Fast Facts for the Clinical Nursing Instructor

Eden Zabat Kan, PhD, RN, received her bachelor's degree in nursing from Penn State University, State College, Pennsylvania; her master's degree in nursing education from Villanova University, Villanova, Pennsylvania; and her doctorate in nursing science from Widener University, Chester, Pennsylvania. She is currently employed in the nursing department at the School of Science and Health, the College of Southern Maryland, La Plata, Maryland. Susan Stabler-Haas PMHCNS-BC, RN, is a clinical instructor at Villanova University, Villanova, Pennsylvania. She has more than thirty years of classroom and clinical teaching experience in the areas of medical-surgical, critical care, geriatric, and psychiatric nursing. Her instruction is influenced by her prior roles as staff nurse, rehabilitation nurse, and critical care manager. Professor Stabler-Haas has earned a psychiatric clinical nurse specialist designation from the University of Pennsylvania. She is a licensed marriage and family therapist, a trained mindfulness-based meditation teacher, and author of "Fast Facts for the Student Nurse."

Contributors


Preface


Acknowledgements


Introduction


Section I: Appreciating Your New Identity: From Caregiver to Educator


Chapter 1: Developing a New Identity as a Clinical Nursing Instructor


Chapter 2: Understand the Rules: What Every Nursing Instructor Needs to Know About the Nursing Program's Policies


Chapter 3: Your New World: Clinical Sites, Clinical Specialties, Clinical Students and New Student Case Examples


Section II: Your Success Depends on You: Preparing for Your Clinical Teaching Assignment


Chapter 4: You Are a Guest, So Act Like One 


Chapter 5: Organize the Semester---Have a Plan


Chapter 6: Confidentiality and Patient Privacy


Section III: The High Fliers and Not so High Fliers: Getting to Know Your Nursing Students


Chapter 7: The High Fliers: How to Screen for Higher Achieving Students


Chapter 8: The Not-So-High Fliers: How to Screen for Potential "Unsafe Students"


Section IV: The Performance Appraisals: Clinical Evaluations


Chapter 9: The Clinical Evaluation Triad


Chapter 10: The Dos and Don'ts of Student Performance


Chapter 11: Early Warning System


Chapter 12: Graded Clinical Versus Pass/Fail Evaluations


Section V: Managing the Clinical Day


Chapter 13: Preconferences


Chapter 14: Postconferences


Chapter 15: Unplanned Events and Absences


Chapter 16: Alternative Assignments


Chapter 17: Unsafe Practice


Section VI: Satisfaction in the Role


Chapter 18: What Your Students Will Expect of You


Chapter 19: Take Time for Self-Care


Section VII: Of Growing Importance


Chapter 20: Letters of Reference


Chapter 21: Role of Simulation


Chapter 22: Technological Implications


Chapter 23: Mental Health Impact on Clinical Education


Appendix A: An Example of Guidelines for Clinical Orientation Day


Appendix B: Clinical Journal and Careplan


Appendix B1: Clinical Journal for Student Reflection


Appendix C: Clinical Assignment Sheet


Appendix D: Student Report Sheet


Appendix D1: Daily Report Sheet to Do at Clinical


Appendix E: One Minute Breathing Space


Appendix F: Three Sample Letters of Reference


Index