JCNRS Train the Trainer Program
Unit / Clinical Title / Description / Clinical Objectives / Measures of Learning1. / Role Transition-Clinical Expert to Academic Educator
(2 hours) / Theories of nursing education, systems, teaching-learning practice and changes that are central to the clinical faculty role. Focus on technology, teaching plans, concept mapping and student assessment. / · Analyze theories related to the education of nurses, adult learners, multiple intelligences, generational differences and systems.
· Integrate visual thinking and concept mapping into clinical development and student learning.
· Examine and discuss learning styles
· Review the benefits and opportunities associated with online learning. / · Game related to the theoretical foundations associated with nursing education
· Completion of an emotional intelligence inventory (ESCI)
· Syllabi incorporating visual thinking and concept mapping exercises
· Completion of personal learning style assessment
· Incorporation of opportunities into clinical curriculum
2. / Teaching Behaviors that Facilitate Learning
(2 hours) / Principles of teaching strategies for faculty and students that promote learning and encourage inquiry. Role-playing activities that demonstrate effective use of communication and delegation in the clinical teaching environment. Analysis of anxiety and impact on the learning process and strategies to reduce barriers to learning. / · Review and discuss innovative teaching strategies
· Analyze barriers to learning and explore opportunities to mediate obstacles
and maximize transfer of learning
· Analyze causes of anxiety and review stress reduction strategies
· Review and maximize the educational benefits of role play
· Integrate effective communication techniques into educational processes
· Discuss the components of self- confidence and delegation and strategies to build confidence and competence in students / · Match teaching strategy with clinical curriculum content
· Incorporate strategies into clinical experience’s to reduce barriers to learning
· Verbalize anxiety reducing strategies
· Incorporation of role play into clinical activities
· Role model effective communication techniques in clinical sessions
· Measure personal self-confidence level and discuss how self-confidence relates to delegation
3. / Philosophy and Outcomes of Clinical Teaching
(2 hours) / Beliefs about education and activities that lead to positive learning experiences. Reviews desirable outcomes and strategies to facilitate learning toward completion of said outcomes. Overview of multi-dimensions of learning and strategies to maximize potential in spite of differences. / · Discuss learning outcomes and the need to prioritize and emphasize critical elements of clinical content
· Review the essential role of enthusiasm and motivation in the learning process
· Characterize the critical components of story-telling and case studies and how to maximize transfer of learning
· Review pod-casting and the development process to ensure effectiveness as a teaching strategy / · Outline critical elements associated with clinical experience
· Measure level of motivation and enthusiasm
· Incorporation of story-telling and/or case studies into clinical work
· Integrate learning strategies presented into pod-casting clinical work
4. / Ethical and Legal Issues in Clinical Teaching
(2 hours) / Regulatory compliance with legal issues faced by faculty and students in the clinical environment. Review of ethical decision-making and role of nurse, faculty and students. Issue debates and discussion to stimulate awareness and application of appropriate behaviors. / · Compare and contrast healthcare regulatory agencies and requirements associated with clinical education
· Discuss legal challenges associated with clinical education
· Review the ethical components associated with the nurse educator and care provider
· Explore the role of discussions and debates in healthcare education / · Review scenarios and identify regulatory components associated with education
· Incorporate legal and ethics discussions into simulations and post conferences
· Integrate discussions and debates into clinical curriculum
5. / Assessment of Critical Thinking/Reasoning in Clinical Practice
(2 hours) / Principles of critical thinking/clinical reasoning and strategies to foster in clinical setting. Case study approach to learning and practical modules to enhance clinical reasoning skills. Strategies to assess student critical thinking/clinical reasoning in the clinical environment. / · Integrate clinical reasoning/critical thinking activities in clinical debriefing sessions and didactic discussions.
· Incorporate case studies into class and clinical sessions as one strategy to teach clinical reasoning/critical thinking.
· Identify 3 other teaching strategies to strengthen clinical reasoning/critical thinking skills. / · Assess clinical reasoning skills during simulation and clinical discussions
· Include case studies in syllabi
· Incorporate appropriate teaching strategies into clinical curriculum
6. / Patient Simulation Technology Utilization
(2 hours) / Strategies of teaching that include advanced technology of simulation and role playing. Exposure to controlled simulation setting for student learning and assessment of competencies. / · Discuss the role of simulation in the transfer of learning process.
· Identify strategies for incorporating simulation into clinical work or labs.
· Review technology available in the MBSON lab.
· Review the types of simulation scenarios and preparation process for utilization. / · Incorporate simulation into clinical curriculum (syllabi)
· Increased use of simulation lab in LRC (LRC hours)
· Positive simulation experiences of students and faculty (surveys)
· Outline scenario appropriate for simulation
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