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A Collaborative Model for Faculty Development. Larry Freeman, DMin, LCAS Associate Director, Continuing Education Services Northwest AHEC Instructor,

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Presentation on theme: "A Collaborative Model for Faculty Development. Larry Freeman, DMin, LCAS Associate Director, Continuing Education Services Northwest AHEC Instructor,"— Presentation transcript:

1 A Collaborative Model for Faculty Development

2 Larry Freeman, DMin, LCAS Associate Director, Continuing Education Services Northwest AHEC Instructor, Psychiatry and Behavioral Medicine Wake Forest University School of Medicine Bonnie G. Pope, RN, MSN, Ed.D (C) Director of Nursing Forsyth Technical Community College Camille Nutt Reese, Ed.D, MSN, RN, CNE Division Director Nursing, Allied Health and Public Service Technologies Mitchell Community College Cynthia Geouge Davis, MSN, RN Instructor Appalachian State University Boone, North Carolina Sheryl Cornelius, MSN, RN Nursing Faculty – ADN Program Mitchell Community College, Statesville, NC Phyllis H. Horton, MSN, RN Coordinator, Nursing Education Northwest AHEC Wake Forest University School of Medicine

3 About the Nurse Educator Institute The Nurse Educator Institute (NEI) is a collaborative effort between the Northwest Area Health Education Center (of Wake Forest University and the North Carolina AHEC Program) and regional Associate Degree Nursing Directors and Faculty within the North Carolina Community College System.Northwest Area Health Education Center The NEI is a 60-contact hour competency-based curriculum written by nurse educators for nurse educators. The structure of the NEI is built on a Crosswalk that includes Core Competencies for Nurse Educators from the: Southern Regional Education Board (SREB) National League for Nursing (NLN) Institute of Medicine (IOM) Core Competencies for Health Care Professionals North Carolina State Board of Nursing

4 Innovative educational offering A self-directed online program Meets criteria for NC State Board of Nursing rules Can be used as a tool for both faculty recruitment and retention

5 New education rules adopted by the North Carolina Board of Nursing regarding national accreditation and faculty credentialing standards No differentiation between full time and part time nursing faculty

6 Developed by Associate Degree Directors and Faculty desiring a proactive approach to maneuver the new NCBON rules Partnered with NWAHEC a health education organization charged with linking education, practice and communities for better health Collaboration with Education Consultant from the NC Board of Nursing

7 Started with new NC Board of Nursing rules that require all nurse faculty have preparation in teaching learning principles, adult education, curriculum development, implementation and evaluation

8 Core Competencies of Nurse Educators by the Southern Regional Education Board (SREB) National League for Nursing Standards (NLN) North Carolina Board of Nursing Rules Institute of Medicine (IOM) Competencies for Health Care Professionals

9 North Carolina Board of Nursing Faculty Requirements 21 NCAC Curriculum SREB Teacher Role (Core Knowledge within Nurse Educator Role) NLN Core Competencies of Nurse educators with Task Statements Competency 1 – Facilitate Learning 21 NCAC Curriculum Instructional Strategies Implements a variety of teaching strategies appropriate to learner needs, desired learner outcomes, content and context. Grounds teaching strategies in educational theory and evidence-based teaching practices. 21 NCAC (b) (1-4) – (j)Usage of Technology Uses information technologies skillfully to support the teaching-learning process. Mentoring Serves as a role model of professional nursing. Cultural Influence Recognizes multicultural, gender, and experiential influences on teaching and learning. Effective Communication Practices skilled oral, written, and electronic communication that reflects an awareness of self and others, along with an ability to convey ideas in a variety of contexts. 21 NCAC (b) (2) SREB Scholar Role (Core Knowledge within Nurse Educator Role) Mentoring Serves as a role model of professional nursing. Awareness of trends, issues, and needs in nursing education Maintains the professional practice knowledge based needed to help learners prepare for contemporary nursing practice. Initiative, creative, analytical thinking and caring attitude Models critical and reflective thinking. Shows enthusiasm for teaching, learning, and nursing that inspires and motivates students. Demonstrates interest in and respect for learners. Uses personal attributes) e.g. caring, confidence, patience, integrity and flexibility) that facilitate learning. 21 NCAC (b) (3) SREB Collaborator Role (Core Knowledge within Nurse Educator Role) Develops collegial working relationships with students, faculty colleagues, and clinical agency personnel to promote positive learning environments. Nurse Educator Institute Competency Crosswalk

10 Four modules which include: Socialization Teaching / Learning Methodologies Curriculum Development Improving Performance Nurse Educator Workbook (NEW)

11 This educational offering includes an interactive Nurse Educator Workbook (NEW) that incorporates professional readings, reflective practice exercises, critical appraisal strategies, curricula development exercises and other learning activities. The NEW is provided to each participant via a flash drive (electronic copy) or hard copy workbook. This workbook serves as a valuable reference for future study.

