Transition from Clinician to Educator: A Practical Approach

by Maria C. Fressola, G. Elaine Patterson

Overview

*Note that this title is now print on demand and orders are typically taking 3 - 4 weeks to be fulfilled. Awarded Second Place in the 2016 AJN Book of the Year Awards in the Nursing Education/Continuing Education/Professional Development Category!As the population continues to age and retire, the shortage of qualified nurse educators continues to grow. Simultaneously, student demand is also increasing. In order to address this current and future need, organizations are looking toward practicing clinicians to fill the gap. Transition from Clinician to Educator: A Practical Approach is a hands-on guide to prepare future educators who are entering the world of education.Written in an accessible style, it focuses on real issues that new educators will face as they move into the classroom. With topics drawn from the authors' own experiences, this text is an essential resource to understanding the intricacies involved in being a successful educator. The Role of the Nurse Educator © 2017 | 252 pages

Product Details

ISBN-13:	9781284068740
Publisher:	Jones & Bartlett Learning
Publication date:	08/09/2016
Edition description:	New Edition
Pages:	252
Product dimensions:	6.00(w) x 8.90(h) x 0.60(d)

About the Author

Maria C. Fressola has more than 30 years’ experience in nursing education in the acute care hospital and academic setting. Dr. Fressola is a Certified Nurse Educator and has taught undergraduate and graduate nursing. Presently she is a Professor of Nursing at Bergen Community College. Prior to that, she was Assistant Director of Nursing Education at New York Hospital and Director of Nursing Education at Memorial General Hospital in Union New Jersey. She received her nursing diploma from Misericordia Hospital School of Nursing; her BSN from Pace University; her M.A. in nursing education, M.Ed. in nursing administration and Ed.D. in Adult and Higher Education from Teacher’s College, Columbia University. She is a member of the National League for Nursing, Sigma Theta Tau and Kappa Delta Pi. Her dissertation and continuing research interests are focused on leadership development and how adults learn.''

G. Elaine Patterson Ed.D., Ed.M, MA, FNP-C. CNE is a Professor of Nursing at Ramapo College – Nursing Programs. Dr. Patterson received a Masters degree in Nursing from New York University, Masters and Doctorate degrees in Education from Columbia University and Advance Practice Nursing-Family Health from Long Island University. She is a certified Nurse educator. She teaches in the graduate and undergraduate Programs in the school of Nursing. She has received numerous awards nationally and internationally for excellence in teaching. She is regarded as an expert in curriculum development especially in the area of Masters in Nursing Education. She has authored several articles and numerous abstracts and book chapters, and has presented nationally and internationally on curriculum and inclusive excellence in nursing education.' She currently serves as a Board of Governor member for the National League for Nursing. She is a member of the National League for Nursing, sigma theta tau international, and the National Black Nurses Association

