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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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Creating a Rubric

Rubrics are a tool to help you evaluate student performance. Knowing how to create and use rubrics gives you a better understanding of assessment and another option for assessing student performance. Rubrics are a great way to improve communication, learning, and grading fairness. In this course we will cover:

what rubrics are and how they can benefit you and your students

assessment concepts that relate to rubrics

how to create a rubric

how to judge the quality of the rubrics you create

The tutorial also provides several examples of rubrics and a list of resources where you can learn more.

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Rubrics are a tool to help you evaluate student performance. Knowing how to create and use rubrics gives you a better understanding of assessment and another option for assessing student performance. Rubrics are a great way to improve communication, learning, and grading fairness. Course authored and designed by Lisa O'Reilly, Instructional Designer."

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NLN Credentialing Information for Masters Level Nurse Educators

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NLN Credentialing Information for Masters Level Nurse Educators

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http://www.nln.org/Certification-for-Nurse-Educators

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Answer: CNE stands for Certified Nurse Educator, which is the formal designation for a Registered Nurse (RN) who has met the requirements for and received a passing score on an examination administered by the National League for Nursing (NLN). CNE is a voluntary professional certification that indicates the holder has demonstrated certain proficiencies in the field of nursing education according to guidelines established by the NLN.

What Is a Nurse Educator?

Nurse educators are clinically trained, state licensed RNs who provide training and instruction to nursing students and continuing education to professional nurses in a variety of settings, including universities, community colleges, trade schools, and hospitals. While nurse educator is not a formal title, it is the informal designation for RNs in clinical and administrative positions who oversee nurse training programs, provide clinical and classroom instruction in nursing, and are tasked with teaching and advising students at various levels of the nursing profession. In contrast to nursing professors, who typically must hold a doctoral degree in nursing, nurse educators generally hold a Master of Science in Nursing (MSN) and have several years of clinical experience in addition to specialized training in educational protocols and pedagogy.

There is no formal path to becoming a nurse educator. However, many nurse educators receive general advanced training in specialized MSN programs with a nurse educator concentration. It is also common for nurse educators in some fields to have additional training in a Nurse Practitioner (NP) or Advanced Practice Registered Nurse (APRN) specialization, which could include nurse-midwife, nurse-anesthetist, adult care, emergency care, psychiatric care, neonatal care, family care, and a number of other specialties. Passing the Certified Nurse Educator (CNE) exam administered by the National League for Nursing (NLN) is one of the accepted ways for RNs to demonstrate their qualifications and expertise as a nurse educator.

CNE Certification for Nurse Educators

The CNE is a professional certification offered by the NLN, a national organization of nurse faculty and nurse educators that provides voluntary accreditation to nursing education programs through its Commission for Nursing Education Accreditation. CNE certification is open to RNs who hold an active and unencumbered license to practice, and who have completed a master's or doctoral degree in nursing. There are additional requirements, depending on an individual's level of professional experience and educational attainment. The following combinations of degree level and years of professional experience qualify RNs to take the CNE certification exam:

A master's or doctoral degree in nursing with an emphasis in nursing education.

A master's or doctoral degree in nursing plus a post-master's certificate in nursing education.

A master's or doctoral degree in nursing and nine or more credit hours of graduate-level nursing education courses.

A master's or doctoral degree in nursing with an emphasis in a field other than education combined with at least two years of employment at an academic institution within the past five years.

The CNE Exam

Applicants for CNE certification who meet the above qualifications may then apply to take an examination administered by the NLN. The exam registration process can be completed on the NLN website. It includes a filing fee of $400 for NLN members and $500 for non-members. Applicants are required to read the CNE Candidate Handbook, which provides detailed instructions about the registration process as well as sample test questions. Once registered, candidates have 90 days to schedule and complete the 150-question online exam, which tests for competencies in six areas:

Facilitate learning

Facilitate learner development and socialization

Use assessment and evaluation strategies

Participate in curriculum design and evaluation of program outcomes

Pursue continuous quality improvement in the academic nurse educator role

Engage in scholarship, service, and leadership

The NLN publishes a book designed to prepare students for the exam - The Scope of Practice for Academic Nursing - and provides a Self-Assessment Examination, which can also be used to prepare for the exam. CNE certification must be renewed every five years.

Benefits of CNE Certification

While the CNE certification is not a requirement for nurse educators, it serves as one of the widely accepted ways for nurse educators to demonstrate their qualifications. Many schools, hospitals, and nurse training programs require or prefer candidates who have achieved CNE certification, and it can serve as a means of career advancement for those working in the field of nursing education. For RNs who hold a master's or a doctorate in nursing, CNE certification can provide a pathway to a career in a field where there is a high demand for trained professionals. There is a well-documented shortage of nurses in the US. In order to fill open positions, new nurses must be trained by qualified educators. According to an American Association of Colleges of Nursing (AACN) report on 2016-2017 Enrollment and Graduations in Baccalaureate and Graduate Programs, nursing schools turned away more than 64,000 qualified applicants to bachelor's and graduate-level nursing programs in 2016. Two-thirds of those schools reported to AACN that their decisions were influenced by a dearth of qualified faculty members and clinical preceptors.

More Nursing FAQs:

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FAQ: What Is the CNE Certification for Nurse Educators?

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An overview of the CNE certification for Certified Nurse Educators, a professional credential offered by the National League for Nursing to qualified candidates in the field of clinical nurse training and nursing education, including eligibility requirements and CNE exam details, and the benefits of CNE certification.

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How to Give and Receive Feedback Effectively

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How to Give and Receive Feedback Effectively

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Giving Student Feedback in a Clinical Setting

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Giving Student Feedback in a Clinical Setting

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Giving Student Feedback in a Real World Setting

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Guided Relaxation | Progressive Muscle Relaxation with Ocean Visualization for Stress Relief

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Concept-Based Learning: Bridging the Gap from Nursing Education to Practice

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Conceptual Understanding and Learning Transfer

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You Tube: Nursing Education

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Competency Based Education for Nursing Schools - A CBE Blueprint

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Competency-Based Education: Focusing on learning, competency, and mastery

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This is the fourth post in the blog series on the report, Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education
Across the country, schools, districts and states are replacing the traditional, time-based structure with one that is designed to help each student reach proficiency. Educators organize learning in a variety of ways that respond to students and are designed to motivate and engage students in the mastery of their own learning. Competency-based structures are also designed to ensure students reach proficiency so that students and parents are confident that their students are learning what they need to as they advance towards graduation.

Below (in bold) is the current working definition of competency-based education. (Please note: the working definition is being updated and a logic model is being developed to be released in the second quarter of 2018.)

Students advance upon demonstrated mastery - By advancing upon demonstrated mastery rather than on seat time, students are more engaged and motivated, and educators can direct their efforts to where students need the most help.

Competencies include explicit, measurable, transferable learning objectives that empower students - With clear, transparent learning objectives, students have greater ownership over their education.

Students receive timely, differentiated support based on their individual learning needs - Students receive the supports and flexibility they need, when they need them, to learn, thrive and master the competencies they will need to succeed.

Assessment is meaningful and a positive learning experience for students - New systems of assessments give students real-time information on their progress and provide the opportunity to show evidence of higher order skills, whenever they are ready, rather than at set points in time during the school year.

Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions - Personalized, competency-based learning models meet each student where they are to build the knowledge, skills and abilities they will need to succeed in postsecondary education, in an ever-changing workplace and in civic life.

The section below illustrates key differences between competency-based education as compared to traditional education systems, and offers examples of how competency-based systems can embed an intentional focus upon equity.

To learn more about how competency-based education differs from the traditional K-12 education system, follow this blog series or download the full report:

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How Competency-Based Education Differs from the Traditional System of Education

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This is the fourth post in the blog series on the report, Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education Across the country, schools, districts and states are replacing the traditional, time-based structure with one that is designed to help each student reach proficiency.

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Resources on how to foster critical thinking in students.

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For use in writing behavioral objectives

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Used to make engaging yet simple and entertaining videos for students/audiences to understand.

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Animaker, Make Animated Videos on Cloud for free

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Animaker is an online do-it-yourself (#DIY) animation video maker that brings studio quality presentations within everyone’s reach. Animated Videos, Done Right!

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To be used for APA formatting when no access to the APA manual 6th ed.

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The Online Writing Lab at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction.

Mission

The Purdue On-Campus Writing Lab and Purdue Online Writing Lab assist clients in their development as writers-no matter what their skill level-with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives. The Purdue OWL offers global support through online reference materials and services.

