Concept of Faculty Supervisor in Nursing

CONCEPT OF FACULTY SUPERVISOR IN NURSING
Document Transcript
1. NURSING EDUCATION SEMINAR ON CONCEPT OF FACULTY SUPERVISOR POSITION IN NURSIN
G (DUALROLE)PRESENTED BYARUN.JV
2. CENTRAL OBJECTIVE:By the end of the seminar the group gain knowledge regardin
g faculty supervisorposition,appreciate its importance in nursing and effectivel
y use this method in their futurepractice.SPECIFIC OBJECTIVES:At the end of the
seminar the group will;recognize the concept of faculty supervisor dual roleexpl
ain clinical supervisiondescribe qualities of a goodsupervisorexplain job descri
ption of nursing supervisoridentify the role of nursing facultyexplain the role
of faculty supervisordescribe the collaboration between nursing education and se
rviceexplainmodels of collaboration between education and serviceidentifycollabo
ration of nursing education and service in Indiaexplainstrategies for clinical n
urses considering a dual role
3. INTRODUCTION "sarvebhavantusukhinah, sarveshantuniramayah, sarvebhandranipash
yanthu maakaschiddukhabhagabhavet."This literally means: (Let all be happy, Let
all be free from diseases, Let all see the auspicious things,Let nobody suffer f
rom grief.)Applying this to our professionThe budding nurses should be so prepar
ed that they make clients free of diseases,remove theirsorrows and provide happi
ness and hope to them.Nursing education prepares nurses to practice in a variety
of settings. The impact ofmodernization, globalization and liberalization on th
e society hasbrought tremendous changes ingeneral and nursing education. The sig
nificant trends in modern education are creativity,changes in teaching - learnin
g process and advanced educational technology.The current trends in nursing educ
ation are numerous. The scientific and technological advancesin medicine along w
ith social changes have resulted in emergence of new diseases and thedevelopment
of specialities and super specialities. Advanced nurse practice enables nurses
topractice in new roles such as nurse practitioners and clinical nurse specialis
ts. Nursingprofession ensures a promising career in India with job opportunities
abroad. Large number ofprivate nursing educational institutions have been set u
p, which require faculty with postgraduateeducation. In developed countries, gre
at emphasis is given on preparing individuals with criticalthinking and problem
solving skills.Faculty need to be role models especially in the aspect of caring
in nursing.The concept of faculty supervisor position(dual role) in nursing has
evolved sincea decade.Butthe practice has not been implemented in a wide range.
Only very few institutions are practicing ittoday.The main reason for the emerge
nce of dual role is the shortage of nursing faculty andclinical nurses.Its been
widely seen in the Indian setting that highlycompetent faculty members
4. areconfined only to academic aspects only thusignoring their clinical compete
ncies.So it hasbeensuggested in that the faculty of an educational institution i
n nursing has to work as asupervisor in the parent hospital or affiliated hospit
al.
SUPERVISIONConcepts of supervision have changed in recent years.Today there is m
ore democracy insupervision.Educators think of supervision either as guidance or
working together for commongoals.Supervision of graduate staff nurses differs f
rom that of studentnurses in one aspect.Supervision of the student has two goals
,the development of the student and the improvement ofnursing care.With graduate
nurse supervision is focused on the attainment of one goal,the givingof high qu
ality care.A good supervisor is one who has broad professional and cultural inte
restsand vision and enthusiasm for work.As per dual role supervision can be of s
tudent nurses asfaculty or the supervision of staff nurses as ward in charge.
QUALITIES OF A GOOD SUPERVISOR1.First andmost important,a supervisor must have s
omething to give which is greater than thatwhich is possessed by the individual
whom he/she is supervising.2.A good supervisor inspiresconfidence by his ability
and his high expectation.3.A good supervisor has enthusiasm for nursing and a c
onsuming interest in patients and theircare.4.A good supervisor is approachable.
5.A good supervisor is also a good leader.6.A good supervisor is fair: Treats ea
ch individual impartially but with accordance of his ownspecial interests.7.A su
pervisor should have infinite patience and hope.8.A good supervisor is able to l
ook at himself objectively: To try to put himself in the otherpersons place and
see how he will be affected by his own actions.
NURSING SUPERVISOR JOB DESCRIPTION The following is Nursing Supervisor Job Descr
iption with details about education, skills, experience and duties. A Nursing Su
pervisor leads a team of registered nurses, nurse aids and trainee nurses. They
5. ensure that there is adequate nursing staff during all the shifts. It is also
their responsibility to make sure that nurses are properly educated and trained
to handle different diseases and illnesses. They organize and monitor nursing s
taff and nursing procedures. The nursing department functions under their guidan
ce adhering to the hospital policies and principles. The Nursing Supervisor posi
tion combines both nursing skills and managerial abilities.
