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Mastering the Teaching Role: A Guide for Nurse Educators

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Mastering the Teaching Role: A Guide for Nurse Educators

by Barbara K. Penn

Publisher: F. A. Davis Company

Copyright Year: 2008

Publishing Date: 2008/03/04

eText ISBN-10: 0-8036-2089-6

eText ISBN-13: 978-0-8036-2089-6

Print ISBN-10: 0-8036-1823-9

Print ISBN-13: 978-0-8036-1823-7

Course: Nurse Educator

Pages: 420

eTextbook $25.00

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Table of Contents | Description

Instructor Resources | Student Resources

ABOUT THIS TITLE - TABLE OF CONTENTS

Introduction, xiv

In Memoriam, xvii

I. Perspectives On Adults As Learners, 1

1. How Adults Learn, 3

1. Why is it such a big deal to think about adults learning differently than children?, 3

2. What are adults seeking in an educational experience?, 3

3. Is there a particular theorist who is associated with adult learning?, 4

4. What should an adult learner look like?, 4

5. Are adults as open to learning as children?, 5

6. I thought I was teaching adults, but I do not always see adult behavior in my students. Why?, 5

7. How can I increase the self-directedness of my students?, 6

8. Are there certain conditions under which adults learn best?, 6

9. Should I tell learners what they need to know?, 7

10. If adults are in class to learn about a topic, how can they contribute to discussion?, 8

11. How does learning actually occur, and are there things I can do to facilitate the process?, 9

12. How does the model work?, 9

13. Why is gaining students’ attention so important?, 10

14. What techniques can I use to gain students’ attention?, 11

15. What is working memory?, 12

16. Should we get students used to stress and anxiety so they are able to function better in the real clinical setting?, 13

17. How is long-term memory different from working memory?, 13

18. How does understanding WM and LTM help me design instruction for adult learners?, 14

19. I have so little time to get the content covered. Should I just remind students of a few facts we covered in the last class, and move on to the new content?, 15

20. Are there different kinds of learning, and should I be concerned about including them all in what and how I teach?, 15

21. Should I be concerned about matching my teaching style to students’ learning styles?, 17

2. Traditional Nursing Students, 19

1. Who are traditional students?, 19

2. What proportion of students is considered traditional?, 20

3. What cultural milestones have shaped the experiences of traditional students?, 20

4. Why is it important to understand younger students’ cultural milestones?, 20

5. What do you think is a major distinguishing characteristic of traditional students?, 20

6. How do I best prepare to teach this type of student?, 21

7. How can I find out more about teaching traditional and other students?, 23

8. What are some questions I can ask students to gauge how the class is going?, 24

9. How should I design instruction to engage traditional students effectively?, 25

10. Do lesson plans work well with traditional students?, 25

11. Table 2–1 refers to a guided reading assignment. What is that?, 27

12. What is “engagement”, and why is it important to traditional students?, 29

13. How do I prepare young students for the difficult and emotional nursing work ahead?, 29

14. How do I help younger students who are accustomed to communicating in abbreviations and slang to communicate in the professional world?, 30

15. I am a teacher, not an entertainer. How can I teach to this generation of students who expect to be entertained?, 31

3. RN-to-BSN Students, 33

1. Why do RNs return to school to earn their BSN?, 33

2. What is the difference between a student who is already an RN and the generic baccalaureate student?, 33

3. What barriers, educational conflicts, and stressors do RN-to-BSN students encounter?, 34

4. How can I encourage RNs to return to school?, 34

5. Where is the best place to recruit RNs into baccalaureate programs?, 35

6. What can I offer in the way of support and advice for the RN student?, 35

7. Is teaching RN students really different from teaching traditional baccalaureate students?, 36

8. Do course requirements differ between the RN-to-BSN program and the generic BSN program?, 36

9. Does the teaching format and style differ between RN-to-BSN and generic BSN programs?, 36

10. How should classroom assignments differ for RN students and generic BSN students?, 37

11. How do clinical assignments differ for RNs compared with generic students?, 37

12. Can RN students function independently under their own license as students in clinicals?, 38

13. What are some of the challenges in finding/selecting meaningful clinical settings for RN students?, 38

14. Should I prepare clinical preceptors/mentors to evaluate RNs differently than other students?, 38

15. How can I validate basic nursing knowledge as well as clinical skills for the RN student?, 38

16. Because the RN student is already licensed to practice, should I use different evaluation methods?, 39

17. How can I promote professional socialization of RN students?, 39

18. What challenges are encountered in teaching RN students who are highly specialized in an area of nursing in which the faculty may not have experience?, 39

19. Can any nursing program instructor teach in an RN-to-BSN program?, 40

20. How can I prepare myself to teach in an RN-to-BSN program?, 40

21. What do you see as a model for RN-to-BSN education?, 40

4. Second-Degree Master’s Students, 43

1. What was the thinking behind this statement?, 43

2. Are master’s entry programs successful?, 44

3. Why has postgraduate nursing education not been explored before?, 44

4. Where were the first graduate nursing programs for people with degrees in other fields?, 45

5. Are graduates from these programs all prepared for advanced practice?, 46

6. How many direct-entry master’s programs are there in the United States?, 46

7. What is the benefit of master’s-prepared generalists for health care?, 47

8. Why not just stick with the popular master’s entry programs that prepare advanced practice nurses?, 48

9. Why would we use our faculty resources to educate more master’s students when we need more nurses to provide direct patient care?, 48

10. How does the curriculum of the direct-entry master’s generalist program differ from the curriculum for second bachelor’s degree programs?, 50

11. What are the concerns of faculty teaching in direct-entry master’s programs?, 50

12. I have heard that these students have an attitude problem and think they know more than the instructors., 51

13. How do we teach these students to be effective clinician leaders when there are so few role models in practice?, 53

14. How can we strengthen the residency?, 53

15. What prerequisites are necessary for admission to the program?, 55

16. Is requiring a college degree for entry into master’s nursing education programs viewed as elitist, and does it exclude persons from underrepresented populations?, 55

17. Will there be jobs available for graduates of master’s generalist programs?, 56

18. Should students taking their first job expect to be paid more because they have a master’s degree?, 56

19. With master’s degrees, what will prevent graduates of these programs from trying to take leadership roles that exceed their capability?, 57

20. My colleagues say that these programs contribute to the alphabet soup that will make the public even more confused. What’s your perspective?, 58

21. Will this program drain the already depleted faculty resources?, 59

22. How are these programs related to the clinical nurse leader movement?, 60

23. Many nursing education programs are located in smaller liberal arts colleges that typically do not grant master’s degrees. What will happen to their nursing programs?, 60

24. How will this degree add value to the nursing profession? , 61

5. Intergenerational Perspectives, 65

1. Why are the multigenerations a challenge for faculty and our students? , 65

2. Why is it important for our students to understand the differences in the generations?, 65

3. Who is the Traditionalist/Silent/Veteran Generation?, 66

4. Who is the Baby Boomer Generation?, 66

5. Who is Generation X?, 67

6. Who is Generation Y?, 67

7. What important teaching strategies do faculties need in developing partnerships for learning with Generations X and Y?, 68

8. Why is it important for faculty to continue to evaluate teaching strategies?, 73

6. Adults as Students: Special Considerations, 77

1. Are there any simple rules that should be kept in mind when teaching adult learners?, 77

2. How do I deal with the fact that I am younger than some of my students?, 77

3. Will I feel less intimidated by mature learners as time goes by?, 78

4. Are there theoretical approaches that work best for mature learners?, 78

5. Suppose my students do not like me?, 78

6. Why do some adults in class appear highly motivated, and others seem not to want to be there at all?, 79

7. How can I affect the apparently unshakable values and belief systems that are in opposition to what I am trying to teach in class?, 79

