Course: 874 Health Professions Educator Preceptorship

Credit Hours: 3

Prerequisite: Completion of 870, 871, and 873

Faculty:

	Karen Tarnow, RN, PhD Office: 2020 SON, University of Kansas Medical Center Mail Stop 4043, 3901 Rainbow Blvd., Kansas City, KS 66160 Phone: 913-588-1675 E-mail: ktarnow@kumc.edu Office Hours: by appointment instructor bio & welcome

The role components of the health professions educator are implemented with a preceptor in selected educational settings. Opportunities are provided to utilize teaching and learning strategies, research findings, and evaluation methods with diverse students. Professional issues, educational trends, changing role of the educator, and self-assessment are incorporated in accompanying modules.

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Upon completion of this course, the student will:

1. Identify a broad view of current issues in health professions education including development of the workforce to care for a culturally diverse client system.
2. Recognize personal educational leadership style and evaluate own effectiveness and growth as an educator.
3. Analyze policies and procedures essential to organizing and providing education.
4. Critically appraise current and innovative practices in health professional education, including monitoring quality of education practices.
5. Engage in collaboration, consultation, and referral with other disciplines involved in clinical practice and health education.
6. Describe strategies for transition to the educator role.

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This 3 credit hour course with practicum (2 hour) and theory (1 hour) requires 120 clinical hours with a preceptor in a health professions educator role. Students will spend approximately 8 hours/week throughout the semester in the educator setting (or negotiated equivalent experience). Student logs are completed. Students will complete theory-based practicum modules, which provide the opportunity for case review, examination of professional issues, and dialogue with colleagues. A project will be completed that demonstrates integration of content from all four courses in the Educator Certificate Program.

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Evaluation:

*Student must receive a satisfactory preceptor faculty evaluation of practice to pass the course.

#  Web Board Discussion,  2 points each week (1/2 point for sharing relevant experience, one point for relating to theory and citing source, 1/2 point for responding to classmates discussion.

A  =  Demonstrates integration of theory and practice.

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Billings, D.M. & Halstead, J.A. (2005). Teaching in nursing: A guide for faculty. 2nd ed. Philadelphia: Saunders.

Gaberson, K.B. and Oermann, M.H. (1999). Clinical teaching strategies in nursing. New York, NY: Springer Publishing Co.; ISBN: 0826112781

McKeachie, W. J. (2002). Teaching tips: Strategies, research, and theory for college and university teachers. (10th ed.). Boston: Houghton Mifflin.

Scheetz, L.J. (2000). Nursing faculty secrets. Philadelphia: Hanley & Belfus, Inc.  ISBN 1-56053-423-0

Recommended Texts:

Barnstable, S.B. (2003). Nurse as educator. (2nd ed.). Boston:  Jones and Bartlett Publishers.

Fitzpatrick, J.J. & Montgomery, K.S. (2006).  Career Success Strategies for Nurse Educators.  F.A. Davis Company.

Keating, S.B. ((2006).  Curriculum Development and Evaluation in Nursing.  Philadelphia:  Lippincott, Williams, & Wilkins.

Jairath, N. & Mills, M.E. (2006).  Online Health Science Education:  Development & Implementation.  Philadelphia:  Lippincott, Williams, & Wilkins.

Oermann, M.H. & Gaberson, K.B. (1999). Evaluation and testing in nursing education. New York: Springer Publishing Co., ISBN: 0-8261-9950-X

Pallof, R.M. & Pratt, K. (2001) Lessons from the cyberspace classroom. San Francisco: Jossey-Bass.

Tagliareni, E. & Marck, B. (1997). Teaching in the community: preparing nurses for the 21st century. National League for Nursing Press

Schoolcraft, V. (1994). A down-to-earth approach to being a nurse educator. New York: Springer Publishing Company.

Young, L.E. & Paterson, B. L. (2007). Teaching Nursing:  Developing a Student-Centered Learning Environment.  Philadelphia:  Lippincott, Williams, & Wilkins.            ISBN   0-7817-5772-X

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Course Outline:
Go To Course Modules or Course Calendar

Modules

• Welcome to the Health Professions Educator Preceptorship

• Self-Directed Learning Review Module

• Module 1- Recruitment and Retention of People into Health Professions
  • Recruiting men and minorities

  • Shortage of health professions and faculty

  • Media image of health professions

• Module 2- Program Policies, Procedures and Regulations
  • Program Policies (Student Handbooks/Faculty Handbooks)
  • Promoting ethical standards
  • Models for coping with misconduct
  • Institutional and departmental policies
  • Accreditation

  • Mandatory content

• Module 3- Facilitating OnLine Discussion
•             Asynchronous vs synchronous discussion
•             Theory-based or just experiential comments
•             Asking questions and giving feedback
• Module 4- Legal Issues
  • Faculty liability
  • Contractual rights of students

  • The unsafe student

• Module 5- Interdisciplinary Education
  • Team Teaching

  • Mixed students in the same class

  • Students taught by other discipline

• Module 6- Leadership in Nursing Education
  • School Committees/Professional responsibilities

  • Faculty member in university activities and governance

• Module 7- Tenure and Clinical Scholarship
  • Teacher self-assessment
  • Continuous improvement of teaching skills.
  • Teaching as Scholarship
  • Lifelong Learning for Health Professions Faculty
  • Documenting accomplishments and preparing for advancement

Capstone Teaching Project

The student will negotiate with the course instructor exactly what will be completed. It may be one of the required or optional activities that is done in detail or formally. Or it could be something else of interest to the student.  A product or something new will be developed.

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PROFITS is designed to promote (a) professional and ethical standards of behavior in the nursing student role; (b) mutual trust and responsibility among students, faculty, and staff; and (c) an environment in which academic misconduct or abuse of academic resources is not tolerated.

In 1995, the faculty of the School of Nursing voted to adopt the Professional Integrity System (PROFITS). All students sign the PROFITS Pledge:

"I pledge that I will not give, receive, nor tolerate unauthorized aid, nor will I abuse academic resources while I am a member of this academic community."

PROFITS upholds behaviors reflective of individual responsibility, mutual trust, professional values, and standards. PROFITS values an academic environment free of academic misconduct or abuse of academic resources. When in doubt, the student must clarify with the instructor the appropriateness of behaviors that may violate PROFITS.

The following are guidelines for acceptable and unacceptable behaviors in N874:

General:

1. Using print or on-line references without proper citation.  
2. Falsifying log.
3. Being late or failing to keep appointments with preceptor

Professional nurses demonstrate integrity in their relations with patients, the public, other nurses, and health care providers in other disciplines. By placing a greater emphasis on integrity in the academic setting faculty and administrators at the KU School of Nursing believe we will better prepare you for your nursing career.

Please refer to your KUMC Handbook or PROFITS website for more information about PROFITS.

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Any student in this course who needs an accommodation because of a disability in order to complete the course requirements should contact the instructor or the ADA/504 Coordinator (913-588-7813, TDD 913-588-7963) as soon as possible.

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