ProfRN4, MSN 14,742 Views
Joined Apr 5, '03.
ProfRN4 is a nursing professor.
She has '20+' year(s) of experience.
Posts: 2,262 (22% Liked)
It is a very tough, PERSONAL decision you need to make. You cannot listen to what others would do (I have learned that lesson). How bad do you want this? You are surrounded by people who (probably) want it badly, both here and in class. What is your school's policy regarding repeating? if you don't pass again, and want to continue to pursue nursing, where can you go (and are you willing to go to a non-accelerated program)?
When does your semester end? It can't hurt to stick it out to see what happens (unless you know you are 'done'). If you're not getting any $ back, you might as well stick it out
My parents are pretty adamant about their decision and personally I dont think I could spend another year here either. I have a very deep dislike for my town and my local college doesn't have the best reputation. I think both me and my parents can agree that it's time to shove me out the nest and experience the world on my own. My only concern now Is that I have been left alone with the huge decision of choosing a school that is cost friendly and has a program I can get into. I trust my capabilities but besides the help Im receiving from my guidance counselor I'm pretty much jumping in this blind.
Hi: We adopted Collaborative Test Review several years ago and it has been very successful. Rather than having the "b*tch and moan" sessions, the students have started to take ownership. We place students into small groups (4-5) and return their test booklets to them (no scantrons are returned at this time). Everything must be cleared from the room (books, jackets, phones, pens/pencils, backpacks) and so all they have in front of them is their test booklets. We (the faculty) strategically organize the students so that there is a mixture of students with high marks and with lower marks in each group. Then we give the students anywhere from 30-45 minutes to go thru each question and discuss how and why they answered the questions the way they did. At this point, students still do not know if they answered the question correctly or not. Stronger students might have a way of thinking about answering a question that weaker students can learn from. There always is a lot of energetic discussion during this time.
Once the students have gone thru the exam, we return the scantrons so they can see the correct answers. As faculty, there is very little for us to "defend" by this time because students have usually figured it out through their discussion.
We've found that students really learn from this experience!
I will preface my reply with this: I am leaving my job in academia very shortly, so my answers may very well reflect this (note, it is a bittersweet transition for me, and I am nervous about it!)
Salary: I cannot speak for Florida, but where I live and work, I make less than my new grads start out making Money is not everything, but it does make a huge impact on things (especially if you are taking a pay cut to do this). Before I started teaching, I was working a hybrid of per-diem and a part time job, making not quite what a full time nurse was making (while being a full time mommy and finishing up my masters), so it didn't hit me that hard in the beginning. Now, years later, I am realizing how much money I was sacrificing over the years.
It is somewhat possible to work per diem, but it really depends on the demands of the program you teach in. Assuming you work in a college/university setting, you will have spring, summer and Chirstmas vacations, which should afford you the time to do so. But for me, it was hard to keep a per-diem commitment (because I couldn't balance any sort of work during the actual school year, and my per diem job had a minimum commitment).
So yes, time off is a plus. I wouldn't say I was always home for my kids' drop offs and pick ups (early clinical hours did not allow for this). I've also had to roate to evening lectures (missing some evening school events). It's great to have Columbus day, labor day, and all those little (and Big- Christmas) holidays off. But the downside to teaching is, it is very hard to take a regular day off (your class/clinical needs to be covered, or made up if you have to cancel in an emergency). You can't ever go on vacation during a random week (it will always be when the rest of the world is on vaca). Obviously, flexibility is contingent upon your colleagues (if they can help you out in any way).
Pro- no nights, weekends! You have more of a normal schedule.
Con- you WILL bring work home. More than you think!
Pro- You rarely stay late on the floor, because of work not getting done.
Con- you have to ensure each student did what they were assigned to do (meds signed off, charting, signing off to RN, etc)
Pro- many students are great! Eager to learn, excited when they make connections (you get as excited as they do), most are grateful of what you have to offer.
Con- some are just not cut out to do this, and you know it, and it is difficult to quantify this on paper (without looking like you are 'out to get them'). It is heartbreaking sometimes, and you wish you can do more for them. But some just struggle, or cannot commit fully to their studies. Not so heartbreaking (more irritating/frustrating) are the ones who don't try, don't care, and are unprofessional. Late, unaccountable, poor paperwork, limited motivation. Some will test your limits. Cell phone usage, not respecting their classmates by listening to them in pre-post conferences, attempting to cut corners. These students represent a small percentage (depending on what program you teach in, and what course/level they are in), but there are enough to cause frustration.
Pro-seeing their growth from week 1 to week 15
Con- getting a brand new group and starting all over (it's like the movie Groundhog Day). In theory, I'd LOVE to follow a cohort from 1st nursing class to last, to see the true growth!
Usually, most educators start out teaching clinical (often as an adjunct, to get their foot in a door), then transition to lecture/theory. I'm sure it's not impossible, but you'll definitely need to find some comparable experience.
In your facility now, do you have the ability to work with an educator, in any way? Perhaps, offer your services in your area of expertise to educate the staff on new/updated trends in your specialty?
Also you could consider becoming certified as a BLS, ACLS (or similar) Instructor.
The big thing with lecturing nursing students is being able to relay relevant, real clinical application. Even the 'sciences' like pharm and patho are easier for students to understand if there is a story or clinical application behind it. I am sure you can offer this (can't tell exactly what you do now, but I'm sure it can be brought in- don't sell yourself short!)
