ekibbey.weebly.comekibbey.weebly.com/uploads/1/5/4/1/15414734/practicum_proposal.… · web...

Running head: PRACTICUM PROPOSAL 1

Practicum Proposal for the Nurse Educator and NPD Specialist

Erin Kibbey

Ferris State University

PRACTICUM PROPOSAL 2

Abstract

Gaining competency in the role of the nurse educator and nursing professional development

(NPD) specialist can be obtained through the utilization of a practicum experience. This paper

describes a proposed practicum experience designed to gain experience and practical knowledge

related to the educational process utilized by both of these specialty roles. The three standards of

practice the proposed practicum focuses on include: a) the facilitation of learning, b)

participation in curriculum design and evaluation of program outcomes, and c) the use of

assessment and evaluation strategies. Based on these competencies and guided by Kolb’s

experiential learning theory, several key objectives and activities are described. This paper

further describes my past experiences and the proposed practicum preceptor, timeline of

activities, and evaluations used for completion of the practicum. The practicum proposes to take

place at Munson Medical Center (MMC) in Traverse City, Michigan beginning January 13, 2014

and ending May 2, 2014.

Keywords: competency, nurse educator, nursing professional development specialist,

NPD specialist, practicum, standards of practice, education, facilitation of learning, curriculum

design, evaluation strategies, Kolb, experiential learning theory


Practicum Proposal for the Nurse Educator and NPD Specialist

The importance of obtaining hands-on, practical experience prior to graduation with a

degree in nursing education cannot be underestimated. As a future academic nurse educator or

nursing professional development (NPD) specialist the opportunity to gain competency in these

roles is possible through the utilization of a 16 week practicum experience. The following

proposal describes a practicum experience intended to provide experience in the educational

process similar to both of these specialty roles.

According to the American Nurses Association and National Nursing Staff Development

Organization (ANA & NNSDO, 2010) the NPD specialist uses their expertise in nursing

education to help other nurses develop their competence in various settings. They support

continuous learning and help create an environment that supports learning and the adult learning

process. Competencies related to the educational process including assessment, planning,

implementation, and evaluation are the same for both NPD specialists and academic nurse

educators (Brunt, 2007). The proposed practicum was designed to gain confidence and skills

related to the educational process within both of these specialty roles. I believe the proposed

practicum aligns well with my educational background and clinical achievements. Additionally,

I believe it will help aid in filling the gaps to my future career goals. The purpose of this paper is

to further describe my past experiences and the proposed practicum including setting, goals and

objectives, preceptor, roles and activities, timeline, and evaluation.

Educational Background and Experience

I am a registered nurse working on a busy cardiothoracic surgical unit at Munson Medical

Center (MMC) in Traverse City, Michigan. I have enthusiastically maintained employment on

this unit for over five years. When I started my career in bedside nursing on this unit, I began as


a step-down nurse caring for patients in the non-critical phases of their pre and post-operative

periods in the hospital. It was not long after I had proven my skills as an intermediate nurse that

I was accepted into the unit’s critical care cross-training program. After developing solid skills

as a clinician and proving my ability to rapidly think through and handle stressful situations with

confidence, I stepped into the role of a primary preceptor on our unit.

Once I became a preceptor on our unit, I found my passion. I am now able to meld my

knowledge and skill as a nurse with my love for teaching and helping others strive for their

goals. It is because of the opportunities I have had as a preceptor that I began considering

furthering my education. Thus, for the last year and a half I have been taking classes to fulfill

the requirements for a Master of Science in Nursing degree with a concentration in education at

Ferris State University.

Initially, when I began this degree program, my plan was to obtain a teaching job at the

local community college in Traverse City. Although I still see this as a viable and exciting

possible option, I find myself equally interested in the NPD specialist role. Consequently, my

plan for this practicum experience has involved trying to come up with ideas on how to possibly

achieve competencies in both specialty roles or determining where I could gain experience that

would be valuable to both roles. Since my experience within these roles has primarily been

precepting nurses at the bedside, I believe there is a lot of room for potential growth to occur as a

result of the proposed practicum experience that will be expounded on throughout this paper.

