Joe Ann Clark, EdD, RN (retired) Our Lady of the Lake College Baton Rouge, LA, USA. Indeed, they make the role of faculty attractive to the nurse who wants to be part of the process.
Chapter 1
An Educator’s Perspective Joe Ann Clark
The needles also had to be cleaned after each use and sterilized in the small sterilizers on each unit. Nurses were required to prepare sterile normal saline, enema solutions, dermatology solutions and other solutions on the unit in the treatment room.
History of the Development of Nursing Education
The Committee for the Study of Nursing Education to study nursing education in the USA. However, the focus expanded to research on "the whole problem of nursing and of nursing education" (Committee for the Study of Nursing Education, 1923, p. 7).
Regulation of Nursing Schools
The Brown Report also supported the release of nursing education from hospitals and a standard curriculum (Ruby, 1999. The National League of Nursing Accreditation Committee [NLNAC], established in 1996, accredits diploma, associate, and baccalaureate programs.
NCLEX-RN History
SBNs evaluate nursing schools by comparing the school's NCLEX-RN pass rate to the national average. Also included in the survey are demographics for candidates who successfully passed the NCLEX-RN.
Student Population
Two major providers of high stakes testing in nursing are Assessment Technologies Institute (ATI) and Higher Education Systems Incorporated (HESI). It is imperative for every nursing educator to review the admissions and progression policies regarding the use of high-stakes testing in his or her nursing program and curriculum.
Faculty Role
Nursing programs should have a committee to review why students leave and have a process in place to keep retention high. A high stakes test is any test that makes an important decision about a student's performance.
Conclusion
More information about this certification is available at http://www.nln.org/professional-development-programs/Certification-for-Nurse-Educators.
Chapter 2
An Educator’s Perspective Vicki Moran
The Seven Principles of Good Practice in Undergraduate Education
Active learning supports the natural curiosity of the student and enables greater autonomy and direction of the student. Nursing educators can respect the diverse talents of students and develop a caring attitude in the classroom that can be transferred to the clinical setting and patient care.
Additional Principles of Teaching Nursing
Having a leader involved in patient care while students are present demonstrates excellent role modeling and collaborative care. Margaret's reflection and expansion of the student observation of the nurse manager show inherent growth in praising others for exceptional work.
Team
She is reflecting and identifying the behavior that is necessary for her growth as an excellent educator. An easy technique to develop your teaching philosophy is to reflect on an educator who has influenced your learning.
Vulnerability
Learning Environment
However, the faculty member is also correct in that accepting the second answer alerts students to the potential to "harass or bully" the faculty member. Some of the students in the example will realize that the faculty member cares about what the students think as well as how they learn.
Adult Learners
Chapter 3
An Educator’s Perspective Keeley Harmon
Prior to the start of the semester, it is critical that faculty ensure that all information presented is accurate. Some policies included in the syllabus may be better suited to the Nursing Student Handbook.
The Flipped Classroom
The students must understand what is expected of them while they are students in the nursing program. On the first day of the semester, both faculties were in the classroom together. As the student progresses through the nursing curriculum, the questions should focus on application and analysis of nursing content.
In the presented scenario, students must become aware of what the faculty has observed. In the classroom setting, faculty must speak briefly and sharply to see capital letters in the test booklet.
In classes that have more than 40 students, I always ask for an extra chaperone who is either an administrative assistant, a graduate student, or a fellow faculty member to help out. Online administration is just one example of how to discourage students from cheating on an online exam. Connecting a camera to a student's computer to record testing is another way to discourage cheating (Stonecypher & Wilson, 2014, p. 169).
What Should You Do If You Suspect Cheating During a Classroom Exam?
Chapter 4
Part of her assignment was to teach the clinical portion of the Fundamentals of Nursing course. Key takeaway: Pam did a lot of preparation before starting the clinical rotation. It is important that clinical faculty develop learning objectives to guide each post-conference.
Performing a skill for the first time in the clinical setting can be a very overwhelming experience for nursing students. Provide clinical students with clear performance expectations prior to the start of the clinical rotation.
Managing Clinical Unpreparedness When It Occurs
I found it extremely difficult to spend enough time with each of the ten students in my clinical group. These opportunities should be strategically planned and should be part of the course learning objectives. Key question: The key question in this scenario concerns understanding the characteristics of today's student.