8. How can I best support the adult learner who is often in class with students who are much younger?, 80

9. What do I do when adult and younger learners display conflicting values in class?, 80

10. What should I know about cultural aspects of teaching adults?, 80

11. What is the best way to approach the mature learner who is not succeeding in class?, 81

12. What are some not-so-optimal scenarios regarding adult students?, 81

13. How should I respond to the adult learner who wants to take over the class?, 82

14. How do I handle adult learners who are personally attracted?, 82

15. What do I do when an adult learner brings a child to class?, 83

16. What should I do if I feel threatened by a student?, 83

17. What should I do if I suspect that a student is under the influence of alcohol or drugs in class or clinical?, 84

18. What should I do if students come to me with complaints about a faculty colleague?, 84

18. What do I do if I believe a colleague is behaving in an arbitrary manner with students?, 85

19. What must I know to be successful in teaching adult learners?, 85

II. Teaching Adults, 87

7. Planning a Course, 89

1. What is the difference between planning a course and writing the syllabus?, 89

2. How do I get started planning a course?, 90

3. How do I assess the general context of the course?, 90

4. How do I assess the nature of the subject or content?, 90

5. How do I assess environment?, 90

6. How do I assess the students?, 91

7. How do I assess the teacher?, 91

8. How do I know what the objectives should be?, 91

9. How do I determine progress toward the course objectives?, 92

10. How do I choose the learning activities and/or assignments for the course?, 93

11. How do I know if my course components — objectives, assessment, teaching and learning activities — integrated?, 93

12. Once I have planned the outcomes, the assessment, and the activities, how do I organize the course into a whole?, 94

13. How do I grade the assignments and activities?, 94

14. How do I decide upon how many out-of-class assignments are necessary and beneficial?, 94

15. How do I choose the course resources?, 95

16. How do I evaluate the entire course, not just assess student learning?, 95

17. If this is the best way to plan a course, why is it so rarely used?, 96

8. Developing a Course Syllabus, 97

1. What is a syllabus?, 97

2. Why do I need a syllabus?, 97

3. What is the purpose of the syllabus?, 97

4. I am teaching a course for the first time, but I do not like the existing syllabus. What do I do?, 98

5. Is there a format for the syllabus?, 98

6. What is included in the syllabus?, 98

7. If I do not like the grading standards, can I change them?, 99

8. Can I change the assignments?, 99

9. How do I select and convey reading assignments to learners?, 99

10. Do I need to include a schedule that describes each class?, 100

11. How detailed does the content outline need to be?, 100

12. How do I select learning experiences for the content?, 100

13. Do the learning experiences need to be identified in the syllabus?, 100

14. Can I put articles in the syllabus?, 101

15. Why does the university want to copyright my syllabus?, 101

16. How do I go about revising a syllabus?, 101

17. How can I make my syllabus user-friendly?, 102

18. How can I make my syllabus learner-oriented?, 102

19. How is the syllabus shared with students?, 102

9. Learner-Centered Teaching, 105

1. What do the experts say about the nature of learning and knowing?, 105

2. What is the process by which individuals actually learn?, 105

3. Are there really differences in how individuals learn?, 106

4. Are these differences important in nursing education?, 106

5. What are the characteristics of a successful learner?, 107

6. Are some approaches to the teaching-learning process better than others?, 107

7. What is the real goal of learning?, 108

8. What are the assumptions and principles that underpin learning?, 108

9. How might those assumptions and principles affect my approach/attitude toward teaching?, 109

10. What is the difference between developing competence and developing abilities in the learning process?, 109

11. What are the abilities learners need to develop to be successful in the current nursing practice environment?, 110

12. How can abilities be leveled to ensure appropriate learning develops?, 110

13. Can you provide an example of how an ability might be developed in a learning situation?, 111

14. How does developing an ability relate to program outcomes?, 112

15. What is “experiential learning”?, 112

16. Do students really learn better through performance?, 112

17. Can collaborative learning really work?, 113

18. What is learning productivity?, 113

19. How can we help students learn better?, 114

20. What does it mean to create a community of learning?, 114

21. How can we make learning last?, 115

22. Is it time for a new approach to learning?, 115

23. How do we change the undergraduate education paradigm from teaching to learning?, 115

10. The Power of the Classroom Climate, 119

1. What do you mean by “classroom climate”?, 119

2. What elements of the classroom climate are particularly important for learners?, 119

3. What is my role in establishing classroom climate?, 120

4. How do I create a positive physical environment?, 121

5. How do I create a supportive psychological/emotional learning environment?, 122

6. How important is developing a climate of mutual respect?, 122

7. How can I create an environment that respects diversity?, 123

8. What are some effective teaching strategies for the increasingly diverse classroom?, 124

9. What can I do to create a classroom climate that fosters open communication?, 125

10. What is anticipatory set, and why is it important?, 125

11. Can you provide some examples of anticipatory set?, 126

12. How does course “history” affect the classroom climate?, 126

13. How can I counteract negative course history?, 126

14. How will my class expectations affect the learning climate?, 126

15. What influence does my personality have on the classroom climate?, 127

16. What impact does my physical appearance/demeanor have on the classroom climate?, 127

17. How does my enthusiasm for nursing affect the learning environment?, 128

18. How do my organizational skills affect the classroom climate?, 128

19. How do I encourage a participatory learning environment?, 129

20. What are some additional strategies I can use in my classroom to enhance the learning environment?, 129

11. Managing the Modern Classroom, 133

1. What do you mean by “managing the classroom”?, 133

2. How can I calm the “before-lecture” nerves?, 133

3. How do I prepare for each class?, 134

4. What if I am not totally prepared for class?, 135

5. How do I get the students’ attention so I can start class?, 135

6. How can I get to know all the students if I have a large class?, 136

7. Is it important that I recognize each student, especially in a large class?, 136

8. Should I ask students to sit in assigned seats?, 136

9. How should I expect students to address me?, 137

10. Should I give students any choices about class activities and, if so, which class activities might be open to student choice?, 137

11. What activities can I design to encourage students to prepare for each day’s class?, 138

12. What should I do if students are talking with each other enough to distract others in the classroom?, 139

13. What should I do if students are being disruptive with a guest speaker?, 140

14. How will I know if I am holding the attention of the students?, 140

15. What can I do if I see the students’ attention lagging?, 140

16. Should students be allowed to bring wireless phones to class?, 141

17. How do I make sure students are comfortable about coming to see me outside of class?, 141

18. How can I help students prepare for examinations without teaching “to the examination”?, 142

19. What can I do to prevent cheating during examinations?, 142

20. Under what conditions should I cancel class?, 143

21. What should I do if students do not attend class regularly?, 143

22. What can I do with a student who monopolizes the classroom discussion?, 144

23. Should I call on students to answer a question, or should I wait to see if someone can answer? How do I get a quiet student involved in class discussion?, 144

24. How do I respond to students who are disrespectful of others or of others’ ideas?, 145

25. What should I do if a student asks a question and I do not know the answer?, 146

26. What is the appropriate response to a student who answers a question but is completely wrong?, 146

27. How can I help students understand difficult concepts?, 147

28. How will I know if students are understanding what is most important about the content?, 147

29. What if the technology (microphone, PowerPoint, projector) does not work?, 148

30. Under what conditions should I grant permission for a student to take an examination outside the scheduled time?, 148

