Job Abstract

It is the belief of the faculty of the Nursing Department at Marsha Fuerst School of Nursing at Glendale Career College that each member should have defined responsibilities and that the Nursing Department accepts the responsibility of supporting its members in the achievement of both departmental and individual professional goals.

All faculty must follow the Department of Nursing Faculty Handbook of Marsha Fuerst School of Nursing and the College Handbook.

Seeking a Pediatrics Full-Time RN Instructors

Faculty must meet the Board of Registered Nursing (BRN) requirements and be approved by the BRN.

Integrating Philosophy and Theory into the curriculum:

Jean Watson’s Theory of Caring

• In hiring, we ask prospective faculty candidates to describe a caring moment from their past.
• Candidates are then required to share stories from professional practice that demonstrate their positive influence on patient outcomes and describe Carative Factors exemplified in their stories.
• We ask faculty to explain how nursing is both a holistic model as well as a disease-focused-medical-model.
• The faculty is asked to describe how the science of human caring influences a patients feeling about his or her current situation and how they heal.
• Looks at caring from an individual perspective.

Quality Safety Education for Nurses QSEN

• Faculty need to understand how to integrate QSEN throughout their nursing courses and curriculum.
• Systematic in the way we provide care in a meaningful way.
• Faculty are required to integrate QSEN into nursing education because it focuses its attention on the system learning for the student in a clinical situation.
• Faculty will be responsible to join discussion groups that explore Watson’s caring theory to their own work and/or to discuss Carative Factors in their individual classes.
• Faculty will serve as catalysts that will help students integrate Watson’s Nursing Theory and Ten Carative Factors into their clinical practice. Faculty need to be visionaries that will force this new theoretical concept.
• Faculty will institute QSEN throughout their course to emphasize a culture of safety throughout the program from Beginning through Advanced Level Courses.
• The faculty will integrate QSEN into their individual courses in the following areas:

a. Patient centered care

b. Teamwork and collaboration

c. Evidence based practice

d. Safety

e. Quality improvement

f. Informatics

• Faculty will teach nurses not to just view themselves by what they are individually doing for a patient they must learn that healthcare organizations and systems are characterized by complex multi-levels and multi-functional systems.
• Faculty can broaden the students learning by not only focusing on personal effort in a single situation but to bring the students understanding to focus on a sequence of events with possible multiple causes for both individuals and populations.

The Nursing Process

• It is an expectation that the nursing process be used throughout the nursing curriculum and in each individual course.

General Duties and Responsibilities:

1. Consistently and correctly integrate the Watson and QSEN Model into theoretical and clinical teaching components and interpret the Model in clinical agency settings and professional encounters.

2. Apply knowledge derived from nursing science, natural/social science, humanities, liberal arts and other disciplines when preparing and presenting theoretical content.

3. Formulate a broad knowledge base in the subject area to be taught by searching the literature and seeking available resources pertaining to the content area.

4. Demonstrate clinical skills and techniques in the clinical laboratory according to class level.

5. Prepares formal and informal reports as required for Systematic Program Evaluation governing institution, and governmental and accrediting agencies.

6. Holds students accountable for the acquired competency in their performance, and assists students in re-mediation to acquire and maintain competence.

7. Motivates students through instructional and counseling activities toward high levels of contribution to the discipline. Conducts conferences with students concerning academic and clinical competence and progress.

8. Develop and revise program syllabi according to department curriculum design protocol.

9. Submit syllabi changes for departmental review and approval.

10. Select textbooks to meet course objectives.

11. Select learning experiences to optimize student achievement of course objectives.

12. Orient students to the clinical agency.

13. Interpret learning objectives to clinical agency personnel.

14. Coordinate student learning activities within the agency.

15. Evaluate the quality and effectiveness of the clinical facilities to provide quality student learning experiences.

16. Conduct and document clinical agency representative meetings on at least an annual basis.

17. Perform student theoretical and/or clinical performance grading.

18. Maintain accurate evaluation records for each course.

19. Schedule and hold office hours on a regular basis as required in the College Faculty Handbook.

20. Utilize principles of communication and group process when interacting with students, peers, and groups.

21. Contribute to department and college activities to ensure achievement of the College mission and department goals.

22. Attend College faculty convocations and assemblies on a regular basis.

23. Actively participate in department and College committees and meetings.

24. Participate in the program development, including development, implementation, and evaluation of the department’s policies and curriculum.

