JCNRS Train the Trainer Program

Unit Clinical Title Clinical Objectives Measures of Learning 1. Role Transition-Clinical Expert to Academic  Analyze theories related to the  Game related to the theoretical Educator education of nurses, adult learners, foundations associated with nursing (2 hours) multiple intelligences, generational education differences and systems.  Completion of an emotional intelligence inventory (ESCI)  Syllabi incorporating visual thinking  Integrate visual thinking and concept and concept mapping exercises mapping into clinical development  Completion of personal learning style and student learning. assessment  Examine and discuss learning styles  Incorporation of opportunities into clinical curriculum  Review the benefits and opportunities associated with online learning. 2. Teaching Behaviors that Facilitate Learning  Review and discuss innovative  Match teaching strategy with clinical (2 hours) teaching strategies curriculum content  Analyze barriers to learning and  Incorporate strategies into clinical explore opportunities to mediate experience’s to reduce barriers to obstacles learning and maximize transfer of learning  Analyze causes of anxiety and review  Verbalize anxiety reducing strategies stress reduction strategies  Review and maximize the  Incorporation of role play into clinical educational benefits of role play activities  Integrate effective communication  Role model effective communication techniques into educational techniques in clinical sessions processes  Measure personal self-confidence  Discuss the components of self- level and discuss how self-confidence confidence and delegation and relates to delegation strategies to build confidence and competence in students

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3. Philosophy and Outcomes of Clinical Teaching  Discuss learning outcomes and the  Outline critical elements associated (2 hours) need to prioritize and emphasize with clinical experience critical elements of clinical content  Review the essential role of  Measure level of motivation and enthusiasm and motivation in the enthusiasm learning process  Incorporation of story-telling and/or  Characterize the critical components case studies into clinical work of story-telling and case studies and how to maximize transfer of learning  Integrate learning strategies  Review pod-casting and the presented into pod-casting clinical development process to ensure work effectiveness as a teaching strategy

4. Ethical and Legal Issues in Clinical Teaching  Compare and contrast healthcare  Review scenarios and identify (2 hours) regulatory agencies and regulatory components associated requirements associated with clinical with education education  Incorporate legal and ethics  Discuss legal challenges associated discussions into simulations and post with clinical education conferences  Review the ethical components associated with the nurse educator  Integrate discussions and debates and care provider into clinical curriculum  Explore the role of discussions and debates in healthcare education

5. Assessment of Critical Thinking/Reasoning in  Integrate clinical reasoning/critical  Assess clinical reasoning skills during Clinical Practice thinking activities in clinical simulation and clinical discussions (2 hours) debriefing sessions and didactic discussions.  Include case studies in syllabi  Incorporate case studies into class and clinical sessions as one strategy to teach clinical reasoning/critical thinking.  Incorporate appropriate teaching

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strategies into clinical curriculum  Identify 3 other teaching strategies to strengthen clinical reasoning/critical thinking skills.

6. Patient Simulation Technology Utilization  Discuss the role of simulation in the  Incorporate simulation into clinical (2 hours) transfer of learning process. curriculum (syllabi)  Identify strategies for incorporating  Increased use of simulation lab in simulation into clinical work or labs. LRC (LRC hours)  Review technology available in the  Positive simulation experiences of MBSON lab. students and faculty (surveys)  Review the types of simulation  Outline scenario appropriate for scenarios and preparation process simulation for utilization.