The NLN also offers a CNE exam that requires that you have a MSN with focus on education, or different options for NON education-based MSN. That title seems to hold a lot of clout when teaching.
If someone said that to me and I was a new nurse I would be very upset. People spend many years and give up many things to become a nurse. It's not as trivial as your last paragraph makes it seem. If an individual starts working and is not given the proper time to take things slow and learn from more experienced nurses, but is instead bullied and yelled at that can often make improvement significantly harder or next to impossible.
I'm being a bit repetitive, but I have real life experience with this topic (and it was not at all related to anyone in nursing). Someone very close to me committed suicide, many years ago. This person was in a profession where it was considered a trend (there were statistics at the time, I actually knew what # he was within his profession and region that year). Maybe it wasn't nationwide news, but when it hits home, it feels like it is a trend (which may be the case with the OP). It was another stressful profession, my loved one was in.
But not all people in stressful professions succumb to suicide. I know people who have no held down any meaningful jobs and are depressed/suicidal. It's not about your job, your spouse (or lack thereof), your kids (or lack thereof) or your money (or lack thereof). Yes, these can all be stressors that contribute to feelings of hopelessness. But the thing I can't stand is when people say "I don't understand why she did it, was her life soooo bad?". Obviously to that person, it was (at least for those moments prior to the act, it felt like it).
I will agree with those who have stated it is a more common occurrence in our youth (middle, high school and college aged kids). I am a mom to a high school kid. The pressure to succeed it ridiculous, and it is not always brought on by the parents. Kids are competitive with each other and this may come from other kids parents putting pressure on them. I see what my child is capable of, and she beats herself up when she does not do as well as her peers. Not everyone can be excellent at everything. I certainly don't believe in her getting a trophy for everything she does (and she has not; she has had her fair share of rejection, but has also been rewarded for her accomplishments when others have not). There needs to be a happy medium. I am pleased that her experiences have taught her this. But sadly (as a college professor) I see many who have never failed at anything in their lives, and this often leads to a very immature response (you failed me, because I have never failed, so it must be your fault), or extreme feelings of self doubt, failure and fear of disappointing their parents. I can't tell you how many students have told me they cannot go home and tell their parents they failed. It breaks my heart to even think that my child may feel this way.
The bottom line is, being a bad nurse should not make someone feel like they are worthless. But sometimes it does. Just like a teenager who is bullied because they are gay, overweight or unattractive (subjectively) should not cause them to take their own life, but sometimes it does. It is an illness, and if the treatment plan is not optimal, there will be relapses, exacerbations and consequences.
Hi. Not sure if I am talking to a student or a current faculty member (but my answer really shouldn't change), so here goes!
I have seen it done three ways: No review at all, a group review immediately after the exam (under the same strict testing conditions- no writing, no getting up to get your phone/notes, not even a bathroom break before the review begins) and a one-on-one review by appointment (again, no pencils, phones, notes).
The common denominator in all situations is security. Schools and faculty are paranoid about the exams leaking. When the school I taught in did not review at all, students complained that they didn't really know what the answer was (and no rationale for their wrong answers). So we went back to a very strict review. Bottom line; no difference in overall outcomes (statistics of how man passed/failed, did better on the final, etc).
As an educator, I will say this: I hate reviews. They are incredibly stressful, emotional, students are scared, stressed, angry and some are downright nasty. While I understand the importance of the review (for the sake of the students' understanding of the questions/answers), I wish there was a way to make it for that, and not a fight for points.
To those who work in online education, what experience are you looking for in applicants to instructor (or mentor or adjunct? so many distinctions!) positions in addition to a MSN in education? I feel like I will complete my program and not have a lot of teaching experience outside of the bedside to recommend me- makes me anxious!
Guess i dont remember asking for any opinions on an easy job...low stress doesnt mean easy....
And don't forget vomit ... that uh, comes up once in a while too, so to speak. :^)
Thanks llg! I sent you a PM
It seems that the structure/organization of faculty responsibilities is quite different in the online world!
Bad mom here: last year my daughter was carrying around an expired inhaler, needed it, used it, didn't get (enough) relief, one to the nurse, and I got reamed by the nurse! She is in HS, has orders to carry her own, and barely ever needs it! So I have to say, there's something to be said for the nurse having full control of this stuff. I have also worked as a camp nurse, so I have been on the other side of this. You'd think it would have made me more cognizant of this as a parent: NOPE.
I have to say, I applaud you guys for having to deal with the likes of me (and other moms).
I think you're the one that wanted to be an ICU nurse.
Boy, you're in for a ride!
Break out the wipes, ladies. We're getting a GI bleed .... Smell that sweet metal aroma? That's a GI bleed.... Nothing like the smell of sweet iron to wake you up at 6AM
I concur with HouTx. And just to clarify, 'clinicals' are not really clinicals in an Ed program. If you want to focus on academia, you would be student-teaching, which would likely include following a professor during his/her clinical rotations with their own students. If you are interested in Staff Ed, you would follow an educator in his/her clinical setting. Those were the options my program (not online) offered as their practicum. Any school that did not require a practicum would out you at a disadvantage for job placement in the future. On the bright side, when I had to do my practicum, the hours were very doable. It is nowhere near the requirements for undergrad or NP. And many schools (that you would potentially be doing student teaching for) are very flexible (many options for day, evening, maybe even weekend clinicals/lectures). You won't be there every hour that the students are.
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