Academic Clinical Nurse Educator

Imagine you are an Academic Clinical Nurse Educator preparing for your student nurses’ clinical rotations. This is an exciting time for your students, as they now have the opportunity to apply what they have learned in the classroom with actual patients! It’s a busy time for you, though, because their success is dependent on your ability to plan clinical experiences for each of your student nurses that enable them to develop the skills they need to be successful practicing nurses in the future. This means considering the individual learning needs of each of your student nurses and matching them to an appropriate patient on the unit. Photo Credit: Getty Images For your Module 6 Assignment, you will first evaluate assignments and activities for student nurses in clinical settings to ensure alignment to clinical experience objectives. You will also examine how core competencies of Clinical Nurse Educators are addressed in planning clinical experiences for student nurses. Finally, you will explore how Clinical Nurse Educators facilitate communication and bridge ethical and legal requirements between the academic institution and the clinical setting. To prepare: Review the National League for Nursing (NLN) site and consider the clinical educator competencies and how they apply to the clinical setting. Review Chapter 5 in Legal Aspects of Nursing Professional Development Practice and consider the legal and ethical responsibilities of the Academic Clinical Nurse Educator with respect to working with a healthcare institution. On Day 1 for this week, your instructor will assign you a Student Nurse Profile to complete this Module Assignment. See the “Student Nurse Profiles and List of Specialty Areas” document found in the Resources for this week. Review the Student Nurse Profile assigned to you. Note: Please see the “Course Announcements” section of the classroom for your Student Nurse Profile assignment. Review the List of Specialty Areas found in this week’s Resources and consider the different specialty areas or units. Once you review the List of Specialty Areas, select a specialty area to match your assigned Student Nurse Profile by developing a patient profile for a patient that you might encounter on this unit. Create a specific objective for managing care for the patient. Assignment (3–4 pages not including title and reference pages) Part 1: The Student Nurse’s Assigned Patient Describe the objective you developed for your student nurse as he/she manages care for the patient on the unit of the specialty area you selected. Also describe a patient profile for the patient under consideration. Describe activities that will support your designated student nurse in developing their skills to meet the objective that you developed for the clinical experience and specialty area you selected. Be specific. Explain how these activities will be beneficial in supporting the objective you developed. Explain which core competencies of the Clinical Nurse Educator are addressed through the patient assignment and activities and why. Be specific. Explain the legal and ethical issues pertaining to working as a clinical nurse educator in the practice partner’s clinical environment. Part 2: Post-Conference/De-Brief Session Explain how you would discuss the following points with your student nurse during a post-conference/debrief session. Objective(s) of the clinical experience. How the specific patient assignment and students’ activities facilitated meeting the objective(s). Application of theory to practice. Use of interpersonal communication to establish clinical relationships. Legal and ethical issues pertaining to working as a nursing student in a clinical environment.  Submit your Module 6 Assignment by Day 7 of Week 10. Use your Resources to support your explanations. Use proper APA formatting and references. Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting. By Day 7 of Week 10 Submit your Module 6 Assignment.  Submission and Grading Information To submit your completed Assignment for review and grading, do the following: Please save your Assignment using the naming convention “M6Assgn+last name+first initial.(extension)” as the name. Click the Module 6 Assignment Rubric to review the Grading Criteria for the Assignment. Click the Module 6 Assignment link. You will also be able to “View Rubric” for grading criteria from this area. Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M6Assgn+last name+first initial.(extension)” and click Open. If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database. Click on the Submit button to complete your submission. Grading Criteria To access your rubric: Module 6 Assignment Rubric Rubric Detail   Select Grid View or List View to change the rubric’s layout. Name: NURS_6370_Module6_Assignment_Rubric Grid View List View   Excellent Good Fair Poor Part 1: The Student Nurse’s Assigned Patient In 1-2 pages, address the following Describe the objective you developed for your student nurse as he/she manages care for the patient on the unit of the specialty area you selected. Also describe a patient profile for the patient under consideration. 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail describes the objective developed for the student nurse and the patient profile for the patient under consideration. 8 (8%) – 8 (8%) The response describes the objective developed for the student nurse and the patient profile for the patient under consideration. 7 (7%) – 7 (7%) The response vaguely and/or with some inaccuracy describes the objective developed for the student nurse and the patient profile for the patient under consideration. 