Nursing Supervisors Job Duties:A Nursing Supervisor may work in corporate hospit
als or nursing homes. Usually, they work inbig hospitals or healthcare units whe
re a group of nurses serve. They play a leadership roleguiding nurses. T
heir duties are to:1) Take care of patients, sometimes just like any other regis
tered nurse
.2) See to it that patients are getting the best care from the nurses
.3) Get the nursing station organized.
4) Hire adequately qualified and trained nurses.
5) Assign shifts and job responsibilities to various nurses.
6) Monitor them and make sure that they are adhering to the hospitals' guidelines.
7) Give in-service training to nurses.
8) Resolve any issueswith the nursing staff.
9) Ensure that medicines and other essentials are always in full stock and readi
ly available foruse.
10) Minimize wastage.
11) Meet and appraise higher ups about the functioning, issues and developments
with thenursing department.
12) Suggest improvements in nursing care.
Nursing SupervisorKnowledge and Skills:
1) Should be caring with thorough knowledge of nursing practice.
2) Good knowledge of more than one branch of nursing and specialized knowledge i
n onebranch is essential.
3) Good at emergency care.
4) Leadership abilities and the ability to lead through demonstrations and actio
ns.
5) Always alert during the shift.
6) Attend to patients whenever there is need and help nurses when they cannot co
pe with aparticular patient or situation.
7) Good computer skills.
6. Nursing Supervisor Educational Qualification and Experience:
1) A master's degree in nursing and certification is essential for a Nursing Super
visor's position..
2) Ideal to begin their careers as registered nurses and experience as a registe
red nurse in largehospitals.
NURSING FACULTYThe teaching staff and members of the administrative staff having
academic rank in school orcollege of nursing.Clinical faculty members are essen
tial for the success of nursing students. It is impossible tolearn nursing witho
ut effective clinical experiences provided in an environment that providessuppor
t and respect for students while they learn the art and science of nursing.
PRIMARY ORGANIZATIONAL RELATIONSHIPNursing faculty members are responsible to th
e Principal and management authorities and also to theaffiliated University.
JOB SUMMARY
Provides students with instruction of the highest standards,
evaluate student progress, assist inpreparation of syllabi,
assist in activities furthering the work of the institution,
communicatenecessary information tostudents,
provide academic advice to students as needed and
serve onstanding and ad hoc committees as needed.
EDUCATION
A master's degree in nursing and certification or a basic degree or post basic deg
ree in Nursing.
RESPONSIBILITIES
Provide competent instruction in the clinical and theoretical areas of nursing.
Maintain high standards and promote excellence in education.
Participate in and contribute to the team-teaching of classroom andclinical cour
ses and model team-enhancing behavior for students.
Serve as a role model for students in professional interaction with other health
workers and with clinical facilities.
Promote positive and productive relationships with service area hospitals and co
mmunity
Assist the Coordinator of Nursing in scheduling and confirming use of clinical s
ites.
Assist the coordinator of nursing in scheduling curriculum content and classroom
scheduling.
Maintain relationships with clinical sites and professional peers that support t
he reputation of the College and the Practical Nursing Program
7. Continue as competent faculty in nursing by seeking new knowledge,improving n
ursing skills,and updating professional competencies.
Maintain attendance records for classes taught.
Evaluate the progress of students in all classes according to institutional, div
isional, departmental, and individual criteria.
Prepare or assist in the preparation of materials such as those used in academi
c administration when requested, including course syllabi, program outlines, art
iculation, and catalog materials.
Participate in scheduled in-service activities.
Promote student development through enrichment and mentoring experiences.
Serve as academic advisors and mentors.
Become familiarwith institutional policies and procedures as outlined in the Col
lege Catalog, and the Faculty Handbook and follow such policies and procedures
. Perform any other professional duties as assigned by the authorities.
CONCEPT OF FACULTY SUPERVISOR
According to National League for Nursing(NLN),the main competency of faculty rol
e isdescribed as ªCreating an environment in classroom,laboratory and clinical set
ting that facilitatesstudent learning and an achievement of desieredcognitive,af
fective and psychomotor outcomesº.A clinical nurse is one who is practicing in the
clinical instituition such ashospital.So a facultysupervisor is a nurse who is
employed by an academic instituition to teach nursing and whoworks in the parent
or affiliated hospital supervising students and staff in a particular area on a
regular basis.She/he will be accountable to all the activities performed by stud
ents and staff andalso regarding the proceedings of the ward.
