Evaluating and Developing Supplemental Clinical Faculty Competency

2.50
Hdl Handle:
http://hdl.handle.net/10755/602919
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Evaluating and Developing Supplemental Clinical Faculty Competency
Other Titles:
Enhancing Clinical Education [Session]
Author(s):
Titzer, Jennifer; Schaar, Gina L.; Swenty, Constance F.; Ostendorf, Marilyn; Schaar, Gina L.; Swenty, Constance F.; Ostendorf, Marilyn
Lead Author STTI Affiliation:
Omicron Psi
Author Details:
Jennifer Titzer, RN, jltitzer@usi.edu; Gina L. Schaar, RN; Constance F. Swenty, RN; Marilyn Ostendorf, RN
Abstract:
Session presented on Sunday, November 8, 2015: Evaluating and Developing Supplemental Clinical Faculty Competency Purpose    Due to the shortage of nurse faculty, employment of clinical experts as supplemental clinical faculty is essential. As a result, nursing programs are challenged to offer strategic development and evaluation methods which address the unique needs of the supplemental clinical faculty. In order to support students’ learning needs and program outcomes, it is essential that these faculty are provided ongoing professional development.  To create a supplemental clinical faculty development program, assessment of their challenges and needs is necessary.  Data from the initial supplemental clinical faculty evaluation and initial development workshop are presented.   Methods   Focus groups and online surveys were used to identify the challenges and educational needs of supplemental clinical faculty, which include adjunct clinical faculty, clinical teaching partners assigned to dedicated education units, and clinical teaching associates used in a senior nursing internship course.  The supplemental faculty’s ability to assess student learning and the benefits and challenges the faculty experience were evaluated.  The focus group discussion involved open ended questions eliciting participant feedback.  The online survey questions mirrored the focus group questions; however, they were scored using a Likert scale.  This data was then used to develop an initial educational workshop for supplemental clinical faculty.  Results Fifteen supplemental clinical faculty attended the focus groups and 18 completed the online surveys.  The results from the online surveys indicated that over 90% of the supplemental clinical faculty felt confident in their ability to address student issues and provide feedback.  The participants were confident in their ability to coach student critical thinking.  Despite this level of confidence, 23% of the online respondents felt more training and education would help them better meet the needs of the nursing students.  Focus group responses suggest supplemental clinical faculty need more tools to better evaluate the level of students.  They felt it was difficult to differentiate between the expectations for the less experienced students.  In addition, the supplemental clinical faculty felt the course specific clinical evaluation forms were ambiguous and lacked consistent guidelines for assessing student outcomes.  This feedback supports the need for further formal development workshops for supplemental clinical faculty specifically addressing the leveling of student performance and fostering a greater understanding of the clinical evaluation metrics. Conclusions Common practice in many undergraduate nursing programs is to utilize supplemental clinical faculty; however, current literature regarding ongoing development of these individuals is limited.  Ongoing supplemental clinical faculty development is necessary to ensure successful attainment of program and student outcomes.  This pilot study is an initial step in identifying and addressing the unique needs of clinical experts placed in the role of supplemental clinical faculty.
Keywords:
clinical faculty; development; competency
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15C03
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleEvaluating and Developing Supplemental Clinical Faculty Competencyen
dc.title.alternativeEnhancing Clinical Education [Session]en
dc.contributor.authorTitzer, Jenniferen
dc.contributor.authorSchaar, Gina L.en
dc.contributor.authorSwenty, Constance F.en
dc.contributor.authorOstendorf, Marilynen
dc.contributor.authorSchaar, Gina L.en
dc.contributor.authorSwenty, Constance F.en
dc.contributor.authorOstendorf, Marilynen
dc.contributor.departmentOmicron Psien
dc.author.detailsJennifer Titzer, RN, jltitzer@usi.edu; Gina L. Schaar, RN; Constance F. Swenty, RN; Marilyn Ostendorf, RNen
dc.identifier.urihttp://hdl.handle.net/10755/602919en
dc.description.abstractSession presented on Sunday, November 8, 2015: Evaluating and Developing Supplemental Clinical Faculty Competency Purpose    Due to the shortage of nurse faculty, employment of clinical experts as supplemental clinical faculty is essential. As a result, nursing programs are challenged to offer strategic development and evaluation methods which address the unique needs of the supplemental clinical faculty. In order to support students’ learning needs and program outcomes, it is essential that these faculty are provided ongoing professional development.  To create a supplemental clinical faculty development program, assessment of their challenges and needs is necessary.  Data from the initial supplemental clinical faculty evaluation and initial development workshop are presented.   Methods   Focus groups and online surveys were used to identify the challenges and educational needs of supplemental clinical faculty, which include adjunct clinical faculty, clinical teaching partners assigned to dedicated education units, and clinical teaching associates used in a senior nursing internship course.  The supplemental faculty’s ability to assess student learning and the benefits and challenges the faculty experience were evaluated.  The focus group discussion involved open ended questions eliciting participant feedback.  The online survey questions mirrored the focus group questions; however, they were scored using a Likert scale.  This data was then used to develop an initial educational workshop for supplemental clinical faculty.  Results Fifteen supplemental clinical faculty attended the focus groups and 18 completed the online surveys.  The results from the online surveys indicated that over 90% of the supplemental clinical faculty felt confident in their ability to address student issues and provide feedback.  The participants were confident in their ability to coach student critical thinking.  Despite this level of confidence, 23% of the online respondents felt more training and education would help them better meet the needs of the nursing students.  Focus group responses suggest supplemental clinical faculty need more tools to better evaluate the level of students.  They felt it was difficult to differentiate between the expectations for the less experienced students.  In addition, the supplemental clinical faculty felt the course specific clinical evaluation forms were ambiguous and lacked consistent guidelines for assessing student outcomes.  This feedback supports the need for further formal development workshops for supplemental clinical faculty specifically addressing the leveling of student performance and fostering a greater understanding of the clinical evaluation metrics. Conclusions Common practice in many undergraduate nursing programs is to utilize supplemental clinical faculty; however, current literature regarding ongoing development of these individuals is limited.  Ongoing supplemental clinical faculty development is necessary to ensure successful attainment of program and student outcomes.  This pilot study is an initial step in identifying and addressing the unique needs of clinical experts placed in the role of supplemental clinical faculty.en
dc.subjectclinical facultyen
dc.subjectdevelopmenten
dc.subjectcompetencyen
dc.date.available2016-03-21T16:39:29Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:39:29Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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