Guideline Development for an Adjunct Faculty Orientation in Prelicensure Nursing Programs

A research study conducted by the National Council of State Boards of Nursing noted adjunct faculty educators have significant learning requirements and that nursing education throughout the United States has not met the basic needs of novice adjunct faculty educators. Adjunct faculty at a local community college noted a deficit in the orientation process for new clinical faculty. The purpose of this quality improvement project was to develop a guideline for new clinical faculty orientation. The sources of evidence were a literature review and a survey using the Delphi process with an expert panel comprising a group of 7 interested faculty, seasoned educators, and area hospital nurse educators. The Delphi process was used to achieve consensus on methods to orient adjunct faculty to their new role of clinical nurse educator. The knowledge-to-action cycle was used as the foundation for the adjunct faculty orientation recommendations. Benner\u27s novice-to-expert theory was used as the framework to develop and to evaluate the competency level of adjunct faculty educators. Expert panelists recommended that clinical faculty orientation consist of a mixture of group orientation workshops, peer mentoring, seminar, role-modeling, role play, and written resources. An evidence-based adjunct faculty orientation guideline has the potential to positively affect social change by improving the teaching competence of nurse clinical experts who become new adjunct faculty nurse educators; thereby improving the quality of nursing care given by novice nurses beginning clinical practice, and ultimately, promoting positive outcomes in patient care

Nurse educators\u27 use of technical simulators in nursing preparation

Simulators ranging from low- to high-fidelity are used by nurse educators to train student nurses. The usefulness of the high-fidelity simulators expose student nurses to clinical situations has been debated for many years. Few nursing schools have embraced the use of high technology simulators in teaching and learning. The purpose of this study was to (a) determine how different types of simulators are used to train student nurses and to (b) examine educator and student perceptions regarding the use of simulators in clinical practice. Two surveys were developed to examine the perceptions of nurse educators and nursing students in 4 training sites. A total of 26 nurse educators and 296 nursing students participated in the study. The data from the surveys identified their perceptions on the function, benefits, limitations, challenges, and concerns regarding simulator use in clinical settings. Findings from this study indicated that (a) nurse educators were significantly more likely to use low-fidelity simulators (84.6%) than medium- or high-fidelity simulators and (b) they have utilized simulators for all size classes between 35 to 50 students. The greatest challenge reported by educators regarding simulator use (61.5%) was the need for ongoing training and education and technical support with high-fidelity simulators. The majority of the students in their first or second year of nursing education reported high satisfaction for experiences using simulators, such as teamwork and collaboration (78.7%) and increase in skill competency (77.7%). Nursing students (69.3%) experienced some anxiety working with simulators, especially using high-fidelity simulators. A critical recommendation stated by nurse educators was an expressed request that the administration provide for (a) initial and ongoing training on simulators and technical support and (b) time to prepare scenarios or funds to purchase scenarios that include use of high-fidelity simulators. An important recommendation for students was to include orientation to and practice in the simulation lab at the beginning of the nursing program, moving from low-fidelity to high-fidelity simulators throughout the program to reduce their anxiety using high-fidelity simulators

A Structured Orientation Development System for Nursing Faculty

A national nursing shortage is nearing its crest. The Baby Boomer generation is beginning to retire in record numbers. Healthcare technology is continually evolving and the topography of nursing education is changing. In order to acquire, develop, and retain excellent nursing faculty to meet the ever changing demands, nursing faculty need to be streamlined into the world of academia. A Structured Orientation Development System (SODS) was developed to aid nursing faculty into the transition from expert bedside nurse to expert nursing faculty. A literature review found no evidence of a structured type nursing faculty orientation system. The purpose of this project was to develop a systematic structured nurse educator orientation system. The orientation system incorporated the National League for Nursing (NLN) Core Competencies of Nurse Educators and Patrica Benner`s From Novice to Expert theory into a survey for nursing faculty members. The survey results were used to determine the nursing faculty member\u27s self perception of their teaching competency level. Individual goals were developed based on teaching competency levels, and a plan was devised to evaluate the nurse faculty member`s teaching competency level at six months and one year. The program allowed the nursing faculty participants to evaluate their teaching competency level utilizing the NLN Core Competencies of Nurse Educators as a guide, and develop goals to improve their teaching competency level

Work-role transition : from staff nurse to clinical nurse educator : a thesis presented in partial fulfillment of the requirements for the degree of Master of Philosophy in Nursing at Massey University, Albany, New Zealand

There is an imperative for health professionals today to maintain competence in clinical practice, which for registered nurses in New Zealand requires current experience of practice, continued professional development and education. In many organizations in New Zealand today, practice based clinical education for nurses is delivered by clinical nurse educators (CNEs). The purpose of this study was to explore the opinions and perceptions of CNEs as they transitioned from a staff nurse position to the CNE role, a designated senior position within the District Health Board (DHB) involved in this study. The aim of the study was to describe the experiences of CNEs in their first year in the role to gain a clearer understanding of the knowledge and skills required to be successful in the role. This understanding will enable a smoother and more satisfactory transition into the role and provide targets for career development for nurses aspiring to become CNEs. Qualitative description, using a general inductive approach was the methodology chosen to underpin this study. A sample group of eight CNEs from a New Zealand DHB were interviewed about their experiences using a semi structured interviewing technique. The results of the data analysis have been presented using Bridges (2003, 2004) transition theory as the theoretical framework. The data chapters are titled endings, neutral zone and beginnings. The main themes were; entering transition, getting started, chaos and turmoil, overwhelmed and opening doors. The themes present the feelings and perceptions of the CNEs using their own words. The CNEs experienced the journey through transition and discovered the role they had undertaken was much larger than expected. In addition information and shared understandings of the role were limited and orientation to the role, minimal. The CNEs experienced a variety of emotions and challenges while moving through this transition period. By sharing their stories and insights they have given the opportunity for learning to occur, which will enable improved succession planning, orientation and transition periods for future CNEs