0 (0%) – 6 (6%) The response is inaccurate or missing descriptions of the objective developed for the student nurse and/or the patient profile for the patient under consideration. Based on the objective for the clinical experience you developed and the specialty area you selected, describe activities that will support your designated student nurse in developing their skills to meet the objective. Be specific. 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail describes activities that will support the designated student nurse in developing their skills to meet the objective. 8 (8%) – 8 (8%) The response describes activities that will support the designated student nurse in developing their skills to meet the objective. 7 (7%) – 7 (7%) The response vaguely and/or with some inaccuracy describes activities that will support the designated student nurse in developing their skills to meet the objective. 0 (0%) – 6 (6%) The response is inaccurate or missing descriptions of activities that will support the designated student nurse in developing their skills to meet the objective. Explain how these activities will be beneficial in supporting the objective you developed. 5 (5%) – 5 (5%) The response clearly, accurately, and with specific detail explains how these activities will be beneficial in supporting the objective developed. 4 (4%) – 4 (4%) The response explains how these activities will be beneficial in supporting the objective developed. 3 (3%) – 3 (3%) The response vaguely and/or with some inaccuracy explains how these activities will be beneficial in supporting the objective developed. 0 (0%) – 2 (2%) The response is inaccurate or missing explanations of explains how these activities will be beneficial in supporting the objective developed. Explain which core competencies of the Clinical Nurse Educator are addressed through the patient assignment and activities and why. Be specific. 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail explains which core competencies of the Clinical Nurse Educator are addressed through the patient assignment and activities and why. 8 (8%) – 8 (8%) The response explains which core competencies of the Clinical Nurse Educator are addressed through the patient assignment and activities and why. 7 (7%) – 7 (7%) The response vaguely and/or with some inaccuracy explains which core competencies of the Clinical Nurse Educator are addressed through the patient assignment and activities and why. 0 (0%) – 6 (6%) The response is inaccurate or missing explanations of which core competencies of the Clinical Nurse Educator are addressed through the patient assignment and activities and why. Explain the legal and ethical issues pertaining to working as a clinical nurse educator in the practice partner’s clinical environment. 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail explains the legal and ethical issues pertaining to working as a clinical nurse educator in the practice partner’s clinical environment. 8 (8%) – 8 (8%) The response explains the legal and ethical issues pertaining to working as a clinical nurse educator in the practice partner’s clinical environment. 7 (7%) – 7 (7%) The response vaguely and/or with some inaccuracy explains the legal and ethical issues pertaining to working as a clinical nurse educator in the practice partner’s clinical environment. 0 (0%) – 6 (6%) The response is inaccurate or missing explanations of the legal and ethical issues pertaining to working as a clinical nurse educator in the practice partner’s clinical environment. Part 2: Post-Conference In 1-2 pages, explain how you would address the following during a post-conference/debrief session: • The objective(s) of the clinical experience • How the specific patient assignment and students’ activities facilitated meeting the objective(s) 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail explains how the objectives of the clinical experience would be addressed in a post-conference/debrief session. The response clearly, accurately, and with specific detail explains how the specific patient assignment and students’ activities facilitated meeting the objectives would be addressed in a post-conference/debrief session. 8 (8%) – 8 (8%) The response explains how the objectives of the clinical experience would be addressed in a post-conference/debrief session. The response explains how the specific patient assignment and students’ activities facilitated meeting the objectives would be addressed in a post-conference/debrief session. 7 (7%) – 7 (7%) The response vaguely and/or with some inaccuracy explains how the objectives of the clinical experience would be addressed in a post-conference/debrief session. The response vaguely and/or with some inaccuracy explains how the specific patient assignment and students’ activities facilitated meeting the objectives would be addressed in a post-conference/debrief session. 0 (0%) – 6 (6%) The response is inaccurate or missing explanations of how the objectives of the clinical experience would be addressed in a post-conference/debrief session. The response is inaccurate or missing explanations of how the specific patient assignment and students’ activities facilitated meeting the objectives is inaccurate or missing. • Application of theory to practice 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail explains how the application of theory to practice would be addressed during a debrief session. 8 (8%) – 8 (8%) The response explains how the application of theory to practice would be addressed during a debrief session. 