A Message From the Assistant Director of Content Development

The Purdue OWL® is committed to supporting students, instructors, and writers by offering a wide range of resources that are developed and revised with them in mind. To do this, the OWL team is always exploring possibilties for a better design, allowing accessibility and user experience to guide our process. As the OWL undergoes some changes, we welcome your feedback and suggestions by email at any time.

Please don't hesitate to contact us via our contact page if you have any questions or comments.

All the best,

Garrett

Social Media

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Welcome to the Purdue Online Writing Lab

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission.

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This can be used to engage students in the classroom setting. Case studies and questions can be done together as a class and it will poll in real time as well as easily take attendance!

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Top Hat empowers educators to engage students and unleash their potential through meaningful learning experiences. Get started today!

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The 411 on Debriefing in Clinical Simulation: How Nursing Simulations & Debriefing Create Better Nurses

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What you need to know about debriefing in clinical simulation, and how it's an essential component of simulation-based learning for nursing students.

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MSN in Nursing Education & Faculty Role at Drexel University Online

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Septris - Stanford University School of Medicine

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Clinical Teacher Effectiveness | Five Principles of Positive Feedback

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In a clinical practicum course, providing feedback to a student is crucial to their success. This video supports Clinical Teaching Effectiveness using the Five Principles of Positive Feedback: 1. Provide Specific and Precise Feedback 2. Provide Differing Amounts of Feedback and Positive Reinforcement 3. Provide Verbal and Visual Feedback 4.

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Excellent nurse educators are described as those who possess strong leadership and communication skills and have outstanding theoretical and clinical knowledge.

They are creative, intelligent, competent, resilient and fair. Consummate lifelong learners, they have an unquenchable spirit of inquiry, value scholarship and mentorship and use current evidence and a variety of learning styles to meet their students' needs.

I asked some of my former nursing classmates what they thought the most important qualities nurse educators should possess. The discussion piqued my interest, so I also asked my Nurse.com nurse colleagues as well as nursing educators who work in hospitals and schools throughout the country for their thoughts.

Here's a summary of what they had to say.

Love the role

Passion for the role and a desire to make a difference will affect the way nurse educators deliver their message. Inspiring educators help others know why the information is important and how they can use it, not just what the information is. They are motivating and energetic and create an invigorating atmosphere that students want to be part of. Inspired students want to keep learning and excelling in their knowledge and abilities.

Possess key elements

Nurse educators should be well-educated and knowledgeable and possess strong clinical experience and excellent communication skills. They bring foundational experience and knowledge in both the art and science of nursing to the role, as well as knowledge of educational theories and testing and evaluation methods. They are critical thinkers and problem solvers who now place a greater emphasis on use of technology in education. When nurse educators are organized and stay up-to-date on clinical practices, they enable themselves to be the best they can be. Educators who are clear about what they want their students to learn in any class or clinical experience shine above others.

Have the heart

Compassion, empathy, patience and a sense of humor are key. After learners receive new information, they often need time for the "Aha" moment when they can synthesize what they heard and begin to understand how the pieces fit together. When nurse educators develop good listening skills, they are aware of the learners' goals, expectations and responsibilities and can be flexible and reasonable without compromising academic requirements. Educators should be positive and encouraging with their students but also give specific and honest feedback.

Address the needs

Exemplary educators are open and flexible to address various learning styles and explore innovative ways to deliver content, especially in this age of online learning and reverse pedagogy. There is an abundance of research focused on how people learn, how they retain and recall information, and how certain teaching and learning techniques bring better results. Understanding and appreciating how people process information differently can help educators incorporate various teaching techniques to help students learn most effectively.

Connect the dots

It's essential nurse educators explain and link the sciences and nursing processes learned in the classroom to actual patient care situations. When educators discuss with students what they are learning and make connections between anatomy and physiology, chemistry, disease processes and patient signs and symptoms, they empower students to integrate theoretical knowledge with clinical practice.

Be a lifelong learner

A spirit of inquiry is an integral part of the role, and outstanding nurse educators are committed to lifelong learning, self-development, scholarship, mentorship and service. Nurse educators serve as role models for their students and believe in themselves. But they are humble about their nursing knowledge, professional experience and accomplishments.

Your turn

What qualities should an outstanding nurse educator possess?

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Excellent nurse educators are described as those who possess strong leadership and communication skills and have outstanding theoretical and clinical knowledge. They are creative, intelligent, competent, resilient and fair.

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Voki | Speaking Characters For Education

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QSEN - Peer-reviewed teaching strategies

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QSEN - Peer-reviewed teaching strategies

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Over 100 teaching strategies

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Below is a listing of the peer-reviewed teaching strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Teaching Strategy reviewer. You will receive feedback on revisions from the reviewer and then submit your revisions. You can scroll through the listing or search the strategies by author, title, and keywords.

QSEN Teaching Strategies Director

Yolanda Nelson, EdD, MSNed, RN-BC, (December 2018 - present) nelsony1@tcnj.edu

QSEN Practice Strategies Director

Bethany Robertson, DNP, CNM, (December 2018 - present) robertsonbethany66@gmail.com

Nell Hodgson Woodruff School of Nursing

QSEN Teaching Strategies Coordinators

Fay Alexander (May 2017 - present) fxa31@case.edu

Dorothy Nurzynski (December 2018 - present) dbn7@case.edu

The materials on the QSEN Web site are freely available for educational use, but original content such as the teaching strategies must be cited. Please read our Terms and Conditions before using this material.

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Below is a listing of the peer-reviewed teaching strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Teaching Strategy reviewer. You will receive feedback on revisions from the reviewer and then submit your revisions. You can scroll through the listing or search the strategies by author, title, and keywords.

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Vocaroo

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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This tool kit was prepared by Hilda Haynes-Lewis, Jonas Veteran Healthcare Scholar (2014-2016) and Triniece Pearson, Jonas Nurse Leader Scholar (2014-2016) for the Graduate Nursing Student Academy (GNSA). AACN has not officially endorsed the materials contained therein.

Overview

The nursing shortage has fueled increased demand for nursing faculty. The average age of nursing faculty is increasing and many are expected to retire in the next decade. The demand to educate new nurses has led nursing schools to look for new solutions that solve the nursing faculty shortage. These solutions include developing new faculty roles that ease the transition from the bedside to academia. Since nursing faculty are on the forefront of creating the next generation of registered and advance practice nurses, increasing the number of nursing faculty, especially those of diverse ethnic backgrounds is also imperative to the advancement of the field.

Nurses are an integral part of the healthcare team. Changing from clinical to academic life and balancing both can cause role strain. Role strain stems from a conflict between the familiar expectations in your current role as a clinician and the new demands of an academic position. Taking time to thoroughly consider the transition to academia is the first step. This tool kit and webinar are here to inform and serve as a starting point when considering a faculty role. A guide to mapping out the transition and the responsibilities of desired faculty roles are discussed.

The purpose of this tool kit is to:

Explore the concept of role change and the impact of role change, from clinician to faculty, on the individual.

To provide a theoretical framework for transitioning into a faculty role as described in the literature.

To describe the faculty positions available for the clinician and provide a roadmap for attaining that position.

Note: The resources of this tool kit are not exhaustive. This document is a starting point of articles that inform the transition to nursing faculty.

The definition of role change or role transition has been described in the literature as any transition from one set of behaviors to another. According to Melesis (2010) role transition involves the need to attain new knowledge, changes in social status and interactions with others that may lead to feeling of instability and uncertainty since self-identity and role change can occurs simultaneously as you move from novice to master in the newly defined role.

Role theory posits that people learn to adapt to the roles given to them by society and the rules that are agreed upon by society for a given role. The roles that individuals have are learned behaviors (Goodling, 2003). Similarly Transition Theory states that people can learn and adapt to changes. Transitions theory notes that change happens over times therefore the experience of transition is fluid.
Suggested References
Anderson, J. K. (2009). The work-role transition of expert clinician to novice academic educator. The Journal of Nursing Education, 48(4), 203-208. doi:10.3928/01484834-20090401-02

Clark, N. J., Alcala-Van Houten, L., & Perea-Ryan, M. (2010). Transitioning From Clinical Practice to Academia. Nurse Educator, 35(3), 105-109. doi:10.1097/NNE.0b013e3181d95069

Goodling, S. M. (2003). Transition from academia to home health practice. Home Health Care Management & Practice, 16(1), 17-24. doi: 10.1177/1084822303260198

Meleis, A. I. (2010). Transitions theory: Middle-Range and situation-Specific theories in nursing research and practice. New York, EUA: Springer publishing company.

