This book gives readers all the direction and resources they need to be a confident and competent medical-surgical nursing clinical instructor. It offers insight and examples related to student evaluations, syllabus preparation, and contracts that would typically be used by an adjunct instructor. Week-to-week instruction, along with medication quizzes and student learning activities, helps ensure that students are learning new knowledge and skills on an ongoing basis. A caring plan and medication forms are included, along with medication administration guidelines. The major body systems are addressed, with comprehensive resources included on each one. The increasingly significant topics of delegation and patient teaching are also included. Each clinical week is prepared and sequenced in such as way as to provide the clinical instructor with enough material to teach without redundancy. Each clinical course must meet for a certain number of hours to ensure the student is meeting attendance requirements. When a student misses a clinical class, a makeup assignment should be given to meet the attendance requirement. There are several types of assignments included in the book on makeup assignments. The work assigned for the makeup assignment must be written in American Psychological Association (APA) format and must be thoroughly investigated with reliable evidenced-based references. The assignment should be detailed enough to makeup for the hours missed.

Preparing nurses and other health professionals to provide quality health care in the increasingly multicultural and global society of the 21st century requires a comprehensive approach that emphasizes cultural competence education throughout professional education and professional life. The ideas and suggestions presented in this book are offered to stimulate new ideas and invite health professionals to explore new paths on the journey to developing cultural competence in themselves and in others. The book is divided into five parts. Part I is composed of three chapters filled with resources to help educators begin teaching cultural competence. Essential background information about the multidimensional process of teaching cultural competence offers a valuable guide for educators at all levels who are planning, implementing, and evaluating cultural competence education. Educators and researchers are continually challenged to measure outcomes following educational interventions. Part II addresses this challenge by introducing several quantitative questionnaires and assessment tools and discussing implementation and data interpretation strategies in a detailed, user-friendly approach that can be easily adapted by novice and advanced researchers. The tools include Transcultural Self-Efficacy Tool (TSET) and Clinical Setting Assessment Tool-Diversity and Disparity (CSAT-DD). Parts III, IV, and V offer a wide selection of educational activities that can easily be applied by educators everywhere. Three chapters provide a general overview and a menu of activities for use in three areas: the academic setting, the health care institution, and professional associations. Five chapters creatively link strategies via detailed case exemplars that spotlight various populations and settings. The book’s final chapter presents important implications for educators everywhere.

This book is a must-buy book, particularly for creating and integrating clinical simulations in nursing program. It presents step-by-step guidelines for nursing faculty to design, develop, and implement clinical simulation scenarios in diverse settings, with diverse patients, and for different levels of students, from the novice in a fundamentals course to the student in a senior-level critical care or capstone course, to a nurse practitioner in a graduate program. The book is organized into four parts: (a) setting the foundation, (b) innovative nursing scenarios in diverse settings for diverse students, (c) interdisciplinary and inter-professional scenarios, and (d) simulation journey containing fifty-six chapters. Part I provides an introduction to simulation-focused pedagogy with an explanation and updates on the Framework for Simulation Learning in Nursing Education©. Part II presents a collection of 27 exemplars divided into five key areas of specialty undergraduate nursing: (a) medical-surgical; (b) obstetric and pediatric; (c) older adult; (d) thematic scenarios on cultural humility, Quality and Safety Education in Nursing, and mental health; and (e) advanced practice nurses. Part III focuses on 16 scenarios that capture many of the key themes in nursing, including ethics, spirituality, palliative care, communication, and cultural humility. Part IV explores the continuing simulation journey in nursing education. The role of certification in simulation for nursing education has been updated to incorporate the changing landscape. It also presents a model for “writing across the curriculum” that focuses on how to write like a nurse in clinical simulation environments, support for publishing simulation work, and evolution of simulation and its integration in nursing curriculum and practice. The book provides concrete information about the use of simulation in a variety of programs, courses, and schools with flexible simulator uses, including static and live actors, and low-, medium-, and high-fidelity human patient simulators.

