Orientation for Nursing Faculty
As the paradigm shifts from teacher-centered classrooms to learner-centered education, online nursing programs continue to grow at a rate that has exceeded the general higher education market. These programs are appealing to students of all ages due to their flexibility, the ability for students to work on their own time, and they can be cost-saving (Karaman, 2011). Additionally the recommendations by the Institute of Medicine (IOM) for 80 percent of registered nurses (RN) to be prepared at the baccalaureate level by the year 2020 has also spurred an increased enrollment into online nursing programs. To support this surge in online education more competent faculty will be needed to facilitate these courses,
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This program consists of a faculty coordinator that manages each phase of the orientation process, with the first topic being role definition. Brannagan & Oriol (2014) explains that an unambiguous role definition will lead to clarity and increase productively, satisfaction, and enhance working relationships (p.128). The OAFMM model calls for adjunct faculty to be paired with a mentor. This pairing is based on similar educational backgrounds, professional experience, and the class they will be facilitating. A mentor should have skills a mentee would aspire to possess, have good listening skills, encourage the mentee, and be forthcoming and dedicated to helping the mentee develop professionally (Ellis, …show more content…
With the time restraint of two hours a self-assessment will be eliminated. After welcoming the new faculty and introducing them to the school, its philosophy, mission statement and program, a link to access the schools handbook would be provided with instructions to read the document in their own time and electronically sign that comprehension of the documents content was achieved. Rational for including this is to ensure the faculty understands the student’s and faculty’s rights, rules, regulations and policies of the school. Additional, this would aid in developing a sense of belonging and commitment. Following, an overview of the curriculum would be conducted. Rational for including a curriculum overview is to familiarize the faculty with the content of course, the syllabus of the class they will be facilitating, program flow, and any pre-requisites that may be required. A review of the technology used in facilitating a course would be explored, including a simulated course. Reasoning for a technology review is to ensure the faculty can navigate the LMS. Communications would also be an important aspect to include in an orientation to ensure faculty is engaging the students, able to answer their questions and resolve any issues. Finally, how to obtain technical support, would be included to
The national shortage of Registered Nurses (RNs) has helped generate formidable interest in the nursing profession among people entering the workforce and those pursuing a career change. According to a report issued by the U.S. Department of Health and Human Service in 2002, the national population is continuing to grow and age and medical services continue to advance, so the need for nurses will continue to increase. They report from 2000 to 2020 the predicted shortage of nurses is expected to grow to 29 percent, compared to a 6 percent shortage in 2000. With the projected supply, demand, and shortage of registered nurses and nursing salaries ever-increasing, the nursing profession can offer countless opportunities. But first one must determine which educational path to pursue, Bachelor of Science in Nursing (BSN) or Associate Degree in nursing (ADN). Most will initially be educated at the associate degree level, even though the American Organization of Nursing Executives (AONE) has recommended a baccalaureate level as a minimal for entry-level nurses. With the expanding number of RN to BSN programs available there is always the option to further one’s education at a later date. The benefits for acquiring a BSN over an ADN include a better knowledge for evidence-based practice, an increased advantage for promotion, and the necessary gateway for higher education.
Heller, B. R. , Oros, M. T., & Durney-Crowley, J. (2000). The future of nursing education: 10 trends to watch. Nursing and Health Care Perspectives, 21(1), 9-13.
Realistically, most students are not privy to the winding journey of a nursing career. Students learn how to bathe, medicate, feed, assess, and some psychosocial concepts. However, there is no class that teaches or can teach students how to stand back and watch your patients struggle to help themselves, how to face your own mortal...
Nurses have always been an undervalued asset to the health care industry; however, there is always a great need for them. With more uninsured Americans requiring safe, affordable medical care, the pressing issue of nursing education is not a priority (Aiken, 2011). Recently, there have been modifications taken place toward the current nursing shortage, the decrease of nursing graduates, a workforce that is becoming older, and other factors that influence nurse educator shortage (Baker, Fitzpatrick, & Griffin, 2011). Nurse educators are required to advise students, complete research, and perform committee work all while teaching (Baker, Fitzpatrick, & Griffin, 2011). They also have multiple jobs outside of practicing nursing and teaching. Nurse educators have stressful roles that hold many expectations, yet there is no independence in making their own decisions concerning things. Aiken (2011) suggests that the best way to begin combatting this shortage should include increasing the number of nurses who hold a bachelor’s degree in nursing from 50% to 80% by 2020 (p. 196). Forty-eight percent of nurse instructors are expected to be aged 55 and older and are predicted to retire by this time. (Baker, Fitzpatrick, & Griffin, 2011).
