Clinical Faculty Tool Kit

Welcome to the Clinical Faculty Academy, reprinted with permission from the Health Alliance of MidAmerica, LLC. Everything you need to conduct your own academy for nursing clinical faculty is included below.

What Is the Context for Curricular Design and Clinical Education?

1

75 min

This module provides an overview of the development of the Clinical Faculty toolkit, its purposes, and the curricular context within which clinical adjunct faculty will function. The role of clinical faculty as facilitators of the learning process at various levels of the curriculum and in various types of programs is explored. This presentation assists new clinical faculty in understanding their roles and responsibilities in the instructional process.

Objectives:

  • 1. Compare and contrast the levels of nursing education
  • 2. Describe the process of curriculum development
  • 3. Identify mechanisms for state program approval and national nursing accreditation

Materials Needed

Powerpoint Slides 2-1 through 2-16

AttachmentSize
PDF icon G-CFA Instructor Tab 2 Why We Are Here-R6.pdf701.86 KB
Microsoft Office document icon G-CFA Instructor Tab 2 Why We Are Here-R6.doc1.58 MB
AttachmentSize
Office presentation icon G-CFA PPT 2-Why We Are Here - R6.ppt1.07 MB

Legal Issues in Clinical Education

2

90 min

This module is designed to familiarize participants with basic legal principles applicable to clinical faculty and instruction. This knowledge will empower clinical faculty to exercise professional judgment and reduce legal and professional risks in the clinical environment.

Objectives:

  • 1. Identify essential, basic legal concepts that pertain to the role of clinical faculty
  • 2. Describe strategies that will reduce legal risks for all parties
  • 3. Discuss legal issues related to the education of students in a clinical setting

Materials Needed

Powerpoint Slides 3-1 through 3-40

AttachmentSize
PDF icon G-CFA Instructor Tab 3-1 Legal Issues.pdf534.71 KB
PDF icon G-CFA Instructor Tab 3-2 Legal Quiz.pdf388.17 KB
Microsoft Office document icon G-CFA Instructor Tab 3-1 Legal Issues.doc6.19 MB
AttachmentSize
Office presentation icon G-CFA PPT 3-1 Legal Issues - R6.ppt333 KB
Office presentation icon G-CFA PPT 3-2 Legal Quiz - R6.ppt361.5 KB

Student Learning in the Clinical Setting

3

75 min

The purpose of this module is to use current educational research findings to discuss and create optimal student learning environments in clinical settings.

Objectives:

  • 1. Describe learning experiences that effectively engage students in developing clinical expertise
  • 2. Describe the faculty/learner’s learning style (Kolb Theory)
  • 3. Discuss effective clinical teaching strategies for this learning style
  • 4. Identify strategies to effectively address other learning styles to foster learning in clinical settings
  • 5. Describe current research findings about how people learn

Materials Needed

Powerpoint Slides 4-1 through 4-34

AttachmentSize
PDF icon G-CFA Instructor Tab 4 Student Learning in the Clinical Setting-R6.pdf1.37 MB
File G-CFA Instructor Tab 4 Student Learning in the Clinical Setting-R6.docx2.87 MB
AttachmentSize
Office presentation icon G-CFA PPT 4 StudentLearning -R6.ppt1.1 MB

Clinical Evaluation: Concepts and Processes

4

90 min

This module provides an overview of major evaluation concepts that are applied in clinical education. The acquisition of clinical knowledge and approaches to determine competence for novice nurses are discussed. The roles of the clinical teacher and effective strategies related to evaluation are examined.

