Abstract
Background: The persistent shortage of nursing faculty presents a significant challenge in academia. Clinical Instructors are frequently hired to support the institution's mission and vision by delivering the clinical curriculum. While they excel in clinical practice, many are novices in the realm of academia. Novice Clinical Instructors often struggle to anticipate the needs of learners or adapt to diverse learning styles, which can adversely impact the educational experience for both students and instructors.
Purpose: To address this barrier, we developed the clinical instructor program (CIP). The CIP computer-based modules are a series of 6 modules. The modules address content areas including philosophy in clinical teaching and learning, orienting students to the clinical setting, curriculum/course overview; the context for clinical teaching, making clinical learning assignments, clinical teaching strategies, and evaluation of clinical performance. Although the online modules were made available for use to all clinical instructors, they had challenges applying what they had learned in the modules and student evaluations did not reflect the instructors were increasing in teaching expertise. Through collaboration with and guidance from more senior faculty members, we revised our clinical instructor training. Our revisions focused in three areas: making the online modules more interactive, scaffolding of content, and simulation.The first methodology, scaffolding, provides structured support as learners are introduced to new concepts, gradually reducing this support as proficiency is demonstrated and confidence is gained. The second approach involved the integration of simulation—a well-established, evidence-based teaching modality extensively utilized in nursing education. Although traditionally applied in pre-licensure nursing education, simulation was adapted for CIP training in this context. The CIP begins with the completion of the online interactive modules. Following the completion of the online modules, clinical instructors are required to attend a workshop. The workshop involve discussion and application of the concepts contained in the modules and an immersive simulation experience replicating the CI teaching in the clinical environment.
Outcome: Clinical Instructors who have undergone the training report increased confidence in clinical teaching. Additionally, there was a decrease in negative feedback related to novice clinical instructors.
Notes
References:
Ross, Jennifer Gunberg PhD, RN, CNE, ANEF; Dunker, Kimberly Silver DNP, MSN, RN, CNE, CNEcl; Morrell, Martina BSN, RN; Duprey, Melissa D. EdD, MSN, RN, CNE; Parson, Tracy DNP, RN, CNE; Kim, Lydia MSN, RN. Clinical Faculty Orientation Practices in the United States: A Descriptive Study. Nurse Educator 49(5):p 278-283, September/October 2024. | DOI: 10.1097/NNE.0000000000001625
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Faculty Development, Simulation, Competence, Scaffolding, Clinical Instructors
Recommended Citation
Lowe, Shannah; Weston, Jeannie; and Woods, Elizabeth L., "Building a Framework for Success: Scaffolding CI Training With Simulation Based Learning" (2025). International Nursing Research Congress (INRC). 218.
https://www.sigmarepository.org/inrc/2025/presentations_2025/218
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Building a Framework for Success: Scaffolding CI Training With Simulation Based Learning
Seattle, Washington, USA
Background: The persistent shortage of nursing faculty presents a significant challenge in academia. Clinical Instructors are frequently hired to support the institution's mission and vision by delivering the clinical curriculum. While they excel in clinical practice, many are novices in the realm of academia. Novice Clinical Instructors often struggle to anticipate the needs of learners or adapt to diverse learning styles, which can adversely impact the educational experience for both students and instructors.
Purpose: To address this barrier, we developed the clinical instructor program (CIP). The CIP computer-based modules are a series of 6 modules. The modules address content areas including philosophy in clinical teaching and learning, orienting students to the clinical setting, curriculum/course overview; the context for clinical teaching, making clinical learning assignments, clinical teaching strategies, and evaluation of clinical performance. Although the online modules were made available for use to all clinical instructors, they had challenges applying what they had learned in the modules and student evaluations did not reflect the instructors were increasing in teaching expertise. Through collaboration with and guidance from more senior faculty members, we revised our clinical instructor training. Our revisions focused in three areas: making the online modules more interactive, scaffolding of content, and simulation.The first methodology, scaffolding, provides structured support as learners are introduced to new concepts, gradually reducing this support as proficiency is demonstrated and confidence is gained. The second approach involved the integration of simulation—a well-established, evidence-based teaching modality extensively utilized in nursing education. Although traditionally applied in pre-licensure nursing education, simulation was adapted for CIP training in this context. The CIP begins with the completion of the online interactive modules. Following the completion of the online modules, clinical instructors are required to attend a workshop. The workshop involve discussion and application of the concepts contained in the modules and an immersive simulation experience replicating the CI teaching in the clinical environment.
Outcome: Clinical Instructors who have undergone the training report increased confidence in clinical teaching. Additionally, there was a decrease in negative feedback related to novice clinical instructors.
Description
Clinical Instructors (CI) have a significant role in the education of nursing students. While these professionals are often highly skilled clinicians within their respective fields, many have limited experience in academic teaching. Simulation has emerged as an effective strategy to enhance CIs' confidence and teaching capabilities. Simulation is a strategy that can be used to improve the confidence and teaching effectiveness of CI.