BigBadInstructor

My students also complained about the white pants they had to wear and the same pink top that dietary aids wore. Once there was a change in program directors, the faculty and students met, and went over different uniform styles and colors until there was a consensus. Then we had a fashion show. We had 4 different colors and styles, all plain colors, tops and bottoms the same. The students then voted and we are still using the winner. We have a program patch on one arm, and a name tag also. Students have to be identifiable and different from staff. This has cut down to no complaints.

Absolutely, fail the clinical. In our program, fail a clinical and you are dismissed from the program. Our community healthcare facilities, encourage us to adher to employee standards, which are no call, no show, no job. There are ways that students can call in for sickness, late, and such, and these are described within clinical orientation, student handbooks, and program orientation. This should not be a new concept for students when they enter a clinical rotation. Within our program, if you are more than 15 minutes late to clinical or miss report, you do a make-up day, and there is only on make-up day per semester. There are always the extraordinary circumstances that are accommodated, but the bottom line is the student is responsible for their attendance and their learning.

Is there a rubric for the written papers that is given to students besides what the stated requirements are? A lot of times you can write the rubric and include APA format and give various grades to represent what it is that you will and will not accept for the paper. I know that I have rubrics for all of my courses that requires any type of written work, including online courses. Good luck

OMG! This is my life also. The incivility of students is astounding. Their remarks, demands (never requests), and then astonishment when you call them on it. Rules are given, in student handbooks, syllabi, and then these students think it doesn't apply to them. They are mad when reported, written up, and disciplined. Then the instructor " is out to get me." By the end of the semester I am tired, all of the faculty, including adjuncts are sick and tired of them all. Then everything starts all over again the next semester. With the rules in place, students are dismissed when applicable, but how many slip by without means to not get into nursing. I am tired of other students saying " I didn't want to say anything, but assumed you would know." Like I have 20 eyes and ears. Trying to impress on students the value and need for professionalism inside the classroom, and in the profession of nursing gets harder and harder. The most irritating is the student's assumption that getting into the program is enough, now they will get through without working, they are entitled. I am glad it's just not me. If it wasn't for those few students that are really good, I wouldn't come in at all!

What does your clinical evaluation say? Has this behavior been documented, particularly since this is a recurring behavior that has been remediated and not improved upon? I believe the student feels there is no reason to do better because what she has done has passed her along. At this point if she has not successfully completed the objectives of the clinical, and not successfully passed the medication portion of the clinical evaluation, she should be failed. I would make sure you have your documentation done well, and proceed. Good luck.

I had a student exactly like you, a few years back, who was having a particularly bad experience with a very surly nurse. After talking with her, we agreed on a plan of action. When the nurse had her verbally pinned against the wall, she took out a wrapped piece of candy and gave it to the nurse saying "Eat this instead of me." Worked very well. So I suggest you get a piece of candy and when this nurse sighs, interrupts you, or is rude, give her the candy and tell her to "eat this instead of me." While she is looking at you, complete your report and leave. Good luck.

Our students have been using computerized documention for several years in acute care, and now several of our long term care facilities are going online. At each facility our students are given logons and passwords which are strictly theirs, which means the facility can track which charts they are accessing. Most of the patients charts are also paper, so students can look at both. The facility education department will give classes for students concerning how to access documentation, which screens they are responsible for, MARs, careplans, etc. I also have a faculty who will give these classes also. It really is necessary that your faculty knows the computerized charting, because they will need to help students. Students also can go back to the education department for remediation as required. It is amazing how fast students pick up this documentation system. Our faculty also get their own logons and passwords, so they can go in and look at the students charting. If they are working at the same facility, you must make sure they use their faculty logon and not their working logon. Remember everything is trackable now. Our students can go into the facility, access a computer, and do their prep prior to coming to clinical. A problem has always been the number of computers available on the unit. And the time of day students come up. You will find this is your biggest problem, getting students access to unit computers. Some facilities will designate one or two computers for your students, which is no problem if you only have one or two students, but try having 5 - 6 and things back up. The best advice would be for faculty to learn the system, see what students will need, and go from there. We are finding that some computer documentation systems have "canned text", which greatly diminished student narrative charting. We always negotiate that students will not do "canned text", but see what works for you. Good luck. It truly is a learning experience, especially with upgrades!

