A Multimodal Orientation Program for Novice Part-Time Clinical Nursing Instructors

Volume 6, Issue 6, December 2021     |     PP. 197-213      |     PDF (203 K)    |     Pub. Date: October 24, 2021
DOI: 10.54647/education88289    100 Downloads     4978 Views  

Author(s)

Maria Pratt, School of Nursing, McMaster University, Hamilton, Ontario
Lynn Martin, School of Nursing, McMaster University, Hamilton, Ontario
Ruth Chen, School of Nursing, McMaster University, Hamilton, Ontario

Abstract
Background: While experienced practicing nurses are equipped with the knowledge and skills required in their specialized areas of practice, translating their expertise into nursing education as a clinical nursing instructor is not an easy feat. This study aims to explore the impact of a multimodal orientation program consisting of a didactive and interactive workshop session and mentorship experience for novice clinical nursing instructors piloted at one undergraduate nursing program in southwestern Ontario.
Methods: This quality improvement project used a qualitative descriptive approach that involved a content analysis of interview texts with nine novice clinical instructors who participated in the orientation program. Interviews were audio-taped and transcribed verbatim.
Results: The analysis of findings from the interviews revealed four key themes associated with the knowledge of instructors prior to starting their clinical teaching role, including their preparations for the role, their perceived role challenges, the impact of the orientation program, and the essence of mentorship for new instructors.
Conclusions: This quality improvement initiative demonstrated that providing a formal orientation workshop and having experienced mentors to support new clinical faculty development while navigating their new clinical teaching role are essential for ensuring a successful teaching experience.

Keywords
part-time clinical instructor, nursing education, faculty development, mentorship experience, qualitative study

Cite this paper
Maria Pratt, Lynn Martin, Ruth Chen, A Multimodal Orientation Program for Novice Part-Time Clinical Nursing Instructors , SCIREA Journal of Education. Volume 6, Issue 6, December 2021 | PP. 197-213. 10.54647/education88289

