The Nursing profession must recognize the value of the skilled clinical instructor and the necessity


A popular strategy to expand the nursing faculty to accommodate increased student enrollment is to hire part-time registered nurse clinical experts

(Clark, 2013; West, Borden, Bermudez, & Hanson-Zealot, 2009). All too often, these Anurses must transition into the role of faculty with little notice and only a brief orientation without the necessary teaching skills and strategies to blend didactic content into the clinical experience (Stein, Fujisaki, Davis, & MacLean, 2012; West et al., 2009).

Novice nursing instructors require preparation for teaching clinical nursing education (Clark, 2013; Cangelosi, Crocker, & Sorrell, 2009; Schoening, 2013; Weidman, 2013). Kowalski, et al. (2011) argue that prepared clinical instructors are imperative not only for “excellent student education but also for quality and safe patient care” (p. 240). National organizations recommend preparation of novice clinical faculty is needed before teaching (NCSBN, 2008; NLN, 2002). Without preparation novice nursing instructors will find transitioning to the role as stressful and overwhelming (Clark, 2013; Cangelosi et al., 2009, Scanlan, 2001; Schoening, 2013; Weidman, 2013).

Few formalized preparation programs are discussed in the literature (Kowalski & Horner, 2008).

The ideal preparation program length, curriculum, and strategy vary in the literature. The National League for Nursing core competencies (2005) have been found to be a successful strategy for inclusion (Kowalski et al., 2011) and as a framework for preparing staff nurses as clinical nursing instructors (Kalb, 2008; & Gilbert & Womack, 2012).

The key to preparing the next generation of competent and safe nurses is to ensure clinical nursing instructors possess the necessary teaching skills (Kelly, 2006; Oermann, 1998).

All stakeholders involved with nursing education benefit from clinical nursing instructor preparation. Nursing programs that offer novice clinical nursing faculty formalized teaching preparation are more likely to retain qualified clinical faculty, thereby, realizing improved student outcomes. Healthcare facilities would benefit with improved patient care, patient safety, and patient satisfaction, and could expect improved collegial relationships between the clinical instructor and healthcare staff (Kowalski et al., 2011).

For these reasons, I had only one choice!

  • Develop a Clinical Nursing Instructor Preparation Course.

  • Using the evidence found in the literature from studies and expert opinions.

  • Accessible anywhere and anytime.

To find out more...

References

Cangelosi, P., Crocker, S. & Sorrell, J. (2009). Expert to novice: Clinicians learning new roles as

clinical nurse educators. Nursing Education Perspectives 30(6). 367-371.

Clark, C. L. (2013). A mixed-method study on the socialization process in clinical

nursing faculty. Nursing Education Perspectives, 34(2), 106-10. Retrieved 14 Feb. 2014, from doi:10.1515/1548-923X.2314

Gilbert, C. & Womack, B. (2012). Successful transition from expert nurse to novice educator?

Expert educator: it’s about you! Teaching and Learning in Nurse 7, 100-102.

Kalb, K.A. (2008) Core competencies of nurse educators: Inspiring excellence in nurse educator practice. Nursing Education Perspectives 29(4), 217-219.

Kelly, R.E. (2006). Engaging baccalaureate clinical faculty. International Journal of Nursing Education Scholarship, 3(1).

Kowalski, K., & Horner, M. (2008). Faculty Development Initiative Goal to increase Clinical Faculty. Colorado Nurse, 108, #3. Retrieved from http://www.coloradonursingcenter.org/documents/FacultyDevSept2008.pdf

Kowalski, K., Horner, M. D., & Houser, J. (2011). Evaluation of a model for preparing staff

nurses to teach clinical groups of nursing students. The Journal of Continuing Education in Nursing, 42, (5), 233-240. doi:http://dx.doi.org/10.3928/00220124-20101201-05

National Council of State Boards of Nursing (NCSBN), (2008). Nursing Faculty Qualifications

and Role. National Council of State Boards of Nursing. Retrieved from https://www.ncsbn.org/Final_08_Faculty_Qual_Report.pdf

National League for Nursing (NLN). (2002). The preparation of Nurse Educators. Retrieved

from http://www.nln.org/aboutnln/PositionSTatements/preparation051802.pdf

National League for Nursing (NLN). (2005). Core competencies of nurse educators. Retrieved

from http://www.nln.org/profdev/corecompetencies.pdf

Oermann, M.H. (1998). Differences in Clinical Experiences of ADN and BSN Students.

Journal of Nursing Education, 37(5). 197-201. Retrieved from http://search.proquest.com/docview/203956531?accountid=10993

Scanlan, J.M., Care, WD, & Gessler, S. (2001). Dealing with the unsafe student in clinical

practice. Nurse Educator, 26(1), 23-27.

Schoening, A. (2013). From bedside to classroom: The nurse educator transition model.

Nursing education perspectives 34(3), 167-172.

Stein, S.M., Fujisaki, B.S., Davis, S.E., & MacLean, L.G., (2012). A 1-Day course to improve

the teaching effectiveness of health professions faculty members. American Journal of Pharmaceutical Education, 76(1), 1-15. Retrieved from http://search.proquest.com/docview/1021175605?accountid=10993

Weidman, N. (2013). The lived experience of the transition of the clinical nurse expert to

the novice nurse educator. Teaching and learning in nursing.

West, 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.

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