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

2. 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

3. 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

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

5. Philosophical Foundations
Examples of Philosophy and Mission Statements:

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

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

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

9. 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

10. 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

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

12. 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?

13. 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….

14. 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

15. 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

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

17. 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

18. 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!