31. Under what conditions should I allow students to audiotape or videotape the class?, 149

32. What are some of the biggest mistakes instructors make in the classroom, and how can I avoid them?, 150

33. What are the best secrets of an effective classroom teacher?, 150

12. Developing and Revising Curriculum, 153

1. What is curriculum?, 153

2. What are the components of a curriculum?, 153

3. What is the relationship between the institutional mission and the program mission?, 154

4. What is a philosophy?, 154

5. How does the mission relate to the philosophy?, 154

6. Why do I need a philosophy?, 154

7. What are program objectives?, 155

8. I have read about program competencies. What are they?, 155

9. Do I need goals and objectives? What is the difference? What does it mean to have level objectives?, 155

10. How do accreditation guidelines affect the curriculum?, 156

11. Do we have to follow the accreditation guidelines word for word?, 156

12. Do I need to have a conceptual framework?, 156

13. How do curriculum theories fit into curriculum development?, 157

14. What is an integrated curriculum?, 157

15. I hear faculty members talking about curriculum threads. What are they?, 158

16. Does developing curriculum include selecting learning experiences?, 158

17. Does the curriculum need to have teaching methods identified?, 158

18. How are theory and laboratory hours devised?, 159

19. How does the faculty decide how many hours of clinical for each course?, 159

20. My state has a core curriculum. How do we incorporate the core curriculum in our nursing curriculum?, 159

21. How do I know the curriculum needs revision?, 160

22. Where do I start with curriculum revision?, 160

23. How is curriculum linked to program evaluation?, 160

24. What is included in the program evaluation?, 161

13. Beyond the Classroom: Considering Distance Education Approaches, 163

1. What is distance education?, 163

2. Why are academic institutions engaging in distance education?, 163

3. What are the most common technologies used for distance education?, 164

4. What pedagogical theories or concepts support distance education?, 164

5. How do I help students decide if distance learning is right for them?, 165

6. What are the common characteristics of successful distance learners?, 166

7. What are the common characteristics of successful faculty members who use distance learning strategies?, 166

8. What is the difference between a course taught in the classroom and one taught by distance education?, 167

9. How does distance education change my role as an educator?, 167

10. What support services are required for distance learning students?, 168

11. What support services are required for faculty who teach using distance education approaches?, 168

12. How do I ensure the same quality in a distance education course as in a traditional on-campus course?, 168

13. What are the “best practices” in distance learning?, 169

14. How do you evaluate distance education courses?, 169

15. How do you evaluate distance education programs?, 170

16. What are the advantages to distance education?, 170

17. What are the barriers to distance education?, 171

18. How can students be socialized to the profession if they are not physically with faculty or other role models in the classroom?, 171

19. How can I ensure that students in the distant learning environment develop a sense of community or connectedness?, 172

20. Does it take more or less time to teach courses on the Internet?, 172

21. How does copyright affect distance education?, 173

22. Is the distance education market saturated?, 173

23. Is distance education cost-effective?, 174

24. What is the future of distance education?, 174

III. Clinical Teaching, 177

14. Strategic Relationships With Clinical Agencies, 179

1. Whose responsibility is it to establish relationships with clinical agencies?, 179

2. What is the role of the dean and the chief nurse executive (CNE) of the agency in cultivating new relationships?, 179

3. How is agency culture acquired?, 180

4. What is the role of the dean in matching mission, philosophy, and outcomes with the clinical agency?, 180

5. How should faculty respond when agency personnel ask, “What’s in it for me?”, 181

6. What strategies support the development of collaboration between faculty and agency personnel?, 181

7. What is the impact of the nursing shortage on selection and use of clinical sites?, 182

8. Can employees of an agency be hired as part-time clinical faculty?, 182

9. What strategies encourage agencies to “donate” staff to serve as faculty?, 183

10. When students are in an agency, how are they covered under malpractice insurance?, 183

11. If an agency is unionized and goes on strike, what happens to the students’ clinical experience?, 184

12. In a competitive scenario, who determines which schools get which units and which days? Is it possible to have exclusive contracts so that only selected students can use a particular clinical facility?, 184

13. Whose responsibility is it that staff and faculty are oriented appropriately to the agency, unit, curriculum, course objectives, and other appropriate matters?, 185

14. Are the faculty considered by staff in the clinical site as a guest, sage, resource, collaborator, colleague, or nuisance?, 185

15. What are the mechanisms to ensure that there is a good match between faculty and the staff on a unit?, 185

16. How do faculty ensure that staff in an agency understand the teaching mission, philosophy, curriculum, and strategies?, 186

17. Is it reasonable for faculty to expect agency personnel to serve on university committees?, 186

18. How is funding sought that benefits both the university and agency?, 187

19. When clinical research is being undertaken, whose review board is used for approval?, 187

20. How are the requirements for each agency, such as immunizations, malpractice insurance, CPR and HIPAA standards, and criminal background checks, decided and managed?, 187

21. Why is my dean so vehement about clinical contracts/agreements being in place before we have students in the agency? Sometimes we have to move quickly., 188

22. Why does it take so long for the approval of contracts in a clinical agency?, 188

23. Who has to approve the contracts with the clinical agency?, 189

24. How do key players get involved when the university or agency plans new programs that affect the other?, 189

25. Should faculty and staff hold joint appointments? If so, who pays the salary?, 189

26. What are the concerns that agency staff and faculty have about each other?, 190

15. Developing New Clinical Experiences for Students, 191

1. What does it mean to “develop” a clinical site?, 191

2. Why is there a need to develop new clinical sites?, 191

3. Why is it becoming more difficult to find clinical sites?, 191

4. Who is responsible for choosing and developing new clinical sites for students?, 192

5. How are new clinical sites found?, 192

6. What type of clinical sites exist outside of inpatient settings?, 192

7. What are the most important factors to consider when choosing to develop a new clinical site?, 193

8. What would be considered an ideal clinical setting?, 193

9. Who should I call at an agency when considering it as a new clinical site?, 194

10. When meeting with the director of nursing or other agency administrator, what information do I need to collect to determine if the site is appropriate for my students?, 194

11. What are possible barriers that a clinical site may impose?, 194

12. What information will I need to give to the agency when first meeting to discuss clinical opportunities?, 195

13. Is a formal contract needed before I can bring students to a new clinical site?, 195

14. What is the clinical agency’s responsibility in a contract?, 195

15. What is my school of nursing’s responsibility in a contract?, 196

16. What information goes into a contract?, 196

17. After the contract has been obtained, what else will I have to do before bringing students into a new clinical agency?, 196

