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Concept of Faculty Supervisior in Dual Position
Concept of Faculty Supervisior in Dual Position
INTRODUCTIN:
MEANING OF SUPERVISION:
The word Supervision derived from two word Super + Vision (See).
It means ‘Overseeing’
Supervision means overseeing the employee at work.
Supervision is the act of watching a person or activity and making certain that
everything is done correctly, safely.
DEFINITION:
SUPERVISIOR:
A good supervisor is one who has broad professional and cultural interest and vision
and enthusiasm for work. Different person have different aspects for supervision.
CONCEPTS OF SUPERVISION:
FACULTY SUPERVISION:
First and most important, a supervisor must have something which is greater to give
which is greater than that which is possessed by the whom he/she is supervising.
A good supervisor inspires confidence by his ability and his expectation.
A good supervisor has enthusiasm for nursing and a consuming interest in patient and
their care.
A good supervisor is approachable.
A good supervisor is also a good leader.
A good supervisor is fair and treats individual impartially accordance for his own
special interest.
A supervisor must have infinite patience and hope..
A good supervisor is able to look at himself objectively.
A nursing supervisor job description with details about education, skills, experience
and duties.
A nursing supervisor leads a team, of registered nurse, nurse aids and trainee nurse.
They ensure that there is adequate nursing staff during all the shifts. It is their
responsibility to make sure that nurse are properly educated and trained to handle
different disease and illness.
They organize and monitor nursing staff and nursing procedure. The nursing
supervisor position combines both nursing skills managerial abilities.
Nursing supervisor may works in corporate hospitals or nursing homes. Usually, they
work in big hospitals or health care units where group of nurse serve.
The play a leadership role guiding nurses. These duties are to:
1. Take care of patient, sometimes just like any other registered nurse.
2. See to its that patients are getting the best care from the nurses.
3. Get nursing station organized.
4. Hire adequately qualified and trained nurse.
5. Assign shifts and job responsibilities to various nurses.
6. Monitor them and make sure that they are adhering to the hospital guidelines.
7. Give in service training to the nurses.
8. Resolve any issues with nursing staff.
9. Ensures that medicines and other essential are always in full stock and readily
available
10. Minimize wastage
11. Meet and appraise higher up about the functioning, issues and developments
with nursing department.
NURSING FACULTY:
The teaching staff and members of the administrative staff having academic rank in
school or college of nursing.
Clinical faculty members are essential for success of nursing student. It is impossible
to learn nursing without effective clinical experiences provided in an environment that
provides support and respect for students while they learn the art and science of
nursing.
Nursing faculty members are responsible to the principal and management authorities
and also to the affiliated university.
JOB SUMMARY:
Provides students with instruction of the highest standards, evaluate student progress ,
assist in preparation of syllabus, assist in activity furthering the work institution,
communicate necessary information to the students as needed.
EDUCATION:
RESPONSIBLITIES:
Considerable progress has been made in nursing and midwifery over the past several
decades, especially in the education.
Countries have been either developed in new, or strengthened and re-oriented the
existing nursing educational programmes in order to ensure that the graduates have
the essential competence to make effective contribution in improving people’s health
and quality of life.
As a result nursing education has made rapid advances . however the expected
comparable improvements in quality of nursing services have not take place as
rapidly.
The gap between nursing practice and education has its historical roots in the
separation of nursing schools from the of hospital to which they were attached.
At time when schools of nursing were operated by the hospital , it was student who
largely staffed the wards and learned the practice of nursing under the guidance of
the nursing staff.
However, under the prevailing circumstances ,services needs often took precedence
over the student learning needs.
The creation of separate institution for nursing education with independent
administrative structures, budget and staff was therefore considered necessary in
order provide an effective educational environment towards enhancing student
learning experiences and laying the foundation of further educational development.
While separation was beneficial in advancing, it has also had adverse effects. Under
the divided system , the educators are no longer the practising nurses in the wards.
As a result hey are no longer directly involved in the delivery of nursing nor are they
responsible for quality of care. The practicing provided in the clinical settings used
for student learning.
Nurses have little opportunity to share their practical knowledge with the students
and no longer share the responsibilities for ensuring relevance of the training the
student receive.
As the gap between education and practice has widened there are now significant
differences between what is taught in the class room and what is practiced in service
settings.
The familiar observation the graduate nurse can theorize but not catheterize reflects the
concern that graduate nurse often lack practical skills despite their significant knowledge.