Setting

In order to gain competency in the educational process as an NPD specialist and nurse

educator, I am proposing that this practicum occur at the hospital I work, MMC, in Traverse

City. It is the largest hospital in northern Michigan and is comprised of 391 inpatient beds


(MMC, 2013). Within this setting, I am specifically proposing to gain experience through

participation in the critical care internship program as well as the transition to practice program

at MMC. According to the NLN (2012), nursing education can take place in a variety of settings

that is not limited to the traditional classroom based environments. Thus, this setting is still

appropriate for gaining competency towards both the nurse educator and NPD specialist roles.

Critical Care Internship

The critical care internship program is a five month program designed for nurses (either

new graduate nurses with some experience or newer nurses from non-critical care units) to

provide interns with the knowledge and skills to care for critical care patients upon completion of

the program (MMC, 2013). The interns spend the first few weeks rotating through the various

critical care units at MMC. Participating units in this program include: a) the emergency

department (ED), b) intensive care unit (ICU), c) cardiothoracic unit (A2), and d) the adult

cardiac critically ill and cardiac interventional unit (A3). The ED is a 43 bed unit and accredited

as a level two trauma center. The ICU is comprised of medical-surgical, trauma, and

neurological patients. It contains 20 beds including a progressive care area that also serves a

variety of patients with multisystem intricacies. Located in MMC’s Heart Center is A2, a 30 bed

unit that provides care to cardiothoracic surgical patients immediately post-operative until patient

discharge. Lastly, A3 is also located in MMC’s Heart Center and like A2 is a 30 bed unit that is

acuity adaptable. The ICU, A2, and A3 educate nurses in the internship program to manage both

critical and intermediate care patients.

After the interns have been to the various units, they are then assigned to a specific unit

for the remainder of the internship. As they continue through the duration of the internship

program, they are oriented to their assigned unit by various preceptors that work on the unit.


There is clinical as well as didactic preparation included as part of the program (MMC, 2013).

Moreover, there is computer based education, skills labs, simulation, cases studies, and various

critical thinking experiences embedded into the program. The interns are overseen throughout

the program by the internship coordinator, Patti Hresko.

Transition to Practice Program

In addition to the critical care internship program, I will also be taking part in the

transition to practice program that is required for new nurses after approximately three months of

being off orientation and working at MMC. Patti Hresko also facilitates this program. The

program consists of classes that are held once a month for three hours in a conference room in

the basement of MMC (P. Hresko, personal communication, November 7, 2013). There are a

total of six classes that cover topics ranging from death and dying, moral distress,

documentation, technical skills and simulation, communication and conflict resolution, career

advancement, and clinical measures of quality (P. Hresko, personal communication, November

16, 2013). Typically there are between five to ten nurses in attendance at the classes.

Occasionally there are guest speakers as well as class facilitators that help with smaller group

discussions throughout the class (P. Hresko, personal communication, November 14, 2013). The

class facilitators are picked by Ms. Hresko and are experienced nurses from various units that

offer support and help direct discussions. The classroom is set up with tables of approximately

three to six chairs for participants. Generally there is audio-visual equipment available for use

during the classes. Class sessions are designed to be informal, allowing active participation and

discussion throughout the class (P. Hresko, personal communication, November 14, 2013).

Evaluation forms are provided for participants to fill out at the end of each class. The goals of

the transition program include: increased skill acquisition and clinical reasoning, increased job


satisfaction and professional engagement, and decreased turnover (P. Hresko, personal

communication, November 16, 2014).

Goals, Objectives, and Clinical Project

The overall goal of the proposed practicum is to gain competency in the specialty roles of

the NPD specialist and nurse educator as based on my previous background and clinical

experience and future career goals. Since the educational process utilized by these roles is a

competency area I have little experience in, this practicum will specifically focus on growth in

this area. As such, this practicum will focus on three particular NLN (2012) standards of

practice. The three standards chosen to focus on in the proposed practicum include: the

facilitation of learning, participation in curriculum design and evaluation of program outcomes,

and the use of assessment and evaluation strategies (NLN, 2012). Although these standards of

practice are specific to the nurse educator role, the NPD specialist has several responsibilities

related to these education based standards. Some of the key responsibilities for NPD specialists

related to educational competency include: assessing and validating competency, assessing

educational needs, participating in in-service activities, orienting, assisting in role transition, and

developing curricula (ANA & NNSDO, 2010). Thus, several of these responsibilities are

integrated into the proposed practicum as activities to perform within the three nurse educator

competencies.