18. How will I know if the new clinical site met my students’ learning needs and the course objectives?, 197

19. What should I do to ensure that a new clinical site remains a site?, 197

20. What specific feedback should you provide to a new clinical site to continue the relationship for next term?, 198

21. If the new clinical site does not work out, what is the best way to conclude the relationship?, 198

16. Managing Logistics of Clinical Experiences, 201

1. What should I do to prepare for the first clinical day?, 201

2. How do I respond to a tardy student?, 201

3. What should I do with the students if I will be unavoidably late for clinical?, 202

4. What should I do if the student does not follow the dress code?, 202

5. What happens if a student is injured on the clinical unit?, 202

6. If a staff member uses unsafe techniques in front of a student, what should I do?, 202

7. How should I intervene if the staff acts disrespectfully to me or to a student?, 203

8. Who can I talk to about clinical issues that are troubling me?, 203

9. How should I handle the chemically impaired student who comes to clinical?, 204

10. How do I handle the emotionally impaired student who comes to clinical?, 204

11. What is involved in making clinical assignments?, 204

12. What do I do if there is a low census on the clinical unit when I make the assignments?, 205

13. When should clinical assignments be made?, 205

14. How do I maintain fairness in assigning clients?, 206

15. Should I give the weaker students the easier assignments?, 206

16. Is there value to an off-unit rotation?, 206

17. How can I plan off-unit rotations?, 206

18. How should I manage clinical absences?, 206

19. How do I develop good rapport with staff?, 207

20. How can nursing instructors earn the respect and support of nursing staff?, 207

21. How I should conclude the clinical experience?, 208

17. Teaching in Clinical Settings, 209

1. What should I do to prepare students for the first day of clinical?, 209

2. What constitutes a good orientation to a clinical unit?, 210

3. By what title should the students address me ?, 210

4. How should students address staff members?, 210

5. How should staff address students and me?, 211

6. How can I manage multiple students on a busy clinical unit?, 211

7. What can I do to safely oversee students when they are assigned to different units?, 212

8. How do I help students correlate content with clinical practice?, 212

9. What conference space is best for students?, 213

10. How do I conduct a pre-conference?, 213

11. How do I conduct a post-conference?, 214

12. How should I respond if a student chronically monopolizes conference time?, 214

13. What happens when a student comes to clinical unprepared to care for the client?, 215

14. How can I offer feedback/constructive criticism without embarrassing a student?, 215

15. When should I discuss clinical problems with a student?, 215

16. What should I do if students accuse me of “picking on them”?, 216

17. What should I do if a student lies to me?, 216

18. What is a professional boundary, and how do I recognize when it has been crossed?, 216

19. Should students accompany their client for diagnostic tests or when they are transferred off the unit?, 217

20. How do I handle a student’s medication error?, 217

21. When should I make weekly clinical paperwork due?, 217

22. Should I grant extensions on written paperwork?, 217

23. Should I keep detailed, written notes on my students?, 218

18. Working With Clinical Preceptors, 219

1. What is a preceptor?, 219

2. Who can be a preceptor?, 219

3. Which students get preceptors?, 220

4. How do I select preceptors?, 220

5. How are preceptors oriented to their role?, 221

6. How are preceptors paid?, 222

7. Why do preceptors volunteer?, 222

8. So what are the benefits to the preceptor?, 222

9. What are the benefits to the student?, 223

10. Are there benefits to the instructor?, 224

11. What kind of challenges are there to using preceptors?, 224

12. What is my role when I use preceptors?, 225

13. If I am not at the clinical site the entire time, how do I know what the students are doing?, 225

14. What do I do when I make rounds on students assigned to preceptors?, 226

15. Can the students work with their preceptors on nights and on weekends?, 226

16. If the students are with preceptors on different shifts and all days, am I on call around the clock?, 227

17. Why would I want to use preceptors?, 227

18. Do I still have clinical conferences? If so, how does that work?, 228

19. How do I know a student is competent before being assigned to a preceptor?, 228

20. Who evaluates and grades the student: the preceptors or faculty?, 228

21. What if a preceptor and student do not get along?, 229

22. What do I do if a preceptor is ill or otherwise away from work unexpectedly?, 229

23. Suppose I sense the preceptor is “covering” for the student?, 230

24. What if the preceptor is being too strict or has unrealistic expectations of the student?, 230

25. Do the students like this type of clinical?, 231

26. Are there any disadvantages for the student?, 231

27. Do the agencies really like this approach to clinical?, 231

28. Who evaluates the preceptors?, 231

29. I think I would like to try using preceptors. Is there anywhere I can get additional information?, 232

19. Utilizing Clinical Simulation, 233

1. What is clinical simulation?, 233

2. How does clinical simulation prepare students for the clinical arena?, 234

3. What are the advantages of using clinical simulation over the clinical setting?, 235

4. What are the disadvantages of using clinical simulation over the clinical setting?, 236

5. What are the adult learning principles involved in clinical simulation?, 236

6. What types of clinical simulation are available to enhance the clinical experience?, 237

7. How do I help learners translate clinical simulation into clinical practice?, 237

8. Where should clinical simulation be placed in the nursing curriculum?, 238

9. Why would I want to integrate simulation into the curriculum?, 238

10. What is my role as faculty in clinical simulation?, 239

11. What is the role of the student in clinical simulation?, 239

12. How is clinical simulation used for clinical remediation?, 240

13. How can critical thinking be incorporated into clinical simulation?, 241

14. How can leadership skills be included in clinical simulation?, 242

15. What teaching-learning strategies are utilized in the clinical simulation laboratories?, 243

16. What measures are used to evaluate students doing simulated skills?, 244

17. How are student performances evaluated in the clinical simulation laboratories?, 245

18. What measures can evaluate teamwork in the clinical simulation laboratory?, 246

19. How can clinical simulation foster interdisciplinary education?, 246

20. How do you adapt simulation to individual learning styles?, 247

21. How do you ensure equal participation among all members of groups working in the clinical simulation laboratory?, 248

22. What should my faculty colleagues and I consider if we want to create a clinical simulation laboratory?, 248

23. What clinical simulation resources are available for faculty?, 250

IV. Evaluating Students And Learning, 253

20. Evaluating Teaching and Learning, 255

1. What are the characteristics of evaluation systems in nursing education?, 255

2. How can I help the evaluation process live up to its potential?, 255

3. Who are the primary stakeholders in successful outcomes for nursing education?, 256

4. How can I develop a philosophy of evaluation that integrates an emphasis on program outcomes with genuine respect for all persons?, 256

5. How can I learn about types of evaluation required in my nursing program and who is responsible for them?, 256

6. Are there other mechanisms of evaluation in nursing education?, 257

7. What do I need to know, and what do I need to do about how I am evaluated as a nursing teacher?, 257

8. How can I positively influence my overall evaluation?, 258

9. How can I stay enthusiastic about the evaluation process so that it does not become just another boring chore?, 258

10. When does the evaluation process begin for nursing students, faculties, and programs?, 258

11. Do I need better evaluation skills in ongoing and interim evaluation of students or in calculating final grades for academic or clinical performance?, 259

12. How can I encourage students to be more autonomous in the evaluation process?, 259

13. Are there ways I can consider individual learning styles in evaluating students without having a different evaluation plan for each person?, 260

14. How can I be a good coach and mentor for student nurses when I am also their teacher, clinical supervisor, and evaluator?, 260

15. How can I help students see class and clinical evaluations as having the same values and goals?, 260

16. What can I do as a teacher to promote communication and unity among the many stakeholders who care about having good nursing education outcomes?, 261

17. How do I know if my evaluation approaches are effective?, 261

18. How can I find out what nursing students and graduates think about their experiences with nursing education evaluation?, 262

19. How important is it for me to join other nurse educators in letting the public know how serious we are in self-regulating our profession?, 262

20. What hope is there to have student nurses graduate with solid skills in evaluation of learning and with enthusiasm for evaluation processes?, 263

21. The Importance of Objectives, 265

1. What primary purposes are served by written objectives for theoretical courses and clinical experiences in nursing education?, 265

2. In what ways do course and clinical objectives form an educational, legal, and ethical contract between nursing programs and students?, 265

3. How can faculty use objectives as gatekeeping standards for progression in a nursing program without eliminating potentially successful students?, 266

4. To what extent should I expect student nurses to understand, explain, and effectively use course and clinical objectives?, 266

5. How can I use course and clinical objectives to promote student accountability and growth in meeting academic and clinical performance standards?, 266

6. How can clear and effective learning objectives promote successful outcomes on written course examinations?, 267

7. What elements of clinical objectives are essential for planning nursing care experiences for diverse groups of students in a wide variety of settings?, 267

8. How can objectives form bridges for students between theory courses and clinical experiences?, 268

9. How do effectively written objectives support systems of regular interim student feedback on learning progress as well as final evaluations?, 268

