ABSTRACT
Complexity science theory is a natural framework for nursing educators and nurse leaders to use in leading and solving complex, unpredictable problems in highly complex organizations and evolving health care systems. This article explores the basic tenets that must be embraced by nurse leaders and educators to integrate complexity science theory into nursing education curricula.
Subject(s)
Education, Nursing , Leadership , Systems Theory , Curriculum , Humans , United StatesABSTRACT
New nurses are traditionally oriented into their professional role by a registered nurse preceptor. This article describes the process of renovating and centralizing RN preceptor programs within the Department of Nursing in a multispecialty medical center in the Midwest. Outcomes of centralizing the preceptor program included involvement of nursing leaders, identification of methods of RN preceptor recognition, implementation of methods of improving institution-wide RN preceptor professional development, identification of opportunities for specialized RN preceptor classes and forums, creation of a tool to measure workload productivity, and finally, the formulation of a database to track performance and completion of orientation programs.
Subject(s)
Education, Nursing, Continuing/organization & administration , Inservice Training/organization & administration , Nursing Staff, Hospital/education , Preceptorship/organization & administration , Attitude of Health Personnel , Budgets , Career Mobility , Communication , Databases, Factual , Decision Making, Organizational , Efficiency, Organizational , Humans , Internet , Interprofessional Relations , Leadership , Minnesota , Nurse's Role , Nursing Staff, Hospital/organization & administration , Nursing Staff, Hospital/psychology , Organizational Innovation , Program Development , Program Evaluation , Social Support , Training Support/organization & administration , WorkloadABSTRACT
Faculty development often focuses on developing practicing professionals into teaching experts within a classroom setting. As such, the topic of nursing faculty development is often written about from the standpoint of an employing traditional academic institution. Nursing faculty also have development needs related to practice within a clinical education institution. How do faculty members maintain a current perspective on endless changes in the clinical setting? This becomes particularly challenging if faculty are not actively engaged in nursing practice at the bedside and utilize a clinical facility for education sporadically throughout an academic year. This article describes the method one large academic medical center used to partner collaboratively with schools of nursing to create opportunities for faculty development. A need for clinical faculty development was recognized and a clinical facility faculty day was created and implemented. Information shared during this faculty development day included institutional practice changes, the implementation of a computerized medical record documentation system, general orientation policies, and procedures related to the conducting of business within the institution. A networking opportunity was also provided for faculty and the institutional healthcare leadership staff. Anecdotal evaluation information is also shared.