NEED FOR COLLABORATION BETWEEN EDUCATION AND SERVICE Considerable progress has b
een made in nursing and midwifery over the past several decades, especially in t
he area of education. Countries have either developed new, or strengthened and r
e-oriented the existing nursing educational programmes in order to ensure that t
he graduates have the essential competence to make effective contributions in im
proving people's health and quality of life. As aresult nursing education has made
rapid qualitative advances. However, the expected comparable improvements in th
e quality of nursing service have not taken place as rapidly. The gap between nu
rsing practice and education has its historical roots in the separation of nursi
ng schools from the control of hospitals to which they were attached. At the tim
e
8. when schools of nursing were operated by hospitals, it was students who large
ly staffed the wards and learned the practice of nursing under the guidance of t
he nursing staff. However, under the then prevailing circumstances, service need
s often took precedence over student's learning needs. The creation of separate in
stitutions for nursing education with independent administrative structures, bud
get and staff was therefore considered necessary in order to provide an effectiv
e educational environment towards enhancing students learning experiences and la
ying the foundation for further educational development. While separation was be
neficial in advancing education, it has also had adverse effects. Under the divi
ded system, the nurse educators are no longer the practicing nurses in the wards
. As a result, they are no longer directlyinvolved in the delivery of nursing se
rvices nor are they responsible for quality of care provided in the clinical set
tings used for student's learning. The practicing nurses have little opportunity t
o share their practical knowledge with students and no longer share the responsi
bility for ensuring relevance of the training that the students receive. As the
gap between education and practice has widened, there are now significant differ
ences between what is taught in the classroom and what is practiced in the servi
ce settings. Most nursing leaders also assert that something has been lost with
the move from hospital- based schools of nursing to the collegiate setting. The
familiar observation that graduate nurses can theorize but not catheterize refle
cts the concern that graduate nurses often lack practical skills despite their s
ignificant knowledge of nursing process and theory. Nursing educators know that
development of technical expertise in the modern hospital is possible only throu
gh on-the-job exposure to the latest equipment and medical interventions.College
s of nursing have tried to bridge this gap using state-of-the-art simulation lab
oratories, supervised clinical experiences in the hospital, and internships. How
ever, the competing demands of the classroom and the jobsite frequently result i
n a less than optimal allocation of time to learn technical skills and frustrati
on on the part of the nursing student whotries to be both technically and academ
ically expert. The hospital industry has also recognized the need to support a g
raduate nurse with additional training. As a result, graduate nurses are require
d to attend an orientation to the hospital and have additional supervised practi
ce before they can function independently in the hospital. The cost of orienting
a new nursing graduate is significant, particularly with high levels of nursing
turnover (Reiter, Li.n. Young, &Adamson, 2007).The challenge to nursing educati
on is how to combine theoretical knowledge with sufficienttechnical training to
assure a competent performance by a professional nurse in the hospital
9. setting. Clearly, a partnership between nursing educators and hospital nursin
g personnel isessential to meet this challenge.
MODELS OF COLLABORATION BETWEEN EDUCATION AND SERVICEThe nursing literature pres
ents several collaborative models that have emerged betweeneducational instituti
ons and clinical agencies as a means to integrate education, practice andresearc
h initiatives (Boswell & Cannon, 2005; McKenna & Roberts, 1998; Acorn, 1990), as
wellas, providing a vehicle by which thetheory -clinical practice gap is bridge
d and best practiceoutcomes are achieved (Gerrish& Clayton,2004; Gaskill et al.,
2003).
Clinical school of nursing model(1995)The concept of a Clinical School of Nursin
g is one that encompasses the highest level ofacademic and clinical nursing,rese
arch and education. This was the concept of visionary nursesfrom both La Trobe a
nd The Alfred Clinical School of Nursing University. This occurred withina conte
xt of a longhistory of collaboration and cooperation betweenthese two institutio
ns goingback many years and culminating in the establishment of the ClinicalScho
ol in February, 1995.The developmentof the ClinicalSchool offers benefits to bot
h hospital and university. It bringsacademic staff tothe hospital, with opportun
ities for exchange of ideas with clinical nurses withincreased opportunities for
clinical nursing research. Many educational openings for expertclinical nurses
to become involved with the university's academic program were evolved. Themove to
the concept of the clinical school is founded on recognition of the fundamental
importance of the close and continuing link between the theory and practice of n
ursing at alllevels.
