DNP Conference 2016 RN Faculty Development Program

Transcription

1 DNP Conference 2016 RN Faculty Development Program Kimberly Silver DNP, RN Karen Manning MSN, RN

2 Presence of the Nursing Faculty Shortage 58,000 applicants denied admission to nursing school Primary reason NURSING FACULTY SHORTAGE Need for more space Lack of clinical sites Budget constraints Nursing Faculty Vacancy Rates AACN vacancies 1-29 vacancies in BSN or graduate programs. (National League for Nursing [NLN], 2005;2006;2007;2008;2009; American Association of Colleges of Nursing [AACN], 2008;2014 Robert Woods Johnson Foundation, 2008)

3 Barriers to recruitment and retenaon of nursing faculty Demographics Obstacles to attain of a Doctorate degree Salary Choosing the Educational Path Workload Vacancy Rates increase workload Additional tasks affect job satisfaction Student enrollment Retirement Decisions Job Satisfaction impact retirement decisions among faculty (Kowalski, Dalley & Weigand,2006). AACN, 2005; 2006; 2007a; 2007b; 2008; 2009; Cash, Daines, Doyle, & Tettenborn, 2009; Shirey, 2006; Schell, 2006; Buerhaus, Staiger, & Auerbach 2000)

4 How does competency increase saasfacaon and retenaon? Does Competency play a role? What orientation and mentorship strategies do you have to build an empowering workforce to extend to all employees? What about Part- timers & Adjunct Faculty?

5 QSEN Competenies Patient/Family Centered Care Teamwork and Collaboration Safety Evidence-Based Practice Quality Improvement Informatics

6 Nurse of the Future

7 Nurse Educator Core Competencies (NLN)

8 Nurse Educator Core Competencies (NLN) Redlection of Novice Faculty How to Measure Clinical Competency Clinical Feedback Clinical Evaluation Safety with Medication Administration Stimulate Critical Thinking in Clinical Curriculum Design Cultural Competency in Nursing Education

9 Presence of the Nursing Faculty Shortage 58,000 applicants denied admission to nursing school Primary reason NURSING FACULTY SHORTAGE Need for more space Lack of clinical sites Budget constraints Nursing Faculty Vacancy Rates AACN vacancies 1-29 vacancies in BSN or graduate programs. (National League for Nursing [NLN], 2005;2006;2007;2008;2009; American Association of Colleges of Nursing [AACN], 2008;2014 Robert Woods Johnson Foundation, 2008)

10 Barriers to recruitment and retenaon of nursing faculty Demographics Obstacles to attain of a Doctorate degree Salary Choosing the Educational Path Workload Vacancy Rates increase workload Additional tasks affect job satisfaction Student enrollment Retirement Decisions Job Satisfaction impact retirement decisions among faculty (Kowalski, Dalley & Weigand,2006). AACN, 2005; 2006; 2007a; 2007b; 2008; 2009; Cash, Daines, Doyle, & Tettenborn, 2009; Shirey, 2006; Schell, 2006; Buerhaus, Staiger, & Auerbach 2000)

11 How does competency increase saasfacaon and retenaon? Does Competency play a role? What orientation and mentorship strategies do you have to build an empowering workforce to extend to all employees? What about Part- timers & Adjunct Faculty?

12 QSEN Competenies Patient/Family Centered Care Teamwork and Collaboration Safety Evidence-Based Practice Quality Improvement Informatics

13 Nurse of the Future

14 Nurse Educator Core Competencies (NLN)

15 Nurse Educator Core Competencies (NLN) Redlection of Novice Faculty How to Measure Clinical Competency Clinical Feedback Clinical Evaluation Safety with Medication Administration Stimulate Critical Thinking in Clinical Curriculum Design Cultural Competency in Nursing Education

16 LEARNING MODULE Redlections of Novice Faculty Orienta(on Challenges Advice

17 Redlection Questions How do you prepare for your first clinical day? What does hospital orienta(on include? Where things are and what are the requirements for the clinical instructor. Do you need computer access? Does your students need computer access? How will you pick the pa(ents in the clinical assignment? How early do you need to come to clinical? How late do you need to stay at clinical? How will your organize your clinical day and stay on tract? Do you create a to do list?