Ramsburg, L., & Childress, R. (2012). An initial investigation of the applicability of the
Dreyfus skill acquisition model to the professional development of nurse educators. Nursing education perspectives, 33(5), 312-316. doi.org/10.5480/1536-5026-33.5.312

Schoening, A. M. (2013). From bedside to classroom: The nurse educator transition model. Nursing education perspectives, 34(3), 167-172. doi.org/10.5480/1536-5026-34.3.167

The transition from the role of nurse clinician to that of faculty and a member of the academic society can result in internal conflict and cognitive dissonance since the expectations as a clinician and the multitude of demands of an academic position. Clarke et al (2010) states that this incongruence can result in role stress which has four causes; ambiguity, incongruity, conflict and overload, which are below.

Ambiguity

Ambiguity occurs when there is a deficiency of clarity surrounding the behaviors and responsibilities associated with the role are not well defined or understood by the parties involved; the clinician, the medical institution or the academic institution.

Ambiguity is a common occurrence because most clinicians have not been socialized into the culture of academe.

Incongruity

Incongruity is the incompatibility between the different aspects contained in the role. There can be conflict between the skills and abilities, values and expectations or role obligations.

Conflict

Role conflict arises when the expectations are perceived to be contradictory or incongruent and can result in irreconcilable demands on the part of the nurse or the institution.

Overload

Overload occurs when the demands of the roles or roles overwhelm the new faculty member resulting in difficulty in meeting the obligations of the role in the prescribed time.

Overload can lead to workplace tension, anxiety, and personal conflict that can result in the exhibition of negative behaviors.

Components of a Smooth Transition

Become immersed in academic culture by reading journals on nursing education in addition to clinical journals.

Suggested References

Anibas, M., Brenner, G. H., & Zorn, C. R. (2009). Experiences described by novice
teaching academic staff in baccalaureate nursing education: A focus on mentoring. Journal of Professional Nursing, 25(4), 211-217. doi.org/10.1016/j.profnurs.2009.01.008

Clark, C. L. (2013). A mixed-method study on the socialization process in clinical
nursing faculty. Nursing education perspectives, 34(2), 106-110. doi.org/10.5480/1536-5026-34.2.106

Clark, N. J., Alcala-Van Houten, L., & Perea-Ryan, M. (2010). Transitioning from
clinical practice to academia: University expectations on the tenure track. Nurse Educator, 35(3), 105-109.doi: 10.1097/NNE.0b013e3181d95069

Duffy, R. (2013). Nurse to educator? Academic roles and the formation of personal
academic identities. Nurse education today, 33(6), 620-624. doi.org/10.1016/j.nedt.2012.07.020

Gazza, E. A. (2009). The experience of being a full-time nursing faculty member in a
baccalaureate nursing education program. Journal of Professional Nursing, 25(4), 218-226. doi:10.1016/j.profnurs.2009.01.006

McDonald, P. J. (2010). Transitioning from clinical practice to nursing faculty: Lessons
learned. Journal of Nursing Education, 49(3), 126. doi:10.3928/01484834-20091022-02
Penn, B. K., Wilson, L. D., & Rosseter, R. (2008). Transitioning from nursing practice to
a teaching role. Online journal of Issues in Nursing, 13(3).
doi:10.3912/OJIN.Vol13No03Man03

Roberts, S. J., & Glod, C. (2013, April). Faculty roles: Dilemmas for the future of nursing
education. In Nursing forum (Vol. 48, No. 2, pp. 99-105).doi: 10.1111/nuf.12018

Schaar, G. L., Titzer, J. L., & Beckham, R. (2015). Onboarding New Adjunct Clinical
Nursing Faculty Using a Quality and Safety Education for Nurses-Based Orientation Model. Journal of Nursing Education, 54(2), 111-115. doi:10.3928/01484834-20150120-02

Weidman, N. A. (2013). The lived experience of the transition of the clinical nurse expert
to the novice nurse educator. Teaching and Learning in Nursing,8(3), 102-109. doi:10.1016/j.teln.2013.04.006

Ziehm, S., & Fontaine, D. K. (2009). Clinical faculty: tips for joining the ranks. AACN
advanced critical care, 20(1), 71-81. doi: 10.1097/NCI.0b013e31819453ab

Bednash, G., Breslin, E. T., Kirschling, J. M., & Rosseter, R. J. (2014). PhD or DNP: Planning for Doctoral Nursing Education. Nursing Science Quarterly, 27(4), 296-301. doi:10.1177/0894318414546415

Sonson, S. L. (2013). DNP-prepared APRNs: Leading the magnet?? charge. Nursing Management, 44(7), 49-52. doi:10.1097/01.NUMA.0000431425.39076.81

What Is Tenure?
A guaranteed job contract given to academic professionals that have shown skills over a period of time. It provides security from being laid off without sufficient justification. Primary responsibilities include: teaching and research, independent program of research, publications,teaching undergrad and/or graduate students, serving as an academic/research advisor of students involvement.

Tenured Positions

Tenured Professor
After all other promotions have been reached

Associate Professor
On-Track to be a Full Professor upon evaluation of requirements needed for promotion. These requirements may vary by University/department.

Assistant Professor
Entry level tenure-track position for PhD graduates. DNP graduates may also be eligible for entry-level tenure-track positions depending on the University. On-Track to be an Associate Professor upon evaluation of requirements needed for promotion. These requirements may vary by University/department.

Non-tenured Positions

Adjunct Faculty
Non-tenure/part-time/per course. Primary duty is teaching. This includes developing syllabi, coordinating curriculum, facilitating class instruction, evaluating student performance, holding office hours, maintaining course website (blackboard).

Bachelors Degree (Required)

Master's Degree or DNP (May be required if teaching at graduate level

Nursing Experience (Active RN License

Clinical Instructor
Primary role is supervising students during clinical rotations. Coordinating with clinicians at clinical sites, making student assignments, instructing students on how to perform duties in the clinical site, evaluate students' work.

Active RN License

2+ years of clinical experience

BSN (MSN or DNP Preferred)

Research Faculty
Sustain a program of research that provides their salary. Publish in peer-reviewed clinical journals, present research findings at conferences, advise students in research activities. Serve on thesis and dissertation committees. Teaching expectations are limited.

Suggested Resources:

Faculty Roles

Duffy, R. (2013). Nurse to educator? Academic roles and the formation of personal academic identities. Nurse Education Today, 33(6), 620-624. doi:10.1016/j.nedt.2012.07.020

Roberts, S. J., & Glod, C. (2013). Faculty roles: Dilemmas for the future of nursing education. Nursing Forum, 48(2), 99-105. doi:10.1111/nuf.12018

Tenure

Gaugler, J. E. (2004). on the Tenure Track in Gerontology: I Wish I Had Known Then What I Know Now. Educational Gerontology, 30(6), 517-536. doi:10.1080/03601270490445122

Singh, M. D. (2015, July). An Exploration of the Pre-Tenure and Tenure Process Experiences of Nursing Faculty. In Sigma Theta Tau International's 26th International Nursing Research Congress. STTI

Smeltzer, S. C., Sharts-Hopko, N. C., Cantrell, M. A., Heverly, M. A., Wise, N. J., Jenkinson, A., & Nthenge, S. (2014). Challenges to research productivity of doctoral program nursing faculty. Nursing Outlook, 62(4), 268-274.

Sussman, S. M. (2012). Job satisfaction and support for transitions in the nursing academy: A qualitative study of tenured nursing faculty who stay in academia (Doctoral dissertation, Teachers College, Columbia University).

Non-Tenure

Paul, P. A. (2015). Transition from novice adjunct to experienced associate degree nurse educator: A comparative qualitative approach. Teaching and Learning in Nursing, 10(1), 3-11.

Nicholes, R. H., & Dyer, J. (2012). Is eligibility for tenure possible for the doctor of nursing practice-prepared faculty?. Journal of Professional Nursing, 28(1), 13-17.

Schaar, G. L., Titzer, J. L., & Beckham, R. (2015). Onboarding New Adjunct Clinical Nursing Faculty Using a Quality and Safety Education for Nurses-Based Orientation Model. Journal of Nursing Education, 54(2), 111-115. doi:10.3928/01484834-20150120-02

Website Resources:
AACN Career Center
AACN's online resource dedicated to employment opportunities in nursing education.

HigherEd Jobs Listing of faculty positions (on-site or remote)

Education Nurses.com
Provides nursing education modules for new educators

Graduate Nursing Student Academy Career Network
Job board developed through partnership between AACN and AfterCollege.

