This course is the second course of six collective courses that make up the learner6paced online program,Faculty Knowledge/Skills Development: A Review for Nurse Educators.
The six6courses, designed like chapters in an online study6guide booklet, closely align to all major content areas within the Certified Nurse Educator (CNE®) test blueprint. Each course is engaging, featuring interactive practice scenarios, knowledge checks, and downloadable resources. Over 200 combined knowledge checks and test questions weaved throughout the six courses will help learners prepare for the credentialing exam. The learner has the option to complete the program in its entirety or complete only courses aligned to content areas they wish to study, depending on their readiness for the CNE® exam.
After completing this course in the program, learners will be able to:
Section 1: Readiness to Learn
- Describe 4 ways students show readiness to learn.
- Identify the main tenants of assimilation theory.
- Explain 4 stages of information processing.
- Differentiate between short—term and long—term memory storage.
Section 2: Student Learning Styles
- Apply a variety of teaching strategies to appeal to different learning styles.
- Categorize student learning preferences using the acronym VARK.
- List Bevis’ six types of learning.
- Contrast field6dependent learners from field6independent learners.
- Analyze Gardener’s eight (8) intelligence types.
Section 3 Diversity in Education
- Appeal to learning styles influenced by cultural diversity.
- Explain the influence of generation on student learning characteristics and the implications in teaching.
- Define and differentiate the terms: cultural awareness, cultural knowledge, cultural understanding and cultural sensitivity.
Section 4 Student Disabilities & Accommodations
- Explain the Americans with Disabilities Act (ADA) and its implication in nursing education.
- Reference various resources for learning and teaching diverse or ESL students.
- Adapt teaching and provide learning resources to ESL and ELL students and other students requiring accommodations.
Section 5: Socialization: Transition into Practice
- Differentiate between the roles of clinical faculty, staff nurse, and preceptor in clinical learning.
- Describe Kramer’s stages of reality shock for graduate nurse transitioning into practice.
- Explain the nurse to educator process in the context of Patricia Benner’s Novice to Expert.
Section 6: Learning in the Clinical Environment
- Discuss the benefits of reflective practice in nursing education.
- List 2 learning activities for promoting reflective practice explain how to effectively utilize them.
Section 7: Faculty as Advisors
- Analyze the role of nurse faculty advisor.
- Identify student resources to promote academic- and career-related success.
About the Author
Kimberly Dunker, DNP, MSN, RN, CNE, CNEcl, Kimberly has been a nurse for over 18 years and has worked in a variety of Critical Care Nursing specializing in Adult, Surgical, Medical, Oncology, Thoracic, neurology and Cardiac Surgeries. Early in her journey she found her love for teaching as a clinical adjunct faculty where she worked in several nursing schools teaching medical surgical clinical rotations in both the AS and BS nursing programs.
Kimberly’s doctoral research focused on Thesis “Empowerment of Nursing Faculty” and her capstone project implementation program was focused on transition and orientation programs for clinical nursing faculty. This project continues to be the highlight of Kimberly’s continued scholarship which includes working on the MASS Action Coalition on the Faculty team. The focus is to provide resources to faculty and understand the nursing faculty shortage. Kimberly’s passion is to help new clinical faculty and preceptors gain the knowledge and competency to bridge into academia from practice. Kimberly has provided many continuing education workshops for RN’s who want to learn the faculty role and help them by giving them tools to be successful in their transition.
Following graduation Kimberly has continued to work in academia with pre-licensure nursing students teaching adult medical surgical nursing concepts in the classroom and clinical instruction as well as RN-BS students teaching Nursing Research, Nursing Leadership and Informatics.