Adjunct RN (Pediatrics) Clinical Instructor - MFSON - GCC

Adjunct RN (Pediatrics) Clinical Instructor - MFSON - GCC

Glendale Career College - Glendale, CA 91203

Overview

Position Type Part-Time Job Shift Any Education Level Bachelor's Travel Percentage Road Warrior Category Education

Description

Success Education Colleges (SEC) is a family of institutions comprised of Marsha Fuerst School of Nursing. SEC is a leader in allied health education, and has been offering quality and affordable health care training programs for over 55 years. Our Colleges mission is to prepare students in short term programs for gainful employment. To accomplish this, we provide a professional faculty, well-qualified administrators, and a top-notch support staff.

Glendale Career College (GCC) has received approval by the Board of Registered Nurses (BRN) and has recently introduced an Associate of Arts degree in Nursing at the campus located in Glendale, CA.

12 hour shift plus 3 hours prep time Sundays from 6:30 am. to 7 p.m.

We are currently seeking highly qualified adjunct instructors to teach RN students in multiple disciplines.

It is the belief of the faculty of the Nursing Department 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 Glendale Career College and the College Handbook.

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

Jean Watsons Theory of Caring

• Nursing Faculty will be responsible for sharing Watsons Theory of Caring with their student body and making this theory an integral part of nursing practice.
• Faculty will develop essential strategies to accomplish these goals by weaving the tenets and language of the caring theory into clinical practice this will include but not be limited to:
1. Exemplifying carative factors during unit meetings
2. Listing of the carative factors in both theory and clinical
3. Sharing articles on the caring theory.
4. Incorporating carative factor questions into competency validations, exams, assignments, and post clinical conference.

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 Watsons 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 Watsons 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:
1. Patient centered care
2. Teamwork and collaboration
3. Evidence based practice
4. Safety
5. Quality improvement
6. 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.

Specific Levels of Faculty as required by BRN Regulation:

1. Content Expert: Section 1425(d) As assistant instructor shall meet the following minimum qualifications:
1. A baccalaureate degree from an accredited college which shall include courses in nursing, or in natural, behavioral or social science relevant to nursing practice;
2. Direct patient care experience within the previous five (5) years in the nursing area to which he or she will be assigned, which can be met by:
• One (1) years continuous, full-time or its equivalent experience providing direct patient care as a registered nursing in the designated nursing area; or
• One (1) academic year of register nurse level clinical teaching experience in the designated nursing are or its equivalent that demonstrated clinical competency.

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

Qualifications

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 patient/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 patient 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