Clinical Instructor Credentialing and Student Assessment of Clinical Instructor Effectiveness

Housel, Natalie; Gandy, Jody; Edmondson, Deborah

doi:10.1097/00001416-201001000-00004

Cited by 19 publications

(16 citation statements)

References 18 publications

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“…The clinical setting is supervised by a nursing faculty to assure student delivery of safe patient care, compliance with agency policies and procedures, and development of critical thinking skills. The nurse faculty is the most important person involved in a student's clinical education and student success (Housel, Gandy, & Edmondson, 2010). Clinical learning is an integral component of nursing education with settings for delivery of patient care occurring at inpatient to community-based locations.…”

Section: Clinical Learning Environmentmentioning

confidence: 99%

Predictive Factors Impacting Intent-to-Stay Teaching for Associate Degree Adjunct Clinical Nurse Faculty

Woodworth

2016

Teaching and Learning in Nursing

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Background: The full-time nurse faculty shortage has resulted in nursing programs employing adjunct nursing faculty heavily into the clinical teaching component to fill the gap. Many adjunct faculty members continue to teach semester after semester; however, there is a lack of evidence to support the predictive factors that facilitate intent to stay teaching. Purpose: The purpose of this study was to better understand predictors of intent to stay teaching for associate degree (AD) adjunct clinical nurse faculty. Theoretical Framework: Frederick Herzberg's two-factor motivator-hygiene theory (1959) was utilized as a foundation to explore the factors that impact intent to stay teaching. Methods: Adjunct clinical nurse faculty employed in associate degree nursing programs during the 2015 calendar year were invited to participate in this study. Participants were surveyed utilizing the Job Satisfaction Survey, the Nurse Educators' Intent to Stay in Academe Scale, and demographic questionnaire via SurveyMonkey Web site. Results: Regression analysis indicated statistically significant relationships between job satisfaction, motivator, and hygiene factors with intent to stay score. In addition, faculty who had full-time employment outside of the adjunct position were found to have lower intent to stay scores compared to those working part time or not at all. Conclusions: Enhancement of adjunct clinical faculty members' job satisfaction, motivator, and hygiene factors is necessary to retain this qualified group of educators. Improvement of intent to stay in the role can improve teaching and reduce costs at similar institutions of higher learning.

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Section: Clinical Learning Environmentmentioning

confidence: 99%

Predictive Factors Impacting Intent-to-Stay Teaching for Associate Degree Adjunct Clinical Nurse Faculty

Woodworth

2016

Teaching and Learning in Nursing

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“…[61][62][63] Trends for effective credentialed CIs showed they set clear goals for students and provided timely and thorough orientation. 64 There was a negative correlation between credentialed and noncredentialed CIs for years of experience as a physical therapist and years as a CI. 64 Positive teaching behaviors of CIs included using a line of questioning and coaching throughout a clinical experience.…”

Section: Ce Faculty: Demographics and Characteristics And CI Educatiomentioning

confidence: 96%

“…64 There was a negative correlation between credentialed and noncredentialed CIs for years of experience as a physical therapist and years as a CI. 64 Positive teaching behaviors of CIs included using a line of questioning and coaching throughout a clinical experience. 63,65,66 Hindering behaviors included intimidating questioning and correcting students in front of patients.…”

Section: Ce Faculty: Demographics and Characteristics And CI Educatiomentioning

confidence: 96%

Quality in Physical Therapist Clinical Education: A Systematic Review

et al. 2013

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“…Another potential option for formalising training is clinical assessment credentialing which has been used successfully in physical therapy clinical instruction. 15 Differing staff expectations Although the AURTSCAF in conjunction with the user guide improves the consistency of assessment, there is clearly some remaining concern about how to use the form with students at different levels. As previously discussed, this may be a result of poor engagement with the support resources, however, this has also been found to be a concern in other disciplines such as nursing, 16 where the difficulties of comparing students of different levels can arise.…”

Section: Training Resourcesmentioning

confidence: 99%

A survey to evaluate the implementation of a national clinical assessment form

et al. 2012

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Purpose: The Australian Universities Radiation Therapy Student Clinical Assessment Form (AURTSCAF) was designed to assess the clinical skills of radiation therapy (RT) students from the six universities that offer entry level RT programs. Given the AURTSCAF has now been in use for over two years, the Radiation Therapy Program Coordinators (RTPC) group initiated a post implementation evaluation survey. This formed the final phase of the AURTSCAF project and was funded by the Radiation Oncology Division of the Department of Health and Ageing. Methods: A cross‐sectional designed survey using purposive sampling was distributed via email to all RT clinical sites. The survey asked questions about the requirements of a pass grade for students at different stages of their program, and the addition of a new category of assessment related to fitness to practise. Response types included both forced choice closed ended responses and open ended responses. There was also a section for open comments about the AURTSCAF. Results: There were 100 responses (55%) from clinicians who had utilised the assessment form over the previous 12 month period. Responses highlighted several positives with regard to the utility and implementation of the form. Comments regarding areas for improvement with the standardisation of the grading of students and consensus for the addition of a new domain in fitness for practise have informed the recommended changes proposed for 2012. Conclusion: This evaluation has provided a representative sample of the views of clinicians involved in assessing students on clinical placement. Recommendations include the addition of the sixth domain of assessment: Fitness for practise, the addition of descriptors and prompts for this domain in the user guide, the addition of a consensus statement about the use of the rating scale and dissemination of the proposed changes nationally.

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Clinical Instructor Credentialing and Student Assessment of Clinical Instructor Effectiveness

Cited by 19 publications

References 18 publications

Predictive Factors Impacting Intent-to-Stay Teaching for Associate Degree Adjunct Clinical Nurse Faculty

Predictive Factors Impacting Intent-to-Stay Teaching for Associate Degree Adjunct Clinical Nurse Faculty

Quality in Physical Therapist Clinical Education: A Systematic Review

A survey to evaluate the implementation of a national clinical assessment form

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