Totally agree with all of the suggestions to help this students, and wholly agree that flunking the student maybe the only viable solution. But a word of warning. Do document every conversation, every outcome, and everything that was attempted. This student may or may not grieve the outcome, and you need to be ready to show why this student was not successful in this clinical. Been there and done that, and don't wish to have to do it again. But would not hesitate if the situation arises again. Good luck.

Sorry about the late reply, but holidays have interferred. I found Back from Madness from the Films for the humanities and sciences. I get a catalog from these folks, but it is still an HBO film. I can't remember where I got the multiple personalities film, I believe that a faculty or student might have given it to me. All I remember is that they said it was from a PBS show. Good luck

I like to use videos to illustrate mental illness disorders, because frankly just reading about the disorders do not always tell the entire story. I start out my course showing "Back from Madness" a struggle for sanity. Its from HBO and its around 50 minutes. It tells the story of 4 individuals with different disorders, manic-depressive, Schizophrenia, Obsessive Compulsive, and suicidal Depression, and show these people manage their diseases over 1 - 2 years. I also show a video about multiple personalities, from PBS which shows 3 people who continue to struggle daily with the outcomes of abuse as children, one hour in length. There are so many, I am really interested in what other instructors are using. Good luck in your course.

There is no doubt that this is an ethical problem. The student cheated, was observed cheating, and should be reported. This is a very hard thing to do, but ethically must be done. You know that this is the right thing to do ethically, because it is the hard thing to do. The easy way out is to do nothing, but nursing then gets an ethical nurse. If nursing does not police itself, someone else will, and we don't need another person looking over our shoulders telling us what we can, and cannot do. Let the instructor know, and let her decide what to do. As an instructor I depend upon the ethics of the students to help me. I cannot see or hear everything that goes on in the classroom. Self-grading exams is not logical, because you almost set up the students for cheating. If you do not report this, what will you report as a nurse? If not now, then when? Good luck.

My state does not have a graduate nursing program that has a nurse educator option, therefore I had no choice but to go out of state, which means distance education. I think llg had excellent advice on what to look for, especially the reputation of the institution. I looked a long time, about a year, before I found an accredited, well respected school of nursing, that was also bricks and mortar. Nebraska Methodist College was the right fit for me, and I got an excellent education. Be sure that your MSN is of a good quality that you can transfer jobs without a problem. I have another colleague in another department that got a "caribbean PhD" and now cannot get another job anywhere, because of that degree. Gonzaga University is called the "Ivy League of the West." It has a great reputation, great under-graduate and graduate nursing department. But they require your presence on their campus every other month. They may have changed that policy, so ask. As other writers have stated, distance education means dedicated, every day, learning on your own. A lot of my classmates transferred to a face to face education, because they could not do it. One hint, do the program with another colleague, or friend. Its easier to be more motivated if you have someone else to push and help you. Good luck

The best book on classroom management techniques, and really a guide for faculty is Billings and Halstead "Teaching in Nursing, A guide for faculty." Its from Saunders ISBN 978-1-4160-4084-2. Good luck

I have never heard of having a set number of test questions per credit. But since it is a "sacred cow" looks like you have no choice. I use a lot of matching questions, with each part numbered separately. I also use the NCLEX books for test questions. This helps to get the students used to NCLEX questions, and helps me with good test questions. I have used care plans, documentation, and case studies as questions with a lot of points. Drug calculations questions are always good, as are IV mixtures, solutions, and drip rates. I have sometimes asked students to write their own question, and then answer it. Their questions are usually quite interesting, and a lot harder. Good luck

Been there, done that. I totally agree with you. Why, when you need a master's, at least, to teach, is it so tough, and expensive to get? My state has no nursing education master's degrees programs, so I was forced to go out of state. And of course my college will only pay for courses taken in state. I went to Nebraska Methodist College, great institution, and found that they have a program that will pay for 85% of your tuition if you are planning on teaching after your degree. I believe that this applies to full-time and part-time students. I don't think this is just in Nebraska, but that other states have it also. Good luck.

