Developing a Clinical Teaching Handbook and Reference Manual for Part-time Clinical Faculty

2006 ◽  
Vol 31 (4) ◽  
pp. 183-185 ◽  
Author(s):  
Laurel Pierangeli
Keyword(s):  
Clinical Teaching ◽  
Clinical Faculty ◽  
Part Time ◽  
Reference Manual

Clinical Faculty

2009 ◽  
Vol 20 (1) ◽  
pp. 71-81
Author(s):  
Scott Ziehm ◽  
Dorrie K. Fontaine
Keyword(s):  
Clinical Teaching ◽  
Full Time ◽  
Staff Nurse ◽  
Clinical Faculty ◽  
Faculty Role ◽  
Nurse Role ◽  
Teaching Position ◽  
Expert Nurses ◽  
Part Time ◽  
Good Career

There has never been a more urgent time for clinically expert nurses to consider the clinical faculty role. Whether they are making a full-time “leap” into academia or combining a successful staff nurse role with a part-time clinical teaching position, nurses should consider teaching as a good career move. Practical tips and resources are described for making the transition into a clinical faculty role a smooth one.

scholarly journals New Clinical Faculty Training Program: Transforming Practicing Dentists into Part-Time Dental Faculty Members

2017 ◽  
Vol 81 (6) ◽  
pp. 658-666 ◽  
Author(s):  
Brooke N. Adams ◽  
Michele L. Kirkup ◽  
Lisa H. Willis ◽  
Paul E. Reifeis
Keyword(s):  
Training Program ◽  
Faculty Training ◽  
Faculty Members ◽  
Clinical Faculty ◽  
Part Time

Being Encouraged and Discouraged: Baccalaureate Nursing Students’ Experiences of Effective and Ineffective Clinical Faculty Teaching Behaviors

2002 ◽  
Vol 6 (1) ◽  
pp. 46-49 ◽  
Author(s):  
M. Kathleen Brewer
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Clinical Setting ◽  
Clinical Teaching ◽  
Baccalaureate Nursing Students ◽  
Clinical Faculty ◽  
Teaching Behaviors ◽  
Faculty Teaching ◽  
Faculty Behavior

A qualitative study was conducted to investigate baccalaureate nursing students’ identification of and experiences with effective and ineffective clinical faculty teaching behaviors. The 272 participants were asked to identify and write a narrative statement about 1 effective and 1 ineffective clinical faculty behavior they had experienced as a student in the clinical setting. The data were analyzed for emergence of common themes. Identification of the themes provided a meaningful way to capture the essences of the students’ experiences of faculty teaching behaviors that fostered and hindered their nursing education in the clinical setting. The themes common to the responses of the participants were that effective faculty behavior was encouraging, and that ineffective faculty behavior was discouraging. Information from this study may help nursing educators engaged in clinical teaching to positively influence the clinical educational experience for nursing students.

scholarly journals Enhancing quality and safety in clinical teaching: Statewide live continuing education program for adjunct clinical nursing faculty

2018 ◽  
Vol 8 (7) ◽  
pp. 78 ◽  
Author(s):  
Kimberly N. Silver Dunker ◽  
Karen Manning
Keyword(s):  
Continuing Education ◽  
Education Program ◽  
Nursing Faculty ◽  
Clinical Teaching ◽  
Faculty Evaluation ◽  
Faculty Members ◽  
Clinical Faculty ◽  
Clinical Nursing ◽  
Competency Based ◽  
Clinical Nursing Faculty

The nursing faculty shortage is being filled by adjunct clinical faculty with no classroom teaching experience. These novice faculty members must undergo a socialization and orientation process (onboarding), when transitioning into the academic environment. To support orientation, the Live Continuing Education Program for Adjunct Clinical Nursing Faculty (LCEP-ACNF), a competency-based 4.0-hour continuing education unit program for novice clinical faculty was used. In this study, the LCEP-ACNF was tested in a statewide sample of clinical faculty. For this mixed-methods study a convenience sample of faculty members (N = 312) from all nursing programs in one northeast state was recruited. All 312 participants completed pretest competency-based evaluation and a demographics sheet. Participants’ (N = 312; n = 162) posttest scores were significantly higher than their pretest scores (Z = 11.10, p < .01). Eight interviews were conducted and the themes emerged were, communication with other faculty members on clinical teaching, orientation strategies, student evaluation and feedback strategies, and mentorship issues for novice clinical faculty. Evaluation results for the LCEP-ACNF were overall positive, including the need for more continuing education offerings, mentorship, and teaching strategies. The results suggest an increased need for clinical faculty development and orientation, a need for developing the clinical coordinator role and mentorship for all novice clinical faculty. Lastly, the LCEP-ACNF should be offered twice a year, regionally and nationally.

Engaging Baccalaureate Clinical Faculty

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Ruth E Kelly
Keyword(s):  
Role Theory ◽  
Program Planning ◽  
Faculty Members ◽  
Full Time ◽  
Clinical Faculty ◽  
Part Time Faculty ◽  
Empirically Supported ◽  
Part Time ◽  
Role Engagement ◽  
Time Faculty

Role theory was utilized in this descriptive study to investigate clinical faculty in baccalaureate nursing programs. The Clinical Faculty Role Questionnaire was developed and employed to study 134 full-time and part-time clinical faculty members. Theory derivation was used and the concept of role engagement was empirically supported. Pearson's correlation analysis was used to investigate the relationships among the variables. T-test results identified differences between full-time and part-time faculty members on role variables of status, role conception, and role engagement. The relationships between study concepts and areas of educational content related to the teaching role were explored and identified as supportive of the clinical educator role. Ancillary qualitative investigation resulted in the identification of several themes: the need for clinical competence; for part-time faculty, a desire to be included in program planning.

