A PROJECT OF THE UNDERGRADUATE CLINICAL COMMITTEE

SPRING 2011CONHS

TAMUCC

An Undergraduate Clinical Faculty Orientation

Program

UCC History

Task force to address faculty communication issues in the clinical site

Transitioned to a subcommittee of UGAMembers, all clinical faculty, brainstormed

and prioritized projects for the groupSmall groups worked on selected projectFollow Committee work process, take

forward to stakeholders Goals of Work Process: Collaboration,

Excellence

Goal of the Project

User friendly, comprehensive orientation resource for new clinical and adjunct faculty.

Support our College mission to: educate the health care providers of today and leaders of tomorrow through the provision of excellent educational programs in the professions of nursing and the health sciences. (CONHS Website, 2011)

Value of the Project

Support transition to the role The role of Nurse Educator is more than adding a new skill and entails assimilating a new set of values and norms, as well as developing a new identity. (Anderson, 2009). Improve consistency among faculty across

the program Maximize the use of the College’s resourcesInsure that clinical objectives are completed

appropriately

Value of the Project

By addressing key issues prior to a new faculty’s clinical experience the transition can be made more smoothly and outcomes improved by providingAn in-depth orientation to the organization

and clinical facilityAwareness of the need for preparation for

clinical rotationsStrategies for assisting students in

successfully completing clinical objectives (Hewitt & Lewallen, 2010)

Context

Clinically intensive BSN program which is one of the top three RN-producing programs in the state

Clinical and/or adjunct faculty moving quickly into a new role or course

Experienced faculty have developed and used many materials

Communication systems – Blackboard, CONHS website

Environment of faculty ownership of the teaching assignment

Support for the Project

Faculty experienceLiterature has shown there is a disconnect between

perceived expectations and the reality of the clinical faculty experience (Anderson, 2009).

Student experience It's extremely helpful when the instructor is organized and has a

game plan for us to follow. We feel as though we have a better grasp on what is expected of us to accomplish during our clinical experience. With the organization in place, we come better prepared and eager to work. If the schedule does unexpectedly change, we seem to adapt a bit better because we have confidence that our instructor will make the necessary changes to make sure we get the most out of our clinical experience.

• - 2nd Semester Student, Spring 2011

Added Benefits

Improve consistency among the clinical faculty

Potential to improve faculty recruitment, retention and satisfaction with the teaching role “Formalized new-faculty orientation programs are not

a luxury but rather a crucial necessity to recruit and retain competent and qualified faculty” (Hand, 2008.p.,63).

Process and Time frame

Demonstrate the developed user-friendly new clinical/adjunct faculty orientation program that provides the support, information and resources that new faculty need to have a successful transition into the clinical role and setting.

Integrate feedback from faculty.Receive College approval and have the materials

loaded to CONHS website and Blackboard for use starting Fall 2011.

Make available Summer 2011 on Trial Basis for new adjuncts.

Recommendations for the Future

Process designed to measure new faculty’s perceived satisfaction with clinical orientation program.

Ongoing monitoring and updates as part of annual UCC work; Technology Subcommittee

Consider structured monitoring and support of clinical faculty.

Incentives for participation.

Thank you

References

Anderson, J. K. (2009). The work-role transition of expert clinician to novice academic educator. Journal of Nursing Education, 48(4), 203-208.

Hand, M. W. (2008). Formalized new-faculty orientation programs: Necessity or luxury? Nurse Educator, 33(2), 63-66.

Hewitt, P., & Lewallen, L. P. (2010). Ready, set, teach! how to transform the clinical nurse expert into the part-time clinical nurse instructor. Journal of Continuing Education in Nursing, 41(9), 403-407.