10. Which objectives in my school do I have the freedom to revise, and which are more permanent?, 268

11. What are my choices on using the three learning domains to be sure my objectives cover all the types of required nursing competencies?, 269

12. What principles of clear writing are especially important in developing effective objectives in nursing education?, 269

13. How can my class objectives help students sort through the enormous quantity of facts and concepts in order to develop nursing judgment for effective practice?, 270

14. To what extent can course and clinical objectives emphasize mastery concepts and competencies without the pitfall of giving too much information?, 270

15. How can outcome measurements including grading criteria be included in objectives?, 270

16. Are there some less obvious uses for objectives or strategies I should know about?, 271

17. What are some of the biggest pitfalls to avoid when writing objectives in nursing education?, 271

18. What are some examples of how learning objectives become more complex as students progress through a nursing curriculum?, 271

19. How can objectives written for a whole class allow for individual creativity and judgment?, 272

20. How can I participate with other nursing teachers in evaluating all types of objectives across a nursing curriculum?, 272

22. Developing Trustworthy Classroom Tests, 275

1. I have to administer several tests this semester. Where do I begin?, 275

2. What are the components of a systematic classroom assessment plan?, 276

3. What are the characteristics of a reliable test?, 276

4. How is reliability measured?, 276

5. What reliability coefficient should I expect for my classroom tests?, 276

6. Why is a reliable test not necessarily a good test?, 277

7. What is validity evidence?, 277

8. Why is validity evidence so important?, 277

9. How can I establish validity evidence for my tests?, 277

10. How do I select a representative sample of content for a test?, 278

11. How do I set up a blueprint?, 278

12. How do I decide how many questions are assigned to each box?, 278

13. Should I share the blueprint with my students?, 279

14. What types of measurement instruments can be used for classroom assessment?, 279

15. What are the advantages and disadvantages of selected-response items?, 279

16. What are the advantages and disadvantages of constructed-response items?, 280

17. Why is the multiple-choice format widely used for nursing classroom achievement tests?, 280

18. What are the essential attributes of a trustworthy multiple-choice test?, 280

19. What suggestions can you provide about writing multiple-choice items?, 281

20. Can you show me a example of a multiple-choice question that is at a higher cognitive level?, 282

21. How can I determine if an item is of high quality?, 282

22. What p-value should my questions have?, 282

23. How do I interpret the PBI for the items?, 283

24. Can you show an example of data for a question?, 283

25. Should I review a test with the class after it is given?, 284

26. What are the advantages of using test development software?, 284

27. Where can I find out more about test development software?, 284

28. When should I use other types of question formats?, 285

29. Do you have any suggestions for using essay questions?, 285

30. Why is it important to use a variety of classroom assessment strategies?, 285

23. Beyond Tests: Other Ways to Evaluate Learning, 287

1. In addition to tests, how can I evaluate student learning?, 287

2. What are portfolios?, 288

3. How do I use portfolios in evaluation?, 288

4. How do I design group projects for evaluation purposes?, 288

5. If one or two members of the group did all the work, how do I grade the group?, 289

6. Can role play be used for evaluation purposes?, 289

7. How can case studies be used to evaluate learning?, 290

8. Are care plans still being used for evaluation?, 291

9. What are other ways to evaluate students’ application of the nursing process?, 291

10. What are concept maps, and how are they used to evaluate learning?, 291

11. Are papers still a good way to evaluate learning?, 292

12. What is a rubric, and should I use one when grading?, 292

13. How do I use qualitative and quantitative criteria in grading written assignments?, 293

14. What are some alternatives to long papers?, 294

15. Can journaling be used to evaluate learning?, 294

16. If my students are intimidated by verbal questioning, how can I make students more comfortable with questioning to evaluate their learning?, 295

17. I need to evaluate psychomotor skills. What are some options?, 295

18. Are teaching plans still used for evaluating student learning?, 296

19. Can you give me an example or two of a creative way you evaluated students that worked and that they really liked?, 296

24. Clinical Evaluation, 299

1. What is clinical evaluation?, 299

2. What is the difference between clinical evaluation and grading clinical performance?, 300

3. How do I offer feedback to students and evaluate their performance?, 300

4. How can I give good feedback to students so they learn from it?, 300

5. Evaluation of clinical performance seems highly subjective. What can I do to make it more objective?, 301

6. Students appear to be very stressed in clinical practice. Has any research been done on this; if so, what does it show?, 301

7. What can I do as a teacher to relieve some of this stress?, 302

8. How do I use the clinical competencies or outcomes of the clinical course in my evaluation of students?, 302

9. How do students know what I am going to evaluate in clinical practice?, 303

10. What methods can I use for evaluating clinical performance in a nursing course?, 303

11. When selecting clinical evaluation methods, what factors should I consider?, 303

12. What are some problems I should be aware of when I observe students in the practice setting?, 304

13. How can I make my observations more reliable?, 304

14. What are anecdotal notes, and how do I write them?, 305

15. If I have 9 or 10 students to evaluate in a clinical course, how can I possibly write anecdotal notes about each student every clinical practice day?, 305

16. What are checklists, and how do I use them in my clinical evaluation?, 306

17. The course I am teaching has a rating form (i.e., clinical evaluation form or tool) to use at midterm and the end of the term. What should I know about rating forms for clinical evaluation of nursing students?, 306

18. What types of rating scales are used in nursing programs?, 307

19. When rating performance of nursing students, what are common errors that can occur?, 307

20. How can I prevent these errors and make my ratings for clinical evaluation more reliable?, 307

21. I want to carefully select the written assignments that students complete in my course. Which assignments are best for promoting and evaluating critical thinking and problem solving in clinical practice?, 309

22. Can portfolios be used for clinical evaluation?, 309

23. How can I use journals in my courses, and should they be graded?, 310

24. What is a clinical examination?, 310

25. What about asking students to evaluate their own progress in clinical practice? Is this reliable?, 310

26. When evaluating and grading clinical performance, should I accept input from the nurse manager and nurses who are working with my students?, 311

27. What are differences between pass-fail and a letter system for grading clinical performance?, 311

28. Tell me what I should do if a student is failing my clinical course., 312

29. How do I balance my role as evaluator with my role as teacher in the clinical setting?, 312

25. Resolving Grade Disputes With Students, 315

1. How likely is it that I will get sued by a student?, 315

2. How can I determine and justify if a student is failing clinical as clinical grades are partially subjective?, 315

3. What is due process?, 316

4. Why is due process important to grading?, 316

5. What is contract theory?, 316

6. Why is contract theory important to grade disputes?, 317

7. What is arbitrary or capricious conduct?, 317

8. What does estoppel mean?, 317

9. What should I do if a student complains to my dean/director about a grade I gave?, 318

10. Do the courts ever require specific policies or procedures related to grading or evaluating clinical performance?, 318

11. What is a rubric, and how does it relate to grading?, 318

12. Under what circumstances should I change a grade on an assignment or course grade?, 319

13. What is the Family Educational Rights and Privacy Act (FERPA), and how does it concern teachers?, 319

14. What should I do if a parent calls me about his or her child’s grades/performance in school?, 320

15. Under FERPA rules, can I share an example of good or poor student work with other students?, 320

16. How does the Americans With Disabilities Act affect grading/ admission policies?, 320

17. What legal obligation does a college or university have in “certifying” that a student is a capable practitioner, and how is this linked to grade disputes?, 321