CONCEPTS:
The concept of clinical school of nursing is one that encompasses the highest level of
academic and clinical nursing ,research and education.
This way of concept of visionary nurses from both La Trobe and The Alfred clinical
school of nursing university. This occurred with in context of long history of
collaboration and cooperation between these two institution going back many years
and culminating in the establishment of clinical school in February,1995.
DEVELOPMENT:
The development of clinical school offers benefits to both hospital and university.
It brings academic staff to the hospital, with opportunity for exchange of ideas with
clinical nurse with increased opportunities for clinical nursing research.
Many educational openings for expert clinical nurses to become involved with
university academic programme were evolved. The move to concept of the clinical
school is founded on recognition of the fundamental importance of the close and
continuing link between theory and practice of nursing at all the levels.
In the CLU MODEL, students practice and learn on a nursing unit , each following
of an individual setrotation and choosing their learning assignment according to
their learning plans.
Unlike the traditional one-to-one preceptor ship an emphasis is placed on the
student responsibilities for self guiding and for communicating their learning plans
with faculty and clinical nurses.
All the staff members on the collaborative learning unit are involved in model and
then therefore not only do the students gain a wide variety of knowledge but the unit
also has the ability to provide practice experiences larger number student.
It is the nursing unit where all members of the staff , together with students and
faculty works together to create positive learning environment and provide high
quality of care.
The essence of the CAN-Care model is relationship between the nurse learner
(student) and nurse expert (unit based nurse), within the nurse context of each nursing
student.
The learner is responsible and accountable for engaging in the learning process and
for taking an active role in establishing a dyadic learning partnership with the nurse
expert.
Unit based nurse are experts in the work of nursing care. The work of the faculty is
re-conceptualized as the creator of the environment to support learning and
professional growth as opposed to the direct teaching of professional content.
In this model , the health care organization becomes an active participant in creating
learning environments and contributing to the learning activities as opposed to just
being a setting in which college-affiliated faculty appears with the student for a
teaching encounter.
The college become an active partner in the professional development and retention
nurses at the practice facility.
In an effort to improve the quality of new graduate transition Epworth Hospital And
Deakin University ran a collaborative project [2003] funded by the National Safety
Quality Council to improve the support base for new graduate while managing the
quality of patient care delivery.
Nursing education Students coached by nurse supported Clinical Clinician
Facilitators are supported by Hospital administration and university .
The Collaborative Clinical Education Epworth Deakin [CCEED] Model developed to
facilitate clinical learning , promote clinical scholarship and build nurse work force
capability.
This model provide4d a framework clinical learning , promote clinical scholarship
and build a nurse workforce capability .
This model provided a frame work for the first initiative , a CCEED undergraduate
program that nested the clinical component a Deakin University undergraduate
nursing Curriculum within Epworth Hospitals health services environment .
The CCEED undergraduate program seen undergraduate nursing students attending
lectures at Deakin University in the traditional manner but completing all tutorials ,
clinical learning laboratories and clinical placements at Epworth Hospital throughout
their three years courses.
The Bridge Practice Model is distinctly different from the other clinical models.
First students , complete all of their clinical experiences in one participating hospital .
Second , one full time teaching faculty serves as a liaison for each bridge hospital.
This faculty member is given a space , usually in the nursing education department
and is then available to serve as a resources for not only the clinical associates but
also for not only the clinical associates but also for the nursing staff.
In this model , therefore , there can be numerous clinical associates in one hospital
with one full time University faculty overseeing the clinical experiences.
Third , students are actively involved in selecting their clinical placements .
The bridge to practice model proposed by Catholic University of America , School of
Nursing [2008] , uses a cohort approach in which students complete medical surgical
clinical nursing education at the same facility .
Students must apply for clinical placements in the hospital of their choice via clinical
application form.
Clinical placement decisions are based on their academic performance and
maturational level.
Participating students undergone 415 hours of clinical experiences (nine academic
credits) focused on medical surgical nursing .
These clinical practice progress from Adults in Health and Illness , basic an
introductory nursing course , to Medical –Surgical Nursing Leadership , as Senior
level course taken in the last semester of baccalaureate study.
Thus the Bridge to practice Model provides undergraduate nursing students with
continuity in medical – surgical education through placement in the same hospital for
all medical surgical clinical rotations.
Hospitals that participate in the bridge model provide senior clinical nurse preceptors
whose time is paid for by the university .
The Bridge to practice the model emphasizes professional incentives for hospital
nurses to participate in nursing education.