25. Serve as a professional advocate through representation in professional groups and organizations.

26. Professionally represent the Department/College to outside agencies, health care facilities, and the community.

27. Pursue academic and professional continuing educational experiences.

28. Participate in peer review.

Specific Levels of Faculty as required by BRN CCR Standard 1425 (f):

1. A content expert shall be an Instructor and shall have:

a. A Master’s Degree in the designated nursing area: or

b. A Master’s Degree that is not in the designated nursing area and shall:

• Have completed thirty (30) hours of continuing education or two (2) semester units or three (3) quarter units of nursing education related to the designated nursing area; or have national certification in the designated nursing area from an accrediting organization, such as the American Nurses Credentialing Center (ANCC); and
• Have a minimum of two hundred forty (240) hours of clinical experience within the previous three (3) years in the designated nursing area; or have a minimum of one (1) academic year of registered nurse level clinical teaching experience in the designated nursing area within the previous five (5) years. See specific job description.

2. Instructor: an approved instructor by the BRN which is master’s-level prepared and teaches theory/clinical courses and coordinates the designated nursing area in both theory and clinical settings; instructors are typically content experts who teach theory and supervise assistant instructors and clinical teaching assistants.

3. Assistant Instructor: an approved assistant instructor by the BRN who is baccalaureate-level prepared and teaches in a designated nursing area.

4. Clinical Teaching Assistant: an approved clinical teaching assistant is approved by the BRN with at least one year continuous, full-time experience as a registered nurse in a designated nursing area within the past five (5) years.

Responsibilities Include:

1. Direct Patient Care

• Serves as a reliable source of information on the latest evidence supporting cost-effect, safe nursing practices.
• Collaborates with the multidisciplinary team using the nursing process to integrate the nursing perspective in to a comprehensive plan of care for the patience/family.
• Identifies and prioritizes nursing care needs for a select population of patients/families.
• Conducts comprehensive, holistic wellness and illness assessments using established or innovative evidence-based techniques, tools, and methods.
• Initiates and plans care conferences or programs for individual patients or populations of patients.
• Designs and evaluates innovative educational programs for patients, families, and groups.
• Identifies, collects and analyzes data that serve as a bias for program design and outcome measurement.
• Establishes methods to evaluate and document nursing interventions.
• Evaluates the impact of nursing interventions on fiscal and human resources.

1. Nursing/Nursing Practices

• Collaborates with others to resolve issues related to patience care, communication, policies, and resources.
• Creates and revises nursing policies, protocols and procedures using evident-based information to achieve outcomes for indicators that are nurse-sensitive.
• Identifies facilitators and addresses barriers that affect patient outcomes.
• Leads clinical practice and quality improvement initiatives for a unit or a program.
• Collaborates with nurses to develop and practice environments that support shared decision-making.
• Assists the staff in developing critical thinking and clinical judgment.
• Creates a nursing care environment that stimulates continuous self-learning, reflective practice, feeling of ownership and demonstration of reasonability and accountability.
• Collaborates with Educational Nurse Specialist and others on content and operational design of orientation, clinical competency, and other clinical education program development.
• Mentors nurses to acquire new skills, develop their careers and effectively incorporate evidence into practice.
• Provides input for staff evaluation
• Provides formal and informal education for nurses and other health professionals and health professional students.
• Leads in the conduct and utilization of nursing research.

1. Evaluation of Clinicals Practice

• Conducts random audits for new/changed behavior in students following educational programs/activities.
• Conducts random audits of patients charts and observes staff activity to assess impact on patient care of recent education interventions.
• Plans remedial learning activities for employees who may require it.
• Consistently documents and reports results of education activities to participants managers and to Education Department.

1. Interpersonal Skills

• Consistently offers direction and assistance to others in a courteous manner.
• Responds to complaints/inquiries by listening attentively and demonstrating concern. Follow up- up on identified concerns appropriately.
• Conveys caring by both verbal and non-verbal communication, eye contact, and appropriate use of touch.

1. Coaching

• Observes student performance to assess skills which are necessary to meet patient care standards.
• Assists students in identifying their own learning needs via individual consultation or by group process, e.g., in staff or committee meetings.
• Addresses the professional educational needs of student nurse and other healthcare providers by completing needs assessments, developing staff growth and continuing education activities and mentors nurses to translate research into practice.
• Uses Coaching and advanced communication skills to facilitate the development of effective clinical terms.
• Disseminates expert knowledge.