I definitely would not give up the idea of becoming a clinical instructor, heaven knows there aren't enough of us out there now. But as the other educators have indicated, you really need some experience as a nurse first. In my state, out west, you have to have at least 2 years of nursing experience before the board of nursing will allow you to be an instructor. You should do that, but have you thought about educating CNAs in a nursing home setting or acute care setting? A lot of instructors I know have started in that mode, got their nursing experience in either acute or long term care, and taught CNAs as a way to get some education experience. Get that MSN, I do agree that your bachelor's in another field should get you into an accelerated program, and then you can really soar, and go wherever you want to. Best of luck!

I found Druggo in the book: Instant Teaching tools for health care educators by Michele L. Deck. The book is from Mosby and my book is from 1995, hopefully there is a more update copy. I got a lot of different games and such from that book. The pharmacology NCLEX questions, I get from the NCLEX books, and other pharmacology textbooks. Hope this helps

I had this same problem but in reverse. I had my son's "girlfriend" admitted into the nursing school where I worked as professor. Now my son and his "girlfriend" were both married at the time, just not to each other. We live in a very small town, and this was noticed by one and all, especially since he worked at the college where the school of nursing is located. And my much beloved daughter-in-law, and 18 month old grandson were devestated. Anyway, I was truly panicked on how I would work with this woman. In class would be no problem since the course was graded by exams and quizzes, but I was truly panicked about the subjective grading in clinical. Luckily, the Director of the program, and the other faculty were wonderful, and arranged for me not to have this woman in clinical. And best of all, prior to the "girlfriend" entering the nursing program, she and my son moved to another state. So I really dodged the bullet on that one. But since this is a small town, and everyone knows everyone else, or went to school with them, work with them or their relatives, or are related to them, it's not unusual for a friend or acquaintance to enter our program. The faculty work closely with one another and talk out their problems, and make sure that every student is treated fairly. The faculty is not above calling out another faculty if it seems that one student is being treated differently. And remember, students talk, and they will notice if one student is being treated differently than another. Just treat them the same, what you would do for one, do for all. Good luck

Remember as faculty we are advisors, and not counselors. Our faculty was told this by on-site visitors from our Board of Nursing. This really does help faculty when students start talking or asking help with their personal lives. Send students with counseling problems to your counselors. It's very hard not to be "friends, buddy buddy" with your students, but having just one student file a grievance against you, when you thought you were friends, will do the trick. Remember they are not your friends, they are your students, and should be treated as such. They will turn on you very fast. So always be professional, be nice, but never, ever friends. I don't think it really matters what you have students call you, as long as you are comfortable with it. I never eat with my students, because I feel they need the time away from faculty to be themselves. But again, that is up to you. Remember to treat all of your students the same when it comes to grading, and evaluating. What you would do for one, you must do for all. Sometimes this helps to remember when you think you want to reward one student but not another. Remember all students talk with each other. Be careful, they are not your friends. Good luck

Sometimes its hard to see yourself from another person's perspective, especially a student. But be glad that they are willing to give you feedback. I would take it from that point of view. I tell all my faculty that when guiding students, do it from a positive feedback point of view. And I tell students, that faculty will be giving feedback, and they need to look at it as positive. We are asking them to change behavior, and sometimes long time, comfortable behavior. Its hard work. So the reverse is true also. I would rather have a student come and talk with me, than file a grievance for how I communicate with them. Been there, done that. Never be buddy, buddy with students, never pays off. We are there to do a job, and sometimes that job means that the student will be failed out. Always be professional, positive, inspirational, nice, but never take them into your "heart." This is a hard one for faculty to learn, but learn we must. Good luck!

Been there, done that! Nothing is worse than a class like you talked about. All instructors have good and bad students, and even classes. Sometimes you can hardly wait for them to graduate, and hope that the next class is better. Your problem is really the lack of administrative back-up. Students need to know there is a line you won't cross, and you need to have someone to back you up. Sounds like you are a good instructor in a bad school. Before you stop teaching, find another school, and you might be surprised. Also what about the other instructors? I have found that nursing instructors help each other out just like in a working situation. Find that mentor, or at the very least, find an education course you can take. I bet you will find out that your situation is not that unusual. Always remember who owns the problem, and don't take your problems home. I know that you dislike being a part of students graduating that you don't think will be a good nurse. I hate that also, but remember your graduating students are minimally prepared and that they are responsible for the rest of their education. And the marketplace is a great equalizer. Good luck