Dedicated Education Unit Clinical Teaching Model (DEU)(1999)In this model a part
nership of nurse executives, staff nurses and faculty.This model transforms pati
ent care units into environments of support for nursing students andstaff nurses
while continuing the critical work of providing quality care to acutely illadul
ts.Various methods were used to obtain formative data during the implementation
of this model inwhich staff nurses assumed the role of nursing instructors. Resu
lts showed high student andnurse satisfaction and a marked increase in clinical
capacity that allowed for increasedenrollment.
10. Key Features of the DEU are
· Uses existing resources
· Supports the professional development of nurses
· Potential recruiting and retention tool
· Allows for the clinical education ofincreased numbers of students
· Exclusive use of the clinical unit by School of Nursing
· Use of staffnurses who want to teach as clinical instructors
· Preparation of clinical instructors for their teaching role through collaborativ
e staff andfacultydevelopment activities
· Commitment by all to collaborate to build an optimal learning environment.
Research Joint Appointments (Clinical Chair) (2000)A Joint Appointment has been
defined by Lantz et al. (1994), as ªa formalised agreementbetween two institutions
where an individual holds a position in each institution and carries outspecifi
c and defined responsibilitiesº.The goal of this approach is to use the implementa
tion of research findings as a basis forimproving critical thinking and clinical
decision-making of nurses. In this arrangement theresearcher is a faculty membe
r at the educational institution with credibility in conductingresearch and with
an interest in developing a research programme in the clinical setting. TheDire
ctor of Nursing Research, provides education regarding research and assists with
the conductof research in the practicesetting. She/he also lectures or supervis
es in the educationalinstitution. A formal agreement existswithin the two organi
sations regarding specificresponsibilities and the percentage of time allocated
between each. Salary and benefitsare sharedbetween the two organisations.
The Collaborative Learning Unit (British Columbia) Model, 2005In the CLU model,
students practice and learn on a nursing unit, each following an individual setr
otation and choosing their learning assignment (and therefore the Registered Nur
se with whomthey partner), according to their learning plans. Unlike the traditi
onal one-to-one preceptorship-,an emphasis is placed on student responsibility f
or self-guiding, and for communicating theirlearning plan with faculty and clini
cal nurses (e.g., the approaches to learning and theresponsibility they are seek
ing toassume). All nursing staff members on the CollaborativeLearning Unit are i
nvolved in this model and, therefore, not only do the students gain a wide
11. variety of knowledge but the unit also has theability to provide practice ex
periences for a largernumber of students.Specifically, a Collaborative Learning
Unit is a nursing unit where all members of the staff,together with students and
faculty, work together to create a positive learning environment andprovide hig
h quality nursing care.
The Collaborative Approach to Nursing Care (CAN- Care) Model (2006)The essence o
f the CAN-Care model is the relationshipbetween the nurse learner (student) andn
urse expert (unit-based nurse), within the context of each nursing situation. Th
e learner isresponsible and accountable for engaging in the learning process and
for taking an active role inestablishing a dyadic learning partnership with the
nurse expert. Unit-based nurses are experts inthe work of nursing care. The wor
k of the faculty is re-conceptualized as the creator of theenvironment to suppor
t learning and professional growth as opposed to the direct teaching ofpreselect
ed content.In this model, the healthcare organization becomes an active particip
ant in creating learningenvironments and contributing to the learning activities
, as opposed to just being a setting inwhich college-affiliated faculty appear w
ith students for a teaching encounter. In return, thecollege becomes an active p
artner in the professional development and retention of nurses at thepractice fa
cility.
COLLABORATION OF NURSING EDUCATION AND SERVICE IN INDIAWe have two institutions
which are practicing dual role, education & practice: NIMHANS, Bangalore CMC, Ve
llore.More institutions need to adopt this model. This will help improve the qua
lity of NursingEducation with overall objective of improving the quality of nurs
ing care to the patients andcommunity at large.Dual role model in NIMHANSFollowi
ng the amalgamation of 1974 resulting in NIMHANS, the faculty of the nursingdepa
rtment took up the dual responsibility of providing clinical services as wellas
conductingteaching programs. In 1975, all the Grade II nursing superintendents w
orking in the hospitalwere designated tutors to maintain uniformity in the depar
tment. Combined workshops wereconducted under the guidance ofWHO consultant Mrs.