This book offers the new clinical instructor a continuation of the medical-surgical learning process. Week-to-week instruction and resource materials, along with medication quizzes and student learning activities, will help the instructor be sure that the students are learning new knowledge and skills. Care plan and medication forms are included along with medication administration guidelines. Resources for each body system, which are the learning materials handed out each week based on that week’s specific topic, and ancillary PowerPoints and forms from the book are provided. Delegation and patient teaching are also included topics. Each clinical week is prepared and sequestered to provide the clinical instructor with enough material to teach without covering the same topic twice. Instructors will discover this book takes the work out of working in the clinical area. Each preconference and postconference topic is planned out. Makeup assignments for those students who miss a clinical class are also included. Nursing assessments and patient data collection activities are discussed as the first tier of the nursing process. Concept mapping and development of critical thinking skills that serve as the foundation for establishing treatment goals, interventions, and evaluations are introduced. The book also provides an introduction to geriatric patient care, pharmacology and patient safety, the importance of lab work in understanding specific patient responses to medications, and the potential for drug interactions and toxicities.

The practice of nursing is both art and science. It requires a broad range of skills and capabilities. This book takes complex topics and legal theories, explains them in no-nonsense, understandable language, and makes them relevant to the current world in which nurses practice their profession. The book is organized into twelve chapters. Each chapter begins with a statement of objectives, which will make the reading of the chapter most meaningful. The first chapter presents an overview of law relevant to nurses’ interests, including basic legal principles that underlie and form the framework for the practice of nursing. The second chapter describes the challenges facing advanced practice registered nurses (APRNs) in a rapidly changing health care delivery system. It focuses on the practice areas of the APRN and the pivotal roles they play in the delivery of health care. The third chapter is about nursing malpractice and negligence. Chapter four presents the fundamentals and principles of documentation and systems of documentation, including electronic systems, and contains numerous legal cases. The fifth chapter covers patient rights with regard to care, decision making, and privacy issues. Chapter six talks about risk management and continuing quality improvement. Chapter seven outlines the major laws governing disaster and emergency events. Chapter eight covers the law of corporations and provides information on the types of business structures that can be used for health care business and facility operations. Chapter nine addresses the developing area of corporate compliance and the nurse’s role in regard to it. The tenth chapter provides comprehensive information on employment and employment-related law. Chapter eleven focuses on both civil and criminal trials. The final chapter discusses alternate methods of dispute resolution: arbitration, mediation, and negotiation.

This book is the first resource to compare the experiences of nursing academic leaders among public, private, and for-profit institutions for nurse educators of all experience levels and ambitions. The introduction analyzes why it is important to know how public, private, and for-profit educational organizations operate and why nurse educators and academic leaders should take the time to learn this information. The book comprises 11 chapters. The first chapter explains the structures and processes of these organizations. The second chapter offers concrete suggestions and tips for successfully applying for a nursing faculty position in each of these organizations. The third chapter does the same for seeking an academic leadership position. Chapter four explains and discusses the nuances of fund-raising and advancement. Chapter five discusses recruiting and managing qualified and diverse faculty and staff as it is challenging and processes vary depending on the type of institution. Marketing and public relations are increasingly important in both faculty and leadership positions. Chapter 6 explores these topics. Chapter seven offers tried-and-true suggestions for developing and sustaining clinical partnerships and faculty practice in nursing education. Chapter eight discusses budgeting and allocation of resources. Academic leaders especially must be knowledgeable in these areas. Chapter nine discusses maintaining nursing education standards via accreditation processes and board of nursing approval. Each author has extensive experience with this and is eager to share lessons learned. Chapter ten explores how to encourage faculty and staff to think innovatively and describes similarities and differences pertaining to international study among the three types of institutions. Finally, the conclusion chapter shares the authors’ visions for the future in public, private, and for-profit schools of nursing.

This book differs from most others related to teaching online because it takes a how-to approach with the twin goals of answering the call to transform nursing education and benefiting from research in cognitive psychology. Each chapter includes relevant concepts, theories, and models to guide course design and teaching online, as well as templates that can be downloaded to save precious time. The focus in the book is on the RN-BSN, master’s, DNP, and PhD programs, as they comprise most of the online programs in nursing, but the contents are applicable to teaching any level of nursing online. Teaching and assessment are one when teaching online; they are not individual activities and cannot really be separated. This is an important concept to grasp, especially if people are a seasoned classroom instructor accustomed to creating separate assignments that add to one’s workload. The book explores how this interconnected approach works. Grading is an important function that drives learning and deserves some attention, as the author thinks people have lost their way to some degree when assessing what constitutes academic achievement. Rubrics have replaced other grading strategies, but not all meet the expectation of greater objectivity in grading, which is their initial intent. A hot topic in online education that relates to workload is the expectation of faculty presence in an online course from both faculty’s and the student’s perspective. This topic is explored in the book. Converting a classroom-based course to the online environment can be a time-consuming task without some guidance as to where to start. Online education is more than uploading one’s classroom lectures into the Learning management systems. The book provides a step-wise approach with some additional tips on converting a classroom course to the online environment.