In order to help facilitate the proposed practicum experience, a planning guide was

created (see Appendix A). The planning guide includes two main goals related to the three NLN

(2012) standards of practice previously mentioned. In order to achieve these goals several

accompanying objectives and activities were also detailed within the planning guide. Specifics


related to the goals, objectives, and theory supporting the proposed practicum experience are

included in the following sections.

Foundational Theory

Progression of competency within the three standards were designed based on Kolb’s

experiential learning theory. From this theory comes the notion that ideas are not fixed; they are

shaped and reshaped through experience (Kolb, 1984). Thus, learning is a process that

continually changes through experience. Also central to this theory is the idea that learning

involves the environment and real-world experience. In addition, learning is a cyclical, adaptive

process occurring in all human setting and all life stages. The design of the proposed practicum

embodies these ideas and was founded on these characteristics.

Objectives for the proposed practicum were created based on Kolb’s (1984) idea that the

experiential learning cycle is a continuous process (see Appendix A). The first objective for the

proposed practicum is to become acclimated to the educator role and educational process through

observation. The second objective is to reflect on the observational experiences and the third

objective is to apply knowledge and actively participate in the educational process. This is

similar to Kolb’s (1984) idea that individuals have a concrete experience, reflect on that

experience, derive meaning from it, and try out the meaning they have constructed (Jeffries &

Clochesy, 2012). Additional objectives for the proposed practicum were created based on the

desire to further apply the proposed concrete experiences, as Kolb’s theory suggests.

Facilitation of Learning

According to the NLN (2012), facilitation of learning can be accomplished by creating an

environment conducive for students to learn the desired outcomes. Since my experience in this

competency is limited, I propose to first gain competency in this standard through observational


experiences. Through a variety of experiences, it is believed that my learning and knowledge

will grow so that I can reflect on the learning and begin applying the knowledge (see Appendix

A). There are several activities recognized by the NLN (2012) that will be employed throughout

the proposed practicum in order to become more competent in the facilitation of learning.

Activities for the proposed practicum include using a variety of teaching strategies that are based

on educational theory and evidence-based teaching practices, using information technology to

support the learning process, modeling critical thinking, recognizing the multicultural and

experiential influences on learning, demonstrating respect and enthusiasm for learners, and

creating opportunities for students to develop clinical thinking skills.

Assessment and Evaluation Strategies

Nurse educators who are able to use various assessment and evaluation strategies in

settings that include the classroom, lab, and clinical sites would be considered proficient in the

third competency (NLN, 2012). The purpose of developing this competency is to ascertain that

learners have actually acquired the knowledge and abilities outlined in the curriculum

(Kirkpatrick & DeWitt, 2012). According to Kirkpatrick and DeWitt (2012), assessment is

typically feedback garnered to recognize progress and is appropriate to use over the course of

time. Within the internship program, I plan to work closely with my preceptor in determining

and using assessment and evaluation methods to provide fair and constructive feedback to the

interns. I plan to help write goals, achievements, and areas to improve on each week of

orientation and follow-up the weekly evaluations with individual, face-to-face discussion of the

evaluations to gain the learner’s perspective. Also key to growth within this competency is to

incorporate the use of evidence based assessment and evaluation practices.


Curriculum Design and Clinical Project

The fourth competency for the nurse educator, or the ability to participate in curriculum

design and evaluate program outcomes, should reflect today’s health care and educate graduates

to be effective nurses in the modern day health care milieu (NLN, 2012). In light of current

health care trends such as the increasing critical nature of patient illness, increasing emphasis on

high quality care, and decreased spending, it is important for curriculum to keep pace (Boland,

2012). In order to help accomplish the goal of developing competency in curriculum design and

evaluation of program outcomes, I plan to develop didactic lessons that can be incorporated into

the internship program. One example of a resource that will be utilized for this objective is an

article by Deck (2012) that discusses the creation of lesson plans and objectives for NPD

specialists will be utilized. The development of lesson plans, including the development of a

needs assessment, as well as how to write goals and learning objectives are further discussed by

Deck (2012). The article also provides a good example of a lesson plan.