12 Lessons: Development of Role Identity Development of Educator Role Development of Scholar Role Development of Collaborator Role Development of an Ethical-Legal Teaching Framework Developing as a Nursing Education Leader

13 Lessons: History of Education / Nursing Education Learning Styles Generational Diversity Related to the Adult Learner Clinical Learning versus Didactic Reflective Practice Information Technology

14 Lessons: Philosophy and Mission Outcomes Delivery and Implementation Taxonomies of Learning Measuring Learning

15 Lessons: Improving Performance Taxonomies National IOM Competencies for Health Care Professionals Improvement Principles and Techniques

16 Snapshots!

17 NEI Competency Crosswalk Systemic Evaluation Plan MODULES I: Socialization II: Teaching/Learning Methodologies III: Curriculum Development IV: Improving Performance Northwest AHEC Best Practices Model

18 Module III Curriculum Developmen t Page 58 Module III Curriculum Development Page 65 Module IV Improving Performan ce Page 72 Module IV Improving Performance Page 77 Snapshots!

19 Module I Socialization Page 2 Module I Socialization Page 11 Module II Teaching/Learning Methodologies Page 20 Module II Teaching/Learning Methodologies Page 35 Snapshots!

20 Mark of Professionalism Establishes Nursing Education as Specialty Field of Practice Communicates Excellence to Stakeholders Established by NLN in 2005 Approximately 950 Certified Nurse Educators Overall Exam Pass Rate of 83%

21 NEI as a study guide

22 Facilitate Learning25% Facilitate Learner Development and Socialization 11% Use Assessment and Evaluation Strategies 15% Participate in Curriculum Design and Evaluation of Program Outcomes 19%

23 Pursue Continuous Quality Improvement in the Academic Nurse Educator Role12% Engage in Scholarship, Service and Leadership Function as a Change Agent and Leader 8% Engage in Scholarship of Teaching5% Function Effectively within the Institutional Environment and the Academic Community 5%

24 Questions Written at Higher Cognitive Levels NEI Workbook Helps Participant to Reflect on Role as Nursing Educator and Apply Their Knowledge and Experience to Exam Questions

25 NLNAC Definition A written document based on NLNAC standards that reflects the process of the ongoing comprehensive assessment of all program elements

26 Composed of Six Standards Mission and Administrative Capacity Faculty and Staff Students Curriculum Resources Outcomes

27 Within Each Standard are Criteria which are more specific and need to be comprehensively addressed on an individual basis. Responsibility of faculty to provide evidence that demonstrates how Standards and Criteria are being met A comprehensive SEP will guide faculty to achieve this goal

28 Develop a calendar for SEP Develop a format that is easy to follow Address each Standard and Criteria Indicate who, what, when, how Clearly document trended data and answer the question whats next

29 HOLBROOK-HUSKINS ASSOCIATE DEGREE NURSING PROGRAM MITCHELL COMMUNITY COLLEGE Systematic Evaluation Plan Standard I: Mission and Governance There are clear and publicly stated mission and/or philosophy and purposes appropriate to post-secondary or higher education in nursing. Criterion # 1: The mission of the nursing education unit is congruent with that of the governing organization, or differences are justified by the nursing education unit purposes. Operational Definition: The mission of the Associate Degree Nursing Program and Mitchell Community College are congruent. Level of Achievement: 100% of nursing faculty agree that there is consistency between the Associate Degree Nursing Program and Mitchell Community College mission. PlanImplementation of Plan ComponentWhere FoundPerson Responsible Frequency of Assessment Assessment MethodsDataAction Statements Catalog ADN Student Handbook ADN Faculty Handbook Director Faculty Annually in May or when College mission statement is changed. Comparison of the college mission statement and the associate degree program mission statement. Met: Congruence is reflected. statements reviewed at faculty meeting in May 2006 and Nursing faculty in agreement that congruency exists. Will continue to review mission and philosophy to ensure congruence with college. Appendix 7-B: Systematic Evaluation Plan

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