Updated 2024

No part of the Online courses or program may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the author's prior written permission, except in the case of brief quotations.

For permission requests, write to the author:

clinicalnursingprepcourse@gmail.com

Academic Clinical Nurse Educator Preparation

Benefits of Program

This is an affordable, online, asynchronous, self-paced program developed specifically to prepare beginning clinical nurse educators to teach successfully in Academic Clinical Nurse Educator positions.

The program is underpinned by evidence found in the literature and the National League for Nursing (NLN®) Academic Clinical Nurse Educator core competencies.

After completing the preparation program, novice clinical nursing faculty will be prepared to teach nursing students by utilizing newly discovered teaching skills and strategies, feel a part of the teaching team, and find professional fulfillment in the role.

The program consists of three courses.

#1. Becoming an Academic Clinical Nurse Educator
#2. Teach the Clinical Rotation
#3. Simulation in Nursing Education: An Introduction
- Specifically developed for Novice Clinical Nurse Educators
  - Utilizes the best available evidence.
  - National League for Nursing (NLN) Academic Clinical Nurse Educator Competencies are threaded throughout both courses.
- 10 hr CEUs
- Grab the program flyer

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?

“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).

About the Program Developer

Do you want to teach?

What you'll learn...

Learn more about each course

Why did I develop the program?

General Program Introduction

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

What are past participants saying?

July 29, 2024

Hi Dr. Knowles,

Thank you for your knowledge, and such a great course with all the modules.

I appreciate all the help with my new teaching journey ahead!

Alyssa Grove
Skills Lab & Clinical Instructor
School of Nursing
Nevada State University

January 19, 2024

Wonderful! Thank you so much for your help.

We have really appreciated this program as a way to get our instructors some formal training and become better resources for our students.

Fallon Crowther, MSN-Ed, BSN

Assistant Professor - Nursing Department

Adams State University

Alamosa, Colorado

December 2023

Dear Dr. Knowles,

Thank you for this comprehensive course. I appreciate your immediate attention and feedback.

Thank you, also, for the membership for a year. I have ordered the two books you recommended.

I will recommend this course to my peers and our Department Chair to provide this instruction for our adjunct clinical faculty.

Sincerely,

Kelley Beglin, RN, BSN, CNRN, CCRN Alumnus

California State University Bakersfield

Clinical Instructor

11/2022

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 it in our clinical objectives soon.

Thanks again; it was wonderful-

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

Professor of Nursing

Nashua Community College

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).

Academic Clinical Nurse Educator Preparation

Benefits of Program

Do you want to teach?

What you'll learn...

Why did I develop the program?

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

Academic Clinical Nurse Educator Preparation

Benefits of Program

Do you want to teach?

What you'll learn...

Why did I develop the program?

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).