18 LEARNING MODULE CURRICULUM DEVELOPMENT Naviga'ng the Syllabus

19 Objectives Identify what elements of the syllabus are important in clinical. Describe how to prepare a student for an observation experience. Describe how to match clinical and theory course objectives.

20 Floating a Student Where can I send the student that will meet the clinical objectives for this experience? Just because it is a fun place to go it doesn t really meet a clinical objective! Am I trying to thin out the clinical group by sending my students to unnecessary observations? Students are in observation mode, and should not be performing skills or tasks without a preceptor or clinical faculty present. Observations are not fair or equal experiences you cannot give every student the same experience don t put that pressure on yourself.

21 LEARNING MODULE Stimulate Critical Thinking in Clinical

22 Learning Objectives Describe what critical thinking is. Utilize methods for critical thinking in clinical. Understand how critical thinking improves the quality of patient care. Demonstrate how critical thinking improves safety of patients in the hospital.

23 Can Critical Thinking Be Taught? Thinking acavely and thinking for ourselves is most important!

24 Discussion Questions What are some strategies you can use to samulate criacal thinking during clinical? How can you ualize pre and post conferences as a way to increase criacal thinking for students? What benefit would it be to have students perform SBAR while in clinical? What is the clinical paperwork assigned to your students each week? What ways does the clinical paperwork enhance criacal thinking for your students? How can you prepare your students to prioriaze the paaents care during clinical? What are some examples to provide verbal and wripen feedback on clinical paperwork for your students? What Ame manner should feedback be given to students while in clinical? What is situaaonal awareness and how can criacal thinking help students become more aware of their paaents situaaon?

25 LEARNING MODULE Clinical Competency

26 Objectives Differentiate between competency, competence, and competent in nursing students. Identify methods for measuring competency in clinical education. Describe methods for measuring competency in clinical education.

27 Discussion Questions What are the ways you are measuring competency in your nursing students? How can the skills lab be used to promote and evaluate clinical competency for the nursing students? Do you use peer evaluaaon while in clinical? Do you expect your nursing students to work together as a team? How do you effetely use post conference to teach your nursing students? If you want your students to present a case or situaaon during post conference how do you prepare them to be effecave? How do you teach your students to do concept mapping and clinical paperwork? Students should not leave clinical unal they know exactly what their prioriaes are in their paperwork.

28 LEARNING MODULE Medication Administration with Students in Clinical How do I manage giving medica(ons with my students in clinical?

29 Objectives Attain information on how to safely administer medications during clinical Describe methods for safe medication administration. Perform safe medication administration pass. Create new ways to enhance the medication administration pass.

30 Know the Rules Hospital has rules to keep the patient safe Must know what the rules are for your institution Know your students skill level Know your curriculum

31 Discussion Questions What are the hospital rules about giving medicaaons with students while at clinical? What are the expectaaons of your nursing school about medicaaon administraaon in clinical? Do you tell your students what they need to know about their medicaaons when they are preparing for a medicaaon pass? What are the clinical faculty expectaaons? How do you manage the medicaaon pass in clinical? How do you stay on Ame? How do you stay organized? What do you do for the students who do not get the opportunity to pass medicaaons on a clinical day? What are some ideas or strategies to help those students learn their paaent s medicaaons? What strategies do you have for students who are not prepared to give medicaaons or are anxious when giving medicaaons?

32 LEARNING MODULE Giving Feedback One of the most challenging responsibili(es of nursing faculty is to evaluate student clinical performance (Boley & Whiney, 2003)

33 Clinical Evaluation Because: Ø Some nursing educators have not been formally prepared in the evaluation process. Ø Some educators fear that evaluation makes them vulnerable to legal action.

34 Clinical Evaluation Strategies Start Student Average Student Poor Student

35 How to manage a failing student Communicate with the course leader Address occurrences as they happen Don t wait Make expectation clear, dirm, and focused Keep feedback consistent between students Document Document Document

36 Discussion QuesAons How can you motivate your students? What are the qualities in a star or average nursing student? How do you identify your poor nursing students? How do you manage a student who is not meeting the clinical objectives? What does it mean to give formative feedback to students?