Planned incentives includes the rewarding of hospital nurses with continuing
education credits for participation in the short term training on educational
methodology and approaches.
A tuition discount is offered for graduate course work at the university for
institutional students and faculty , more involvement with clinical support services
and care management and more informed employment choices by senior students.
Challenges include recruitment of interested senior clinical nurses , retention of
clinical liaison faculty and management of the trade - off between institutional
stability offered by clinical site continuity and variety of experiences offered by
rotation across several clinical settings.
We have two institution which are practicing dual role, education and practice:
1. CMC,VELLORE.
2. NIMHANS,BANGLORE.
OBJECTIVE:
This will improve the quality of nursing education with overall objectives of
improving the quality of care to the patient and community at large.
CMC-VELLORE:
ADVANTAGES:
DISADVANTAGES:
Requires at least a graduate degree and competency in teaching and clinical skills.
Requires expert knowledge and skills both in nursing and in education.
Have to set firms boundaries on the time and energy spent in both roles.
Can be overburdened with work sometimes adversely affecting the teaching process.
It has an advisory role, it has advisory role, it has advisory bodies which helps in
developing necessary guidelines for development of curriculum.
It formulates philosophy, objectives, syllabus and frame work of all the courses .
It will give permission to start and to continue the course.
It cannot stop program if it feels that school/colleges is not having necessary
facilitates.
It permits the school/college to start and continue the course according to the
infrastructure.
Helps to propagate the concepts and the implementation and also conduct evaluation
and research on the curriculum.
As the coordinator has multiple functions in the curriculum. The major roles:
PLANNING:
ORGANIZING:
Determines the number of position and scope and responsibilities of each faculty
and staff.
Analyses and prepares the job description , indicates line of authority,
responsibilities in the relationship and channel of communication by means
organizational chart. Maintain a plan of workload among staff members.
DIRECTING:
CO-ORDINATING:
CONTROLLING:
Lack of communication.
Lack of understanding and appreciation for what the others contribute to the them.
Lack of mutual trust.
Lack of respect .
Misconceptions.
Overlap of responsibilities and expertise.
Unsolved conflicts .
Unwillingness to share autonomy and responsibilities.
CONCLUSION:
Many nursing service administrators believe that academic nurse educators, removed
from there abilities of the employment setting, are preparing students to function in
ideal environments that rarely exist in the real and extremely diverse worlds of works.
For preparing high quality professionals and to prevent the dilutions of practice
standards, the faculty themselves need to oriented to the actual clinical situations.
So dual role is extremely important in nursing
JOURNAL REFERENCES:
TOPIC: Comparative Study to Assess Knowledge and Perception Regarding Dual Role
among Nurses and Nurse Educators.
ABSTRACT:
The concept of dual role (Faculty supervisor position) in nursing has evolved since a
decade. But the practice has not been implemented in a wide range.
Only very few institutions are practicing it today.
Faculty of an educational institution in nursing has to work as a supervisor in the
parent hospital or affiliated hospital and vice versa.
The aim of the study was to compare the knowledge and perception regarding dual
role among nurses and nurse educators.
.Quantitative research approach and descriptive comparative research design was
used.
The study setting was Safdarjung hospital & College of Nursing, Loknayak Hospital
& College of Nursing and Rufaida College of Nursing, Jamia Hamdard.
The data was collected from 01/10/18 to 09/11/18.
Tools used for data collection comprised of a structured knowledge questionnaire and
structured perception rating scale to assess knowledge and perception of nurses and
nurse educators.
Convenient sampling was adopted to select the 30 nurses and 30 nurse educators.
Findings revealed that 100% of nurses had favorable perception towards dual role in
nursing while 86.66% nurse educators had favorable perception towards dual role in
nursing.
The nurses and nurse educators did not differ from each other in terms of their
knowledge regarding dual role in nursing.
The study concluded that both nurses and nurse educators had adequate knowledge
regarding dual role.
All nurses and majority of nurse educators had favorable perception regarding dual
role. Hence, the dual role should be implemented as a policy.
BIBLIOGRAPHY:
Basavanthappa BT, Nursing education, 1sd edition 2009, jaypee brothers medical
publisher of page no:119-143.
D,Elakkuvana bhaskara raj and Nima bhaskar , nursing education, edition 2013 ,
Emmess medical publisher. Page no:432-439.
NET REFRENCES:
http://www.scribd.com/
JOURNAL REFERENCES:
https://journals.indexcopernicus.com/api/file/viewByFileId/755149.