The development of at least two didactic lessons that would be tied to some of the already

existing computer based learning modules that the interns receive throughout the internship will

make up the clinical project component to the proposed practicum. Thus, I will be looking at the

current curriculum design and evaluating the program’s outcomes. For this project, I will need

to work with both my preceptor as well as educators, internship preceptors, and the interns to

create, implement, and evaluate new lesson plans and evaluation methods. This project will

utilize adult learning theory as well as evidence based practice for developing lesson plans, needs

assessments and learning objectives. The previously mentioned article by Deck (2012) will be

one resource utilized to develop this project. In addition I will utilize the following books:


Teaching in nursing: A guide for faculty (4th edition), Innovative teaching strategies in nursing

and related health professions (5th edition), and Curriculum development in nursing education.

Identification of Preceptor

Preceptors assist not only as a teacher, but also as a coach (Ulrich, 2012). A preceptor

can help an individual learn the skills needed to become a staff nurse educator, in addition to

helping guide the individual in using these skills in the most effective manner. Preceptors need

to understand both the science of teaching as well as the art of teaching (Ulrich, 2012). Thus, I

have selected a preceptor who is very experienced and I believe will be a good facilitator for my

learning. My proposed preceptor for fulfillment of this practicum is Patti Hresko, the resource

clinician and coordinator of MMC’s critical care internship program and transition to practice

program. She is a master’s prepared nurse, although her degree is as a family nurse practitioner,

and she has been the coordinator and facilitator of the internship program for several years. Prior

to becoming the resource clinician for the critical care internship program, she was the resource

clinician and educator in the ICU at MMC. In addition, Ms. Hresko is certified as a critical care

registered nurse (CCRN) by the American Association of Critical-Care Nurses and she continues

to maintain her skill set and knowledge by working in the ICU at MMC once a week. She has

been a nurse for over ten years. Ms. Hresko can be reached by telephone at 231-392-0193 or by

email at [email protected]. Letters from both an MMC representative as well as Patti Hresko,

stating approval of the proposed project are included in Appendix B.

Role & Activities

As an active participant in the critical care internship program and the transition program,

I believe there are a great deal of opportunities for me to gain the competencies previously

described in this practicum proposal. While the beginning of the proposed practicum includes


mostly observational activities, preparation, and shadowing, the rest of the practicum requires a

great deal of active participation (see Appendix A). Reflection is another important activity that

will be carried out throughout the proposed practicum. As previously mentioned, the proposed

practicum was designed based on Kolb’s experiential learning theory and cycle of learning.

Within Kolb’s cycle of learning the various learning processes can include concrete experience,

reflective observation, abstract conceptualization, or active experimentation (Ullrich & Haffer,

2009). Thus, in the proposed practicum I hope to start out learning a new skill or technique by

watching, then begin to think and reflect on the experience, and finally be able to refine and

improve my learning through active experimentation.

The beginning of the practicum also focuses on the clinical project. During this time a

review of the internship goals and educational needs of the program will be evaluated. For

example, Ms. Hresko has stated that there is a need to develop additional didactic lessons that

would be tied to some of the already existing computer based education (P. Hresko, personal

communication, November 7, 2014). Curricula will be revised based on past evaluations and

new learning objectives and activities will be implemented into the internship program.

Evaluation strategies for the implementation of the new curricula will be instituted as well.

The start date for the new class of critical care interns is set for March 10, 2014. The first

two weeks the interns will be in general hospital orientation. Two of the days the first week, and

three of the days the second week will be spent with the internship coordinator, Ms. Hresko, and

me (P. Hresko, personal communication, November 7, 2014). This time will be utilized to

become familiar with the interns and their learning styles as well as an introduction to critical

care and the internship program. Following these two weeks, the interns will be working on the

critical care units and Ms. Hresko and I will be meeting with the preceptors and interns on the


units to help facilitate the transition. During this period of time, the interns will also take an

electrocardiogram (EKG) class. I will also spend time with the EKG course facilitator, Nancy

Irish, shadowing the first course schedule starting in February and facilitating course topics in

the following course starting at the end of March.

