PRACTICUM PROPOSAL1
Nurse Educator Practicum Proposal
Lori Van Zoeren
Ferris State University
PRACTICUM PROPOSAL1
Abstract
A nurse educator practicum must be completed in order to obtain a Masters in Nursing at Ferris State University (FSU). To complete this practicum the student must secure a preceptor in the desired field of his or her educational focus to serve as a mentor. After receiving approval of the institution, as well as the preceptor, the student must complete 300 hours towards the practicum. One of the goals of this practicum is a clinical project created by the student to introduce the role of nurse educator. In addition, the proposal defines goals and objectives agreed upon by the student and the preceptor as well as timelines for completion. This practicum is to occur at Western Michigan University Bronson School of Nursing (WMUBSON) in the fall of 2013.
Nurse Educator Practicum Proposal
Choosing the path of becoming a nurse educator brings forth a huge responsibility to be adequately prepared. In order to receive a Master of Science degree in Nursing (MSN) with a focus on nursing education from Ferris State University (FSU), one must complete a 300-hour teaching practicum in either a clinical or classroom setting. The purpose of a nurse educator practicum experience is to providestudents the opportunity to work alongside an experienced educator. Upon graduation, MSN students are expected to be able to “design, implement, and evaluate adult learning experiences” (Flood & Powers, 2012, p. 40). Requiring an educational practicum with a preceptor providesstudents an opportunity to evaluate teaching strategies and the effectiveness of the chosen preceptor (Ruland & Leuner, 2010). Teaching strategies such as case studies, relaying personal experiences, and assisting students to develop study questions, critical thinking and decision making skills, will also occur duringpracticum experiences (Flood & Powers, 2012). For the purpose of fulfilling the practicum component of the MSN curriculum at FSU, I will be working alongside an instructor at WMUBSON in Kalamazoo, Michigan teaching students Nursing Research at the undergraduate level.
Personal History
My educational background is one that started back in the 1980’s. I received my registered nurse (RN) license from a diploma school that has since evolved into a bachelor’s program. Teaching novice nurses the art of nursing in the specialty area of labor and delivery has been a component of my role for many years. I also have had local high school students (in health occupation courses) job shadow me at my previous place of employment. I decided about five years ago to pursue a Bachelor of Science in Nursing (BSN)degree with the ultimate goal to teach nursing at the collegiate level. While I do have a Bachelor of Science in Natural Health, this degree does not enable me to teach nursing students. I investigated options and chose FSU for the flexibility and on the recommendations of other nurses who were already in the program. Having been out of school for 25 years, I have taken one course at a time and have finally made it to the final level of the RN to MSN (nurse educator focus) program.
The FSU courseIssues and Trends in Nursing Education (Nurs 600) required Billings and Halstead’s Teaching in Nursing: A Guide for Faculty (2009). It was during this course that I realized how crucial the educator’s role is for the student’s success. Having a syllabus containing clear expectations to assist students, as well as many other teaching strategies, will help in becoming a successful nurse educator. Remembering to pull from personal learning experiences will assist to decrease roadblocks for my students during this practicum and throughout my teaching career.
In the FSU course title Advanced Roles in Professional Nursing Practice (Nurs 500) we analyzed the nurse educator role and interviewed a nurse who was currently in that role. Clarifying the role early on in the nurse educator’s curriculum helps to transition students into the educator role by witnessing a faculty member working in the classroom (Flood & Powers, 2012). This exercise cemented the fact that I had made the correct decision to pursue a MSN with a nursing education focus.
This past fall I started my first official teaching position with nursing students in the clinical setting where I work. An effective working relationship is essential to facilitate student learning in the clinical setting (Stokes & Kost, 2009). My students have an advantage in learning opportunities due to the good working relationshipsI have built with co-workers. This experience has proved to be more than I had ever imagined. To see students witness their first birth with awe and joy in their eyes has been an amazing experience. It has provided me with confirmation that I have chosen the right path towards advancing my career.
Setting
The setting for my practicum is WMUBSON which is located in Kalamazoo, Michigan. WMUBSON offers students who are interested in pursuing a nursing degree both undergraduate and graduate options. The undergraduate BSN degree program takes direct admissions so students have the opportunity to receive their degree in four years. The students I will teach for this practicum are RNs who have either a diploma or associate degree and are in the RN to BSN program at WMUBSON. These students have already taken the general education prerequisites required to enter the program. In addition, they will have taken twonursing courses: Health Assessment throughout the Lifespan and Health Care Ethics (WMUBSON, n.d.).
Theoretical Framework
The theoretical framework that will be utilized for this practicum is multidimensional. First, it will be built on a foundation derived from my individual teaching philosophy developed at the start of this curriculum. In the beginning of our journey, we were asked to write a philosophy of teaching. Writing the philosophy was difficult to start initially as I was uncertain what a job in nurse education even looked like at the time. Working through the courses has provided insight to what may lie ahead. This practicum will afford me the opportunity to bring that philosophy to the classroom. This is an excerpt from the philosophy written and to which I will be guided in my career as an educator.