Objectives:

  • 1. Review concepts applied in the evaluation of clinical performance
  • 2. Discuss factors related to the acquisition of clinical knowledge (Novice Learner)
  • 3. Determine the relationship of standards to evaluating clinical competence
  • 4. Examine the role of the clinical educator
  • 5. Describe a process for clinical evaluation
  • 6. Examine strategies to develop skill in evaluation of students in a clinical setting

Materials Needed

Powerpoint Slides 5-1 through 5-29

AttachmentSize
PDF icon G-CFA Instructor Tab 5 Clinical Eval Concepts & Processes-R6.pdf476.26 KB
File G-CFA Instructor Tab 5 Clinical Eval Concepts & Processes-R6.docx9.17 MB
AttachmentSize
File G-CFA PPT 5 - ClinEval - R6.pptx1.13 MB

Clinical Evaluation Tools

5

60 min

This module provides an overview of a variety of typical clinical evaluation tools that the new clinical educator may use for student evaluation. Through discussion and a small-group activity, participants are exposed to the major evaluation tools. Depending on when and where the participants attended nursing school, the concept map and other tools may be new to them. The hands-on activity in using a clinical performance rubric helps build participants’ skills and prepares them for their first clinical rotation with students. This session is the practical application of the previous module, Clinical Evaluation: Concepts and Processes.

Objectives:

  • 1. Discuss various Clinical evaluation tools
  • 2. Discuss the development and use of a clinical performance rubric
  • 3. Discuss methods of providing feedback to students
  • 4. Compare the traditional nursing care plan with the concept map
  • 5. Discuss how to develop positive student-faculty relationships

Materials Needed

Powerpoint Slides 6-1 through 6-23
Examples of concept care maps that students have created
Clinical Evaluation Activity Handouts
Student Scenario and Clinical Evaluation Rubric
Patient Assessment Tool
Nursing Care Plan
Concept Care Map

AttachmentSize
PDF icon G-CFA Instructor Tab 6 Clinical Eval Tools-R6.pdf452.92 KB
PDF icon G-CFA Instructor Tab 6-1 Handout_1_CFA_Tab6_5_Rubric-R6.pdf221.49 KB
PDF icon G-CFA Instructor Tab 6-2 Handout_2_Sample_Adequate_Nursing_Care_Plan-R6.pdf84.24 KB
PDF icon G-CFA Instructor Tab 6-3 Handout_3_Faculty_Evaluation_of_Sample_Nursing_Care_Plan-R6.pdf74.5 KB
PDF icon G-CFA Instructor Tab 6-4 Handout_4_Poor_Concept_Map-R6.pdf71.92 KB
PDF icon G-CFA Instructor Tab 6-5 Handout_5_Faculty_Evaluation_of_Poor_Concept_Map-R6.pdf71.39 KB
PDF icon G-CFA Instructor Tab 6-6 Handout_6_ConceptCareMap-R6.pdf81.9 KB
PDF icon G-CFA Instructor Tab 6-7 Handout_7_Faculty_Evaluation_of_Good_Concept_Map-R6.pdf71.06 KB
Microsoft Office document icon G-CFA Instructor Tab 6 Clinical Eval Tools-R6.doc16.95 MB
Microsoft Office document icon G-CFA Instructor Tab 6-1 Handout_1_CFA_Tab6_5_Rubric-R6.doc140.5 KB
Microsoft Office document icon G-CFA Instructor Tab 6-2 Handout_2_Sample_Adequate_Nursing_Care_Plan-R6.doc37 KB
Microsoft Office document icon G-CFA Instructor Tab 6-3 Handout_3_Faculty_Evaluation_of_Sample_Nursing_Care_Plan-R6.doc36 KB
Microsoft Office document icon G-CFA Instructor Tab 6-4 Handout_4_Poor_Concept_Map-R6.doc30.5 KB
Microsoft Office document icon G-CFA Instructor Tab 6-5 Handout_5_Faculty_Evaluation_of_Poor_Concept_Map-R6.doc35 KB
Microsoft Office document icon G-CFA Instructor Tab 6-6 Handout_6_ConceptCareMap-R6.doc39.5 KB
Microsoft Office document icon G-CFA Instructor Tab 6-7 Handout_7_Faculty_Evaluation_of_Good_Concept_Map-R6.doc35.5 KB
AttachmentSize
File G-CFA PPT 6 - ClinEval Tools - R6.pptx888.7 KB

Multiple Roles- From Staff to Teacher

6

90 min

This module will explore the challenge of multiple roles as staff, adjunct clinical faculty, and other professional and/or life roles. Nurses serving as clinical faculty share firsthand experiences, insights, and helpful tips. The ideal learning platform would be a moderated panel discussion using experienced expert nursing educators.