Not only do I plan to participate as an instructor in some of the didactic sessions

throughout the critical care internship and the transition program, but I will take part in weekly

discussions, evaluations, and overall orientation assessment with the interns and Ms. Hresko. I

will aid as a resource for the interns and transition program nurses and provide any other help

coordinating, teaching, or mentoring as needed. Lastly, I will take part in the planning of the

internship schedule, interviewing potential internship candidates, and adding to the internship

orientation manual with Ms. Hresko.

Finally, I plan on attending a high fidelity simulation facilitator and operator class so that

I can be allowed to run simulation sessions at the specified skills labs as well as incorporate new

simulation sessions for the critical care interns. According to Jeffries and Clochesy (2012)

simulations allow students the opportunity to use problem-solving and critical thinking skills to

care for patients in a safe environment. This type of learning approach can be very beneficial for

nurses learning intensive care due to the critical nature of the patients they are preparing to care

for in the hospital setting. Learners must be ready for the complexity of patients and the fast

pace of the critical care units, as well as be able to solve problems and make decisions in order to

achieve desired outcomes (Jeffries & Clochesy, 2012). Once I am trained to facilitate and

operate the SimMan at MMC it would be possible to incorporate more simulation into the

internship curriculum to provide an interactive, practice-based instructional strategy.


Proposed Schedule

In order to support the goals and objectives of the proposed project a timeline of the

previously mentioned activities was also created and included along with the goals and

objectives (see Appendix A). This timeline will serve as a guideline to all activities required for

successful completion of this project within the given timeframe. This practicum will start on

January 13, 2014 and be completed by May 2, 2014.

Evaluation

An evaluation tool (see Appendix C) was created as a means of evaluating the goals for

the proposed practicum. The evaluation is based on the standards of practices for the academic

nurse educator as outlined by the NLN (2012). The evaluation tool utilizes a Likert five point

scale. Likert scales are the most widely used scaling technique (Polit & Beck, 2012). A Likert

scale allows the evaluator the opportunity to express an opinion on a particular issue through

indicating the degree to which they agree or disagree (Bourke & Ihrke, 2012). Analysis of data

from a Likert scale can be computed mathematically in order to further understand evaluator

attitudes. An area for comment is also provided next to each evaluation criteria. The evaluation

tool will be completed by my preceptor and me at the end of this practicum.

Conclusion

Obtaining experience and knowledge in the educational process is an important goal in

the development of the academic nurse educator and NPD specialist roles. Competency in the

educational process can be gained through the utilization of a practicum experience. This paper

described a practicum experience designed to expand competency related to the educational

process utilized by both of these roles. Specifically, the three standards of practice this

practicum is designed to gain competency in include: a) the facilitation of learning, b)


participation in curriculum design and evaluation of program outcomes, and c) the use of

assessment and evaluation strategies (NLN, 2012). Within each of these competencies, several

key goals, objectives, and activities were described. Kolb’s experiential learning theory was

described as the foundation for the development of the proposed practicum. This paper further

described how my past experiences and knowledge could be served by the described practicum.

The preceptor, timeline of activities, and evaluation tool used for completion of the practicum

were also included. The practicum proposed to take place at MMC in northern Michigan

beginning January 13, 2014 and ending May 2, 2014.


References

American Nurses Association and National Nursing Staff Development Organization [ANA &

NNSDO]. (2010). Nursing professional development: Scope and standards of practice.

Silver Spring, MD: Nursesbooks.org.

Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.).

Philadelphia: W. B. Saunders.

Boland, D. (2012). Developing curriculum: Frameworks, outcomes, and competencies. In D.

Billings & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed.). (pp. 138-

159). St. Louis, MO: Elsevier Saunders.

Bourke, M. P., & Ihrke, B. A. (2012). The evaluation process: An overview. In D. Billings & J.

Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed.). (pp. 422-440). St.

Louis, MO: Elsevier Saunders.

Bradshaw, M., & Lowenstein, A. (2007). Innovative teaching strategies in nursing and related

health professions (5th ed.). Sudbury, MA: Jones & Bartlett Publishers.

Brunt, B. A. (2007). Competencies for staff educators: Tools to evaluate and enhance nursing

professional development. Danvers, MA: HCPro, Inc.