References

[ 1 ] Norman, L.D., and Tanner, S.J., Clinical education and accreditation. In N. Ard, and T.M. Valiga (Eds), Clinical nursing education: current reflections, National League for Nursing, New York, 2009, 199-206.
[ 2 ] N. Duffy, G. Stuart, and S. Smith, “Assuring the success of part-time faculty,” Nurse Educator, 33(2), 53-54, March 2008. [Online].Available: https://pubmed.ncbi.nlm.nih.gov/18317311/. [Accessed August 3, 2021]
[ 3 ] P.R. Cangelosi, S. Crocker, and J.M. Sorrell. “Expert to novice: clinicians learning new roles as clinical nurse educators, nurse to educators? Nursing Education Perspective, 30(6), 367-371, November 2009.
[ 4 ] I. Manning, and S. Neville, “Work-role transition from staff nurse to clinical nurse educator, Nursing Praxis in New Zealand, 25(2), 41-53, July 2009.
[ 5 ] J.M. Scanlan, “Learning clinical teaching: is it magic?”, Nursing Health Care Perspective, 22(5), 240-246, September 2001.
[ 6 ] S. Knowles, “Initiation of a mentoring program: mentoring invisible nurse faculty,” Teaching and Learning in Nursing, 15(3), 190–194, July 2020. [Online]. Available: https://doi.org/10.1016/j.teln.2020.02.001. [Accessed July 16, 2021].
[ 7 ] J.R. Meyers, “Administrator perspectives of advantages and challenges of employing part-time faculty in nursing education programs: two sides of the same coin,” Nursing Education Perspectives, 38(2), 80-84, March 2017. [Online]. Available: doi: 10.1097/01.NEP.0000000000000121. [Accessed July 16, 2021].
[ 8 ] M. Pratt, “Evaluation of unsatisfactory student performance,” Clinical Teacher, 16(4), 1-6, April 2019. [Online]. Available: https://doi.org/10.1111/tct.13019. [Accessed July 16, 2021].
[ 9 ] S. Carlson., “Orientation, Evaluation, and Integration of Part-Time Nursing Faculty,” International Journal of Nursing Education Scholarship, 12(1), July 2015. [Online]. Available: https://doi.org/10.1515/ijnes-2015-0036. [Accessed July 16, 2021].
[ 10 ] M. Pratt, L. Martin, A. Mohide, and M. Black., “A descriptive analysis of the impact of moral distress on the evaluation of unsatisfactory nursing students,” Nursing Forum, 48(4). 231-239, July 2013. [Online].B Available: https://doi.org/10.1111/nuf.12036. [Accessed July 16, 2021].
[ 11 ] F. Luhanga, S. Laroque, L. MacEwan, Y.N. Gwekwerere, and P. Danyluk., “Failure to fail in professional education programs: A multidisciplinary study,” Journal of University Teaching and Learning Practice, 11(2). 1-24 August 2014. [Online]. Available: https://ro.uow.edu.au/jutlp/vol11/iss2/3. [Accessed July 16, 2021].
[ 12 ] M. Yepes-Rios, N. Dudek, R. Duboyce, J. Curtis, R. Allard, and L. Varpio., “The failure to fail of underperforming trainees in health professions education: A BEME systematic review, BEME guide 42,” Medical Teacher, 38(11), 1092-1099. September 2016. [Online]. Available: 10.1080/0142159X.2016.1215414. [Accessed July 16, 2021].
[ 13 ] G. Rice., “An orientation program for clinical adjunct faculty,” The ABNF Journal, 7-10, Winter 2016. [Online]. Available: https://pubmed.ncbi.nlm.nih.gov/26930766/. [Accessed July 16, 2021].
[ 14 ] Billings D., and Halsted J., Teaching in nursing: a guide for faculty (3rd ed), St. Louis, Missouri, Saunders, 2009.
[ 15 ] P. Hutchinson, M.A. Tate, J. Torbeck, and E. Smith., "Know worries!" A clinical faculty orientation model,” Nurse Educator, 36(2), 59-61, March 2011. [Online]. Available: https://doi.org/10.1097/NNE.0b013e31820b4fff.[Accessed July 16, 2021].
[ 16 ] M. Bell-Scriber and A. Morton, “A. Clinical Instruction: Train the Trainer,” Nurse Educator, 34, 84-87. March 2009. [Online]. Available: https://doi.org/10.1097/NNE.0b013e31819ae753. [Accessed July 16, 2021].
[ 17 ] K. Hyejin, Sefcik, J.S., and C. Bradway, “Characteristics of qualitative descriptive studies: a systematic review,” Research in Nursing and Health, 40(1), 23-42, February 2017. [Online]. Available: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5225027/pdf/nihms832592.pdf. [Accessed July 16, 2021]
[ 18 ] Woo, K. Polit and Beck essentials of nursing research: appraising evidence for nursing practice, Philadelphia, Pennsylvania, Wolters Kluwer Health, 2019.