Knowing students learn from abstract conceptualization, from social and personal interactions to facilitate learning, from lessons that focus on ideas rather than a social lesson and from hands on experiences, will help me develop the course content to best fit the needs of all students (NLN, 2007).I believe in order to create a learning environment, clear course objectives and content must be established. I will attempt to facilitate students in stretching their thought processes beyond anything they have experienced in the past. They must be guided and mentored to critically think about topics utilizing Socratic questioning which I feel is the guide to a good learning experience (Van Zoeren, 2011).
In addition to the aforementioned National League for Nursing (NLN) and my own philosophical beliefs, I will pull from many theorists who have paved the way before me. I will look to King whose Theory of Goal Attainment has led and will continue to lead me through “interactions with individuals and groups within the environment” (Sieloff, 2002, p. 344) that I will teach. Although King intended for her theory to be geared towards the nurse patient relationship, the theory can definitely be applied to the nurse educator-student relationship by establishing goals and sharing information with students to move toward the desired result of goal attainment (Sieloff, 2002). Students will be required to develop hypotheses when writing their research papers and King’s framework has been shown to be a beneficial tool in this area of nursing education (Sieloff, 2002).
I will look to Orlando’s Nursing Process Theory, which set the tone for nursing to be trained in the nursing process discipline to achieve improved patient outcomes (Schmieding, 2002). Just as a nurse must recognize a patient need, a nurse educator must be keyed into student’s needs and then critically think about how best to meet those needs. While I realize that it will be impossible to meet all student needs, I will be open to constructive criticism on evaluations that I will then resources for course content revisions.
I will look to Roy’s Adaptation Model to teach students the importance of adaptation in health and illness, not only for their patients but also for themselves(Phillips, 2002). Student nurses and ultimately practicing nurses must be adaptable. When a stimulus is encountered, nurses must have the ability to decipher, to then cope with the stimuli, or recognize ineffective coping mechanisms. A plan of care must then be formulated to intervene with the ineffective coping. If a student does not understand an assignment, then it will be my job to deliver the material in a different way to increase the comprehension. Just as many schools have utilized Roy’s Adaptation Model in curriculum development, I will resource the model to make sure that content is in the best sequence for student learning and the proper tools are available for optimal understanding (Phillips, 2002). I can see the benefits of incorporating the ideals of many theorists in this practicum as I feel that no one theory meets all the needs for an educational experience.
Goals and Objectives of Practicum
Tomey and Alligood (2006) bring an important observation to the table by stating that the nurse educator moves from an observer to one that is driving the action in the classroom. It was pleasing to learn that what I thought were desirable traits of an effective educator, were indeed mentioned by the NLN (2007): compassionate, respectful, professional, and genuinely caring about students and their success in education. The students will have more positive educational experiences from instructors who are compassionate and do not criticize their every move (NLN, 2007).
Having verification of what traits are needed to facilitate learning in the classroom setting brings forth the planned goals for this practicum experience. I will focus on addressing two NLN competencies, Competencies I (facilitate learning) and III (use assessment and evaluation strategies) (2005). One of the first goals to facilitate learning is to gain familiarity with WMUBSON’s E-learning system. The students I will teach are enrolled in Nursing Research 3320, which is acomponent of the RN to BSN program. It is imperative that the students and I have a good understanding of the on-line program in order to achieve success in the virtual classroom. The course does meet four times face-to-face during the semester but the majority of the instruction and communications will occur on-line.
Another objective to facilitate learning is to develop a collegial relationship with Dr. Zielinski who will be my preceptor. It will be important to develop a good working relationship that can last throughout the semester and beyond. Networking is essential in the success of novice nurse educators (Billings & Halstead, 2009).
Facilitating learning cannot be achieved without knowledge of how to address the different learning styles. Educatorsmust be flexible and adaptable to create and deliver lesson plans that are understood by all of their students (Billings & Halstead, 2009). The ability to function effectively within the educational environment by utilizing available resources is crucial for novice nurse educators(Billings & Halstead, 2009).
Another strategy for success in the practicum experience is to pull from previous course work such as Instructional Design, Assessment, and Evaluation in Nursing Education (NURS610). It was during this course that I learned according to Heinrich, Molenda, Russell, & Smaldino (1996), well written objectives have four components and are called the A.B.C.D Method. A is for the audience that must always be considered when writing objectives. B is for the observable behavior that you want students to accomplish. C is for the condition or environment that the learning is going to occur in. D is for what degree or percentage the objective needs to be met. This description provided a solid foundation of knowledge which helped in the understanding of writing objectives.