37 Objectives Analyze the difference between a star, average, and poor performing nursing student. Describe how to evaluate a star, average, and poor nursing student. Understand when to give a clinical warning to a poor performing nursing student.

38 Module Clinical Evaluation & Anecdotal Notes

39 Objectives Discuss ways to provide fair assessment in the clinical setting Identify issues that enhance or impede clinical assessment. Identify appropriate methods for making assessments in the clinical setting. Discuss what are the best strategies for anecdotal note taking.

40 Clinical Assessment What are the issues? Where do we start?

41 Discussion QuesAons What type of evaluations do you perform on your students? How can you make your feedback specidic, timely, and objective? How do course objectives help to keep your clinical feedback unbiased? How can you document your observations of your students clinical performance?

42 Implementation of RNFD Phase 1 Phase 2 Phase 3

43 Phase 1 On- Line ImplementaAon Pilot Study Demographics Findings The dinal sample size was 63 faculty members. The sample was mostly female (93.7%), white (87.3%), had >11 years experience as educators (96.2%), and had taught in clinical settings (82.5%). About half were < 50 years old (49.2%), and half were > 51 years old (50.7%). Overall, the mean pretest and posttest scores were 84% and 97%, respectively, redlecting the participants extensive clinical education experience. Silver Dunker, K. (2014). Development and Preliminary Testing of an on- Line Continuing Education Program for Adjunct Clinical Nursing Faculty. International Journal of Nursing 1(2).

44 Phase 2 Live CEU PresentaAon The LCEP- ACNF was piloted in a convenience sample of 84 faculty members from three nursing programs in Massachusetts. 4.0 CEU were given to all participants Feedback was taken from CEU evaluations See table

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46 Phase 3 Live Regional Workshops RAC Grant was sought to provide 7 regional workshops live for clinical faculty. IRB Approval for study Pre- test, Post- Test, Demographics, and Follow- up Interviews

47 Recruitment Faculty were invited through Mass AcAon CoaliAon to sign up for 1 regional workshop. 6 nursing programs agreed to host the RNFD CEU Program Upper Cape Cod Regional Technical School (South Shore, MA) Greenfield Community College (Western, MA) North Shore Community College (North Shore, MA) Salem State University (North Shore) Laboure College (Boston area) UMASS Medical Center (Central MA) Quinsigamond Community College (Central, MA) Fact sheet was e mailed to all faculty with informaaon of the research study. Faculty could apend the program and receive 4.0 CEU a^er compleang evaluaaon form.

48 Demographics

49 Pre and Post Test scores

50 CEU EvaluaAons Feedback from the participants of the LCEP- ACNF program was attained through continuing education evaluation. In meeting the objectives for the program, a Likert scale was used 1 (Strongly Disagree), 2 (Disagree), 3 (Neutral), 4 (Agree), and 5 (Strongly Agree). For the participants to receive their continuing education units evaluated each objective for the program. Each module had their own objectives and 75-95% of the participants agreed or strongly agreed that the objectives were met. The remainder of the participants (<5%) of the participants chose neutral or disagree. Overall ratings for the program were 4 to 5 in all categories.

51 Follow- up Invited for 60 minute interview 8 responded initially Interview guide was used during the interview. 7 Phone interviews and 1 face to face interview

52 Iden'fied Themes Theme 1: Collaboration Theme 2: Orientation Theme 3: Evaluation Theme 4: Mentorship Strategies

53 Collaboration Oh I loved the program. It was helpful, I felt relieved a^er talking with people who had much more experience than I did. I think that it had a lot of good and helpful points. It was nice to hear from a lot of the paracipants in the course, that many had a lot of the same issues with the students. So it didn t make you feel like oh no I don t want to ask a quesaon because I will feel stupid, you know. I think everyone brought to the table something that could help them and us as well. One of the things that especially came up to me is that there is not a lot of support for adjunct faculty, cause I am an adjunct faculty myself. I enjoyed hearing from other people coming from different areas and the frustraaons had someames as well. I think that was a common thread because everyone at one Ame and someames someone would make a statement and then everyone would have something they could remember from that. I think that validated everyone s feelings or pracace on how well they think that they are doing. It isn t just us and I think that it really idenafies that there is a definite gap between people who are there full- Ame verses people who are adjunct.

