This course is the fifth course of six collective courses that make up the learner6paced online program,Faculty Knowledge/Skills Development: A Review for Nurse Educators.
The six6courses, designed like chapters in an online study6guide booklet, closely align to all major content areas within the Certified Nurse Educator (CNE®) test blueprint. Each course is engaging, featuring interactive practice scenarios, knowledge checks, and downloadable resources. Over 200 combined knowledge checks and test questions weaved throughout the six courses will help learners prepare for the credentialing exam. The learner has the option to complete the program in its entirety or complete only courses aligned to content areas they wish to study, depending on their readiness for the CNE® exam.
After completing this course in the program, learners will be able to:
Section1: Personal Assessment and Evaluation.
- Discuss the goal of faculty evaluation.
- List NLN’s 8 competencies for nurse educators.
- Discuss the aspects of Performance appraisals by self and peers.
- Explain the process of faculty evaluation.
- Identify elements included in a portfolio for purposes of faculty evaluation, promotion, and tenure.
Section 2: Legal and Ethical Standards for Nurse Educators
- Discuss the ethical and Legal Issues and standards pertaining to nursing education:
- employment and tenure
- copyright or intellectual property
- academic freedom
- Define FERRPA and explain confidentiality standards.
- Create a fishbone diagram demonstrating the process of managing an occurrence in the clinical setting.
Section 3: Professional Development
- Discuss how a faculty member attains socialization to their role.
- Identify ways in which faculty can engage in faculty development.
- Distinguish between Scholarship of Teaching, Service, Discovery, and Integration.
- Discuss how professional organizations can influence faculty’s career development
Section 4: Role of Faculty Mentors
- Discuss how mentoring is an aid to socialize new clinical faculty to their role.
- Identify the value a mentoring relationship has for the faculty and institution.
- List characteristics of a quality mentor.
About the Author
Kimberly Dunker, DNP, MSN, RN, CNE, CNEcl, Kimberly has been a nurse for over 18 years and has worked in a variety of Critical Care Nursing specializing in Adult, Surgical, Medical, Oncology, Thoracic, neurology and Cardiac Surgeries. Early in her journey she found her love for teaching as a clinical adjunct faculty where she worked in several nursing schools teaching medical surgical clinical rotations in both the AS and BS nursing programs.
Kimberly’s doctoral research focused on Thesis “Empowerment of Nursing Faculty” and her capstone project implementation program was focused on transition and orientation programs for clinical nursing faculty. This project continues to be the highlight of Kimberly’s continued scholarship which includes working on the MASS Action Coalition on the Faculty team. The focus is to provide resources to faculty and understand the nursing faculty shortage. Kimberly’s passion is to help new clinical faculty and preceptors gain the knowledge and competency to bridge into academia from practice. Kimberly has provided many continuing education workshops for RN’s who want to learn the faculty role and help them by giving them tools to be successful in their transition.
Following graduation Kimberly has continued to work in academia with pre-licensure nursing students teaching adult medical surgical nursing concepts in the classroom and clinical instruction as well as RN-BS students teaching Nursing Research, Nursing Leadership and Informatics.