Education of the advanced practice registered nurse (APRN), especially as clinical application becomes more complex and clinical sites become more challenging to locate, requires additional expertise on the part of the educator. This book provides some insight into the additional methodologies that are available to the educator to address some of these challenges. Unlike other simulation books, this book is dedicated to advanced practice nursing students, their faculty, and the simulation staff that support their training. One third of the content is dedicated to narrative entries written for APRN students, faculty, and simulation staff, each with timely topics surrounding APRN training as well as sound advice from recent graduates, faculty experts, and leaders in the simulation field. The remaining two thirds of the book is dedicated to detailed clinical simulation cases arranged by APRN specialty. These simulation scenarios are designed to promote critical thinking and clinical reasoning in advanced practice nursing students, new APRN graduates preparing for boards, novice APRNs enrolled in onboarding or internship programs, experienced nurse practitioners looking to transition to a new clinical practice area, and advanced practice nurses seeking a review. The prepared simulation cases in this book will aid in alleviating the faculty/staff workload for design and allow the focus to primarily rest on support and implementation to enhance and measure outcomes. The book provides a method and firm foundation for transforming graduate nursing education to competency-based clinical evaluation, empowering programs with standardized templates and interprofessional education options for each case to advance graduate simulation education and research. This comprehensive guide includes all of the most commonly seen and most clinically prevalent clinical scenarios for all APRN specialties. It also includes a broad range of scenarios not commonly found in other simulation books.

Understanding the undergraduate college financial aid application process is daunting enough, but entering the unknown nuances of graduate nursing financial aid, which encompasses need- and merit-based grants, scholarships, stipends, “tuition free” work requirements, loan options, loan repayments, and loan forgiveness, can be overwhelming. The good news is that this book offers constructive guidance, substantive information on financial strategies, and how to let Uncle Sam not only support your grad college costs with free money but also assist with using tax initiatives for help with mortgages and retirement. The authors tried to take into account that there are many profiles of a graduate nursing student: a single student in his or her twenties going from undergrad to a master’s in nursing education (MSN) program, a nurse who decides to return to grad school after working for several years, or a nurse who has a family with kids in college or who are about to enter college. Regardless of the student’s profile, the authors have provided case studies that the reader can identify with and consider real-life funding solutions. The book offers advice on how, when, and why to appeal a grad nursing financial aid offer—and how to interact and develop a “partnership” with the financial aid office. This comprehensive guide gives nursing students a road map to paying for their advanced nursing degrees. It offers much-needed direction for navigating the complex problem of paying for an advanced nursing degree. The book is meant to be the reader’s financial aid advocate. It provides insight into three key areas: how to overcome unintentional college financial aid barriers and how to manage change; new financial planning strategies to ensure future financial success; and the latest tax planning innovations for your greatest financial return.

This book is designed for graduate students, faculty, and staff educators learning to use technologies effectively and efficiently in their teaching. It is conceptualized in three sections comprising 17 chapters. Chapters one and two remind readers of the basics of good teaching practices and reviews concepts of self-directed learning and lifelong learning. Chapter three introduces readers to concepts and theories that guide teaching with technology. Chapter four describes lesson plans as tools for organizing a plan to make technology an efficient part of teaching and students’ learning outcomes. Chapter five addresses student technology skills and information literacy, now critical competencies in all nursing programs. Chapter six explores good communication practices to guide teaching with technologies. Chapter seven provides facilitator strategies, faculty tools, and strategies to help diverse students learn with technologies. Chapter 8 deals with active learning that is an important part of learning with technology, engaging students via online opportunities and applied assignments. Chapter 9 discusses the faculty role in providing student feedback and debriefing. Chapters ten and eleven address online education, and the changing class room and technology. Chapter 12, addressing simulated clinical learning experiences, focuses on teaching and learning strategies to help students practice critical thinking and safety competencies in the safety of the clinical laboratory. Chapter 13 focuses on helping students gain skills with nursing informatics, including the tools of electronic health records (EHRs) to promote patient safety and care quality. Chapters 14 and 15 focus on teaching clinical technologies, engaging patients, and addressing population needs for health promotion. Chapter 16 emphasizes the technology leaders’ role in mentoring faculty, promoting needed curriculum change, and partnering with colleagues for technologies sharing. The final chapter explores the opportunities for using technology projects to further scholarship, engaging interprofessional teams, and reflecting about teaching with technologies into the future.