kfynn589

These are great ideas! Thank you!

Hello, I am planning the labs for our students for the fall. I wanted to have them actually be able to perform an enema but we do not have one of those fancy mannequins. Does anyone have any tips to make it as real as possible... my creativity is all tapped out right now!

Hello! I might be a little later to respond but I have some thoughts... I just completed my second year teaching full time. I have encountered a similar experience in regards to not being prepared for class. Some do the readings and are engaged but most don't (especially in the beginning). Then they start to not do well on exams and wonder what they can do... they are surprised when it is suggested to read before the exams! Some things my team and I have done to try and help this... 1. have a student from a previous semester talk with the students in the beginning on how to do well (make sure they will say come to class prepared - but most high performing students will) 2. I have made "pre class optional quizzes". I have made them on ATI and opened them for prior to class and close them the night of class. These are NCLEX questions students can do to help them on the exams. At the every least I found MOST students wanted to do the NCLEX questions and they would read the rationales. So they would have some clue before class. I also got to see who did and who didn't - which was nice. 3. I made optional pre-class assignments to hand in. For instance some open response questions on the major concepts I would be discussing. If the students did them they would get a prize (I always gave out a snack - preCOVID). Then if they completed all the pre class activities at the last class I raffled off an Amazon gift card. I had a lot of participation with this I have to say. 4. A new thing we are doing - we just approved ATI's new resource "Engage Fundamentals" to replace our existing text. This resource seems to be geared towards many learner styles instead of the read/write that traditional texts do. Also, I believe instructors have access to see which students use the resource and for how long. 5. Another option is to continue with the flipped class approach. I read an article once that after the first 2 classes (if you stick with it) students will come prepared and participate. Initially they will rebel and it is hard and awkward but they will eventually. You could even tell the class ahead of time "This class is a flipped class approach. This means if you do not complete the pre class assignments you will struggle with the concepts. It is necessary to come with knowledge of xyz in order for this class to be successful. There will be no PowerPoint." 6. Finally, one thing I plan to start doing next semester is start every class by asking "What are the major concepts you got out of the reading?". I then will make a list with the students contributions. I will ask the students to mark or note each one they hear again throughout the class. At the end we will review again. This isn't a complete flipped class approach but does require student participation. Again, none of these will reach all the learners. But that is one them not you. As my manager says... you can lead the horse to water but you can't make him drink. Good luck!

Thank you! Do you mind asking which state you are in? Our BON doesn't give guidelines for this..

I have heard mixed things about this! If students are assigned a module prior to coming to lab/sim then do they get credit for completing the module? Say if they spent an hour prepping for lab and then 3 hours in lab do they get credit for 4 lab hours total? Thanks!

I am just curious! What are you guys spending/wanting to spend the school's CARE money on??

Those teachers who "warned" you are violating FERPA laws and are acting unethically. You should not have a predisposed biased against your students - which is what they are setting you up for. If they were cheating in class that behavior should be addressed in class (expelled from the program, failure of assignment, failure of course, whatever it may be). However, they should not put it on you as an adjunct clinical instructor. That is not fair to you or the student.

I agree with the previous posters. My experience has been mixed. Nursing approaches healthcare from a different point of view and sometimes students with experience can struggle with the transition. If you are open than you will be fine. Just know that it will be different than what you are used to..

I agree with the above poster... I am on my fourth semester teaching full time but had taught clinical/lab for about 7 years now. Where I teach we teach the same content each semester and team teach. So four full time faculty divide up the fundamentals content and it stays the same each semester (we also teach clinical and lab). My first semester was the hardest. Then over the Summer break I took a LOT of time and just really dedicated it to making my content the way I wanted it. I actually received an email from a returning student saying that she was so happy with the changes I made (worded it nicer and more professional). So my advice would be: 1. Find a mentor 2. Spend the time to make it the best you can initially and just make subtle updates semester to semester 3. Look at what other programs are out there - perhaps team teaching would be good for you? or another program which you teach the same each semester? I know some schools you never know what you are teaching next as it can change. 4. Look for resources you can add. I use a lot of ATI's modules and resources to add to my lecture In regards to the pay... I think there are benefits to outweigh the loss (mine wasn't a 30k loss though). I have summers off but paid. I have a (mostly) flexible schedule. Easier on my body. Option for a per diem job to supplement. Good luck!

Congrats on the new job! I would say whether or not the education specialty is "worth it" is very individual. I was deciding between NP vs ED. I tried out teaching adjunct and new that is where my passion is. I pursued my MSN in education and am so glad I did! I will say I know way more about "the art of teaching" than my peers who did not do this route (including my course coordinator who has been doing this for 15 years). If teaching is what you want to do then go the education route!! There is way more to teaching than people realize until they actually study it. Learning theories, exam analysis, creating exams, teaching to many types of learnings, teaching strategies, Blooms, etc. Also, many schools will require instructors who do not have their MSN in ED to then get a certificate in teaching anyways. It also makes the candidate stronger. I know if it were me and I had someone who was a NP vs Education focus apply for a job I would choose the ED focus (and have seen this decision made first hand). Now... if you think teaching is great but not your forever thing then many you shouldn't specialize in education. Like I said - it is very personal! I know that I want to teach (in some way) for the remainder of my career. I will pursue an EdD going forward! On a side note - not all programs are created equal! I do not know much about Walden's. I do know I did mine online at Rivier University and the program was OUTSTANDING! Just a thought..

I am looking for some faculty perspective on this thought.. I have been teaching for about 8 years now (adjunct and then full time) in various roles. Recently a thought crossed my head.. students who have a grade average below 60 should not be able to attend clinical. My reasoning is they do not have enough knowledge to safely be in the clinical environment. I do not think it should be the 77.5 or higher (passing at my school), but rather an average of 60 or 65 or higher. Pros: - Clinical instructors would be able to spend more time with students who are performing well and likely to pass - Clinical instructors could also spend more time with students on the cuff who would more likely benefit from that time - There is more obtained knowledge from students to SAFELY be in clinical - Students failing class can many times really struggle in clinical thus taking away the instructors time from other students Cons: - Students may just be having a bad day on an exam thus lowering their average - Make up clinical may be necessary if they pull their grade up - Other students may have an idea the student isn't performing well - Decrease their confidence - ?unsure of any legal issues surrounding this *This is not even a proposed policy at my school... just something I just had a thought about! Wondering if anyone had any experience with this!

I do not see at all how this is a new nurse issue. I have worked with plenty of nurses that have the attitude that you described. However, the worst offender had been a nurse for 30+ years. Definitely not a new nurse issue but an issue of SOME nurses.

I am thinking of going here for my msn.. already have my bsn. I want to do it for education. Has anyone completed this program? How was your experience? Did you find it hard to get a teaching job after an online program instead of a more traditional program?

I have flushed them many times.. with an order of course. Our policy is to disconnect, clean with alcohol wipe, flush, clean, reconnect. (The very simple version). You will need to check with your policy.. I am surprised some facilities don't do it! Health care amazes me because it is so different from place to place!!! I remember changing jobs and my previous employer got rid of CPM machines because research had shown little benefit and then the next facility swore by them!

I am getting ready to start my journey to get my MSN. I have had to post pone it for a couple years now due to personal reasons and now I will finally be ready in the fall! I was wondering, what a typical ADN or BSN full time professor schedule is? I know this will vary widely depending on schools but could you give me an idea what your schedules have been if you have had a job like this? I know this is a long ways off for me, but I am a planner and was very curious :).