must for any new clinical nursing instructor who is just starting to work with students in the clinical setting. It serves as a wonderful preparatory course and offers insight on what to expect, how to prepare, effective teaching strategies, and a terrific clinical course toolbox, which contains worksheets to guide the new instructor as she/he begins to work with students. The course was extremely helpful.

I'm glad I had the opportunity to work with you, and I hope to meet you at one of the upcoming conferences. Thanks for your patience. Best of luck," Susan Riekert, MSN, COS-C, RN (4/10/18)

"I wanted to thank you once again for the wonderful experience I had during your Academic Clinical Nursing Instructor Prep Course. As I am nearing the end of my MSN studies, I have been considering pursuing clinical teaching. Your course has given me the practical information, techniques, and tools to be confident, effective, and successful in this role...(Susan Scollins, personal communications, 8/24/17).

A Message for Nurse Administrators

A Message for Nursing AdministratorsDr. Susan Knowles

00:00

Clinical teaching requires a contrasting sets of role expectations: Nursing proficiency and effective clinical teaching strategies (Karuhije, 1986; NLN, 2002). Photo by Knowles.	All educators, including part-time should be prepared to implement the role successfully (NLN, 2002; NCSBN, 2008). (photo by Knowles)	“Nurse educators are the key resource in preparing a nursing workforce” (NLN, 2002). Photo by Knowles.	Prepared clinical instructors can offer excellent student education, quality and safe patient care, and improved faculty retention (Kowalski, Horner, & Houser, 2011). Photo by Knowles.	Clinical education of nursing students is the most expensive and is more important than what they demonstrate in the classroom (Gaberson, et al., 2015, p. 21).
“To justify the expenditures teachers must have clear, realistic expectations of the desired outcomes of clinical learning” (Gaberson, et al., 2015, p. 21).	“Students have a right to expect that their clinical teachers are competent, responsible, and knowledgeable ”(Gaberson, et al., 2015, p. 21).	Graduates tell us “It was the quality of the clinical instruction that made the difference” (Cangelosi, et al., 2009).	American Association of Colleges of Nursing (2014) report nursing faculty shortage related to a limited number of faculty candidates, faculty retirements, budgetary constraints, and lower salaries than clinical positions.	Registered nurses hired into part-time clinical teaching position lack proficiency in teaching clinical skills (Cangelosi, et al., 2009).
Novice educators report being underprepared and overwhelmed: unsure about their teaching practices, about what to do, how to do it, and whether they were teaching correctly (Dempsey, 2007; Scanlan, 2001).	Faculty mentoring aids in socialization and transition into the role of nursing instructor.	Just-in-time faculty mentoring.	Students attending Cochise College complete the Maternal-Child rotation(photo by Knowles).	2012 Cochise College Nursing Recognition Ceremony.

Clinical teaching requires a contrasting sets of role expectations:

Nursing proficiency and effective clinical teaching strategies (Karuhije, 1986; NLN, 2002).

The Academic Clinical Nurse Educator Preparation

Why did I develop the program?

Here's what you'll learn-

General Program Introduction

What are past participants saying?

A Message for Nurse Administrators

Clinical teaching requires a contrasting sets of role expectations: Nursing proficiency and effective clinical teaching strategies (Karuhije, 1986; NLN, 2002). Photo by Knowles.

All educators, including part-time should be prepared to implement the role successfully (NLN, 2002; NCSBN, 2008). (photo by Knowles)

“Nurse educators are the key resource in preparing a nursing workforce” (NLN, 2002). Photo by Knowles.

Prepared clinical instructors can offer excellent student education, quality and safe patient care, and improved faculty retention (Kowalski, Horner, & Houser, 2011). Photo by Knowles.

Clinical education of nursing students is the most expensive and is more important than what they demonstrate in the classroom (Gaberson, et al., 2015, p. 21).

“To justify the expenditures teachers must have clear, realistic expectations of the desired outcomes of clinical learning” (Gaberson, et al., 2015, p. 21).

“Students have a right to expect that their clinical teachers are competent, responsible, and knowledgeable ”(Gaberson, et al., 2015, p. 21).

Graduates tell us “It was the quality of the clinical instruction that made the difference” (Cangelosi, et al., 2009).

American Association of Colleges of Nursing (2014) report nursing faculty shortage related to a limited number of faculty candidates, faculty retirements, budgetary constraints, and lower salaries than clinical positions.

Registered nurses hired into part-time clinical teaching position lack proficiency in teaching clinical skills (Cangelosi, et al., 2009).

Novice educators report being underprepared and overwhelmed: unsure about their teaching practices, about what to do, how to do it, and whether they were teaching correctly (Dempsey, 2007; Scanlan, 2001).

Faculty mentoring aids in socialization and transition into the role of nursing instructor.

Just-in-time faculty mentoring.

Students attending Cochise College complete the Maternal-Child rotation(photo by Knowles).

2012 Cochise College Nursing Recognition Ceremony.

Clinical teaching requires a contrasting sets of role expectations:

Nursing proficiency and effective clinical teaching strategies (Karuhije, 1986; NLN, 2002).

Posters

2017 OADN Convention

2016 ANA AZ Conference

The Academic Clinical Nurse Educator Preparation

Why did I develop the program?

Here's what you'll learn-

General Program Introduction

What are past participants saying?

A Message for Nurse Administrators

Clinical teaching requires a contrasting sets of role expectations: Nursing proficiency and effective clinical teaching strategies (Karuhije, 1986; NLN, 2002). Photo by Knowles.

All educators, including part-time should be prepared to implement the role successfully (NLN, 2002; NCSBN, 2008). (photo by Knowles)

“Nurse educators are the key resource in preparing a nursing workforce” (NLN, 2002). Photo by Knowles.

Prepared clinical instructors can offer excellent student education, quality and safe patient care, and improved faculty retention (Kowalski, Horner, & Houser, 2011). Photo by Knowles.

Clinical education of nursing students is the most expensive and is more important than what they demonstrate in the classroom (Gaberson, et al., 2015, p. 21).

“To justify the expenditures teachers must have clear, realistic expectations of the desired outcomes of clinical learning” (Gaberson, et al., 2015, p. 21).

“Students have a right to expect that their clinical teachers are competent, responsible, and knowledgeable ”(Gaberson, et al., 2015, p. 21).

Graduates tell us “It was the quality of the clinical instruction that made the difference” (Cangelosi, et al., 2009).

American Association of Colleges of Nursing (2014) report nursing faculty shortage related to a limited number of faculty candidates, faculty retirements, budgetary constraints, and lower salaries than clinical positions.

Registered nurses hired into part-time clinical teaching position lack proficiency in teaching clinical skills (Cangelosi, et al., 2009).

Novice educators report being underprepared and overwhelmed: unsure about their teaching practices, about what to do, how to do it, and whether they were teaching correctly (Dempsey, 2007; Scanlan, 2001).

Faculty mentoring aids in socialization and transition into the role of nursing instructor.

Just-in-time faculty mentoring.

Students attending Cochise College complete the Maternal-Child rotation(photo by Knowles).

2012 Cochise College Nursing Recognition Ceremony.

Clinical teaching requires a contrasting sets of role expectations: Nursing proficiency and effective clinical teaching strategies (Karuhije, 1986; NLN, 2002).

Posters

2017 OADN Convention

​

2016 ANA AZ Conference

Clinical teaching requires a contrasting sets of role expectations:

Nursing proficiency and effective clinical teaching strategies (Karuhije, 1986; NLN, 2002).