National Council of State Board of Nursing - Nurse Licensure Compact
To determine if you live in a state included in the Nurse Licensure Compact

Professional Organizations to Consider:
It is important to maintain membership in professional associations that are tied to your area of specialization or instruction.
Association of Black Nursing Faculty National Association of Ethnic Minority Nurse Associations National Organization of Nurse Practitioner Faculties Professional Nurse Educators Group Sigma Theta Tau International The International Society of Nursing

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Transitioning from Clinical Nursing to Nursing Faculty

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The American Association of Colleges of Nursing (AACN) is the national voice for baccalaureate and graduate nursing education. AACN works to establish quality standards for nursing education; assists schools in implementing those standards; influences the nursing profession to improve health care; and promotes public support for professional nursing education, research, and practice.

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Writing Good Multiple Choice Test Questions

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by Cynthia J. Brame Print Version Cite this guide: Brame, C. (2013) Writing good multiple choice test questions. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/. Constructing an Effective Stem Constructing Effective Alternatives Additional Guidelines for Multiple Choice Questions Considerations for Writing Multiple Choice Items that Test Higher-order Thinking Additional Resources Multiple choice test questions, also known as items,...

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Leighsa Sharoff, EdD, RN, NPP, AHN-BC

Nurse educators need to be innovative, stimulating, and engaging as they teach future nursing professionals. The use of YouTube in nursing education classes provides an easy, innovative, and user-friendly way to engage today's nursing students. YouTube presentations can be easily adapted into nursing courses at any level, be it a fundamentals course for undergraduate students or a theoretical foundations course for graduate students. In this article I will provide information to help educators effectively integrate YouTube into their course offerings. I will start by reviewing the phenomenon of social networking. Next I will discuss challenges and strategies related to YouTube learning experiences, after which I will share some of the legal considerations in using YouTube. I will conclude by describing how to engage students via YouTube and current research related to YouTube.

Citation: Sharoff, L., (August 17, 2011) "Integrating YouTube into the Nursing Curriculum" OJIN: The Online Journal of Issues in Nursing Vol. 16 No. 3.

DOI: 10.3912/OJIN.Vol16No03PPT03

Keywords: YouTube, education, technology, nursing, social media, online video sharing, digital natives, online community

Nurse educators need to be innovative, stimulating, and engaging as they prepare future nursing professionals. Increasingly nursing students enter nursing programs experienced in the latest communication technologies and knowledgeable about various media offerings. Today it is expected that nurse educators will use creative communication technologies to enrich the learning environment ( Beldarrain, 2006).

As the global community increases, and healthcare issues become more complex, it is vital that our future nurses be well equipped with the knowledge and strategies to navigate the technological advances that are occurring in the healthcare setting... Burke and Snyder ( 2008) noted that "having a comfort level with current technology is imperative for educators to be effective in our fast-paced, electronics-based society" (p. 42), adding that YouTube technology offers innovative teaching strategies for use by educators in the healthcare field. A report by the National Center on Education and the Economy ( 2006) has argued that today's students must develop a high level of competence not only in traditional academic areas but also in 21 st Century skills and technologies that facilitate collaboration, information literacy, communication, critical thinking, problem solving, and global awareness ( Rosenfeld, 2007). These skills are a necessity for all future nurses and other healthcare professionals. As the global community increases, and healthcare issues become more complex, it is vital that our future nurses be well equipped with the knowledge and strategies to navigate the technological advances that are occurring in the healthcare setting as well as in the general public arenas.

Social media can play a valuable role in teaching the communication and collaboration skills that will be needed by future generations of nurses. Social media are becoming important teaching tools for synthesizing and disseminating information to students, patients, and families ( Green & Hope, 2010). YouTube is becoming one of the important social network sites in today's society. The inclusion of YouTube into nursing education is an easy and user-friendly way to increase collaboration skills and integrate technology into nursing education. YouTube offers an "adjunct to a course beyond anything that faculty could have ever anticipated" ( Agazio & Buckley, 2008, p. 23) by creating a learning community ( Skiba, 2007). It is a web-based, audio/video file-sharing service that allows individuals to (a) construct a public or semi-public profile within a bounded system, (b) articulate a list of other users with whom they share a connection, and (c) view and traverse their list of connections and those made by others within the system ( Boyd & Ellison, 2007). This web-based service allows users to download videos that can be shared with others (friends, students, educators) thus maintaining social connectedness within a learning setting.

The use of YouTube in educational offerings helps to introduce technology to the nontraditional learner... The use of social media will be a vital component in the next generation's ability to practice competently, effectively, and collaboratively with other healthcare providers, and also patients and families ( Ressler & Glazer, 2010). The use of YouTube in educational offerings helps to introduce technology to the nontraditional learner; it serves as a natural learning strategy for digital natives who have grown up with technology and who will adapt well to the use of technology, such as YouTube, as a teaching strategy. For nondigital native students YouTube can "offer the student ... an opportunity to experience new technology or technology that will provide them with marketable skills for future careers" ( Burke & Snyder, 2008, p. 40). Educators are encouraged to nurture the collaborative and networking skills of both digital native and nondigital native students using the social-networking, Web 2.0 world described below ( Rosenfeld, 2007).

In this article I will provide information to help educators effectively integrate YouTube into their course offerings. I will begin by reviewing the phenomenon of social networking and discussing challenges and strategies related to YouTube learning experiences. Next I will share some of the legal considerations in using YouTube and describe how to engage students via YouTube. I'll conclude by describing current research related to YouTube as an educational tool.

The term 'Web 2.0' is used to describe web applications that facilitate interactive information sharing. These applications include social networking sites; video-sharing sites, such as YouTube; web-based communities; wikis; and blogs. Some common social networking tools include pod casting, twittering, and blogging, while social networking sites include Facebook, YouTube, Twitter, Linkedin, and Bebo. What makes social network sites unique is not that they allow individuals to meet strangers, but rather that they enable users to articulate and make visible their social networks ( Boyd & Ellison, 2007). It should be noted that not all Web 2.0 sites allow for external contributions, although they all do facilitate informational sharing. See Table 1 for a description of some of the common social networking sites and tools.

Table 1: Examples of Social Networking Sites and Tools.

The high participatory nature of YouTube makes it a very 'cool' media application, i.e. an application that requires users, for example nurse educators and students, to be active participants. The process of searching for videos, including YouTube videos, is called 'hunting.' This process involves active participation on the part of the 'hunter.' Trier ( 2007, Part I) has written that searching for videos does not allow for the passivity associated with being a spectator in the learning situation Trier has conceptualized the act of searching YouTube for videos relevant to pedagogical and learning purposes as "a form of cool hunting and gathering" (p. 410).

The hunting process involves the gathering of various videos and the viewing of the videos followed by a group discussion. In the educational realm educators can select the video they desire to post, or they can include students in the hunting process. The hunting process involves the gathering of various videos and the viewing of the videos followed by a group discussion. For example, in an online course the faculty person can provide students with a few links to YouTube videos pertaining to specific content. Students can then hunt for additional, related videos; gather and post the links to these videos on an electronic educational platform, such as Blackboard, for all students to view on their own time; and then collectively engage in a discussion-board dialogue. In an online Woman's Health course, I provide students with descriptive words (tags) to hunt for YouTube videos pertaining to woman-health issues. Students hunt for videos and gather links to relevant videos. Then a group of five to seven students views and discusses the specific video chosen. Finally, a summary of their discussion is posted online on the class discussion board, along with a link to the video viewed.

'Time shifting' is defined as "the capacity to engage with the text whenever the reader wishes rather than only [when] the text is broadcast or shown in some prescribed place and time" ( Trier, 2007, Part I, p. 411). It is useful in the process of cool hunting and gathering because YouTube videos are virtual and hence can be viewed at any time and any place where Internet access is available. 'Space shifting' is another useful YouTube feature. It refers to one's ability to view YouTube videos in an array of locations in which there is an Internet connection. Space shifting allows students to view YouTube videos at work, at home, in the library, or in a café, thus enhancing online learning. Students and educators have access to course content anywhere, at anytime, in any location. Thus learning can occur anywhere...time...place.

YouTube offers educators and learners alternative/supplemental sources of timely, health-related videos ( Burke & Snyder, 2008). However, there are unique challenges associated with using YouTube in an educational setting. One challenge is that of availability. It is important for the educator to know about the availability of a given video because some videos are available for only a designated period of time.

Faculty do need to review and evaluate all videos before including them in the course content. The quality of the content is another important consideration. Faculty need to note the date of the video content to assure that the information is not outdated ( Freeman & Chapman, 2007; Keelan et al., 2007). Sometimes the accuracy and/or quality of YouTube videos is poor (especially if they are homemade), and some clips may not be appropriate for a classroom setting due to profanity or unacceptable scenes ( Agazio & Buckley, 2008). As Ressler and Glazer ( 2010) have noted, issues of privacy, inappropriate sharing of information, and professional-personal boundary issues must be addressed. They suggest this rule of thumb when evaluating an item to post: would I be comfortable using this item in a public forum when my employer, patients, and/or colleagues are present. Faculty do need to review and evaluate all videos before including them in the course content.

