Clinical Faculty: A New Practice Role 1
Final Project
P506
Purpose:
Develop a skeleton for the expansion of an existing continuing education web
course currently offered through the Indiana University School of Nursing. The
expansion will take three interactive modules offered in a classroom environment
and adapt them to the web environment. The course is an orientation for new part
time clinical faculty in the school of nursing at Indiana University and eventually
a national market.
Scope/Intended Audience:
Newly hired part time clinical faculty who will be teaching nursing students in
multiple clinical environments.
Goals as a designer of this web course:
 Facilitate teaching and learning
 Encourage interaction between students/students/faculty
 Expose participants to many perspectives
 Utilize technology leveled to most home computers
 Create situations in course that focus on content & cognitive skills rather than the
design technology
 Create technology applications that says “wow” to participants but are user friendly
 Provide opportunity for immediate (within one week) application of content in the
clinical setting
 Establish a community of learners
 Facilitate a system of on line and face to face mentoring
 Develop sense of accountability among participants
 Promote a positive feeling about ability to teach
Syllabus:
Clinical Faculty: A New Practice Role 2
Indiana University School of Nursing
IUPUI Campus
Course Syllabus
Fall 2003
Clinical Faculty: A New Practice Role
COURSE NUMBER
AND TITLE:
CREDIT HOURS:
Clinical Faculty: A New Practice Role
PREREQUISITES:
Graduation from accredited school of nursing with a BS in
Nursing
Current registration as Registered Nurse
One year clinical nursing experience
CO-REQUISITES:
None
2 credit hours (30 clock hours) or continuing education credit
FACULTY:
Clinical Assistant Professor
E-mail:
Office: NU451J
Phone:
Clinical Lecturer
E-mail:
Clinical Instructor
COURSE
DESCRIPTION:
This on line course will provide the participant with an
introduction to the role of clinical faculty. It is designed to
address teaching needs in a facilitative environment with
experienced clinical faculty. Through this Web-based
environment, you will be able to successfully transition from the
role of clinical expert to clinical instructor. The course will assist
you to develop an understanding of basic teaching/learning
principles as they relate to the clinical nursing environment. A
collaborative environment is utilized to develop an understanding
of the clinical learner, the clinical environment (capturing,
maintaining, and holding the clinical area for student gain),
teaching/learning and evaluating the clinical student.
COURSE
COMPETENCIES:
At the completion of this course, participants will be able to:
1. Identify policies, procedures and resources needed to
fulfill the clinical teaching role.
2. Recognize the roles of the clinical educator.
Clinical Faculty: A New Practice Role 3
3. Construct a template of types of learners and learning
styles.
4. Describe strategies to guide, support, facilitate and
encourage teaching and learning.
5. Identify the multiple components necessary to organize
and implement the activities related to a clinical day.
6. List guidelines for documenting student progress on
clinical evaluation tools.
7. Utilize effective evaluation principles when giving
students feedback about clinical performance.
8. Describe the interplay of student, environment,
teaching/learning and evaluation in clinical education.
TEXT:
O'Connor, A. B. (2001). Clinical instruction and
evaluation. Sudbury, MA: Jones and Bartlett Publishers.
1. Lecture, text readings, case study analysis,
examination, quizzes, observational clinical
experiences, audio-visual materials, interactive
video discs, and discussion forums (small group,
interest group, large group, peer)
TEACHING
STRATEGIES:
GRADING SCALE:
EVALUATION:
Pass / Fail
Course evaluation will consist of
1. One essay examination at the completion
of the course
2. Participation in an observation of clinical
teaching.
3. Quizzes at the completion of each module
4. Interactive video disc testing.
5. Participation in weekly, peer, and small
group discussion forums
Overview of lesson or class:
Clinical Faculty: A New Practice Role 4
Week One
Clinical Orientation
Three clinical hours will be spent with a group of ten students that you will be the clinical
faculty for. At the completion of orientation, you will be with the student 16 hours a
week while they care for clients.
Content to be included in orientation:
Touring of facility, reviewing paperwork, becoming familiar with type of client &
disease processes on unit and to be cared for, expectations of faculty, students,
and facility. Syllabus, course policies are also reviewed with students.
