walkingdeadhead

Depending on your state, you’d probably be fine with a masters at the community college level. Between a DNP and EdD, it would probably be more beneficial to get the DNP. It is more nursing/clinical focused, which might be helpful if you ever want to do staff education in the clinical schedule, and would still be useful in the academic setting.

We are doing a combination of vSims and meeting with our students weekly in clinical sessions. During the sessions. We debrief their vSim, go over case studies, and concept map. I’ve also been using virtual healthcare experience from Ryerson University and a couple of other similar online sims during the sessions with the students.

We are currently using vSims from wolters kluwer. Another good free resource I found was virtual healthcare experience from Ryerson university. You can do a Google search for it. They have 4 OB sims. I teach MS in the Spring and OB in the fall so I haven’t looked at all the OB sims but the one I did was really good. I went through the ER sim they had with my students today and they loved it. They felt it was extremely realistic.

Hi, Some states don't require the doctorate to lecture. I actually have a tenure track position as an assistant professor with my MSN in my state. I am pursuing my PhD because I like research and want the salary increase. That being said, if a doctorate is what you need to lecture, consider an EdD or DNP with a clin spec focus. These are less research intensive and acceptable to most colleges or smaller universities.

Rather than the dual screen, I put all my notes onto the note section of ppt and print off the note pages to use as a guide. Lots of paper, but since I keep it year after year it's worth it.

UNLV is a PHD program. You would pay an online tuition rate, and they have nflp to cover tuition costs. Only 50 hours total if your MSN is in nursing education. If you are not as interested in learning how to research, University of West GA has an EdD in nursing education. It is inexpensive and haa a good rep.

Something on quality improvement (falls, cauti, restraints, etc.). Hospitals seem to love those topics.

I've been in education for a few years now. I knew that I only wanted to teach, so I got my MSN in nursing education, and will begin my PhD in the fall. Most schools require at least a masters to teach. If you aren't completely sure about education, I would advise getting an MSN-NP or another degree that gives more versatility. I am glad that I went into the field. I'm very close with my students and it feels great to be a part of their success. There are a lot of professional development opportunities which have given me some chances to travel (a big plus for me). I also like weekends, holidays, and summers off. I usually work at the bedside during breaks for extra money. Speaking of money, that's one of my least favorite parts. The pay isn't the best when you compare it to other fields, but not bad considering all the time off. Typically, you need a doctorate to make money. Benefits are good in my state, especially the retirement plan.

The topics of your posters and rules regarding them really just depend on the conference. Some only want well documented research, some want innovative projects, some want thought-provoking pieces (lit review would work here, etc.). The first poster I did with another faculty member was for a faculty development conference. They were asking for posters on teaching strategies. We used simulation to correct some clinical issues with our students, and that's what our poster was about. It discussed the problems that led to the development of the sim, the sim itself, and the outcomes and changes noted after the sim. It wasn't hard and fast research, just a demonstration of how our technique worked in our classroom. The poster actually prompted me to do further research on simulation. You can begin searching for conferences on topics that interest you (informatics, home health, nurse educator, etc.). It may help just to attend a few first, network, and gain ideas. Depending on where you live, there may be many close to you. Also, many MSN programs require or strongly encourage you to present. I tend to present more at educator and simulation conferences, but I also like to attend critical care and ER conferences since I work in those areas. As you gain confidence, think about signing up to speak or be a part of a panel. You may be able to do this with your colleagues, classmates, or faculty. If you haven't seen a conference poster, I can pm you a link to a website that has one of mine up.

PhD programs want candidates who have an idea of what they are interested in researching, and who have research interests that match their faculty. You don't have to conduct a full scale research project in order to get into a program or even to present at a conference. I started out presenting posters and then facilitating sessions at conferences. I present on what works for me in the classroom (simulation, games, projects, testing strategies, etc.). The program I was accepted into liked that I had an idea of what I wanted to research, and that I had already performed scholarly activities related to it. I explained to them in my interview that I see certain innovative strategies working in the classroom, and that I want my PhD to learn how to put the numbers behind it and strengthen my findings. It also helped that I chose a program with faculty that researched in my area of interest. As you develop your interest area look for faculty that match it and get into contact with them prior to applying. Your MSN program can really strengthen your CV. As you do papers and projects, see if there is a way to tie in your assignments and projects to your areas of interest. If you have a particularly successful project or paper,submit an abstract to present it at a conference or decide if it's publish worthy. As you develop the curriculum for your current job, maybe you can keep track of training strategies that worked and present it somewhere? Sorry if if this post is hard to follow. It seems like I had a flight of ideas that I couldn't get together í ½í¸ƒ

I would tell them no. They already agreed to your shift, they shouldn't be able to change it later

Spain's way seems like a mix of the U.S. and some of the European country's described here (a lot of core/general classes and nursing classes, and a lot of time to devoted to clinical care). I would think nursing is very highly respected as a profession there. Your English by the way is awesome!

When you say male caths, do you mean putting a Foley catheter in the bladder or something else? And is venipuncture inserting an IV, a central line, or a blood draw? Just wanted to make sure I understood what's considered advanced.