We were also required to develop a syllabus in NURS 610. A syllabus is essential in establishing course requirements and faculty expectations (Johnson, 2009). I will review the syllabus for Nursing 3320 as soon as it is available to gain familiarity of the course objectives prior to the start of the semester. While knowledge acquired from completion of the RN to MSN curriculum thus far will assist in the practicum course, becoming entrenched in the actual classroom atmosphere will undoubtedly bring a new reality to the nurse educator role.
The second competency that will be addressed involvesassessment and evaluation of student learning in the classroom. I was interested in developing an assignment that would enable students the opportunity to develop their writing skills in proper APA format. Students that are returning to school after working in the field for a period of time often need to brush up on their writing skills. My original plan for this competency was to develop an APA template (much like what we did in a BSN course at FSU) to meet the clinical project requirement. When Dr. Zielinski was asked if this would be a welcomed addition to Nursing 3320 she was thrilled and approved the template assignment. After meeting with Dr. Zielinski on July 10ththe assignment plans evolved into developing a different APA assignment.
While the APA template sounded as though it would be valuable to students, Dr Zielinski preferred a paper that included several APA errors in which students are required to correct and document the changes utilizing track changes. This assignment was then developed from a historical paper written during one of my first college courses at FSU. Changes were made to the paper creating at least 40 errors in APA format. The paper for the assignment and the rubric can be found on Appendix A. In addition, a key with APA tips and corrections to the APA errors is included onAppendix B.
Dr. Zielinski and I also reviewed the syllabus and were discusses a plagiarism issue that she had last semester. Recalling the plagiarism quiz taken on Indiana Universities web site in a previous FSU course gave me another lesson plan. I asked Dr. Zielinski if a quiz is something that I could incorporate into Nursing 3320. She was happy that I had interest in this area and gave up the first quiz in the syllabus to a new plagiarism quiz that I developed. I utilized Indiana University’s template and developed a quiz specific to nursing. The plagiarism quiz is completed and included in Appendix C. I also plan to have the APA paper corrected and marked according to the key utilizing track changes prior to the start of the semester in September of 2013. See Appendix D for the practicum proposal planning guide with goals, objectives, activities and time lines listed.
Identification of Preceptor
Ruth Zielinski PhD, CNM, RN teaches Nursing Research and Perspectives in Women’s Health at WMUBSON. Dr. Zielinski received her ADN from Kalamazoo Valley Community College (KVCC) and immediately went on to pursue her BSN in 1992 from University of Michigan (U of M). In 1995 she received her MSN in Midwifery from the U of M and has held a position as a Certified Nurse Midwife (CNM) since 1995. In 2009, after successfully defending her thesis on Women’s Sexual Health, Dr. Zielinski was brought on by WMUBSON to teach in the nursing department.
I first worked with Dr. Zielinski in the hospital setting where we cared for labor patients. I knew that Dr. Zielinski also worked at WMUBSON so when searching for a practicum setting, she was the first call I made. Dr. Zielinski has always been approachable, as well as receptive to questions and concerns brought to her. Dr. Zielinski has taught entry level BSN students, as well as, most currently RN to BSN students. I am looking forward to learning from Dr. Zielinski as her curriculum vitae boasts many accolades that will be beneficial in assisting in my practicum experience. Dr. Zielinski’s office phone number is 269-387-8190 and email address is . The preceptor and agency agreement can be found in Appendix E.
Role and Activities
When I knew what the requirements would be for this practicum I contacted Dr. Zielinski to set up a meeting. The first meeting with Dr. Zielinski was on April 25. One of the things we discussed was the need to become more competent with the E-learning system as the course I was assisting with is a hybrid course that utilizes E-learning as the primary delivery of content, testing, and evaluation. I made the call to the Information Technology (IT) department and enrolled in faculty courses that are free to those who teach at WMUBSON. The E-learning course started on June 13 and meets weekly for four weeks. Becoming more familiar with the course delivery system at WMUBSON will increase my comfort level and success in this practicum.
I again met with Dr. Zielinski on June 13 to discuss the syllabus and the goals and objectives that were developed for the practicum. We discussed the APA assignment that I will develop and deliver the first week of the course. The assignment will then be due the following week and prior to any written work that the students have due.
To meet the hours for this practicum, 20 hours weekly for 12 weeks totally 240 hours, will be scheduled into my work week. I plan to assist in managing the discussion boards, as well as development of an agreed upon topic, to form a second lesson that will be delivered to students at some point in the semester. The remainder of the 300 hours will be achieved from time put towards getting ready for this practicum during the summer in the form of meetings, E-learning classes, and prep for the APA assignment. The role and activities will most certainly evolve throughout the semester as the course progresses. In addition, I have asked Dr. Zielinski to include me in any faulty meetings or educational conferences that she may attend prior to the start of the fall semester. Once the semester begins, I will continue to seek out these learning opportunities in order to gain as much knowledge as possible; building a solid foundation for my own educator position after graduation.