Deck, M. L. (2012). Nursing professional development: Stories, tips, and techniques. Journal for

Nurses in Staff Development, 28(3), 143-149.

Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2005). Curriculum development in nursing

education. Sudbury, MA: Jones and Bartlett Publishers.

Jeffries, P. R., & Clochesy, J. M. (2012). Clinical simulations: An experiential, student-centered

pedagogical approach. In D. Billings & J. Halstead (Eds.), Teaching in nursing: A guide

for faculty (4th ed.). (pp. 352-368). St. Louis, MO: Elsevier Saunders.


Kirkpatrick, J. M., & DeWitt, D. A. (2012). Strategies for assessing and evaluating learning

outcomes. In D. Billings & J. Halstead (Eds.), Teaching in nursing: A guide for faculty

(4th ed.). (pp. 441-463). St. Louis, MO: Elsevier Saunders.

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development.

Englewood Cliffs, NJ: Prentice Hall. Retrieved from

http://academic.regis.edu/ed205/kolb.pdf

Munson Medical Center [MMC]. (2013). New graduate critical care nurse internship. Retrieved

from http://www.munsonhealthcare.org/upload/docs/HR/Critical%20Care

%20Internship.pdf

National League for Nursing [NLN]. (2012). The scope of practice for academic nurse educators

2012 revision. NY: Author.

Polit, D. F., & Beck, C. T. (2012). Nursing research: Generating and assessing evidence for

nursing practice (9th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.

Ullrich, S., & Haffer, A. (2009). Precepting in nursing: Developing an effective workforce.

Sudbury, MA: Jones and Bartlett Publishers.

Ulrich, B. (Ed.). (2012). Mastering precepting: A nurse’s handbook for success. Indianapolis,

IN: Sigma Theta Tau International.


Appendix A

Project Planning Guide

Title of Project: Practicum Proposal for Nurse Educator and NPD Specialist

Goals Objectives Activities TimelineGoal 1:Develop knowledge and experience in the standards of practice for both the education domain of the advanced specialty role of the NPD specialist and competencies I – Facilitate Learning & III – Use Assessment & Evaluation Strategies for the advanced specialty role of the nurse educator (ANA & NNSDO, 2010; NLN, 2012)

1.1Orient to the clinical educator/staff development role at MMC through multiple observation experiences focused on facilitation of learning and the use of assessment and evaluation strategies

1.2Use reflective observation to gain knowledge in facilitation of learning techniques and evaluation strategies

1.1aObserve preceptor facilitation in one role transition class & review class evaluations

1.1bParticipate in interviews and selection process of candidates for internship program

1.1cObserve facilitator and preparation of EKG course for new nurses

1.1dShadow preceptor and her interactions, facilitation of learning, and use of assessment and evaluation techniques with the interns, unit educators, and managers

1.1eMeet with preceptor and interns during any scheduled learning sessions

1.2aEngage in weekly to bi-weekly reflection and journaling of experiences

1.2bMeet regularly with preceptor to discuss, evaluate, and plan experiences for professional growth

1.1aJan. 16

1.1bJanuary 29 & 30

1.1cFeb. 20, 27, Mar. 6, Mar. 13, Mar. 20

1.1dMar. 10 – May 2

1.1eInternship starts Mar. 10

1.2aJan. 13- May 2, 2014

1.2bJan. 13-May 2, 2014


1.3Take on an active role as a facilitator of learning in the clinical setting

1.4Implement assessment and evaluation strategies into active facilitation experiences

1.5Use simulation technology for facilitation of learning in at least one lab session

1.3aHelp preceptor with preparation for start of internship program (preparing program materials, schedules, coordination with unit educators/managers)

1.3bTeach stations at skills labs

1.3cBe a facilitator in transition classes

1.3dSelect meetings with interns and preceptor to focus the planning and leading of

1.3eFacilitate agreed upon topics in March EKG course

1.4aUse evaluation strategies and review outcomes from facilitation at skills labs

1.4bUse evaluation strategies and review outcomes from facilitation in role transition classes

1.5aAttend 4 hour simulation operator class

1.3aJan. 13- Mar. 9

1.3bFeb. 26 & Mar. 20

1.3cFeb., Mar., Apr. (1 day month for 3 hrs.)