Thanks for your responses. I am a nurse faculty member so it's interesting to hear how preparation differs. I think my ASN and BSN students only have 600-800 hours of clinical, maybe 150 hours of precepting in the last semester (directly shadowing a nurse) and maybe another 100 working on simulations or out in the community in those settings, and the rest of the time is spent in the classroom. Typically BSN training is 2 years of core classes (English, chemistry or biology, microbiology, a&p, 2 mates and humanities courses) and 2 years of actual nursing school. All schools vary in the order of the courses but my school does: 1st semester: fundamentals with clinical in a nursing home, assessment with lab hours, nursing theory, and patho 2nd semester: pharmacology, mental health with clinicals in those settings, gerontology, and medical-surgical 1 3rd semester: obstetrical with clinicals, pediatrics with clinical and medical-surgical/critical care wih clinical 4th semester: leadership, community with clinical, and a practicum course where they precept and prep for NCLEX. Our ASN students have core as well (1 English, 1 math, microbiology, 2 psychology, a&p), some of which they can do while in the program. They do not get separate leadership, theory, gerontology pharmacology and patho content, but they get the rest. They learn critical care in their final semester. Most states do not view the ASN and BSN differently since they take the same boards, but the BSN is typically the standard for graduate school. interesting to hear that it takes longer to specialize in Ireland. Many larger hospitals here have residency or transition programs for new nurses to get them comfortable with the setting. I have students hired to OR, ICU, ER, neonatal and peds ICU. A couple other questions if you're still reading my long post. 1. How do nurses become faculty members? 2. Do you have nurses in your operating rooms? 3. Do you have nurses in the community setting (home health)? 4. Do you think the low pay is due to being government employees?

Very interesting thread! Is the education in Ireland similar to that in Great Britain? Also, have you ever had travelers from the U.S.? I'm curious about how the transition would be.

Type B here...I work in education now but still work prn in critical care. I remember when I was hired from a much smaller facility the clin spec at my new facility warned me about the "ICU snobs" as she called them. What I learned is that not everyone knows everything, including me. I got a lot out of how critical my new co-workers were, because it made me see all the important and unimportant details. But they also learned a lot from me, I actually caught a lot of things that they missed since they were very focused on the critical care side. The best thing to do is grin it and bear it until you are on your own. When you are on your own, stand your ground. If you are following policy and doing the right thing, no one should be able to make you feel like you're not doing your job.

Our facility banned the students from charting a few years ago because it did not always match the nurse's charting...usually the students was more accurate but I'm sure they saw a potential lawsuit. Now our students have no computer access unless I'm there to login. Our school bought Simchart from elsevier for our students to practice electronic charting. The only hassle is getting the patient information loaded in.

Take the one that's closer to you. I commute an hour to both jobs and it is a pain!

I teach OB and do clinical rotations. The best student I have is a male. All the nurses and patients in clinical loved him. He is now precepting in an OB unit and doing great. The only push back he has received has been from a nurse on that floor. The patients have loved him.

Can anyone give some tips on how best to teach pharm? We don't have a stand alone pharm course and have to integrate it in class. I notice that my students can't seem to apply pharm to clinical and have trouble making judgements on what to assess prior to giving meds to determine if they should give it, hold it, clarify the order, etc. even with a lot of guidance.

Did he start a new med or was a med discontinued? Does this happen all day or only at night? Is he new to the LTC (wasn't sure if he came a week and a half ago)? If so is withdrawal a possibility? Or the new environment? How did you guys work him up? His neuro change makes it sound like he may need to be admitted for a full work up (cbc, cmp, bnp, enzymes, chest and head ct, cxr, ekg, abgs, etc.). If there is nothing and this is just him, can you keep him at the nurses station or within sight in a chair that locks the patient in to prevent falls? I can't remember what those are called. I'm interested to see what others come up with. I have only worked in the hospital, where sitters and restraints are available but I know this isn't a real solution, especially in your setting.

Mine is quality of life. I work in education now, but my background is mainly in critical care. With the amount of patients I have who are not going to get better no matter what, it's hard to want to treat, do painful procedures, etc. when I know there will be no improvement, especially when patients can't speak for themselves. There are so many families that ignore the written wishes of their loved ones.

I don't think it will be a huge disadvantage. At some point you will have to teach something you don't know. I'm a critical/care med surg nurse, and I'm teaching OB content right now. I was nervous about it and even came on here for advise. It helps that I'm learning a lot of it with the students. As for the skills you mentioned, there are a lot of ways to get practice with those before you work with students. Another thing you have going for you is valuable mental health experience, which is hard to find.

I work Monday-Friday in an asn program. Monday through weds I'm there from 8:30-4:30, the other two days are clinical, so I'm there from 6:30-2:30. I work prn throughout the year, 1 weekend a month and more on holidays and during the summer. The possibility of school depends on you, your workload, and study habits. I worked as a clinical instructor 2 days a week and as a shift nurse 3 nights a week during my last year of msn. It was tough, but I managed my schedule so that I could get it done. I only took 2 classes at a time, online, which helped, and finished in 2.5 years.

Your posts are great. I wish I had done something like this. I actual don't remember anything about my first few months...I think I blocked it out...