54 Orientation We don t give them enough orientaaon. I am allowed to give them 1 hour of orientaaon and that is eaten up just going over the syllabus and giving them the evaluaaons, and going over the paperwork. I think that the program showed me ways to engage the students to be able to talk to them so that you can say hey you are doing a really good job and leave it at that. Or you are doing a really bad job. Giving them concrete examples was really helpful. To see where they are at in their own mind and then sort of talk to them and have more of a conversaaon with them rather than I am the instructor and you are the student and I am the one in charge. The videos were helpful to show that this is collaboraaon and working together and find ways to help even really good students to look for ways to get beper. But helping the poor student or the middle ground student to also find ways to improve.

55 Evaluation I think showing how to do your evaluaaons. Because I used to just go in an very briefly oh your doing a good job. I don t see any problems. Watching your program, I really sat down with them this Ame and talked to them about their strengths, weaknesses. Even if I had a strong student, I sall learned that you have to focus on what they can improve upon and what they are doing well. The whole part you talked about evaluaang really helped me too. The Videos were wonderful in evaluaang under achievers, over achievers, and your run of the mill you doing an ok job. That was great. That was helpful to me. For my first evaluaaons. I did like the videos I thought that they were really well done.

56 Mentorship And one of the things that I really loved about what you shared with us this summer was that I loved the idea of trying to keep the faculty members connected to what is happening on a week- by- week basis in the course. So I loved your idea of every Monday morning when you sit down and send an me ail out to the faculty to say this is the topic we are covering this week, the links that you can make in clinical pracace are. That is something that is going to be fun to experiment with. Just for myself being a brand new clinical instructor I feel overwhelmed and stressed. I think the lack of mentorship that I have received as a new clinical instructor. I feel like I am on my own teaching myself how to be a clinical instructor. I need a mentor. I feel like I am just going along and they are handing me papers. This is what you are going to teach and I am hearing that with every nursing school from the faculty that it isn t going to be different at any other place. That you really don t get help.

57 QSEN Mentor I have found in my experience of being a hospital- based person and then coming into academia, it is interesang that my percepaon is the things that are really important. Like adhering to joint commission standards. Making sure that you are walking the walk. When I came into academia, I had a sense that my peers really were not knowledgeable about Joint commission standards. That is an opportunity for me to double back with this new clinical person. To say this is the quick cheat sheet for the current 2016 standards. How can we make sure that the students understand how we weave these into clinical pracace? You have been my mentor in QSEN. And making or looking at how we can help students understand how QSEN, how you integrate QSEN into clinical pracace. Not just the words. What does it mean, what does it look like. How are nurses asked to integrate that into pracace? With a new person as well as my current faculty.

58 Future Implications Certidication I just wondered if there is some validity in having a ceraficaaon for clinical instructors. Where they are held more accountable or liable on how to teach. A lot of the clinical adjuncts in my experience are nurses who work well on the floor, and we ask them. Hey don t you want to come and teach a clinical. There isn t much merit on which we are picking or hiring. SomeAmes it is just filling bodies. I think that there is a lot of development we could do on that. I think that if we had clinical faculty who were cerafied, then maybe we can hold them to a higher standard. Giving them further educaaon and CEUs, just to foster them learning more and developing more into their profession. Because many of those don t want to do anything but teach clinical.

59 LimitaAons of Study Faculty who participated were a mixture of full- time, part- time, adjunct, experienced and new. The program was designed for new clincal faculty.

60 Demographics

61 Conclusion Need more faculty development Need more resources for clinical faculty Mentor needs/allocation/structure Need more support for clinical coordinators Need more collaboration amongst nursing programs.

62 Next Steps QSEN clinicalfaculty

63 Questions?