Morril to prepare the tutors who camefrom Grade II Nursing Superintendent cadre
for teaching purpose and to make the Lectures and tutors associated with educati
onal programmes (DPN course& 9-months course in psychiatricnursing) comfortable
with clinical supervision. After both groups felt comfortable toassume thedual r
esponsibility, the areas of supervision were designated. The Head of the Departm
ent ofNursing was given the responsibility for both the service and the educatio
n component of thedepartment.Integration of education with service raised the qu
ality of patient care and alsoimproved thequality of learning experiences for nu
rsing students, under the close supervision of teachers whowere also practitione
rs.Integrative Service-Education approach in CMC VelloreCollegeof Nursing under
Christian Medical College, Vellore, where nurse educators arepracticing in the w
ards or directly involving in the delivery of nursing services. This enables the
practicing nurseto share her practical knowledge to the student nurse who is pra
cticing in theconcerned wards.Government of India conducted a pilot study on bri
dging the gap between education and servicein select institutions like one ward
of AIIMS. The project was successful, patients and medicalpersonnel appreciated
the move but it required financial resources to replicate this process.Strategie
s for Clinical Nurses Considering a Dual RoleA clinical nurse is a nurse who is
practicing in a clinical institution, such as a hospital. A facultymember is a n
urse who is employed by an academic institution to teach nursing. If considering
adual role as both a clinical nurse and a faculty member, a critical care nurse
will want to acquirea significant amount of information about the nature of a f
aculty position, the requirements andresponsibilities of faculty members, and th
e day-to-day realities of a dual role. As clinical nursescollect information, th
ey will be comparingtheir interests and abilities with the varying aspectsof the
faculty role, deciding whether a dual role is the right role at the right time
for themThe focus of faculty members is to facilitate the learning of students.
Nursing faculty preparelicensed practical nurses (LPNs) and RNs for entry into t
he practice of nursing. Nursing facultyalso teach in graduate programs at the ma
sters and doctoral level, where nurses are prepared asAPNs, nurse educators, nur
sing administrators, nurse researchers, and in other leadership roles.The NLN is
an organization that oversees all facets of nursing education in the United Sta
tes.
13. A main competency of the faculty role is described by the NLN as "creating a
n environment inclassroom, laboratory and clinical settings that facilitates stu
dent learning and the achievementof desired cognitive, affective, and psychomoto
r outcomes"In past decades, faculty members lectured while students passively li
stened. However, in thecurrent paradigm of education, faculty do not simply teac
h information but rather supportstudents learning. The difference between teachi
ng and supporting learning is an important one that critical carenurses will wan
t to explore as they consider a faculty role. For example, rather than lecture f
or 2hours on hemodynamic monitoring, an astute faculty member will engage studen
t in presenting"real-life" case scenarios along with hemodynamic monitor printou
ts. The faculty and students together will explore possible interpretations and
propose decisionsbased on the data set. Alternately, the "real-life" hemodynamic
case scenarios may be availableon-line for students and faculty to review and d
iscuss asynchronously.Clinical expertise is a necessary, but not sufficient, cri
terion for teaching nursing students. Expertcritical care nurses may have the cl
inical knowledge to try a dual role if they are willing to learnthe science of t
eaching and learning. Just asthere is evidence required for clinical nursingprac
tice, evidence also guides the teaching practices of faculty members. For exampl
e, researchsuggests that nursing students learn some skills best in simulated co
ntexts. Therefore, facultymust now plan and use computerized patient simulation
scenarios and actual simulators, alongwith branching logic software that may acc
ompany nursing textbooks.
Advantages and disadvantages of dual role
Advantages
1. Abundant learning opportunities.
2. Improves clinical competencies.
3. Professional recognition and status.
4. Variety and novelty in work
5. Gets authority both in hospital and educational instituition.
Disadvantages
1. Requires atleastagraduate degree and competency in teaching and clinical skil
ls.
14. 2. Requires expert knowledge and skills both in nursing and in education.
3. Have to set firm boundaries on time and energy spent in both roles.
4. Can be overburdened with work;sometimes adversely affecting the teachingproce
ss.
Conclusion
Many nursing service administrators believe that academic nurse educators, remo
ved from therealities of the employment setting, are preparing students to funct
ion in ideal environments thatrarely exist in the real and extremely diverse wor
lds of work.For preparing high qualityprofessionals andto prevent the dilution o
f practice standards ,the faculty themselves need to beoriented to the actual cl
inical situations.So dual role is extremely important in nursing.All the models
pursue collaboration as a means of developing trust, recognizing the equal value
of stakeholders and bringing mutual benefit to both partners in order to promote
high qualityresearch, continued professional education and quality health care