Presentation on theme: "Nurse Educator Institute"— Presentation transcript:
1 Nurse Educator Institute A Collaborative Model for Faculty Development
2 Authors: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 CollegeCynthia 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.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 Why the Nurse Educator Institute (NEI)? Innovative educational offeringA self-directed online programMeets criteria for NC State Board of Nursing rulesCan be used as a tool for both faculty recruitment and retention
5 Challenges Specific to North Carolina New education rules adopted by the North Carolina Board of Nursing regarding national accreditation and faculty credentialing standardsNo differentiation between full time and part time nursing faculty
6 Getting StartedDeveloped by Associate Degree Directors and Faculty desiring a proactive approach to maneuver the new NCBON rulesPartnered with NWAHEC a health education organization charged with linking education, practice and communities for better healthCollaboration with Education Consultant from the NC Board of Nursing
7 DevelopmentStarted with new NC Board of Nursing rules that requireall nurse faculty have preparation in teaching learning principles, adult education, curriculum development, implementation and evaluationNC BON
8 Nurse Educator Institute Crosswalk Core Competencies of Nurse Educators by the Southern Regional Education Board (SREB)National League for Nursing Standards (NLN)North Carolina Board of Nursing RulesInstitute of Medicine (IOM) Competencies for Health Care Professionals
9 Nurse Educator Institute Competency CrosswalkNorth Carolina Board of NursingFaculty Requirements21 NCAC CurriculumSREB Teacher Role(Core Knowledge within Nurse Educator Role)NLN Core Competencies of Nurse educators with Task StatementsCompetency 1 – Facilitate Learning21 NCACCurriculumInstructional StrategiesImplements 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 TechnologyUses information technologies skillfully to support the teaching-learning process.MentoringServes as a role model of professional nursing.Cultural InfluenceRecognizes multicultural, gender, and experiential influences on teaching and learning.Effective CommunicationPractices 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 RoleAwareness of trends, issues, and needs in nursing educationMaintains the professional practice knowledge based needed to help learners prepare for contemporary nursing practice.Initiative, creative, analytical thinking and caring attitudeModels 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 RoleDevelops collegial working relationships with students, faculty colleagues, and clinical agency personnel to promote positive learning environments.
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 Module I: Socialization Lessons:Development of Role IdentityDevelopment of Educator RoleDevelopment of Scholar RoleDevelopment of Collaborator RoleDevelopment of an Ethical-Legal Teaching FrameworkDeveloping as a Nursing Education Leader
13 Module II: Teaching / Learning Methodologies Lessons:History of Education / Nursing EducationLearning StylesGenerational Diversity Related to the Adult LearnerClinical Learning versus DidacticReflective PracticeInformation Technology
14 Module III: Curriculum Design Lessons:Philosophy and MissionOutcomesDelivery and ImplementationTaxonomies of LearningMeasuring Learning
15 Module IV: Improving Performance Lessons:Improving PerformanceTaxonomiesNational IOM Competencies for Health Care ProfessionalsImprovement Principles and Techniques
20 Certification Mark of Professionalism Establishes Nursing Education as Specialty Field of PracticeCommunicates Excellence to StakeholdersEstablished by NLN in 2005Approximately 950 Certified Nurse EducatorsOverall Exam Pass Rate of 83%
21 Applicability to Certified Nurse Educator Examination NEI as a study guide
22 CNE Test Blueprint Facilitate Learning 25% Facilitate Learner Development and Socialization 11%Use Assessment and Evaluation Strategies 15%Participate in Curriculum Design and Evaluation of Program Outcomes 19%
23 CNE Test BlueprintPursue Continuous Quality Improvement in the Academic Nurse Educator Role 12%Engage in Scholarship, Service and LeadershipFunction as a Change Agent and Leader 8%Engage in Scholarship of Teaching 5%Function Effectively within the Institutional Environment and the Academic Community %
24 CNE Test 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 Systematic Evaluation Plan NLNAC Definition“A written document based on NLNAC standards that reflects the process of the ongoing comprehensive assessment of all program elements”
26 Systematic Evaluation Plan Composed of Six StandardsMission and Administrative CapacityFaculty and StaffStudentsCurriculumResourcesOutcomes
27 Systematic Evaluation Plan 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 metA comprehensive SEP will guide faculty to achieve this goal
28 Systematic Evaluation Plan Develop a calendar for SEPDevelop a format that is easy to followAddress each Standard and CriteriaIndicate who, what, when, howClearly document trended data and answer the question “what’s next”
29 Mitchell Community College Appendix 7-B: Systematic Evaluation PlanHolbrook-Huskins Associate Degree Nursing ProgramMitchell Community CollegeSystematic Evaluation PlanStandard I: Mission and GovernanceThere 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 PlanComponentWhere FoundPerson ResponsibleFrequency of AssessmentAssessment MethodsDataActionStatementsCatalogADN Student HandbookADN Faculty HandbookDirectorFacultyAnnually 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.
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