Another challenge arises when searching for videos. Some searches may produce too many video options. One way to narrow down the options is to focus on the user-name of the person who has uploaded (posted) the video. By clicking on the username, you are taken to the user's personalized YouTube page, which includes all of the other videos the user has also uploaded ( Trier, 2007, Part II, p. 589). Clicking on the user-name of the person(s) who downloaded the video will send you to the 'user-name channel.' This provides a detailed profile of each user and links to their other videos. An added benefit of clicking on the user name is that sometimes similar and related videos also appear on the user's page, thus providing additional resources and links. Another tip is to search the video titles for patterns ( Trier, 2007, Part II). This search that will provide more precise details for tags (keywords/descriptors) of exactly what you are looking for in your search criteria. This is similar to searching on key words in a journal search. Finally, be conscious of the tags used by video uploaders to describe their video. These descriptive terms, if they recur often, can help identify related videos ( Trier, 2007, Part II).

I often seek the assistance of the university librarian in teaching students how to search for YouTube videos. When helping students to search for videos themselves, the educator can provide students with tags (descriptors) based on the subject content, thus helping students to find videos on a given topic. This searching enhances active participation and facilitates dialogue on the part of the students as they search together. Although the process of actually searching for videos on YouTube is relatively easy, Burke and Snyder ( 2008, p. 41) provide a helpful description of the 'how to do it' process for this searching. Green and Hope ( 2010) have noted, "using...Web-based tools must support the underlying objective of an assignment, and students must be adequately prepared to use the tools effectively or they will be frustrated" (p.127).

An alternative to YouTube, launched in March 2007, is TeacherTube, a free online teacher community for posting and viewing educator-made, instructional videos. As an educator who utilizes YouTube, I often seek the assistance of the university librarian in teaching students how to search for YouTube videos. We schedule a one-hour workshop in a room in the library having computers with Internet access, student computer access, and an overhead screen. Then either I, or the librarian, provide(s) an overview of how to navigate YouTube and how to hunt for and gather videos based on various descriptors we have provided. This hands-on, preparatory process can alleviate the students' stress, especially in the non-traditional students who are not familiar with YouTube.

An alternative to YouTube, launched in March 2007, is TeacherTube, a free online teacher community for posting and viewing educator-made, instructional videos. TeacherTube eliminates the process of searching through amateur videos and may offer more appropriate content for students ( Burke & Snyder, 2008). This site is also recommended to educators as a good repository for their educator-made videos.

Copyright questions do come into play with YouTube. Many YouTube videos are available via online service providers. An 'online service provider' is defined as a provider of online services or network access, or the operator of facilities there for, including any entity offering the transmission, routing, or providing of connections for digital online communications ( U.S. Copyright Office-Online Service Providers, 2011). Some common online service providers (OSPs) include Internet service providers (ISPs), email providers, news providers (newspapers), entertainment providers of music and movies, electronic shopping sites (online stores), finance or banking sites, health sites, and government sites. The Digital Millennium Copyright Act, signed into law on October 28, 1998, amended the United States (U.S.) Copyright Act, Title 17 of the U.S. Code, to provide in part certain limitations on the liability of online service providers for copyright infringement. Subsection 512(c) of the Copyright Act provides limitations on service provider liability for storage, at the direction of a user, of copyrighted material residing on a system or network controlled or operated by or for the service provider.

This act provides a cushion for Internet service providers and Web companies regarding infringing material that might have been posted to their servers, provided the material is removed after they are notified ( Pike, 2007). YouTube has been extremely active in the removal of video streams after receiving complaints about copyright infringements and is currently working with media companies either to remove or license infringing material (Pike). Based on copyright conflicts, thousands of self-made YouTube videos have been removed ( Arango, 2009). It is expected that Google's oversight and control over YouTube videos will increase due to copyright infringement restrictions and court battles over fair use ( Kellner & Kim, 2010).

The use of video file-sharing in the educational setting is permissible. The use of video and still picture files within classrooms is considered fair even with the school website providing links to these files ( Talab & Butler, 2007). However, it must be noted that copyright infringements do need to be taken into account with YouTube videos. Copyright infringement occurs when a copyrighted work is reproduced, distributed, performed, publicly displayed, or made into a derivative work without the permission of the copyright owner ( YouTube, 2011). For example, a professional organization that shows a YouTube video at its professional conference (charging the customary registration fee) might be infringing on the copyright protection held by the person who created the video or still picture file. It may be permissible to include small excerpts from copyrighted material if what you intend to use is 'insubstantial' ( YouTube, 2011). For more information, it is advisable to refer to the U.S. (or your country's) copyright law and fair use regulations. U.S. copyright regulations/guidelines are available at the following websites:

It is important to remember, however, that copyright and privacy laws, with regards to audio and video file-sharing sites, are still in their infancy ( Smith, 2006). YouTube does offer its own "Copyright Tips" to assist users in understanding the dynamics of copyright law and fair use ( YouTube, 2011).

At this point in time the best advice for educators considering the use of learning strategies involving YouTube is to consult the TEACH Act and the Educational Multimedia Fair Use Guidelines. The TEACH Act Toolkit is an online resource for understanding copyright and distance-education privileges prepared by Talab and Butler ( 2007).

Integrating specific videos from YouTube allows students to develop a deeper appreciation of the subject and presents an opportunity for experiential learning of not only the subject matter, but the technology used as well. YouTube facilitates dialogue about course content and exposes learners to new insights and skills. There are many ways to integrate YouTube into an educational setting.

In the undergraduate curriculum YouTube videos can be used to provide a visual portrayal of a variety of medical conditions, providing students with the opportunity to actually see what occurs in the body and individual cells in these conditions. Sharing and providing links to videos on electroconvulsant therapy (ECT) can help psychiatric nursing students learn how patients experience this treatment. See Table 2 for a listing of general nursing YouTube videos and Table 3 for a listing of videos for undergraduate courses.
Table 2: General Nursing Courses YouTube Videos. Table 3: Undergraduate Curricula YouTube Videos.
Graduate level nursing courses can integrate YouTube into theoretical foundations courses, offering a variety of student and professionally made videos describing the lives and theoretical perspectives of our nursing theorists ( Agazio & Buckley, 2008). Viewing highlights from various conferences and proceedings provides an engaging opportunity for student dialogue and exposure to professional meetings. See Table 4 for a listing of YouTube videos for graduate level courses.
Table 4: Graduate Curricula YouTube Videos.
Additional research is clearly needed to assess YouTube effectiveness in the educational domain. The research related to using YouTube as a pedagogical tool is limited ( Burke & Snyder, 2008; Kellner & Kim, 2010). To date this research has taken various forms. One form is that of textual analysis of YouTube videos which enables researchers to investigate this emerging technology, as a new mode of communication, with specific cultural and political contexts (McKee, 2001). Another type of research involves the study of YouTube users' reflections on YouTube postings and videos. In this type of research users share with the researcher how they organized their thoughts, comments, and opinions as they viewed a given posting. This allows researchers to study how viewers engage in the fundamental process of making meaning in their everyday lives ( Kellner & Kim, 2010). An Australian study examined the effect of web-based lecture technologies on teaching strategies and found that students appreciated the flexibility of, and support for learning with web-based applications ( Gosper et al., 2008; Kellner & Kim, 2010). Additional research is clearly needed to assess YouTube effectiveness in the educational domain.

We are only beginning to recognize the benefits of using YouTube in the classroom setting. We are only beginning to recognize the benefits of using YouTube in the classroom setting. The educational and instructive potential of YouTube is in its infancy. This highly interactive, participatory teaching strategy is limitless in its potential for exciting students about learning. The application and uses of the millions of YouTube videos are limited only by faculty and student creativity and imagination. Integrating and incorporating YouTube videos into all facets of education is a vital component of the Web 2.0 world; it is essential for all students, digital natives and non digital natives alike. However, we must remember that optimal use of YouTube requires an involved educator who is knowledgeable regarding the selection of YouTube videos and skilled in incorporating these videos into the course content. Nurses are change agents; we need to embrace engagement with social media tools as we work with students, patients, and the broader healthcare arena, working together to shape a healthier global community ( Ressler & Glazer, 2011).

