Why We Are Here: The Purpose of the Clinical Faculty Academy and the Importance of Curricular Design in Nursing Education

Objectives Discuss the value of knowing the mission and philosophy of a school of nursing Explain how a curriculum framework, outcomes, competencies and standards work together to form a curriculum Identify mechanisms for both approval and regional and nursing accreditation

The Clinical Faculty Academy Develop a support network for clinical nurse educators Enhance connections between clinical practice sites and academic environments Increase knowledge and skills essential to be successful clinical adjunct faculty

How People Learn—a philosophy Varies from school to school Changes with societal influences Your philosophy of learning??

Philosophical Foundations Examples of Philosophy and Mission Statements:

Who Will You Teach? Levels of Education Licensed Practical/ Vocational Nurse Registered Nurse: ADN Registered Nurse: BSN

Curriculum Frameworks Framework Development Faculty beliefs reflected in concepts Clear concept definition Logical linkages among and between concepts

Student Outcomes Learner-focused statements Actual characteristics or attributes Demonstration on program completion

Program Outcomes Mission-driven Consistent with professional standards Statements of expected and actual achievements of graduates Trended aggregate data Examples: NCLEX pass rates Graduation rates

Concepts A new development: Concept-Based Learning According to H. Lynn Erickson: The job of the teacher is, as it has always been, to make learning so compelling that people find it more satisfying to learn than to attend to any one of a score of competing possibilities. - Foreword, Concept Based Curriculum and Instruction

Competencies Knowledge, skills and attitudes Direct relationship to achievement of learning outcomes Usually identified by level in the curriculum Sophomore Junior Senior

Putting Clinical Courses in Context Where does your clinical course fit? What are the prerequisite courses? What are the expected learning outcomes? How is content presented in relationship to the clinical course? What are concurrent courses/demands on student time?

Relationships: Outcomes, Course, and Clinical Objectives Student learning outcome Course objective Clinical objective “Thinks critically to make informed, prudent, ethical, and socially responsible decisions to guide professional practice” Apply critical thinking skills…. Demonstrates ability to correlate observations with knowledge….

Professional Standards American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Professional Nursing Liberal education Professional values Core competencies Core knowledge Role development

Professional Standards (continued) American Nurses Association (ANA) Scope and Standards for Clinical Practice, ANA 2015 Six standards of practice Nine standards of professional performance Code of Ethics for Nurses with Interpretive Statements, ANA, 2015

State Board Approval Minimum standards (rules and regs) Approves programs

Regional and Nursing Accreditation Regional Accreditation Associations Accredits colleges and universities National League for Nursing Accrediting Commission (ACEN) Accredits all levels of nursing education Commission on Collegiate Nursing Education (CCNE) Accredits baccalaureate and higher degree programs

Summary Clinical education is a collaborative effort. You are an expert clinician! Faculty are expert educators! Utilize faculty as consultants. Clinical teaching prepares our future nurses!