18. How should I handle a student who claims he/she turned in an assignment but I have no record of receiving it?, 321

19. Can I require a student to make up a clinical experience or a test?, 321

20. What should I do if a student misses an examination?, 322

21. How do I recognize and document a pattern of unsatisfactory performance?, 322

22. Who has the right and/or responsibility to determine if a student’s performance is unsatisfactory?, 322

23. If agency nurses and preceptors have a higher or lower opinion of a student’s clinical performance than I do, but I am responsible for grading, how much weight should I give to the preceptor’s opinion?, 323

24. What is a grade appeals process, or what should be in a grade appeals process/procedure?, 323

25. Should I keep notes about student behavior from clinical experiences?, 323

26. How likely is it that clinical notes may be subpoenaed?, 324

27. How long should I keep records of grades?, 324

28. How can I avoid grade disputes?, 324

26. Using Standardized Achievement Tests, 327

1. Why do programs administer standardized achievement tests?, 327

2. Why is there a surge in the achievement test business?, 327

3. What factors should faculty consider when selecting content-specific achievement tests?, 328

4. How can faculty determine content validity?, 329

5. How often should achievement tests be updated?, 329

6. What is the difference between secure and nonsecure versions of a test?, 330

7. Which method of test giving is better: paper or computer?, 330

8. Percentage or percentile: which is useful?, 331

9. Do achievement tests have predictive validity for the NCLEX?, 332

10. How can the costs of achievement tests be managed?, 332

11. How does the achievement test help the individual student?, 333

12. How can you get students to do their best on the achievement test?, 334

13. How does the achievement test help the program?, 334

14. How does the achievement test support accreditation?, 334

15. What are the responsibilities of faculty to provide feedback on achievement tests?, 335

16. What should faculty do about poor achievement test results?, 335

17. What should students do about poor achievement test results?, 336

18. What should faculty do about excellent achievement test results?, 336

19. What should students do about excellent achievement test results?, 336

20. What about use of mobility tests for RN-to-BSN students?, 336

21. Suppose a program does not use achievement tests?, 337

22. What are some achievement test companies?, 337

27. Preparing Students for the NCLEX-RN®, 339

1. What is the purpose of the NCLEX-RN®?, 339

2. How does the NCSBN determine what is appropriate information to include on the NCLEX-RN®?, 339

3. What is the structure of the Test Plan?, 340

4. What is meant by Client Needs?, 340

5. Are there any other processes included with these Client Needs?, 341

6. What content is included and evaluated in these Client Need categories?, 341

7. The NCLEX-RN® Test Plan was revised for April 2007; what were the specific changes to the Test Plan?, 342

8. What do these Test Plan changes mean in terms of the current nursing curriculum?, 343

9. Are teacher-made examinations different from the NCLEX-RN®?, 345

10. What are examples of “nice-to-know” versus “need-to-know” questions?, 345

11. What is an example of a question evaluating the knowledge level in contrast to the application level of the cognitive domain?, 345

12. Should passing the NCLEX-RN® be an identified program outcome?, 346

13. Are commercial practice tests available?, 347

14. Are NCLEX-RN® review courses recommended?, 348

15. Does everyone need an NCLEX-RN® review course?, 349

16. How can I maximize student success on the NCLEX-RN®?, 350

17. Should I map clinical objectives to Activity Statements on the Test Plan?, 353

18. How do test questions relate to mapping?, 354

19. How can I remember how to prepare questions that evaluate higher-order thinking?, 354

20. Should all my questions be multiple-choice?, 356

21. What are your thoughts about writing true/false and matching questions?, 356

22. Are there any particular references for preparing students for the NCLEX-RN®?, 357

23. How can I contact the National Council of State Boards of Nursing for this information?, 357

V. Recurrent Themes in Teaching Nursing, 359

28. Facilitating Critical Thinking and Effective Reasoning, 361

1. Where did the notion of critical thinking come from?, 361

2. Has the critical thinking movement universally been endorsed?, 362

3. Why are there so many synonyms for critical thinking?, 362

4. What factors influenced how critical thinking is defined?, 363

5. What is the language of thinking and reasoning?, 364

6. Why is this language not used more often?, 369

7. How can effective reasoning be measured in students?, 370

8. Explain each step in the sequence., 371

9. How can I facilitate the development of this level of reasoning skill?, 372

10. How do teaching and learning through inquiry apply today?, 373

11. What is patterning, and how does it influence reasoning?, 373

12. Are there different types of reasoning; if so, which is best for students to use?, 373

13. How quickly should students develop the ability to reason effectively?, 376

14. What factors influence students’ ability to reason effectively?, 376

15. What role does nursing process play in reasoning?, 381

16. Where does nursing diagnosis come into play?, 382

17. How will reasoning be taught in the future?, 382

18. How can I learn to incorporate all of this information when teaching students?, 383

29. Teaching Evidence-Based Practice, 385

1. What is evidence-based practice (EBP)?, 385

2. Does EBP differ from the usual care patients receive?, 385

3. Is there a specific series of events in evidence-based practice?, 386

4. How does EBP differ from research utilization?, 386

5. Is there a consensus on how to define EBP?, 387

6. Why is EBP important?, 388

7. How much attention are these issues receiving nationally?, 389

8. Is there national guidance for education on this issue?, 389

9. If I would like to include EBP in my course, how do I get started?, 389

10. What are background questions, and how can I use them in my classes?, 390

11. What are clinical foreground questions, and how can they be included in classroom presentations?, 391

12. What is meant by an evidence hierarchy?, 392

13. How should I help my students differentiate the evidence hierarchy from the concept of “grading the evidence”?, 393

14. What is a systematic review, and is it a good source of information for students?, 394

15. How can I evaluate the quality of practice guidelines?, 395

16. How should students search the literature?, 395

17. Is there a recommended way to review the literature in the context of EBP?, 396

18. Are synthesis publications also a good resource?, 396

19. How can I integrate the evidence-based approach into the students’ clinical education?, 397

20. How can I include an assignment that walks students through the critical thinking in EBP?, 397

21. How was this assignment graded?, 397

22. Are there suggested references for learning more about EBP?, 397

30. Ethical Issues in Teaching Nursing, 401

1. What are my obligations to myself as an educator?, 401

2. What are my obligations to my students as an educator?, 401

3. What are my obligations to my colleagues as an educator?, 402

4. What is most important for a teacher to remember?, 402

5. How do my ethics affect my teaching?, 402

6. What if I am unable to reach my moral ideal as an educator?, 403

7. When colleagues are difficult, how should I respond?, 403

8. What is the most important moral advice for a new teacher?, 403

9. Should I use a nursing theory to guide my teaching practice? Where does moral theory fit into this?, 404

10. How can I be fair to students?, 404

11. How do I maintain appropriate relationships with students?, 405

12. How should I handle dishonesty and cheating with students?, 405

13. What should I do when parents ask me about students’ grades?, 405

14. What should I do when students come to me with personal rather than academic problems?, 406

15. What should I do when students betray my trust in them?, 406

16. How do I handle situations in which students arrive without the requisite skills and knowledge from previous classes?, 406

17. How can I maintain academic standards and be empathetic to students experiencing academic difficulties?, 407

18. What effect can I have as an educator on nursing knowledge and its transmission to students?, 408

19. How can I maintain my enthusiasm for teaching?, 409

20. If I am asked to do something unethical such as falsify a grade for a student, how do I handle this?, 409

31. Legal Issues in Teaching Nursing, 411

1. It seems there are more legal issues involved in higher education at this time compared with several years ago. What are some reasons for these challenges?, 411

2. Have the demographic changes in students over the years affected the way colleges and universities respond to legal issues?, 412

3. What type of faculty behavior is particularly troublesome from a legal standpoint?, 412

4. I have noticed that some educators post students’ grades on their office doors and leave graded papers outside their offices for students to pick up. Do these actions have legal implications?, 413