Leighsa Sharoff, EdD, RN, NPP, AHN-BC
E-mail: lsharoff@hunter.cuny.edu

Dr. Sharoff is an Associate Professor at the City University of New York in the Hunter College School of Nursing (SON). She is the Coordinator of Simulation and Learning Resources for the SON. She is also a psychiatric nurse practitioner and an advanced certified holistic nurse. Dr. Sharoff has been an early adapter regarding the process of integrating technology into nursing curriculum. She is currently conducting research to explore the efficacy of novel preparation material currently being utilized by faculty and students in association with the simulation experience at Hunter College SON. Dr. Sharoff has presented nationally and internationally on the topics of both holistic nursing and also simulation and the integration of technology into nursing curricula. Dr. Sharoff received her baccalaureate degree from Adelphi University in Long Island City, NY, her master's degree from Hunter College, and her Ed.D. from Teachers College/Columbia University in the city of New York.

Agazio, J. & Buckley, K. (2008). An untapped resource: Using YouTube in nursing education. Nurse Educator, 34(1), 23-28.

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27, 139-153.

Educause Learning Initiative (2006). 7 things you should know about YouTube. Retrieved December 22, 2010 from www.educause.edu/ir/library/pdf/EL17018.pdf.

Freeman, B., & Chapman, S. (2007). Is "YouTube" telling or selling you something? Tobacco content on the YouTube video-sharing website. Tobacco Control, 16, 207-210.

Gosper, M., Green, D., McNeill, M., Phillips, R., Preston, G., & Woo, K. (2008). The impact of web-based lecture technologies on current and future practices in learning and teaching. Retrieved March 28, 2011 from www.cpd.mq.edu.au/teaching/wblt/dissemination.htm

Green, B., & Hope, A. (2010). Promoting clinical competence using social media. N urse Educator, 35(3), 127-129.

Keelan, J., Pavri-Garcia, V., Tomlinson, G., & Wilson, K. (2007). YouTube as a source of information on immunization: A content analysis. JAMA, 298(21), 2482-2484.

Kellner, D., & Kim, Gooyong. (2010). YouTube, critical pedagogy, and media activism. The Review of Education, Pedagogy, and Cultural Studies, 32, 3-36.

Pike, G. (2007). Google, YouTube, copyright, and privacy. InformationToday, 24(4), 15-16. Retrieved January 12, 2011from www.infotoday.com/it/apr07/index.shtml.

Ressler, P., & Glazer, G. (2010). Legislative: Nursing's engagement in health policy and healthcare through social media. OJIN: The Online Journal of Issues in Nursing, 16(1). doi: 10.3912/OJIN.Vol16No01LegCol01. Available: www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/Columns/Legislative/Health-Policy-and-Healthcare-Through-Social-Media.aspx

Rosenfeld, E. (2007). Beginning the conversation about education 2.0. Teacher Librarian, 34(4), 6-7.

Smith, E. (2006). MySpace deploys systems to guard copyrighted works. The Wall Street Journal, October, B2.

Skiba, D. (2007). Nursing education 2.0: YouTube. Nursing Education Perspectives, 28(2), 100-102.

Trier, J. (2007, Part 1). "Cool" engagements with YouTube. Journal of Adolescent &Adult Literacy, 50(5), 408-412.

Trier, J. (2007 Part II). "Cool" engagements with YouTube. Journal of Adolescent & Adult Literacy, 50(7), 598-803.

YouTube. (2011). Copyright tips. Retrieved April 6, 2011 from www.youtube.com/t/howto_copyright.

© 2011 OJIN: The Online Journal of Issues in Nursing
Article published August 17, 2011

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Integrating YouTube into the Nursing Curriculum

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Leighsa Sharoff, EdD, RN, NPP, AHN-BC Nurse educators need to be innovative, stimulating, and engaging as they teach future nursing professionals. The use of YouTube in nursing education classes provides an easy, innovative, and user-friendly way to engage today's nursing students.

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Shaping a mind

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Abstract

Purpose

To identify characteristics and teaching techniques of effective clinical instructors that can be utilized or implemented to improve the student nurse clinical experience.

Background

The clinical instructor is an integral part of a quality clinical experience. They help students transfer didactic information to the practice setting. The clinical nursing experience is a vital component in the developmental process of the nursing student. Research has been done on this subject, but gaps remain. The need for a more in-depth understanding of students' perceptions of the characteristics and teaching techniques that best aid their comprehension and learning will help instructors to maximize student learning experiences in the practice setting.

Method

This qualitative research study utilized the phenomenological research method. Three open-ended questions were posed to 14 nursing students to identify the characteristics and teaching techniques they believed comprised an effective clinical instructor. Individual interviews were conducted and transcribed interviews were reviewed to identify common themes. Three faculty members provided member checking to prevent bias by reviewing the transcribed interviews for common themes.

Findings

Participants identified four main themes which include a trusting relationship, experience or knowledge, coach, and role model. The students found that they gained more knowledge, developed more critical thinking, and felt more confident with instructors who utilized characteristics and techniques from these four areas.

Conclusion

Clinical instructors play an important role in preparing the student nurse in becoming a competent nurse in the practice setting. This information can be used to provide a foundation in creating an educational opportunity to inform nurse educators in the ways to become a more effective clinical instructor.

Introduction

Clinical nursing experience is a vital piece in the developmental process of the nursing student. The clinical instructor (CI) is an important part of the quality clinical experience for the student. They are charged with the task of aiding the student in transferring the knowledge learned in the classroom to the practice setting. Multiple studies have delved into the importance of the CIs influence on the student nurse's clinical experience and development, but gaps remain based on type of program and student demographic. The gap to be addressed in this current study is a focus on a different student demographics and program type. Participants in this study were both basic and accelerated students with a varied age range. The purpose of this study was to see if additional or different traits and techniques of an effective CI emerge. This current study identified multiple factors that impact the student experience with their CIs in the practice setting.

Literature Review

CIs are tasked with utilizing their combined clinical and teaching skills to help nursing students transfer knowledge acquired during lectures, lab, and simulations by applying this knowledge to the complex clinical situations found while performing the hands-on patient care in the practice setting ( Norris, 1986). The CI is instrumental in helping the student in combining the use of cognitive, psychomotor, and affective skills needed to treat the client as the student moves from dependency on the teacher to that of an independent practitioner ( Windsor, 1987). The CI plays a central role in student development by helping to create a conducive learning environment. Their teaching strategies are a critical piece in developing this environment and promoting learning in the practice setting ( Gignac-Caille & Oermann, 2001). Tang, Choy, and Chaing (2005) identified personality characteristics, interpersonal relationship skills, professional competence, and teaching ability as strong indicators of effective CIs in their ability to perform the role to develop nursing students. Their results suggested that instructor attitude toward students was a crucial difference between effective and ineffective CIs.

A trusting relationship, defined as a developmental relationship in which the CI provides guidance and facilitates the student's learning as the student grows into a successful and productive nurse, has been found to be needed to facilitate an optimal emotional environment for student learning. This type of environment fosters a positive relationship between CIs and students. CIs then become coach, guide, helper, and advocate for students. To effectively serve in all of these roles, CIs must be able to combine proficient clinical skills and effective teaching abilities ( Hou, Zhu, & Zheng, 2010).

A meta-analysis done by Parsh (2010) uncovered traits and techniques of an effective CI which play an essential role in maximizing a student's clinical educational experience. The author identified characteristics and five themes or attributes of a CI that aids the student in acquiring knowledge, hands-on skills, and decision-making skills in the practice setting. These are personality, teaching ability, evaluation, nursing competence, and interpersonal relationships. The purpose of this current study is to uncover additional or different traits and techniques of the effective CI based on a different student demographic and program type.

CIs play an important role in the overall clinical experience of nursing students and in assisting them to develop the knowledge and skills of novice professional nurses. To search for the qualities of a CI that either aid or hinder this preparation, nursing students provided their perceptions of their clinical experiences.

Methods

Design

A phenomenological approach using three open-ended questions was used for this study. The phenomenological approach allowed students to use their lived experience in identifying characteristics of an effective CI. Evaluation of data involved a systematic review of data. The data were constantly compared at increasing levels of abstraction, searching for main themes. The goal was to identify the main themes of participants and how they perceived their experiences.

Research Questions

1. What do you identify as characteristics of an effective clinical instructor?

2. What are the differences you identify between an effective versus an ineffective clinical instructor?

3. What differences did you notice between the clinical instructor you felt was effective as compared to the clinical instructor you felt was less effective?

Institutional Review Board Statement

This study was approved by the university institutional review board.

