2.50
Hdl Handle:
http://hdl.handle.net/10755/162207
Category:
Abstract
Type:
Presentation
Title:
Negotiating a Paradigm Shift for Sessional Clinical Educator Competency
Author(s):
Robinson, Cathy
Author Details:
Cathy Robinson, RN, BSN, MSN, Nursing Instructor, University of British Columbia Okanagan, Kelowna, British Columbia, Canada, email: cathy.robinson@ubc.ca
Abstract:
The purpose of this paper is to open a dialogue in dealing with the paradigm shift for sessional clinical educator competency, as well as to present a competency framework tailored to sessional clinical educators. Research has shown that more sessional faculty members are being utilized in Canadian educational institutions today than ever before. The literature has also underlined the necessity of clinical educators maintaining clinical competence, as well as the difficulty for sessional clinical educators to maintain this competency while also gaining educational competence. Issues affecting sessional clinical educators' ability to develop and maintain educator competency include: being under qualified for the clinical role; being unable to juggle the various roles because of time and workload issues; feeling threatened by the near-perfect performance expected by clinical staff and students; and, struggling to link theory to practice (Griscti, Jancono & Jancono, 2005). Orientation and mentorship programs have been identified as important strategies to foster collegial relationships, support the educator's learning process, and increase competency in clinical teaching. The literature has also provided frameworks designed to address and evaluate clinical educator competency; however, no framework has been found that adequately addresses the paradigm shift and the complexity of competency outcomes for sessional clinical nurse educators. For this reason, the Sessional Clinical Educator Competency (SCEC) Framework was developed to address the specific competency outcomes of sessional clinical educators who are not normally expected to exhibit the competencies of regular nursing faculty, such as curriculum design and evaluation of nursing program outcomes.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2009
Conference Name:
CASN Nursing Research Conference
Conference Host:
Canadian Association of Schools of Nursing
Conference Location:
Moncton, New Brunswick, Canada
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleNegotiating a Paradigm Shift for Sessional Clinical Educator Competencyen_GB
dc.contributor.authorRobinson, Cathyen_US
dc.author.detailsCathy Robinson, RN, BSN, MSN, Nursing Instructor, University of British Columbia Okanagan, Kelowna, British Columbia, Canada, email: cathy.robinson@ubc.caen_US
dc.identifier.urihttp://hdl.handle.net/10755/162207-
dc.description.abstractThe purpose of this paper is to open a dialogue in dealing with the paradigm shift for sessional clinical educator competency, as well as to present a competency framework tailored to sessional clinical educators. Research has shown that more sessional faculty members are being utilized in Canadian educational institutions today than ever before. The literature has also underlined the necessity of clinical educators maintaining clinical competence, as well as the difficulty for sessional clinical educators to maintain this competency while also gaining educational competence. Issues affecting sessional clinical educators' ability to develop and maintain educator competency include: being under qualified for the clinical role; being unable to juggle the various roles because of time and workload issues; feeling threatened by the near-perfect performance expected by clinical staff and students; and, struggling to link theory to practice (Griscti, Jancono & Jancono, 2005). Orientation and mentorship programs have been identified as important strategies to foster collegial relationships, support the educator's learning process, and increase competency in clinical teaching. The literature has also provided frameworks designed to address and evaluate clinical educator competency; however, no framework has been found that adequately addresses the paradigm shift and the complexity of competency outcomes for sessional clinical nurse educators. For this reason, the Sessional Clinical Educator Competency (SCEC) Framework was developed to address the specific competency outcomes of sessional clinical educators who are not normally expected to exhibit the competencies of regular nursing faculty, such as curriculum design and evaluation of nursing program outcomes.en_GB
dc.date.available2011-10-27T09:58:53Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T09:58:53Z-
dc.conference.date2009-
dc.conference.nameCASN Nursing Research Conferenceen_US
dc.conference.hostCanadian Association of Schools of Nursingen_US
dc.conference.locationMoncton, New Brunswick, Canadaen_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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