The College of Nurses of Ontario (CNO) is the governing body of all registered nurses in Ontario and is regulated. The CNO provides expectations and guidelines to follow, which need to be met by each Registered Practical Nurse (RPN) individually. As a nursing student, I am taught about the CNO and the importance of referring back to the guidelines while caring for patients. While gaining experiencing in the nursing field through my clinical settings, I have realized as a nursing student there are areas I need further development in. In this paper, I will address two of my learning needs and my goal for each. I will also discuss the plan I created in order to successfully meet my learning needs prior to becoming an RPN, and
The requirement for excellent nursing skills is added as well as well-formed skills in different aspects. Because of the high demand for excellent nursing care, the IOM has declared the recommendations for the future of nursing. It is very fascinating the most of the universities are having online courses for nurses to get their higher education, while nurses are struggling between the work and home. Currently, most of the hospitals in the United States are moving towards magnet status, which requires higher educated nurses. In this situation, it is a blessing for nurses to attain their higher education through online courses even for associate RNs to become BSN.
Working with new graduate nurses has instilled in me the goal to share my knowledge and expertise with others and to teach others the art of nursing. My short-term goals are to complete the Master’s program by the summer of 2014. My second goal is to secure a job as a nurse educator at a hospital and work with my nurse manager to provide program like in-service to the hospital staff and students. I would like to incorporate my education from State University’s master’s program to assist hospital staff and patients in their learning process, with the use of new technology to facilitate the learning and understanding.
Nursing students at State University need better clinical experiences and better clinical sites. Clinical sites that have nothing to do or preceptors who don’t want to educate should be cut out and replaced with better sites. Ideally each clinical should allow nursing students to gain experience in critical skills and patient ca...
Coaching and mentoring are vital tools in developing the workforce, most especially in enhancing quality practices at the point of care, and also innovating these practices. According to Abiddin (2006), mentoring and coaching are factors which are vital in developing people in their professions. As such, these two are related with career and self development and professional growth (Abiddin, 2006). In line with this assertion, this paper will discuss about the current relevance of mentoring and coaching in nursing in today's healthcare; how it influences both healthcare and nursing; how it is integrated into clinical practice; and how it is used in the clinical setting.
I was fortunate enough to attend the nursing faculty meeting that was held on 10/14/15, in the conference room at the University of Tampa. The meeting started at 12:00 noon and was chaired by one of the senior faculty members, as the director of nursing was out of town. The meeting was attended by 8 nursing faculties, a clinical lab co-coordinator, a clinical coordinator, a staff from the human resource, and one student representative. Each member of the team showed their complete participation during the meeting. The main topics discussed during the meeting were; new application process, faculty searches, new electronic medication administration system, implementation of scenario based skill training, graduate surveys, and faculty survey.
Qualitative research points to some important considerations paramount to designing online nursing education that meets the technological and knowledge demands of RN to BSN learners (Smith, 2010). First, removing barriers to completion degrees improves enrollment and successful completion of RN to BSN programs (Meggison, 2008): second, educators and developers awareness of online learner styles and online course pedagogy (Brannagan, & Oriol, 2014) and third, adequate preparation of faculty to teach online (Smith,
Completing my Bachelor of Science in Nursing (BSN) has been one of my goals after I graduated from my Associate Degree in Nursing, and I said one of my goals because my ultimate goal is to become an Advance Practice Registered Nurse. It is the first time I am taking classes online and all my efforts will be in turn this journey into a positive experience to achieve my goals. One of the biggest challenge is to overcome the lack of time between my family and my work, but it is essential for my career to achieve the Bachelor Degree in Nursing, as well as personal development. Although I have had experience as a student, as a nurse, and as a leader, I would like to have more challenging job opportunities in my future. From my college experience,
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
My experience gained from attending the new faculty preparation course and orientation program or from practicum (in class) could be summarized as follows: I have the ability to define the concept of building the course syllabus, determine the importance of building the course syllabus, distinguish between course syllabus and curriculum, determine the standards of building the course, describe the criteria for writing learning objectives, classify learning objectives using Bloom's taxonomy for content validity (cognitive level), distinguish between higher and lower thinking objectives, write learning objectives according to criteria specified, develop criteria for an effective course outline, reflect on their current approach to writing learning objectives, judge the quality of a list of learning objectives, list the concepts of educational needs, share my peers to determine the learning resources for higher education students, distinguish between the general goals and procedural goals for higher educational course syllabus, distinguish between cognitive, skills and emotional goals, know the rules of formatting the educational goals in well written form for my course for different levels of cognitive, skills and emotional goals and its importance, evaluate which of the goals are well written and which of them are bad according to the rules of formatting goals, determine the procedures of scientific contents of the course, determine the procedures of organization the contents of the course, standardize the criterion for designing instruction goals and objectives, describe how learning objectives direct the instructional process, know the importance of the educational activities during the course, determine the educational activiti...
The need to evaluate curriculum arises because it is necessary for both teachers and students to determine the extent to which their current curricular program and its implementation have produced positive and curricularly suitable outcomes for students. To evaluate curricular effectiveness we must identify and describe the curriculum and its objectives first and then check its contents for accuracy, comprehensiveness, depth, timeliness, depth and quality.