Sampling and Procedures

This study used purposive sampling in which students were asked to volunteer to be participants. Inclusion criteria for participants were junior or senior level and completion of at minimum three clinical rotations in the nursing program. All 14 participants were Bachelor of Science (BSN) students at the same urban university with an age range of 21 to 40 years. Of these volunteer participants, 3 were male and 11 female. The delineation as to program type is as follows, two participants were in the accelerated option in which they finished their BSN in 16 months, while the other 12 participants were in the basic traditional 3-year nursing track (see Table 1). Informed consent was reviewed with each student individually and signed before starting the interview. Participants were informed that the study was voluntary and they could stop at any time without penalty or consequence. Each of the participants was interviewed and audiotaped separately by one of the nurse researchers on the university campus in a private office with each interview lasting between 30 to 45 min. The audiotapes were transcribed verbatim and then tapes were deleted. The transcripts (with all identifying information removed) were kept in the principle investigator's locked office in a locked drawer where these will be kept for 3 years then destroyed.

Demographic Information of Participants.

Data Analysis

Data collection and analysis were done concurrently until saturation was reached with repeat themes. All interview transcripts were transcribed verbatim and each interview was reviewed by three nurse researchers individually first and then by all three researchers together. All three nurse researchers have a medical surgical background and serve as CIs, two also teach didactic nursing courses. None of the participants were current students with any of the three nurse researchers during the study. Data were reviewed looking for common themes among the interviewees. An original list of 30 themes was found. Initially, the categories were broad. The themes became more specific as the data were further reviewed and analyzed using first, second, and third level coding. Level of abstraction was raised to reveal four major themes and four to five subthemes identified under each major theme.

Rigor

With this study, the initial research questions were clear and the design of the study was appropriate for the research goals. Each successive interview allowed for confirmation of previous findings and sometimes new themes were identified. With the list of themes, several participants were poled to see if the themes identified accurately reflected what they felt at the data collection time of the study. Participants agreed that their experiences were captured in the themes identified by the research team.

Results

The four major themes identified from the data were as follows: (a) trusting relationship, (b) experience or knowledge, (c) coach, and (d) role model. Participants identified these as important aspects of their clinical experience. Data collected provided information about how students perceive their clinical experience and the role their CI has in that experience.

Trusting Relationship

Participants identified trusting relationship as one of the most important aspects of their clinical experience. Subthemes were as follows: approachability, availability, clear expectations, and wanting to teach.

Participants felt that an approachable instructor greatly enhanced the clinical learning experience and trust relationship. One participant stated, "A student needs to feel able to trust that your instructor is there to help you succeed and not to just shut you down every day." Another participant stated, "It is important to be able to trust them to be helpful and supportive so you have a good experience."

Being able to feel comfortable asking questions is important to students. One participant stated, "With my approachable instructor, I was comfortable asking her questions. This gave me a better understanding of everything and I was able to have a better learning experience." Another participant identified their best clinical experience as follows: "When the instructor made it clear they were there to help. They were there for you if you had any questions and that we are learning together."

One participant identified a negative experience that affected her in the clinical area. "I have had instructors who would make us feel stupid when we had interactions. Now, I am not learning because I am more afraid to ask them questions." Another participant stated,

There was an instructor who berated us in front of others, including patients, who talked down to us and made us feel like she was the boss and we were subservient. This was not conducive to learning, causing me to shut everything off and not learn at all.

Being able to feel like the CI is there to help them learn enhanced the clinical experience.

Participants also identified availability to help them on the unit as part of the trusting relationship. Five of the participants identified availability as an effective characteristic. They wanted both physical and emotional availability which was summed up by one participant when she states, "I need to be able to see you, be able to talk to you and be able to find you if I need you." Another participant shared the following experience: "When I had my first patient with a chest tube, my instructor was available to come in with me and do a brief overview with me so I felt I was giving safe care."

All 14 participants mentioned clear expectations as a way to improve learning and help build trust between instructors and students. One participant stated, "An effective instructor lays out clear expectations at the beginning of the semester. That way you know what you are supposed to be working towards and gives you an idea as to where you are performance wise." Clear expectations can help relieve some anxiety related to the clinical experience.

A majority of participants identified a desire to teach as an essential characteristic. This was reflected in several statements that were made. One participant stated, "My effective instructor was someone who obviously cared about teaching and wanted to be there." Another participant stated, "The most important characteristic I feel is someone who is passionate about their work and is passionate about teaching the next generation of nurses." Students need to see that their CI is interested in teaching them and wanting to help them do their best in the practice setting.

Coach

Participants identified the need for CIs to use coach techniques to assist with learning. The subthemes for this theme were as follows: calm or patient, student advocate, critical thinking or quizzing, and constructive criticism.

Participants stated that they want to learn as much as possible in the practice setting. They want someone who is calm and can help the students stay calm. One participant states, "Somebody who's kind of calm and collected ... but just somebody who can kind of keep it together and doesn't lose it easily." They also wanted a CI who was a student advocate and was looking out for them on the nursing unit. One participant stated, " ... being an advocate for students ... someone who can relate to the student experience."

Findings revealed that most participants stated that they like to be challenged in the clinical area and they like being quizzed as part of the clinical day. A participant stated, " ... making us think, making me use my critical thinking skills to come up with the answer, and pulling the information out of me. You make us think, critical thinking, asking the right questions to help us think." This was an important part of the clinical experience. Participants wanted to be able to pull things together and figure out how labs, diagnostic tests, medications, and pathophysiology of the disease all fit together.

The last area under this major theme was constructive criticism. Participates did not mind being corrected. As a matter of fact, they want to be told if they were doing something wrong so they can correct themselves. How that feedback is given makes a difference in the student experience. One participate observed, "Be able to see where the students might be struggling and be able to offer some constructive criticism and teach them how to go about whatever it is that they are doing."

Another participant shared a negative experience with a medication pass. The participant reported:

It was my very first time to draw up and pass insulin, my patient was diabetic. I couldn't remember cloudy/clear, you know, that whole process, and I was nervous. Um, her personality was such that it kind of made everyone on edge ... She brought me to tears cause I thought I don't know this, I'm never going to-she really made me feel like this was the end all, like I didn't belong there if I didn't know this ... So, as you can imagine, unfortunately that was fairly early on in the semester, so that was a- it created a complete block between us.

CIs need students to be safe, but if they criticize students harshly, it can cause the student to be afraid to approach them for other issues that may be more life threatening.

Experience or Knowledge

Participants felt that the CI had to have experience and knowledge in the area they were teaching clinical in order to be an effective instructor. The subthemes were specialty experience, competent, debriefing, and validation of assessment.

One item brought up by participants was CIs teaching in areas that were not their specialty. One participant shared her experience with her CI in OB stating, "During the C-section, because she is very knowledgeable ... she explained to me everything that was going on and that was really good." CIs who shared their experiences with their students provided a memorable learning opportunity.

Participants stated that the CI needs to be competent in the skills performed on the unit. A participant reported, "being competent themselves in their own skills ... I didn't know if she was not confident in her skills but she never showed us how to do anything." If students do not feel confident in their CI, it is hard for them to feel comfortable in the clinical area. If the instructor does not "appear" to know what to do, it is uncomfortable for the student.

Debriefing is another aspect identified by participants as a helpful technique used by effective CIs. This can be on the clinical unit after a procedure or during post conference when students can express their feelings about what happened on the nursing unit. One participant provided the following related to post conference:

I do like that we go around the table and say how was your day. It gives the students an opportunity to say, you know, my med pass today was a disaster, you know and to talk about that. Why was it a disaster, let's review the process, what did you feel went wrong here, this is what I saw that went wrong, what can we do in the future, you know, just reviewing the students product.

According to this participant, the debriefing allowed them to look at the process and review the nursing skill related to a med pass. Debriefing allows for student reflection and helps with application, critical thinking, and understanding the nursing process.

The last subtheme in this area is that of validation of assessment. One example given by a participant was described as follows: "Mini prep before I do anything, let me go through step by step of what I'm going to do, a quick rundown, like the teach back method." Another participant gave the following different example regarding this subtheme,

They would explain a situation to me or the class and then we would actually go out and do it with coaching at the same time, you know, this is how we do it and then we would go in there and do it and have a positive coaching experience.

Students wanted to have someone validate that what they were doing was correct.

Role Model

All participants felt that the CI should be a role model for students and demonstrate the same qualities that the students were being asked to emulate. The subthemes for this theme were the following: organized, professional, socialized to the unit, and ability to multitask.

Participants wanted someone who was organized. One participant stated,

Clinical instructors who were effective, I feel like, kind of had to do with experience; like they were comfortable in their roles, that they were able to take care of 16 patients at a time and knew everything that was going on.

Students feel that if they are asked to be organized in their work, then their instructor needs to be demonstrating the same work ethic.

The next subtheme is that of being professional. Students want a CI who demonstrates nursing professionalism. A participant stated the following: " ... really like (instructors) to have ... a professional manner." Another participant stated,

[Instructors] ... do what they say they are going to do, going to be where they tell us. They hold us to very high expectations, as does the School of Nursing (SON), so I feel that when the instructor [is] leading by example.