Objectives:

  • 1. Discuss the multiple roles of adjunct clinical faculty
  • 2. Discuss ways to balance the responsibilities of these multiple roles
  • 3. Describe time management for a clinical day
  • 4. Discuss the pros and cons of offering clinical instruction on your own unit/facility

Materials Needed

Powerpoint Slide 7-1

AttachmentSize
PDF icon G-CFA Instructor Tab 7 Panel-R6.pdf235.47 KB
Microsoft Office document icon G-CFA Instructor Tab 7 Panel-R6.doc187 KB
AttachmentSize
Office presentation icon G-CFA PPT 7 Panel - R6.ppt208.5 KB

Conducting Pre-Clinical and Post-Clinical Conferences

7

90 min

The purpose of this module is to present strategies, techniques, and tips for effective clinical pre- and post- clinical conferences.

Objectives:

  • 1. Explain the purposes of pre-clinical and post-clinical conferences
  • 2. State the benefits of clinical conferences
  • 3. Discuss strategies to promote student participation in clinical conferences
  • 4. Describe ways to prepare for clinical conferences

Materials Needed

Powerpoint Slides 8-1 through 8-29
One squeeze ball per participant
3 x 5 or 4 x 6 note cards

AttachmentSize
PDF icon G-CFA Instructor Tab 8 Conducting Pre and Post Conferences-R6.pdf1017.74 KB
Microsoft Office document icon G-CFA Instructor Tab 8 Conducting Pre and Post Conferences-R6.doc3.84 MB
AttachmentSize
Office presentation icon G-CFA PPT 8 - Pre-Post Clinical Conf - R6.ppt837 KB

Dealing with Difficult Students

8

90 min

This module provides information on how to handle/manage challenging or difficult students in the clinical setting. Today’s college students are becoming more and more challenging to work with as they have more life pressures. This information should help new clinical faculty to identify problem issues and provide some possible methods to handle these issues.

Objectives:

  • 1. Research recent literature on student incivility in nursing
  • 2. Identify methods to maximize student learning in the clinical setting
  • 3. Identify ways to manage a variety of difficult student issues
  • 4. Describe ways to assist the difficult or failing student

Materials Needed

Powerpoint Slides 9-1 through 9-25

AttachmentSize
PDF icon G-CFA Instructor Tab 9 Dealing with Difficult Students-R6.pdf863.88 KB
Microsoft Office document icon G-CFA Instructor Tab 9 Dealing with Difficult Students-R6.doc1.78 MB
AttachmentSize
Office presentation icon G-CFA PPT 9 - Difficult Students - R6.ppt1.3 MB

Creating a Positive Learning Environment

9

90 min

The module provides a conceptual approach for reviewing various strategies to enhance active learning and critical thinking for clinical students. This conceptual approach also helps to summarize many of the points made during the Clinical Faculty workshop.

Objectives:

  • 1. Describe how active learning practices facilitate students’ critical thinking
  • 2. Describe how active learning practices stimulate student learning
  • 3. Describe how active learning practices create a positive learning environment

Materials Needed

Powerpoint Slides 10-1 through 10-27
Small pad of paper or sticky notes for students to use for group exercises

AttachmentSize
PDF icon G-CFA Instructor Tab 10 Creating Positive Learning Env-R6.pdf918.52 KB
AttachmentSize
Office presentation icon G-CFA PPT 10 - PositiveEnvironment -R6.ppt1.97 MB