Faculty keep hearing from administration that "this new generation of nursing students" is used to fast, easy access, throw away, and do over, instead of working for what is needed. Could be, but this does not excuse the lack of respect that is being shown to their instructors, guests, staff, and peers. My syllabus keeps getting longer, and I have added "show respect to instructors, guests, and peers" as an outcome, and have included on the clinical evaluation also. I think we all have to document any break in ethical behavior, either in class or in clinical, and keep a paper trail. And we have to show this documentation, every time, to administration. And then document their response. As long as faculty is supported, then students seem to follow what is asked and required. But without that support, they are thumbing their noses at us. There is an excellent article by Susan Luparell concerning this matter. She has had many follow-ups, and if you ever get the chance to hear her speak, go. Her article is: The Effects of Student Incivility on Nursing Faculty Journal of Nursing Education Vol. 46 No. 1 January 2007 Susan Luparell, PhD, APRN, BC

"I was wondering if colleges and companies look at where the degree comes from and make their decision based on that. Does any educator suggest any better programs?" Colleges do look at where the degree comes from, and realize that when you move from college to college, your degree is what they look at, and hire you based upon that. I have a colleague who is pretty much stuck at their present position, because they have a PhD from a "mail deposit" university and no one will hire based upon that. As to whether you want on-campus or distance, it really depends upon what is available, and how you best learn. In my state there is no in-state Master's degree for nurse education, so I was forced to look out of state, which means distance. My colleagues have gone to Gonzaga, an excellent university, and did distance learning, but go on campus once a month. I went to Nebraska Methodist College, an excellent college, and did distance education, and was on campus once a year. Another colleague goes to University of Wyoming, and it is total distance education, but the tuition is all in-state prices. You need to investigate, see the advantages and disadvantages to each college you are considering. Consider tuition, scholarships available, GRE requirements, are you required to be on campus at any time, can you talk with the Dean at any time, how friendly are they, and does the college have a quality reputation. I would caution about Excelsior College. I continue to hear bad rumblings about the college, and State Board of Nursing responses. I know that there are several states that do not accept an RN degree from Excelsior, including California and Arizona. I have not heard anything about their Master's degree, but wonder if you would be tainted due to the RN problems. Look at the reputation, and if it sounds too good, it probably is, and run. You will be spending a lot of money, don't regret it. Good luck!

There have been a lot of great responses to this question, please indulge me in just one more. "You can't possibly appreciate what higher education will do for you until you start taking classes. It keeps you young, it makes you feel alive, and it keeps the blood coursing through your veins. It's never too soon or too late to go back to school. It's a gift you give yourself and a way to enrich your life. You'll have more to give yourself, your family, your patients, and the world around you . If you're thinking of going back to school, just do it. Don't worry about how old you'll be when you graduate or how long it will take to finish. That kind of thinking is sure to put the kibosh on your plans. Just get started and keep moving forward, even if it's only one course at a time. Five years from now, you could either have a degree or still be thinking about it. The time will pass regardless of what you do." by Donna Cardillo, RN, BS This quote got me through graduate school at the age of 55. I kept this quote beside my computer and looked at it often, as I kept telling myself "What am I doing?" But I now have my MSN in nursing education, and even more I have the knowledge that YES I CAN! Also remember to always put your dreams above your fears! Good luck.

Being a nurse educator can be an exciting, exhilarating job, but that being said, the salary stinks! At our college, the nursing faculty makes much less than the hospital would pay. Our faculty work at the hospital on-call and weekends to increase their pay. I had a faculty who was working at the college full-time, this means all day clinical twice a week, then teaching two days a week from 8 to 3 pm, plus advising, committee work, building courses, etc., then was working on her MSN full-time by distance, then working at the hospital to pay for her MSN and put two kids through college, on top of a salary that was about half what she could make at the hospital. Why would you do this? Well, she is an excellent instructor, and the hospital drives her nuts! This contributes to the lack of nursing faculty for the many students who want to become nurses. Is anyone out there listening? We are dying out here, and nobody seems to care! I would keep your present job, and maybe work the education job part-time or until you can afford it. The nursing job as you described it, pays more than we get here!! Good luck.