cholli

Hi You are on the right track with your questions- I always refer to Bloom's taxonomy when I am writing objectives- another good place for well worded objective is your textbook.

I always try to correlate the post-conference discussion with the main concepts they are learning in class. I almost always ask questions that require getting out the tabers,davis or med-surg......

Even though the instructor demonstrated and instucted, they were still responsible to assess the student learning. That would be my question. Of course there is an entire spectrum of possibilities here. Each person is ultimately responsible for his or her own actions.

I would really guide the new faculty to look at the objectives. Reminiscence is always good. doing the minute paper at the end of the class session or weekly is always good.

If it is a skill of their choice, I would go to the campus library and check-out a copy of their skills book and reveiw a few rationales. Just remember when you are demo-ing- treat the observers like they were nursing students and elicit their participation- ask questions. Good luck

The schedule is great as well as the reward of working with students, yes I still have teenagers at home and it is excellent to be off in the summer. Fortunately, we have a faculty union and I think my annual salary is decent-not awesome, excellent benefits and retirement, and I do not have to work during my time off to meet my annual expenses.

I work in a PN program at a technical college, I think our hours are quite attractive- off at 3 everyday, weekends off and 13 weeks off every year.

In Washington state, all of this information is at the state level- board of Nursing Assistants I think

Labia, Labia, then meatus, so it is extremely clean to stick the cath in, opposite of peri-care. yes it is confusing, but is they can't figure that out......oh my!

i think with the LPN you will be looking at a MEPN (master's entry into nursing practice) program. you will be repeating the fundamentals concepts but in 2 years will have a master's in nursing and be eligible for the RN boards.

One Friday afternoon, the other instructor and I did post conference with all 20 students. We took a grading rubric listing professional behaviors and cut it apart, gave a term to groups of 2, they had 2-3 minutes to come up with a quick skit that represented the unprofessional side of the behavior- ie empathy integrity, self motivation, appearance, time management- The students presented the quick scenarios to their classmates and the classmates had to try and guess the word being represented or not represented. It was hilarious, lots of instructor-student interactions, a fun way to end the week.

I would go to the University you want to teach at and interview educators/director/dean there. Don't delay- time goes by anyway- at the University of Washington, I decided I wanted to go in November and started as a graduate non-matriculated in January and then finished up the formal application process by completion of (I think) 15 credits Good luck

Well said llg, I teach both theory and clinical and have another faculty p/t for lab and clinical, it is sooooo important that we are both on the same page and complementing each other's instruction, not competing.

I do exam review at clinical very subtly by highlighting key concepts from patient care for the upcoming exam

We have a set of old eyeglasses that have been made into different disorders- ie vaseline creamed in the middle for macular degeneration, another with pieces of paper taped to create vision cuts etc- a set of 20 for the classroom and the students are given activities to do with the glasses on

I give an assignment where the students create a metaphor describing their progress in the nursing program thus far- it is fun to see what they come up with

In our program they do one SQ, one IM and one ID in an evaluation setting with the instructor closely supervising. They do sign a human subjects consent form at the beginning of the program.

ahhh yes I get it - a common topic at our college. Authentic assessment is always at the bedside watching skill application. I look forward to hearing what others have to say about authentic assessment in the classroom. I don't know how to get around the multiple choice thing- it is very efficient. The last year or so I have been assigning a few small writing assignments so I can see how they write and communicate, and what they are really thinking about.

are you refering to systematic assessment of the body?

I have sat on a few hiring committees. The key is how you present yourself and your teaching plan 'cuz as an educatior you will be presenting yourself all day. Be careful not to be too casual especially if you know people on the panel (easy to do). And if you have to present a teaching plan, keep it basic as there may well be non-nursing people on the panel.

I hope I am misreading your quote- even though the dialysis shunt is in the foream, we still treat it like a lifeline and NEVER do any injections, b/p etc on that arm. I'm sure you know that- just clarifying.

you will not have a problem with the transition, LTC gives you such a comprehensive exposure to Meds, disorders, organizational and communication skills. I worked LTC for many years as an LPN and RN and now teach 1st year nursing that includes med/surg. From what I have observed, I could make the transition to a staff nurse, but I like teaching and honestly- in M/S, it is difficult to follow up as you don't often have a client for more than 1 or 2 days. good luck

Hi Shadow apollo- I have bolded my responses Good luck

In Washington, you can teach practical nursing theory (essentially first year stuff)

There is always the isssue of confidentiality and need to know- we live in a community with only one hospital....Instead, at post-conference, I have the students present about their patients and we spend more time talking about the ones that are complex or the theory toic of the week.....