5. Negligence is an important legal concept in the clinical practice of nursing. What defines a “negligent” educator?, 414

6. Are my actions judged against those of similar nurse educators in my region of the state/country or against other standards?, 414

7. Nurse educators should protect students from harm. What does this mean?, 415

8. I have heard that students practice under my nursing license when they are in the clinical areas. Is this true?, 415

9. What are some legal implications for nurse educators in addressing a student’s unsafe clinical performance?, 416

10. What types of policies do faculty need to have in place to deal with students who are failing in class or unsafe in clinical?, 416

11. How should faculty approach developing these types of policies and procedures?, 417

12. I must provide “reasonable accommodations” to students with disabilities. What is a reasonable accommodation according to the law?, 418

13. What are two of the most common types of academic misconduct?, 418

14. What should I understand about Health Insurance Portability and Accountability Act (HIPAA) regulations and possible legal implications for nursing education?, 419

15. Is there any further information to help me address some of these legal challenges?, 420

32. Encouraging Professional Awareness and Activism, 423

1. What are professional awareness and activism?, 423

2. Why are professional awareness and activism important to the role of the faculty member?, 424

3. Does the faculty member have a role in promoting professional awareness as an intrinsic value to nursing?, 424

4. If I value professional awareness and activism, should I evaluate the school’s philosophy for its stated beliefs about them before I accept a position?, 424

5. How can I assess a school’s capacity for promoting professional awareness and activism to its students?, 425

6. How can I determine whether a school values professional awareness and activism among its faculty members?, 425

7. As a new faculty member, how active should I be in the profession?, 426

8. What is essential for professional awareness for the faculty member?, 426

9. If I am an activist and a leader in my professional association, does it make me a better teacher?, 427

10. What competencies reflect professional awareness and should be promoted in students?, 427

11. What competencies reflect activism?, 427

12. What teaching/learning strategies help students develop professional awareness?, 428

13. What teaching/learning strategies help students develop activism?, 428

14. How do professional awareness and activism affect patient care?, 429

15. Is there a connection between professional awareness/activism and clinical proficiency?, 429

16. How do you promote student involvement in activities that reflect professional awareness and activism?, 430

17. What about teaching professional awareness and activism for graduate students?, 430

18. Can the nurse educator encourage activism throughout the curriculum?, 431

19. How can I incorporate electronic media and communication into activism?, 431

20. Suppose I am computer-illiterate?, 432

33. Developing Students Into Leaders, 435

1. Is every nurse, regardless of educational level, a leader?, 435

2. Why is vision an important leadership characteristic for nurses to have?, 435

3. Are leadership and management necessary in nursing, and what is the difference?, 436

4. What do students need to know about their own leadership style?, 437

5. What are the leadership characteristics that nurses need to demonstrate every day in the care of their patients?, 437

6. Why is courage an important leadership characteristic for nurses to have?, 438

7. What are some of the responsibilities students need to know about as they become nurse leaders and managers who support nursing personnel in providing excellent care to patients?, 438

8. What do nursing students need to know about how to delegate?, 439

9. How can students be taught to prioritize their nursing care, including delegating appropriately to others?, 440

10. What should nursing students be taught about following-through?, 440

11. How should students be taught to make patient room assignments?, 441

12. What communication skills do students need to be effective leaders?, 441

13. What do students need to know about conflict?, 442

14. How can students learn more about resolving conflict?, 442

15. How should work environments be discussed with students?, 443

16. What should students seek in a work environment that will give them job satisfaction and utilize their leadership skills?, 443

17. What about the importance of having and being a mentor?, 444

18. What should students be taught about planning their careers?, 445

34. Considering Emerging Curriculum Issues, 447

1. What external forces are affecting nursing education and practice?, 447

2. What internal forces are affecting nursing education and practice?, 448

3. In light of these changes and pressures within the health-care system, how should nursing education respond?, 449

4. What is a generalist nurse?, 450

5. What is an advanced generalist nurse?, 450

6. What is a CNL?, 450

7. What is the DNP degree? How is this degree different from a research-focused degree (PhD, DNS, DNSc)?, 451

8. How can schools of nursing maximize clinical experiences?, 452

9. What emerging areas of knowledge and skills will all nurses need to practice in the future health-care system?, 453

10. How can all this new content be added to an already full curriculum?, 456

11. When might this “new future” for nursing education exist?, 457

VI. Flourishing in the Faculty Role, 461

35. Understanding the Nursing Faculty Shortage, 463

1. How serious is the nursing shortage problem?, 463

2. What is the extent of the problem?, 463

3. Why is the faculty vacancy rate significant?, 464

4. What is the primary reason for the shortage of faculty?, 464

5. What about current faculty?, 464

6. What is the average age?, 464

7. Why the slight dip the age?, 465

8. How fast are teachers aging, and have any studies been done to determine how many faculty will be eligible to retire over the next several years?, 465

9. What were the findings related to retirement over the next several years?, 466

10. Is there additional information about aging faculty?, 466

11. What happened?, 466

12. How do you know that younger faculty are leaving or not entering academia?, 469

13. Is there a reason why younger faculty are not entering academia or are leaving?, 469

14. Compensation is important, but job satisfaction could overcome this influence. Are there job satisfaction issues as well?, 470

15. Are there other factors that are influencing the number of faculty?, 471

16. How many doctoral programs are there, and how many people are graduating?, 471

17. Consequently, are there only approximately 300 people added to the faculty pool each year after accounting for non-U.S, residents and postdoctoral fellows?, 471

18. Is there an upward trend in doctoral enrollees and graduates?, 472

19. What about the age characteristics of doctoral graduates?, 472

20. How long does it take these graduates to complete the doctoral programs compared with other disciplines?, 473

21. What about the number of master’s students and graduates?, 473

22. What about trends in master’s graduates, and how do they influence the pipeline for future faculty?, 474

23. Are there any positive signs for change ahead?, 474

36. Beginning in the Faculty Role, 477

1. What are the main areas requiring mastery in the move from being a novice nurse educator to being more expert?, 477

2. What similarities and differences are there between the nurse educator role and other nursing roles?, 478

3. What makes teaching nursing students different from faculty roles in non-health academic majors?, 478

4. What attitudes and behaviors most contribute to success as a nursing teacher?, 478

5. What kind of mentors are needed, and how are they acquired?, 479

6. How can one best utilize one’s experiences as a student nurse in teaching others?, 479

7. How should my time be used most effectively in developing teaching plans?, 480

8. How can I encourage students to take responsibility for their own learning in school and throughout their careers?, 480

9. What are the stages of learning in nursing programs?, 480

10. How can I encourage individual and creative learning styles without compromising standards necessary to guarantee safe and effective nursing care?, 481

11. What approaches can I use to help students integrate conceptual learning with clinical applications?, 481

12. How do I grant more advanced students increased autonomy while providing the supervision necessary for safe patient care?, 482

13. How do I recognize and respond to the student who needs additional coaching or tutoring?, 482

14. What are some secrets of time, energy, and stress management in the new faculty role?, 482

15. How do I clarify my values, philosophy, and mission in nursing education?, 483

16. What resources are available regarding career development and advancement in nursing education?, 483

17. To what extent are new teachers expected to conform to the norms of the faculty?, 483

18. What can be done to promote good outcomes when the teaching role creates a “sandwich” situation between students, faculty, agency nurses, and/or nursing program administrators?, 484