1. Collaboration

• Collaborates consistently with appropriate members of the multidisciplinary team to facilitate delivery of education programs/activates.
• Assesses the quality and effectiveness of interdisciplinary, inter-agency and intra-agency communication and collaboration.
• Establishes collaborative relationships within and across departments that promote patient safety, culturally competent care, and clinical excellence.
• Provides leadership for establishing, improving, and sustaining collaborative relationships to meet clinical needs.
• Uses cost effective educational methods appropriate to the work environment, e.g., independent, self-paced learning tools; short, high-impact learning activities responsive to immediate (job-related) learning needs; action planning for when the employee returns to work.

1. Consultation

• Performs and documents needs assessments, stating criteria utilized and outcome of assessment.
• Meets regularly with mangers in specialty areas to discuss department needs for specialized patients and the skills required to care for them.
• Regularly reviews data that may reveal learning needs, e.g., shifts report, QA report, and documentation.
• Differentiate between outcomes that require care process modification at the individual patience level and those that require medication at the system level.
• Assists staff in the development of innovative, cost effective programs or protocols of care.

1. Research

• Critically analyzes research findings for their potential to clinical practice. Applies principles of evidenced-based practice and quality improvement to all patient care.
• Applies principles of evidenced-based practice and quality improvements to all patient care.
• In collaboration with the members of the Nursing Department they assess system barriers and facilitator to adoption of evidenced-based practices.
• In partnership with the department managers, actively mentors staff on principals /fundamentals of research studies.
• Promotes initiates nursing publication.
• Actively participates and coaches nursing research staff on councils.

1. Organization/Systems Leadership

• Consults with other units and health care professionals to improve care.
• Under the coordination of the Lead Instructor enhances the clinical practice of student nurses and improve patient outcomes. Develops pilots, evaluates, and incorporates innovative models of practice across the continuum of care.
• Designs and evaluates programs and initiatives that are congruent with the organizations strategic plans, regulatory agency requirements, and nursing standards.
• Participates in need identification, selection and evaluation of products and equipment.
• Advances nursing practice through participation in professional organizations, publications and presentations.
• Professional Conduct
• Maintains professional licensure, certification, or registration as required.
• Unscheduled absences and tardiness do not exceed the organization guidelines as outlined in the attendance policy; provides notification within time frames utilizing appropriate reporting mechanisms.
• Observes dress code and grooming standards, and consistently wears ID badge.
• Safety in the Environment of Care
• Participate in mock safety events/drills. Promote mock codes and competency opportunities.
• Accurately discusses fire, disaster and other code responses.
• Initiates and/or takes action to ensure a clean, safe work environment.
• Participates, identifies opportunities, and assists with hospitals safety programs as scheduled.
• Articulates how to access and use Material Safety Data Sheets.
• Demonstrates understanding of infection control policies and procedures.

1. Management of Information

• Maintains confidentiality of patient and organizational information, including oral, written, and electronic communication. Safeguard passwords, security codes, and other system access codes.
• Accesses, uses and/or disclose patient information following the different hospital policies and procedures on a need to know basis only.
• Accesses, uses and/or disclose the minimum information necessary to perform designated role.
• Seeks and utilizes data and information in decision-making.
• Appropriately and effectively utilizes organizations computer systems.

1. Risk Management

• Identifies and communicates all potential and actual risk management occurrences to supervisors and documents occurrences on appropriate form(s).
• Takes responsibility for identifying and assisting in the investigation and resolution of adverse occurrences.

Education:

• Current license as a Registered Nurse to practice in the state of California.
• BLS required. ACLS & PALS as required by the nursing staff specific to the unit of support.
• Certification in area of clinical specialty preferred.
• Masters Degree in Nursing for Instructor level with a clinical focus that includes advanced education composed of didactic and supervised clinical practice in a specific area of advanced practice registered nursing.
• Bachelors degree or higher in nursing or related area for assistant instructor level or clinical teaching assistant level.
• Two years of successful work experience in nursing with two years in specialty preferred. Must have demonstrated leadership skills and able to adjust schedule to meet patient and staff needs.
• Clinical knowledge in specialty area. If hired in area with a substantial different clinical knowledge set, the candidate will be expected to demonstrate clinical expertise in the practice are with 6 months to a 1- year time frame.
• Demonstrated skills at the level of advanced practice nurse in area of practice
• Demonstrated ability at the level of an advanced practice nurse to utilize evidence to develop, teach, guide, and implement practice standards and polices.
• Proven problem solving and critical thinking skills.
• Able to articulate and demonstrate nursing theory and practice.
• Ability to speak, read, and write fluent English.
• Strong customer service skills
• Ability to work with others as a team to ensure quality patient care.
• Computer skills
• Able to work with a minimum of supervision