Table of Contents

Preface xi

Reviewers xiii

Section I Colleges and Universities 1

Chapter 1 The Organizational World of Academia 3

Objectives 3

The Transition from Clinician to Faculty 3

Colleges and Universities as Organizations 4

Academic Administration and Governance 8

Faculty Responsibilities in the World of Academia 16

Prerequisites for Being a Nurse Educator 18

Certified Nurse Educator (CNE) 23

Membership in Professional Organizations 24

Summary 24

Case Studies 24

References 25

Chapter 2 Legal Issues and Accreditation in Higher Education 27

Objectives 27

Basic Laws Affecting Student Rights 27

F-l Student Visa Issues 31

Academic Grade Grievances 33

Nursing Program Admission Requirements 34

Accreditation in Higher Education 37

Nursing Program Accreditation 39

Case Studies 45

References 46

Section II Classroom Teaching 47

Chapter 3 Curriculum Development 49

Objectives 49

Denning Curriculum Development 50

Steps in Developing the Curriculum 51

Program Delivery Format 58

Internal and External Factors Affecting Curriculum Development 60

Challenges in Curriculum Development 63

Case Study 64

Discussion Questions 64

References 65

Appendix 3-A 65

Appendix 3-B 70

Chapter 4 Preparing for Classroom Teaching 71

Objectives 71

Adult Learning Principles 72

Strategies for Teaching the Adult Learner 72

Teaching and Learning Styles 73

Bloom's Taxonomy: Domains of Learning 75

Diversity in the Classroom 77

Passive and Active Learning 77

Preparing to Lecture 79

Teaching Strategies That Promote Passive Learning 81

Teaching Strategies That Promote Active Learning 81

Case Study 84

References 84

Chapter 5 Classroom Environment 87

Objectives 87

The Classroom Environment 87

The Physical Environment 87

Classroom Management 88

Diversity in the Classroom 89

Faculty-Student Relationships 90

Nursing Code of Ethics 92

Managing the Disruptive/Uncivil Student 93

Students' and Teachers' Rights and Responsibilities 95

Academic Integrity 95

Learning Communities 96

Assisting the Academically Challenged Student 97

Case Study 97

References 98

Chapter 6 Evaluation Techniques 99

Objectives 99

Standardized Tests for Evaluation 100

Developing a Test Blueprint and Designing Tests 101

What to Expect After You Administer a Test 107

Grading 107

Test Bias 108

Grade Appeal 109

Evaluations 109

Case Studies 111

References 111

Section III Clinical Teaching 113

Chapter 7 Contextual Factors Influencing the Clinical Experience 115

Objectives 115

Nursing Program's Mission, Philosophy, and Outcomes 116

Clinical Contract and Agency Requirements 116

Learner Needs and Program Outcomes 117

Relationship with the Clinical Agency and Staff 118

Location of the Clinical Agency 119

Availability of Role Models 120

Faculty Expertise in Clinical Teaching 121

Clinical Teaching Models 124

Types of Clinical Agencies 128

Summary 130

Case Studies 131

References 131

Chapter 8 Preparation for Your Clinical Teaching Assignment 133

Objectives 133

Getting Started 133

Meeting with the Clinical Agency Staff 134

Visiting the Clinical Agency 136

Getting to Know Your Clinical Students 137

Orientation to the Clinical Agency for Faculty and Students 139

Discussing Expectations for the Clinical Experience 140

Satisfying Nurse Educator Competencies in the Clinical Setting 145

Summary 150

Case Study 150

References 151

Chapter 9 Clinical Teaching 153

Objectives 153

Experiential Learning: The Core of Clinical Teaching 154

Achieving Core Competencies Through Experiential Learning 156

Clinical Learning Assignments and Activities 157

The Essentials of Baccalaureate Education for Professional Nursing Practice 170

Summary 181

Case Studies 181

References 182

Chapter 10 Evaluating the Clinical Experience 185

Objectives 185

Clinical Evaluation: What Is It All About? 186

Challenges for Nursing Faculty 188

Providing Feedback in Clinical Evaluation 189

How to Give Constructive Feedback 192

Tips for Clinical Evaluation 193

Data Collection Methods for Clinical Evaluation 195

Working with Problem Students in the Clinical Setting 201

Grading Clinical Practice: The Good, the Bad, and the Ugly 202

Summary 204

Case Studies 204

References 205

Chapter 11 Legal Issues in Clinical Nursing Education 207

Objectives 207

Due Process 208

Liability for Negligence by Faculty 213

Liability for Negligence by Students 215

Cases Involving Negligence, Liability, and Misconduct 216

Summary 220

Case Studies 220

References 221

Section IV Trends in Technology 223

Chapter 12 Integrating Technology into Classroom and Clinical Education 225

Objectives 225

Social Media 226

Simulation 228

Online Teaching and Learning Systems 234

Massive Open Online Courses (MOOCs) 235

Telehealth 236

Faculty Lecture with Technology 236

Assistive Technological Devices 238

Technology Use in Clinical Settings 239

Case Studies 239

References 240

Appendix 12-A Links to Some Commonly Used Nursing Technology Resources 241

Index 243

Editorial Reviews

Reviewer: Lisa A Marcin, MSN, RN, ACCNS-AG(Henry Ford Allegiance Health)
Description: This book presents a comprehensive overview to help new faculty members understand key concepts required to make a successful transition to academia. To assist new instructors, it provides a guiding framework including multiple teaching strategies and examples of classroom activities.
Purpose: The intended purpose is to assist novice faculty members in the successful transition from the role of clinical practitioner to the academic environment. The book reviews a multitude of topics ranging from university expectations to how to work with students. Additional areas of interest include curriculum development, classroom instruction, and clinical teaching.
Audience: According to the authors, the book is written for clinical practitioners who wish to transition to academia. It is a useful tool for any new faculty member with limited teaching experience. The authors combine expert knowledge of community college and university academic instruction.
Features: The book covers areas of interest to new faculty members including integration into the academic culture, step-by-step curriculum development, engaging students in learning, and planning meaningful clinical experiences. I appreciate the way the material is presented in a fundamental format and includes website references within the text for readers who wish to get an advanced understanding of the material. In addition, the distinctive headings enable readers to easily locate material when looking for specific information. The objectives at the beginning of each chapter are useful to identify key points and the case studies at the end of each chapter help in the application of the concepts. I also appreciate the reference list at the end of each chapter giving readers the opportunity to review additional information. The tables and figures are a helpful addition, but some of the text simply repeats the information supplied in the tables.
Assessment: This book provides a helpful overview of information required to guide clinicians in an understanding of teaching methodologies to promote student learning. It also facilitates the successful integration of a new faculty member into the academic environment.

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