Emotional content:
Unknown prior to meeting students at this time.
Motivating
Students:
Ice Breakers
a. Something from wallet representing you
b. Community building-How student can help peer when the
going gets tough……..How can faculty support student???
c. Goals for the course from student and faculty perspective???
Verbal or written, positive feedback
d. Special people- Take picture of student group to post on unit
for staff to see and identify with.
e. I take pride in – post picture or representation on oncourse.
Connecting:
(Sensitive to one
anothers needs,
positive self
concept, respect,
trust, building
community)
a. Clinicals are like…….determine and share background
experiences of students prior to coming to you
b. Tell me how you are feeling - 3X5 card, 2 minutes to draw
what you are feeling, share with group
c. Helping me, helping you – Faculty and students share
background information about themselves/family/school for 1
minute. After each student finishes, faculty verbalize a
commonality they have with student
Creating a
framework for
learning:
(Active,
constructing
knowledge)
Creativity:
a. Treasure hunt – Traditional treasure hunt finding
equipment, code carts, supplies needed while caring for
client
b. Abbreviations – Divide into 2 groups, work together to
determine answers, competing against clock, other group
a. Choices - Explain assignments and give students choice
of 2 out of 3
b. Choices – Instead of writing assignment out, complete
verbally with faculty
Clinical Faculty: A New Practice Role 5
Critical
thinking:
a. Discovering relationships – List skills learned in prior
courses and apply to these patients (verbal)
b. Pruning the tree – Goal – Care for client have baby.
How do you do that as nurse?
c. K-W-L – Assessment of baby - knows, want to know,
what did you learn?
1. Mnemonics – method of learning assessment of
baby
2. Thinking aloud 3. Cooperative learning – two students assess one
infant at same time
4. Comparing and contrasting – How is this similar
or different than assessing adult?
5. Promoting thinking with questions – Why is this
babies heart beating that fast? (Looking for
pathophysiology)
Cooperative
learning:
a. Reciprocal teaching – To prepare for first day on unit, we
need to know ……
b. Muddiest moment….before leaving for day, identify and
clear up the mud.
c. Discussion forum – Send home with the task of preparing
for first day of clinical care. Group creates list of
materials, information needed and gathered. Each
member adds to list.
d. I like being in this group because…….last thing before
leaving.
Comments concerning this course, questions that I have:
A clinical faculty web site is not discussed in the proposal of this course. Its creation was
turned down by the Dean (if I let you do it, I’ll have to let others do it…. wants
consistency among sites housed in or near the school of nursing). The value of the
proposed web site has been recognized by others within the school and those
technologically knowledgeable though and a site has been created and set aside for
clinical faculty use. Nothing further has taken place at this time. My ideas are to link the
web site and this web course. Other ideas as part of this web site include:
 Providing a site for clinical faculty throughout the U.S. to identify
themselves, research interests, clinical expertise and areas of interest and
teaching.
 Establishment of a discussion forum for clinical nursing faculty around
the world
 Literature resource area: research information, teaching and learning
article sites
Clinical Faculty: A New Practice Role 6

Students and those associated with the course would then suggest
additions to the web site.
Any comments, thoughts, suggestions are appreciated Curt. Thanks for the course, it was
great. The two books that I borrowed were sent by campus snail on Monday.
Clinical Faculty: A New Practice Role 7
Clinical Faculty: A New Practice Role
Clinical Instruction
Understanding
the
Learner
Developing Student
Cognitive,
Psychomotor and
Affective Skills
The Teaching
Environment
Teaching in a
Variety of
Settings
Working with a
Diverse Student
Population
Teaching
Strategies
Clinical Faculty: A New Practice Role 8
Clinical Faculty: A New Practice Role
Clinical
Evaluation
Policies
Clinical
Evaluation
Managing
the
Clinical
Day
Clinical
Faculty: A
New Practice
Role
Academic
Resources
Managing
the
Clinical
Day
Role
Develop
ment
Clinical
Instruction
Clinical
Instruction
Clinical
Faculty
Web Site