This learner-paced online course program, Faculty Knowledge/Skills Development: A Review for Nurse Educators is made up of six courses, designed like chapters in an online study-guide booklet. The chapters are mapped 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 are weaved throughout the six courses. The learner has the option to complete the program in its entirety or complete only courses aligned to content areas they wish to study.
After completing this course in the program, learners will be able to:
Section 1: Curriculum Standards and Development
- Describe how professional nursing organization and trends help guide curriculum development.
- List the 6 QSEN competencies.
- Explain how theories of Nightingale, Watson, Bevis, and Benner shaped nursing curriculum.
- Distinguish between Block, Concept-based, and Competency-based curriculum design.
- Describe 3 major components of a curriculum.
Section 2: Curriculum Evaluation and Improvement
- Outline criteria used for nursing program admission.
- Recognize how benchmarks are used in nursing program evaluation.
- Explain 2 techniques for facilitating the attainment of group consensus.
Section 3: Accreditation Standards & Assessment
- Discuss 5 different models for systematic evaluation of a nursing program.
- Explain the accreditation process for nursing programs.
- Differentiate between NLNAC and CCNE accrediting bodies.
Section 4: Team Approach to Curriculum Design
- Discuss how nursing faculty organize as a team to evaluate the nursing curriculum.
- Explain the student role in nursing curriculum evaluation.
- Identify the four “C”s of active curriculum development.
Section 5: Community Role in Curriculum Design
- Explain the importance of community partnership in nursing program development and evaluation.
- List the possible members of a nursing program advisory board and their role in advisory board meetings.
- Discuss the factors involved in clinical placement site selection.
- Explain the typical format of a dedicated education unit.
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.