[ 19 ] H. Goldblatt, O. Karnieli-Miller, and M. Neuman. “Sharing qualitative research findings with participants: Study experiences with methodological and ethical dilemmas,” Patient Education and Counselling,82, 389-395, Month 2011. [Online]. Available:
[ 20 ] L. Nowell, “The lived experience of neophyte nursing instructors: mentorship and its role in their development,” Nursing: Research and Reviews, 4,117-127, June 2014. [Online] Available: https://doi.org/10.2147/NRR.S70216. [Accessed July 16, 2021].
[ 21 ] U.H. Graneheim, and B. Lundman, “Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness,” Nurse Education Today, 24, 105-112. October 2003. [Online]. Available: https://doi.org/10.1016/j.nedt.2003.10.001. [Accessed July 16, 2021].
[ 22 ] Guba, E., and Lincoln Y., Fourth generation evaluation. Sage, Newbury Park, California, 1989.
[ 23 ] C. Wilson Cox, E.T. Jordan, T.M. Valiga, and Q. Zhou, “New faculty orientation for nurse educators: Offerings and needs,” Journal of Nursing Education, 60(5), 273-276, May 2021. [Online]. Available: https://doi.org/10.3928/01484834-20210420-06. [Accessed July 16, 2021].
[ 24 ] S. G. Poorman, and M. L. Mastorovich. “Promoting faculty competence, satisfaction and retention: faculty stories supporting the crucial need for mentoring when evaluating nursing students,” Teaching and Learning in Nursing, 12(3), 183–190. July 2017. [Online] Available: https://doi.org/10.1016/j.teln.2017.01.006. [Accessed July 16, 2021].
[ 25 ] M.O. Forbes, M.T. Hickey, and J. White, “Adjunct faculty development: reported needs and innovative solutions,” Journal of Professional Nursing, 26(2), 116-124. March 2010. [Online]. Available: https://doi.org/10.1016/j.profnurs.2009.08.001. Accessed [August 3, 2021].
[ 26 ] K.K. Roberts, S.K. Chisman, and C. Flowers, “The perceived needs of nurse clinicians as they move into an adjunct clinical faculty role,” Journal of Professional Nursing, 29(5), 295-301. September 2013. [Online]. Available https://doi.org/10.1016/j.profnurs.2012.10.012. Accessed [August 3, 2021].
[ 27 ] P. Hewitt and L. Porter Lewallen, “Ready, set, teach! How to transform the clinical nurse expert into the part-time clinical nurse instructor,” Journal of Continuing Education in Nursing, 41, 403-407, May 2010. [Online]. Available: https://doi.org/10.3928/00220124-20100503-10. [Accessed July 16, 2021].
[ 28 ] J.A. Smith, and H. Zochar, “Educational innovations. Essentials of neophyte mentorship in relation to faculty shortage. Journal of Nursing Education, 46(4), 184-186, April 2007. [Online]. Available: https://doi.org/10.3928/01484834-20070401-08. [Accessed August 3, 2021]
[ 29 ] R.E. Kelly, “Engaging baccaulaureate clinical faculty,” International Journal of Nursing Education Scholarship, 3(1), 1-16, March 2006.
[ 30 ] S.G. Poorman, and M.I. Mastorovich, “Teacher stories of blame when assigning a failing grade,” International Journal of Nursing Education Scholarship, 11(1), 1-10. April 2014. [Online]. Available: https://doi.org/10.1515/ijnes-2013-0081. [Accessed August 3, 2021].
[ 31 ] T. Andersen, and K. Watkins. “The value of peer mentorship as an educational strategy in nursing,” Journal of Nursing Education, 57, 217-224, March 2018. [Online] Available: https://doi.org/10.3928/01484834-20180322-05. [Accessed July 16, 2021].
[ 32 ] K. Rodger, “Learning to think like a clinical teacher,” Teaching and Learning in Nursing, 14(1), 1-6, January 2019. [Online]. Available: https://doi.org/10.1016/j.teln.2018.08.001. [Accessed August 3, 2021].
[ 33 ] J.A. Woodsworth, “Adjunct nurse faculty demographics and intent to stay teaching,” Nurse Educator, 42(6), 295-298, November, 2017.
[ 34 ] R.S. Goodrich, “Transition to academic nurse educator: a survey exploring readiness, confidence, and locus of control, Journal of Professional Nursing, 30(3), 203-212, 2014, May 2014. [Online]. Available: https://doi.org/10.1016/j.profnurs.2013.10.004. [Accessed August 3, 2021].
[ 35 ] N.A. Weidman, “The lived experience of the transition of the clinical nurse expert to the novice educator,” Teaching and Learning in Nursing, 8, 102-109, July 2013. [Online]. Available: https://doi.org/10.1016/j.teln.2013.04.006. [Accessed August 3, 2021].