1.3dSelect 1-2 Fridays in April

1.3eMar. 27, Apr. 10, Apr. 17, Apr. 24, May 1

1.4aFebruary 26& March 20

1.4bFeb., Mar., Apr. (1 day month for 3 hrs.)

1.5aBy end of February


Goal 2:Gain knowledge and experience in the NLN (2012) nurse educator competency IV – Participation in Curriculum Design and Evaluation of Program Outcomes

2.1Implement at least two didactic lessons into existing educational materials for the critical care interns

1.5bAttend 4 hour simulation facilitator class

1.5cFacilitate simulation scenario(s) at skills lab(s) and with interns, use debriefing and evaluation strategies

2.1aMeet with preceptor to determine gaps in program learning outcomes

2.1bCreate an outline of education needs

2.1cReview the literature on topics that need additional educational facilitation of learning

2.1dRevise curricula and write learning objectives and select appropriate learning activities to fulfill needs

2.1eDetermine and implement evaluation strategies appropriate to the interns and learning goals for new curricula

1.5bBy end of February

1.5cApril 30 & various date(s) once internship program starts in March

2.1aJan. 13 – Jan 27

2.1bJan.27 – Feb. 10

2.1cFeb. 10 – Feb. 17

2.1dFeb. 17 – Mar. 3

2.1eMar. 3 – Mar. 10


Appendix B

Agreements


Appendix C

Evaluation

Student name: Erin Kibbey________________________________________________________

Evaluated by: __________________________________________________________________

Goal/Objective Strongly Disagree

Disagree Neutral Agree Strongly Agree

Comments

Standard of Practice: Facilitation of LearningShows enthusiasm

for teaching, learning, and nursingDemonstrates interest

and respect for learners

Uses personal attributes such as caring, patience,

integrity, flexibility, etc. to facilitate

learningServes as a role

model of professional nursingModels critical and reflective thinking

Creates opportunities for learners to

develop critical thinking skills

Uses information technologies

skillfully to support the teaching-learning

processPractices

communication that reflects awareness of

self and othersAbility to convey

ideas in a variety of contexts

Demonstrates recognition of


multicultural, gender, and experiential

influences on teaching and learningImplements a variety of teaching strategiesTeaching strategies are appropriate to learner, outcomes,

context, content, etc.Engages in self-reflection and

continued learning to improve teaching

Standard of Practice: Use Assessment & Evaluation StrategiesUses literature to develop evidence-

based assessment and evaluation practices

Uses a variety of strategies to assess

and evaluate learningProvides timely

feedback to learnersProvides constructive feedback to learnersUses evaluation data

to enhance the teaching-learning

processStandard of Practice: Participate in Curriculum Design and Evaluation of Program OutcomesEnsures curriculum

reflects current nursing and health

care trendsIdentifies program

outcomesIdentifies learner

needsWrites appropriate learning objectivesSelects appropriate learning activities

Implements appropriate


evaluation strategies for new curriculaBases curriculum

design on educational

principles, theory, and research

Demonstrates overall knowledge of

curriculum development


Bibliography

Alspach, J. G. (2000). The educational process in nursing staff development. Annapolis, MD:

American Association of Critical Care Nurses.

Baltimore, J. J. (2004). The hospital clinical preceptor: Essential preparation for success. Journal

of Continuing Education in Nursing, 35(3), 133-140.

Billings, D. M. (2012). Developing leaner-centered courses. In D. Billings & J. Halstead (Eds.),

Teaching in nursing: A guide for faculty (4th ed.). (pp. 160-169). St. Louis, MO: Elsevier

Saunders.

Beyea, S. C., Slattery, M. J., & von Reyn, L. J. (2010). Outcomes of a simulation-based nurse

residency program. Clinical Simulation in Nursing, 6(5). doi:10.1016/j.ecns.2010.01.005

Bjork, R., McDaniel, M., Pashler, H., & Rohrer, D. (2009). Learning styles: Concepts and

evidence. Psychological Science in the Public Interest, 9(3), 105-119.