Participants also want the CI to be socialized to the unit. The students felt that the CI should know how the unit runs, where to find information, and where students should look for information. A participant stated, "The instructors that would be able to navigate socially on the floors made us more welcome and made the nurses more welcome to us where other instructors who didn't have that were not as welcoming on the floor environment."

The final subtheme is the ability to multitask. The students felt that the CI needed to know what was going on with the patients and to be able to multitask and identify when something was urgent. One participant stated,

being available when I need something- and I know that isn't always possible but you can tell some clinical instructors know how to prioritize. If there is something that needs to be addressed right now, they will drop what they are doing and come and help you with something especially something that has to do with patient safety. That's awesome.

Discussion

This current study explored the perceptions of nursing students on what characteristics make up an effective CI based on a different student demographic and program type. Participants in this study were both basic and accelerated students with a varied age range. The goal was to identify several major themes that can be generalized as effective characteristics for any CI to incorporate. Some of the characteristics and themes identified in this study are consistent with previous research done on this topic. New characteristics identified as an effective CI by this research group include: the role of the coach, the debriefing process, being organized, and exhibiting professional behavior.

Trusting Relationship

Study participants identified trusting relationship as a characteristic needed to be an effective CI. They felt that CIs needed to be approachable and available to the students in the clinical setting. They stated that when they were comfortable with their CI, they felt they could ask them questions and get direction in their learning.

The subthemes of approachability and availability were consistent with findings in the literature. Kristofferzon, Martensson, Mamhidir, and Lofmak (2013) surveyed 107 Swedish nursing students and discovered supportive behaviors by the CI were rated high among these students. Tang, Chou, and Chaing (2005) found that effective instructors were identified as treating students sincerely, objectively, and as "people with thought and wisdom" (p. 190). Gillespie (2002) and Hovland (2011) both identified students who wanted support by their CIs in the clinical area and had positive outcomes for students' learning experiences.

The current literature supports the student comments about approachability and availability as being important and allowing the students to feel comfortable in their learning. This study revealed two additional subthemes of clear expectations and wanting to teach. The students stated that CIs who used these two subthemes in the practice setting augmented their ability to learn.

Coach

Participants felt CIs should assist students in the learning process. Part of this learning was helping students develop critical thinking skills. Students expressed that the purpose of clinical time was to help them "put the pieces" together by asking them questions about the patients for whom they were caring.

Hsu (2006) found that an important teaching strategy was to question students to help guide their learning. Allison-Jones and Hirt (2004) discovered that students wanted instructors who helped them learn how to problem-solve and develop decision-making skills. Phillips and Duke (2001) looked at the questioning skills of clinical teachers and how they impacted the development of critical thinking skills in students. They found that although CIs asked a great number of questions overall and at high cognitive levels, they needed to increase the number of these questions to better aid the students' critical thinking skill development. Students in this study felt that they needed to be challenged in the clinical area and were grateful to CIs who could do this effectively.

Constructive criticism was identified as an essential characteristic. Students want to do better, but want criticism that is constructive and helps them develop as a nurse. Sharif and Masoumi (2005) found that CIs play a vital role in helping the student develop self-confidence and clinical competence. These researchers stated that the CI needs to have an evaluative role as well as that of teaching. Parsh (2010) discovered CIs who were able to identify areas that need improvement and provide suggestions to help the student progress in a way that put negative things (issues, skills and knowledge that the student needs to improve) in a positive manner was valued by the students, as opposed to the CI who put down or demeaned the student. This current study finding is consistent with literature in regard to critical thinking or quizzing and constructive criticism. However, the findings support the need for calm or patient interactions that the CI be a student advocate within the practice setting.

Experience or Knowledge

Participants felt it was important for CIs to have knowledge and experience in the clinical area they are teaching. They also wanted instructors who were familiar with the patient population and disease processes that they were seeing in the practice setting so the CI could share their experience and skills. Another aspect of CI experience was using debriefing and post conference time to review the day. This was time to allow students to discuss their day, both challenges and successes, with their fellow students. It was a time for discussing what could have been done better on the unit or with the care of a patient.

Megel, Nelson, Black, Vogel and Uphoff (2013) stated that the role of the CI is to help students to understand and find meaning in their clinical experiences. Morgan and Knox (1987) found that faculty and students perceived "best" clinical teachers as "skilled clinicians who took responsibility for their own actions" (p. 333). Hsu (2006) found that CIs clinical knowledge is important to students' success. Parsh (2010) identified CI's who had experience in the type of nursing being taught and who could tell of past experiences or scenarios that helped to teach the desired concept. In addition, they were able to explain how and why the instructor did what they did and what the students' could do to improve their performance.

This current study was consistent with current literature in regard to specialty experience and competence. New findings of this study included the importance of using post conference as a debriefing opportunity. Validation of assessments was identified by students' as an important part of their learning process.

Role Model

Participants identified being a role model as another essential characteristic. Instructors who are organized in their work and understand what is going on with each patient assigned to students was viewed as effective in the practice setting. Students felt another characteristic of an effective CI was someone who was socialized to the unit and was a link between class, lab, simulation, and the clinical experience.

Research has shown that students want instructors who demonstrate positive values and characteristics of nurses ( Sharif & Masouni, 2005; Tang, Chow, & Chiang, 2005). Dunn and Hansford (1997) found that there was also a link between the students and staff. Students felt instructors who could negotiate the environment and were familiar with the staff made it easier for students to be involved on the unit ( Dunn & Hansford, 1997).

This current study was consistent with literature in regard to professional behavior, socialized to the practice setting, and organized in managing of students. An additional subtheme identified in this current study was the ability to multitask which participants felt was a characteristic of an effective CI.

Limitations

When interpreting the results of this study, several limitations should be considered. First, these are experiences of students from one university. Although the experiences of the participants were with many different instructors, influences from the university nursing program may play a part in the experiences of the participants. Second, the majority of students were from the basic nursing track. It may be helpful to compare experiences between the accelerated nursing students with those of the basic nursing students to see if their expectations are different. Third, students volunteered for this single study. It would be helpful to expand this study to other program tracks of the baccalaureate nursing program and in different practice settings.

Implications for Nursing Practice

The findings in this study suggest that students have specific expectations of CIs in facilitating their learning experience between classroom and the practice area. Participants in this study identified specific characteristics they believe to be important for a CI to display. These are trusting relationship, coach, experience or knowledge, and role model. One challenge with nursing faculty is that a number of instructors come to academia with knowledge and skills related to nursing but not much background in adult learning or effective teaching techniques.

Understanding the findings from this research can help nursing programs educate clinical faculty to be effective CIs. This can be done in several ways. The first is by educating CIs in effective teaching methods for the practice area. This can be done by working one-on-one in the practice area, or by pairing a more seasoned instructor with a newer CI. The seasoned instructor can demonstrate effective teaching methods to the new CI. The seasoned instructor can also observe the new faculty during a clinical day to provide clarification and constructive feedback on the teaching methods implemented by the new CI. Second, there can be a mentor assigned to all new CIs. This person would be available to answer questions and provide clarification, feedback, and direction for the new CI throughout the school year. A third option might be to develop a one-day workshop on what characteristics comprise an effective CI. This could be done each semester prior to the start of each rotation. This would provide support to new and part-time faculty and help them develop a teaching skill set for the practice setting.

Summary

The relationship between a CI and nursing student can have a major impact on the student learning experience. It is postulated among experts in nursing education that the CI is pivotal to this process. This research project arose from a strong interest to assist CIs to improve their effectiveness and thereby improve the learning outcomes of nursing students. This was done using a phenomenological qualitative method to explore the lived experience of nursing students regarding their various experiences in the clinical setting with their CIs. The findings of this study add to the current knowledge of CIs, theories about adult education, students' experiences in the practice area, and student expectations of CIs. Assisting and supporting CIs in their role by identifying the characteristics and teaching strategies that are effective for nursing students' learning in the practice area produces a better, more prepared student and can help provide a smoother transition into the nursing profession.

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

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Nursing Students' Perceptions on Characteristics of an Effective Clinical Instructor - Joan E. Niederriter, David Eyth, Joan Thoman, 2017

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Abstract Purpose To identify characteristics and teaching techniques of effective clinical instructors that can be utilized or implemented to improve the student nurse clinical experience. Background The clinical instructor is an integral part of a quality clinical experience. They help students transfer didactic information to the practice setting.

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What we do is important

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With improved health literacy people are living longer than ever before. Currently, the average Australian life expectancy rate is a little over 80 years; and with greater longevity comes more complex health concerns. This makes providing the best care more challenging and means it is even more important to be well educated.