7 (7%) – 7 (7%) The response vaguely and/or with some inaccuracy explains how the application of theory to practice would be addressed during a debrief session. 0 (0%) – 6 (6%) The response is inaccurate or missing an explanation of how the application of theory to practice would be addressed during a debrief session. • The use of interpersonal communication to establish clinical relationships 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail explains how the use of interpersonal communication in establishing clinical relationships would be addressed in a debrief session. 8 (8%) – 8 (8%) The response explains how the use of interpersonal communication in establishing clinical relationships would be addressed in a debrief session. 7 (7%) – 7 (7%) The response vaguely and/or with some inaccuracy explains how the use of interpersonal communication in establishing clinical relationships would be addressed in a debrief session. 0 (0%) – 6 (6%) There response is inaccurate or missing an explanation of how the use of interpersonal communication in establishing clinical relationships would be addressed in a debrief session. • Legal and ethical issues pertaining to working as a nursing student in a clinical environment 9 (9%) – 10 (10%) The response clearly, accurately, and with specific detail explains how legal and ethical issues pertaining to working as a nursing student in a clinical environment would be addressed in a debrief session. 7 (7%) – 8 (8%) The response explains how legal and ethical issues pertaining to working as a nursing student in a clinical environment would be addressed in a debrief session. 5 (5%) – 6 (6%) The response vaguely and/or with some inaccuracy explains how legal and ethical issues pertaining to working as a nursing student in a clinical environment would be addressed in a debrief session. 0 (0%) – 4 (4%) The response is inaccurate or missing an explanation of how legal and ethical issues pertaining to working as a nursing student in a clinical environment would be addressed in a debrief session. Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. 3 (3%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. 0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. Written Expression and Formatting - English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) - 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. 4 (4%) - 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors. 3 (3%) - 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors. 0 (0%) - 2 (2%) Contains many (? 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting - The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. 5 (5%) - 5 (5%) Uses correct APA format with no errors. 4 (4%) - 4 (4%) Contains a few (1 or 2) APA format errors. 3 (3%) - 3 (3%) Contains several (3 or 4) APA format errors. 0 (0%) - 2 (2%) Contains many (? 5) APA format errors. Total Points: 100 Name: NURS_6370_Module6_Assignment_Rubric Required Readings (click to expand/reduce) Harper, M., & Holy, S. (Eds.). (2018). Practice organization responsibilities, students, and partners. In Legal aspects of nursing professional development practice. Chicago, IL: Association for Nursing Professional Development.  Chapter 5, “Legal Aspects of Student Affiliations” (pp. 91–118)  Credit Line: Mary G Harper; Shannon Holy. (2018). Legal aspects of nursing professional development practice. Association for Nursing Professional Development. Harper, M., & Holy, S. (Eds.). (2018). Practice organization responsibilities, students, and partners. In Legal aspects of nursing professional development practice. Chicago, IL: Association for Nursing Professional Development.  Chapter 6, “Ethical/Legal Consideration for Nurse Preceptors and Preceptees” (pp. 123–131) Credit Line: Mary G Harper; Shannon Holy. (2018). Legal aspects of nursing professional development practice. Association for Nursing Professional Development. National League for Nursing. (2018). Certified academic clinical nurse educator (CNE®cl) 2018 candidate handbook. Retrieved from http://www.nln.org/docs/default-source/default-document-library/cnecl-handbook-jan-2018.pdf?sfvrsn=4 Nehring, P.A. (2019). Guideline development for an adjunct faculty orientation in prelicensure nursing programs. Walden University Scholar Works. Retrieved from https://scholarworks.waldenu.edu/dissertations/6463/ Owens, R. A. (2017). Part-time nursing faculty perceptions of their learning needs during their role transition experiences. Teaching and Learning in Nursing,12(1), 12-16  Patton, C. W., & Lewallen, L. P. (n.d.). Legal issues in clinical nursing education. Nurse Educator, 40(3), 124–128. Document: Student Nurse Profiles and List of Specialty Areas (Word Document) You will use this document to complete your Module 6 Assignment. Refer to the Student Nurse Profile your instructor assigned to you in the “Course Announcements” section of the course by Day 1 of Week 10. Module 6 Assignment: Academic Clinical Nurse Educator and the Clinical Experience Imagine you are an Academic Clinical Nurse Educator preparing for your student nurses’ clinical rotations. This is an exciting time for your students, as they now have the opportunity to apply what they have learned in the classroom with actual patients! It’s a busy time for you, though, because their success is dependent on your ability to plan clinical experiences for each of your student nurses that enable them to develop the skills they need to be successful practicing

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