What type of feedback is appropriate to promote the development of the professional nurse. Key Issue: In accordance with Principle 1 of the Seven Principles in Undergraduate Education, the faculty is responsible for facilitating a positive learning experience.
Faculty and Student Behavior Considered to Be Uncivil
She met with a student who was upset about the way she was being treated by her clinical educator. During the meeting with Karen, the student mentioned that the clinical lecturer made comments such as: "I can't believe you didn't know that." The student asked Karen, "Why do you all talk so much about teaching us the 'art of care,' yet some of the faculty treat students so terribly?".
What About Faculty That Tip the Scale and Want to Be Everyone’s Best Friend?
Chapter 5
Often, the actors and even some of the faculty failed to prepare for the simulation experience. Evaluation of the student's performance in the simulation should be included in the formative evaluation. In addition, evaluation of the simulation should also be included in the summative evaluation of the course and clinical.
Next, students should be led out of the simulation room and provided with their simulation roles. By doing this, the students are aware of the expectation for the simulation experience (Principle 6).
Chapter 6
In the end I was able to appropriate and adapt some of it, but a large majority of the course material had to be created. At the same time, I climbed a steep learning curve to become familiar with the institution's learning management system (LMS) - the software platform on which all the online courses were delivered. At the time, I had just finished creating the test generator and some of the other ancillary products for a new textbook on EBP that was due to be released soon.
I was able to draw from several months of close involvement with the subject matter of the course, and this familiarity certainly sped up the course development process. In this chapter, several of the most common and significant challenges nursing instructors face when teaching in the online domain will be discussed.
In online courses, all of this was essentially filtered out of the online format. I am computer literate, - he says, - "but it's not like I'm going to use the programs and applications I use in my studies or in my daily routine. Worse yet, all the students have already completed some online courses by the time they start this pharmaceutical course, so it will be like second nature to them while I'm trying to figure out how to upload a document or link to a URL."
Key problem: Kyle needs to quickly become proficient in using his institution's LMS. This section of the chapter describes some strategies that instructors, like Kyle, can use in their efforts to get “in the know.”
It is not necessary to have expert knowledge in the full operation and maintenance of the LMS on the day the course starts. Kyle can read an instructor's actual interaction with students and see the overall framework for the course. Remind yourself that you have expertise in the content of the course, if not the style.
One of the benefits of an LMS is that it allows the instructor to evaluate each student's electronic interactions with the course. Indeed, some of the earliest educational offerings in this area were provided by the traditional correspondence course, in which the student and instructor were geographically separated.
Appendix A: Example Course Syllabus
Failure to meet expectations for student behavior may result in a reduction in the final course grade. If any of the expectations are consistently violated, the student has not successfully completed the course. Evidence of providing misleading information, deception, and/or falsification of the spoken or written word (e.g., documents) will be grounds for immediate dismissal from the School of Nursing.
Students are responsible for submitting assignments (uploading to Moodle) on the date and time indicated in the Course Calendar. Late assignments may be submitted up to 72 hours after the assignment due date; however, a penalty of 10% will be deducted from the total points for the assignment for every 24 hours the assignment is late.
Appendix B: Program Outcomes
His blood glucose levels are still elevated, but significantly lower than on admission: last 24 hours—ac breakfast—280 mg/dl; AC lunch—240 mg/dl; AC dinner—260 mg/dl. His current medications include: metoprolol 20 mg qd; lasix 40 mg per day; core 3.25 mg qd; lantus 40 units every evening; sliding scale ac hs with NovoLog.
Appendix D: Example Case Study
Appendix E: Example Welcome Letter
Appendix F: Key Discussion Points During Advising
Before administering medications, you must verbally express knowledge about the medications you will administer. Communicate with your nurse about the specific care you will provide to the patient during the day. Medications can be checked in with the instructor, placed in plastic bags with the patient's name on the bag, and locked in the medicine drawer (if not yet ready to be administered).
If you use the last supply (needles, syringes, etc.), refill it for the next person. List at least 5 medications and describe why these medications are prescribed for your patient.
Appendix K: Sample Action Plan
Appendix L: Sample of Debriefi ng Questions for Simulation
Index
Online learning academic activity , 81 accountability , 107 task feedback , 97 asynchronous content , 94 classroom teaching , 82 concept-based curriculum , 83 constructivism , 91.