Work-role transition : from staff nurse to clinical nurse educator : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Nursing at Massey University

There is an imperative for health professionals today to maintain competence in clinical practice, which for registered nurses in New Zealand requires current experience of practice, continued professional development and education. In many organizations in New Zealand today, practice based clinical education for nurses is delivered by clinical nurse educators (CNEs). The purpose of this study was to explore the opinions and perceptions of CNEs as they transitioned from a staff nurse position to the CNE role, a designated senior position within the District Health Board (DHB) involved in this study. The aim of the study was to describe the experiences of CNEs in their first year in the role to gain a clearer understanding of the knowledge and skills required to be successful in the role. This understanding will enable a smoother and more satisfactory transition into the role and provide targets for career development for nurses aspiring to become CNEs. Qualitative description, using a general inductive approach was the methodology chosen to underpin this study. A sample group of eight CNEs from a New Zealand DHB were interviewed about their experiences using a semi structured interviewing technique. The results of the data analysis have been presented using Bridges (2003, 2004) transition theory as the theoretical framework. The data chapters are titled endings, neutral zone and beginnings. The main themes were; entering transition, getting started, chaos and turmoil, overwhelmed and opening doors. The themes present the feelings and perceptions of the CNEs using their own words. The CNEs experienced the journey through transition and discovered the role they had undertaken was much larger than expected. In addition information and shared understandings of the role were limited and orientation to the role, minimal. The CNEs experienced a variety of emotions and challenges while moving through this transition period. By sharing their stories and insights they have given the opportunity for learning to occur, which will enable improved succession planning, orientation and transition periods for future CNEs

Nurse Residency Program: Best Practices for Optimizing Organizational Success

A nurse residency program’s best practice recommendations are presented within this article and are organized around three processes: establishing the program infrastructure, creating a multistaged evidence-based program, and sustaining the program through appropriate evaluation and dissemination of results. These recommendations represent lessons learned and key findings derived from a team of academic and nursing professional development educators after 7 years of residency program implementation at multiple rural and urban hospital sites. Organizations, regardless of size and resources, can use these recommendations to increase the likelihood of building a successful residency program

Blowing Open the Bottleneck: Designing New Approaches to Increase Nurse Education Capacity

Outlines the challenges of expanding the nurse education capacity to meet nursing shortages. Explores strategies such as partnerships among stakeholders, faculty development, revised curricula, and policy and regulatory advocacy, and offers case studies

A study of the functions of the educational administrator in selected hospital schools of nursing in Massachusetts

Thesis (M.S.)--Boston Universit

Teen Risk-Taking: Promising Prevention Programs and Approaches

To help close the knowledge gap and to help program directors, practitioners, and community leaders enlarge the network of effective programs and approaches for at-risk youth, Urban Institute researchers reviewed what is known about successful prevention interventions and their dissemination. They identified 51 problem behavior prevention interventions whose initial effectiveness has been demonstrated through scientific evaluation. A subset of 21 programs was selected on the basis of the rigor of their evaluations or the strength of their results for closer examination of the program elements and/or delivery modes that appeared to be associated with their effectiveness. The researchers also explored with the assistance of experienced prevention scientists and school-based practitioners what might be the essential elements of schools' and other community organizations' readiness to undertake research-based problem behavior prevention programming. This guidebook to promising programs and approaches offers the fruits of that research. It is our hope that it will provide a helpful starting point for the development of a larger, more sustainable network of effective prevention programs and approaches for at-risk teens.In the booklet you will find:An Update on Adolescent Risk-Taking -- what is known about the level and characteristics of teen risk-taking today and why it is both necessary and an opportune time to improve and expand the network of effective prevention programs for at-risk preteens and teens.The Common Elements of Successful Prevention Programs, briefly summarized, along with an explanation of the criteria used to select the 51 programs profiled in this guidebook.Moving from Research to Practice -- a discussion of the challenges facing practitioners seeking to replicate promising intervention programs or approaches, with some suggestions for ways to meet these challenges.A Prevention Readiness Questionnaire to help program directors and planners identify and assess factors necessary to create favorable conditions and circumstances for successful adaptation or replication of the programs or their salient components in new settings.Profiles of 51 Prevention Programs whose behavioral evaluations demonstrate their effectiveness. The profiles provide general information about the program, highlight unique features, summarize evaluation results, and give general contact information. The 21 (most) rigorously evaluated programs also have curriculum, training, and contact information included.A Handy Reference Chart for quick comparison of the 51 programs

The Relationship Between Student Perceptions of Faculty Support and Student Perceptions of Clinical Competency

This study explored the relationship between student perceptions of faculty support and student perceptions of clinical competency in beginning and senior level nursing students. A total of 91 ethnically diverse, generic baccalaureate nursing students from a state funded university participated in the study. The participants completed Mozingo, Thomas, and Brooks\u27 (1995) Perceived Competency Scale (PCS), Shelton\u27s (2003) Perceived Faculty Support Scales (PFSS), and a demographic questionnaire. An independent t test determined that the observed mean difference between perceived competency scores in 46 beginning students (M=32.02) and 45 senior students (M=27.36) was statistically significant (t (89) =3.25,p\u3c.05). The students demonstrated high scores of perceived faculty support and demonstrated no difference between the beginning (M=94.82) and the senior (M=95.61) nursing students (t (87) =-.25,p\u3e.05). No statistically significant correlation was found between student perceptions of faculty support and their perceptions of clinical competency (r=-.20, p\u3e.05) in both groups. However, this study identified faculty behaviors that were perceived to enhance student achievement