scholarly journals Nursing Instructors’ Perception of Clinical Education Competencies: A Qualitative Study

2021 ◽  
Author(s):  
Shourangiz Beiranvand ◽  
Sima Mohammad Khan Kermanshahi ◽  
Robabeh Memarian
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Clinical Education ◽  
Clinical Teaching ◽  
Medical Science ◽  
Role Modeling ◽  
Clinical Nursing ◽  
Part Time ◽  
Additional Support ◽  
Clinical Nursing Instructors

Abstract Background: Clinical education competencies are a core requirement for clinical nurse instructors, contributing toward better the learning outcomes of students in the clinical settings. Awareness of nursing instructor's perception is essential for designing nursing professional development programs. This study aimed to explore nursing clinical instructors’ perception of the essential competencies for clinical education. Methods: A qualitative design, based on the content analysis approach was used. Eighteen clinical nursing instructors and five nursing students from Lorestan University of Medical Science(LUMS), were selected via a purposeful sampling method. Data were collected using a semi structured in-depth interview method, from October 2018 to February 2019. The interviews were recorded, transcribed verbatim, and analyzed with using Graneheim and Lundman methods. Results: Analysis of nursing instructors' perceptions of clinical education competencies identified four main categories and eight sub-categories. The main categories included; (I) tasks oriented education; (II) guiding and supporting nursing students; (III) organizing communication skills and (IV) professional-ethical role modeling Conclusions Although academic clinical faculties and part time clinical nursing instructors reported a high level of knowledge and confidence in their ability to establish communication skills, role modeling and nursing students’ supervision, Part time clinical nursing instructors, also identified the need for additional support for their clinical teaching roles. They were not prepared enough for clinical teaching roles; their perception of clinical educational skills was tasks oriented education. The development, implementation, and evaluation of curriculum based on clinical competency with structured mentoring processes for part time clinical nursing instructors are recommended, in order to meet the knowledge gap that has been created.

EDUCATION

PEDIATRICS ◽  
1955 ◽  
Vol 16 (4) ◽  
pp. 537-541
Author(s):  
Park Jerauld White
Keyword(s):  
Private Practice ◽  
Clinical Teaching ◽  
Pediatric Practice ◽  
Pediatric Education ◽  
Part Time ◽  
Night And Day

ALL OF US who are concerned with training pediatricians for the practice of pediatrics must agree that the time has come to say with Browning's Rabbi, "Something is wrong: there needeth a change. But what? Or where? At the last or first?" The answer is: at both first and last. I write with whatever authority may have been conferred by 35 years in the private practice of pediatrics, plus a fair amount of part-time clinical teaching. As I retire from private practice (but not yet from clinic and ward work) I lay down my telephone and say, "For this relief much thanks." Thirty-five years of night-and-day pediatrics, with the endless raucous obbligato of the telephone, have led inevitably to reflections upon certain obvious trends in pediatric education as well as in pediatric practice, reflections based upon happy association with young pediatricians in and out of hospital training.

scholarly journals Clinical Faculty Development: Using Simulation to Demonstrate and Practice Clinical Teaching

2008 ◽  
Vol 47 (9) ◽  
pp. 431-434 ◽  
Author(s):  
Lorretta Krautscheid ◽  
Joanna Kaakinen ◽  
Joanne Rains Warner
Keyword(s):  
Faculty Development ◽  
Clinical Teaching ◽  
Clinical Faculty

The Medical School Clinical Faculty

1987 ◽  
Author(s):  
William G. Rothstein
Keyword(s):  
Medical School ◽  
Patient Care ◽  
Large Scale ◽  
Medical Schools ◽  
Faculty Members ◽  
Full Time ◽  
Clinical Faculty ◽  
Faculty Salaries ◽  
Part Time Faculty ◽  
Part Time

Large-scale federal funding of research in the 1950s and 1960s enabled medical schools to hire many full-time clinical faculty members who differed from their part-time colleagues in their orientation toward research and patient care. When research funding leveled off in the late 1960s, medical schools turned to patient-care revenues from Medicare and Medicaid to pay faculty salaries. Faculty earnings from research and clinical activities have led to inbalances in the attention given to patient care, teaching, and research. Until well past mid-century, most clinical faculty members were part-time teachers with extensive private practices. In 1951, part-time faculty members comprised 32 percent of the non-M.D. faculty and 80 percent of the M.D. faculty, and they provided 40 percent of the total faculty time spent on all activities. The use of part-time faculty members in the clinical fields was considered advantageous because they retained their clinical skills and were paid lower salaries. When the federal government began large-scale funding of research in medical schools, full-time clinical faculty positions became more feasible because the government compensated faculty members for their research time. Some faculty members carried out federally funded research during the summer months to supplement their academic-year salaries. Many others carried out funded research during the academic year, with the medical schools receiving compensation on a prorated basis for the time lost from teaching and other academic obligations. Medical schools were also reimbursed by all grants for research overhead expenses. By 1970, 49 percent of all medical school faculty members received partial or full support for their research activities. Because research detracted from the private practices of clinical faculty members, few of them would have made the necessary financial sacrifices to undertake research and live on normal academic salaries. Medical schools and the NIH therefore used several devices to create nominal faculty salaries for purposes of grant funding that were much higher than the actual faculty salaries paid by medical schools. One method was for the medical school to pay only a part, such as one-third, of a faculty member’s salary, while the total salary was used in grant applications.

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