The Academic Clinical Nursing Instructor Preparation Program Website!
Developed SPECIFICALLY for NOVICE clinical nursing instructors
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The program utilizes the best available evidence including information from the Institute of Medicine and Quality and Safety Education for Nurses.
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This program consists of two courses.
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Each Course Module is underpinned by the National League for Nursing (NLN) Core Faculty competencies.
Sign-up for a Membership Plan
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Digital: Self-Study
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proceed at your own pace.
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Blended:
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Self-Study with Virtual discussion
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+/-20-hour blended 4-week program: 2 courses
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1-hour of virtual discussion each week (optional).
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“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).
Grab a course flyer. Share with colleagues.
Course flyer
Footsteps of Florence Nightingale
About the program
What are past participants saying?
I was able to complete the Clinical Nurse Instructor course and it was indeed excellent. I enjoyed and have already shared 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).
Recommended Course Textbooks:
Gaberson, K.B, Oermann, M.H., & Shellenbarger, T. (2015). Clinical Teaching Strategies in Nursing (4th ed.). New York, Springer Publishing Co.(available from Amazon or Goggle Play FREE sample includes Chapter 1)
Kan, E., & Stabler-Haas, S. (2014). Fast Facts for the Clinical Nursing Instructor: Clinical Teaching in a Nutshell. New York, Springer Publishing Co. (Goggle Play) Free Sample includes: Part I.
A Message for Nurse Administrators
- A Message for Nursing Administrators
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- Dr. Susan Knowles
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NCSBN Update on Clinical Judgment and Next Generation NCLEX®
 Clinical teaching requires a contrasting sets of role expectations: Nursing proficiency and effective clinical teaching strategies (Karuhije, 1986; NLN, 2002). Photo by Knowles. | |||||||||||||
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 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. |
Posters
2017 OADN Convention
2016 ANA AZ Conference