Bratt, M. (2009). Retaining the next generation of nurses: the Wisconsin Nurse Residency

Program provides a continuum of support. Journal of Continuing Education in

Nursing, 40(9), 416-425. doi:10.3928/00220124-20090824-05

Clynes, M., & Raftery, S. (2008). Feedback: An essential element of student learning in clinical

practice. Nurse Education in Practice, 8(6), 405-411.

Dillard, N. & Skitberg, L. (2012). Curriculum development: An overview. In D. M. Billings & J.

A. Halstead (Eds.). Teaching in nursing a guide for faculty (4th ed.). (pp. 76-91). St.


Dyess, S. M., & Sherman, R. O. (2009). The first year of practice: New graduate nurses’

transition and learning needs. The Journal of Continuing Education in Nursing, 40(9),

403-410. http://dx.doi.org/10.3928/00220124-20090824-03


Flood, L., & Powers, M. (2012). Lessons learned from an accelerated post-master's nurse

educator certificate program: Teaching the practicum course. Nursing Education

Perspectives, 33(1), 40-44. doi:10.5480/1536-5026-33.1.40

Goode, C. J., Lynn, M. R., Krsek, C., & Bednash, G. D. (2009). Nurse residency programs: An

essential requirement for nursing. Nursing Economics, 27(3), 142-147, 159. Retrieved

from https://www.nursingeconomics.net/ce/2011/article27142159.pdf

Hayes, J. (2011). Student evaluation of teaching. In M. Bradshaw & A. Lowenstein (Eds.),

Innovative teaching strategies in nursing and related health professions (5th ed.). (pp.

563-574). Sudbury, MA: Jones & Bartlett Publishers.

Henderson, A., & Eaton, E. (2013). Assisting nurses to facilitate student and new graduate

learning in practice settings: What ’support’ do nurses at the bedside need? Nurse

Education in Practice, 13(3), 197-201.

Jewell, A. (2013). Supporting the novice nurse to fly: A literature review. Nurse Education in

Practice, 13(4), 323-327. doi:10.1016/j.nepr.2013.04.006

Leighton, K., & Johnson-Russell, J. (2011). Innovations in facilitating learning using simulation.

In M. Bradshaw & A. Lowenstein (Eds.), Innovative teaching strategies in nursing and

related health professions (5th ed.). (pp. 239-264). Sudbury, MA: Jones and Bartlett.

Lowenstein, A. J. (2011). Role play. In M. Bradshaw & A. Lowenstein (Eds.), Innovative

teaching strategies in nursing and related health professions (5th ed.). (pp. 187-205).

Sudbury, MA: Jones and Bartlett.

Morris, L. L., Pfeifer, P. B., Catalano, R., Fortney, R., Hilton, E. L., McLaughlin, J., . . .

Goldstein, L. (2007). Designing a comprehensive model for critical care orientation.

Critical Care Nurse, 27(6), 37-60.


Myrick, F., Yonge, O., & Billay, D. (2010). Preceptorship and practical wisdom: A process of

engaging in authentic nursing practice. Nursing Education in Practice, 10(2), 82-87.

doi:10.1016/j.nepr.2009.03.018

Robinson, C. P. (2009). Teaching and clinical educator competency: Bringing two worlds

together. International Journal of Nursing Education Scholarship, 6(1), 1-14.

Rowles, C. J. (2012). Strategies to promote critical thinking and active learning. In D. Billings, &

J. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed.). (pp. 258-284). St.


Saunders, R. (2003). Constructing a lesson plan. Journal for Nurses in Staff Development, 19(2),

70-80.

Sauter, M., Nightingale Gillespie, N., & Knepp, A. (2012). Educational program evaluation. In

D. M. Billings & J. A. Halstead (Eds.). Teaching in nursing a guide for faculty (4th ed.).

(pp. 503-549). St. Louis, MO: Elsevier Saunders.

Scheckel, M. (2012). Selecting learning experiences to achieve curriculum outcomes. In D.

Billings & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed.). (pp. 170-

187). St. Louis, MO: Elsevier Saunders.

Tedesco-Schneck, M. (2013). Active learning as a path to critical thinking: Are competencies a

roadblock? Nurse Education in Practice, 13(1), 58-62.

ekibbey.weebly.comekibbey.weebly.com/uploads/1/5/4/1/15414734/practicum_proposal.… · web...

Documents