19. How do I know if I am effective as an educator?, 484

37. Nursing Within the College/University Environment, 487

1. Where does nursing fit in the college/university?, 487

2. Why is the amount of prestige important?, 487

3. Who makes decisions about the nursing unit?, 488

4. The word quality is often used in university/college publications. How is quality defined within the institution?, 488

5. How are the university and nursing funded?, 488

6. How do the university/college and nursing mission statements influence what I should do?, 489

7. What is expected of faculty in the institution?, 489

8. Are nursing instructors held to a standard different from that of other disciplines?, 490

9. If I think the admission standards for the nursing program are too high compared with other disciplines, what can I do about it?, 490

10. What are measures of good teaching?, 490

11. Is the teaching of nursing perceived differently than teaching of other disciplines?, 490

12. How will I know I am a good teacher?, 490

13. How does scholarship/research in nursing compare with that in other disciplines?, 491

14. Is federal funding required for research?, 491

15. What does being a “good university citizen” mean?, 491

16. I am afraid to speak up at faculty meetings for fear I will say the wrong thing and will be punished for it later when I come up for promotion. Is this realistic?, 492

17. I like to work at home. Is that permitted?, 492

18. Am I obliged to do university/college work during the summer, or can I use that time to work for extra money?, 492

19. How can I do everything?, 493

20. What is tenure?, 493

21. Is there an unspoken limit on the number of faculty who can be tenured?, 493

22. Does writing a textbook count for promotion and tenure?, 493

23. If I do a presentation at a national/international meeting, does that mean I have a national/international reputation?, 494

24. How can I combine having a family with promotion and tenure requirements?, 494

25. Can I stop the tenure clock?, 494

26. Are the standards for promotion and tenure always increasing?, 494

27. Why is it that senior faculty who are judging me today would not be able to meet the standards that they are using to judge me?, 495

38. Perspectives of the Nursing Dean at a Small Liberal Arts School, 497

1. How is the smaller liberal arts school different from larger research-intensive schools and academic health centers?, 497

2. What is the role of the nursing dean or director? Does the role of the dean differ by program type or the individual’s education?, 498

3. Does the organizational structure of the institution affect how the nursing unit operates as well as the role of the dean?, 498

4. What are the typical issues that concern faculty? Do they differ by institutional type?, 498

5. What are the typical issues that concern deans?, 499

6. Where do the resources that support the nursing unit come from, and what role does the dean have in securing resources?, 499

7. As a faculty member, am I expected to have a role in helping the dean secure resources for the nursing program?, 500

8. How does a nursing unit maintain programs and/or grow new programs during periods of budget reductions?, 500

9. What external factors affect enrollment in nursing programs?, 501

10. How important is diversity to a unit in nursing?, 501

11. What determines the mix of faculty and how they are assigned within nursing units?, 502

12. What is your biggest concern about how teachers teach? How can new faculty build competency in the faculty role?, 502

13. What are some methods of maintaining a dynamic, responsive curriculum?, 503

14. How do faculty habits and program traditions contribute to the capacity for change in a nursing program?, 503

15. What is most critical for faculty development?, 504

16. How can I best prepare myself to assume the role of dean someday?, 504

39. Perspectives of the Nursing Dean at an Academic Health Center, 505

1. How is an academic health center (AHC) different from a small liberal arts school?, 505

2. How is the faculty role different in an AHC?, 506

3. What is the role of the nursing dean or director?, 506

4. To what extent is the dean involved in planning?, 507

5. How does the dean engage in the selection and retention of faculty?, 507

6. Does the organizational structure of the institution affect how the nursing unit operates and the role of the dean?, 508

7. Who develops the nursing school budget?, 508

8. Where do the resources come from to support the nursing unit?, 509

9. How similar are concerns of the dean and those of the faculty?, 510

10. What are the typical issues that concern deans?, 510

11. What external factors affect enrollment in nursing programs, and how do fluctuations in institutional enrollment affect the nursing unit?, 511

12. How does a nursing unit maintain programs or develop new programs during periods of budget reduction?, 512

13. How important is diversity to a nursing unit, and what are the implications of diversity for a nursing program?, 512

14. What are the challenges to maintaining dynamic curriculum and program offerings?, 513

15. How important is succession planning?, 513

16. How can I best prepare to assume the role of dean someday?, 514

40. Faculty Roles and Expectations, 515

1. What are the different types of faculty positions?, 515

2. What key questions should I ask during my interview?, 516

3. If I am interested in an academic-year versus fiscal-year position, what implications does this have for benefits and vacation?, 516

4. What is included in my faculty workload?, 516

5. Am I expected to teach across levels of nursing students (e.g., undergraduate, master’s, doctoral)?, 517

6. How much time will I need to develop and revise courses and prepare for class?, 518

7. If scholarship is expected in my faculty role, what criteria are used to evaluate my work?, 518

8. What resources are available to support my scholarship?, 519

9. What is expected of me in terms of writing grants for external funding?, 519

10. How do I prioritize opportunities to be active in my academic unit and the university?, 520

11. How much and in what types of community service should I be engaged?, 520

12. What type, and how much, professional service should I pursue?, 521

13. What is the faculty member’s role in advising students?, 521

14. How available should I be to students?, 522

15. How do I prioritize my time to accomplish all that is expected of me?, 522

16. What resources are available to support my professional development, including development as a teacher?, 522

17. How can I best compete for faculty development funds for attending state, national, or international meetings?, 523

18. I am very interested in maintaining a faculty practice. Is this possible with a full-time faculty position?, 523

19. In addition to my teaching position, can I work elsewhere?, 524

20. What strategies should I use to get to know my nursing colleagues?, 524

21. What computer and other skills are important for my success as a faculty member?, 525

22. If the faculty at my institution is unionized, what does this mean to me?, 525

23. Whom should I turn to if I have questions or concerns?, 526

24. How are faculty members evaluated?, 526

25. How is student feedback obtained on my teaching, and who sees student evaluations?, 526

26. Should I invite faculty peers to observe my classroom and/or clinical teaching?, 527

27. What documents should I save for reappointment, promotion, and tenure?, 527

28. What attributes are likely to foster my success in the faculty role?, 527

41. Anticipating an Academic Career, 531

1. Are there particular personal traits or characteristics that are especially important for nurse educators?, 531

2. Are there other traits that are particularly important because of the unique culture and working life of the educator?, 531

3. Is the culture of nursing education really so different from the culture of practice?, 533

4. How can new faculty maximize success in the educational institution?, 534

5. How are faculty members recognized and evaluated?, 534

6. What does promotion mean in an academic sense?, 535

7. Is tenure the ultimate indicator of faculty success?, 535

8. What are some other rewards?, 536

9. How often are faculty members evaluated?, 536

10. How is faculty salary determined?, 537

11. What information is typically important in evaluating faculty?, 537

12. How are faculty evaluated in terms of teaching?, 537

13. Are student and peer evaluations of teaching really important?, 538

14. How are faculty members evaluated in regard to research and scholarship?, 538

15. How true is “publish or perish” in nursing education?, 539

16. How are faculty members evaluated for service to their department or school, institution, and the profession?, 539

17. How do schools ensure that standards for appraising faculty performance are applied fairly and consistently?, 540

18. Who is promoted to the executive-level academic leadership positions?, 540

19. What does a successful career in academic nursing look like?, 541

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ABOUT THIS TITLE - DESCRIPTION

A 2008 AJN Book of the Year! Turn to this team of expert nurse educators for practical guidance on the common concerns and problems faced by new teachers in the classroom. Whether you have questions about teaching and learning principles, the technical aspects of planning a course, managing a classroom, or evaluating learning, you’ll find the answers here. You’ll also find advice on professional issues in the higher education setting and strategies for a successful career.

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