CONCEPT OF FACULTY [DUAL] SUPERVISOR POSITION

INTRODUCTIN:

 Nursing education prepares nurses to practice in a variety of settings. The impact

modernization, globalization, and liberation of society has brought tremendous
changes in general and nursing education.
 The significant trends in modern education are creativity, changes in teaching and
learning process and advanced educational technology.
 The current trends in nursing education are numerous. Advanced nursing practice
enables nurses to practice in new roles such as nurse practitioners and clinical nurse
specialists.
 Faculty need to be role models especially in the aspect of caring in nursing. The
concept of faculty supervisor position(dual role)in nursing has evolved in decade.
 The main reason for the emergence of dual role is the shortage of nursing faculty and
clinical nurses.
 So it has been suggested in that faculty of educational institution in nursing as
supervisor in the parent hospital or affiliated hospital.

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:

 Supervision is defined as the authoritative direction of the work of ones subordinates.

 Supervision is a kind of teaching which involves, advising, helping, inspiring leading
and liberating.
- Jean Barrett

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:

 Concepts of supervision have changed in recent years. Supervision of graduate staff

nurse differs from that of student nurses in one aspect.
 Supervision of the student two goals, the development of the student has two goals,
the development of the student and the improvement of nursing care.
 Graduate nurse supervision is focused on attainment of giving of quality of care.
 As per dual role supervision can be student nurses as faculty or the supervision of
staff nurse as ward in charge.

FACULTY SUPERVISION:

 Faculty supervisor is member curriculum coordinator who is responsible for

curriculum planning implementation and evaluation.
 Develop instruction material, coordinate educational content, and incorporate current
technology in specialization filed that provides guidelines to educator and instructor
for developing curricula and conducting courses.

CONCEPT OF FACULTY SUPERVISOR:

ACCORDING TO THE NATIONAL LEAGUE FOR NURSING:

 The competency of faculty role id defined creating environment in class room,

laboratory and clinical setting that facilitates students learning and achievement of
desired cognitive, affective and psychomotor outcomes.
 A clinical nurse is one who is practicing in clinical instruction. So faculty nurse who
employed by an academic institution to teach nursing who works in the patient or
affiliated hospital supervising staff and student nurse in particular area.

QUALITIES OF GOOD SUPERVISOR:

 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.

NURSING SUPERVISOR JOB DESCRIPTION:

 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 JOB DUTIES:

 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 SUPERVISOR KNOWLEDGE AND SKILLS:

1. Should be caring with through knowledge of nursing practice.

2. Good knowledge of more than one branch of nursing and specialized knowledge in
one branch is essential#
3. Good at emergency care.
4. Leadership abilities and the ability leads through demonstration and actins
5. Always alert during the shifts .
6. Attend to patient whenever there is need and help nurses when they cannot cope with
particular patient or situation.
7. Good computer skills.

NURSING SUPRVISOR EDUCATIONAL QUALIFICATION AND EXPERIENCE:

1. A master degree in nursing and certification is essential for a nursing supervisor

position.
2. Ideal to begin their careers as registered nurse and experienced as a registered nurse in
large hospital.

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.

PRIMARY ORAGANIZATIONAL RELANTIONSHIP:

 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:

 A master degree in nursing and certification or a basic degree or post degree in

nursing.

RESPONSIBLITIES:

 Provide competent instruction in the clinical and theoretical areas of nursing.

 Maintain high standards and promote excellence in education.
 Participate in and contribute to the team –teaching of classroom and clinical courses
and model team enhancing behaviour for students.
 Serve as a role model for students in professional interaction with the others health
workers in clinical sites.
 Assist the coordinator in scheduling curriculum content and classroom scheduling.
Maintain relationship with clinical sites and professional peers that support reputation
of college and the practical nursing program continue as competent faculty in nursing
by seeking new knowledge, improving nursing skills, and then updating professional
competencies.
 Maintain attendance records for classes taught. Evaluate the progress of student in all
classes according to institutional , divisional, departmental, and individual criteria.
 Participate in scheduled in service activities . promote student development through
enrichment and `mentoring experiences. Serve as academic advisors and ,mentors.

NEED FOR COLLABORATION BETWEEN EDUCATION AND SERVICE:

 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.

MODELS OF COLLABORATION BETWEEN EDUCATION AND SERVICE:

1.CLINICAL SCHOOL OF NURSING MODEL:

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.

2.DEDICATED EDUCATIONAL UNIT CLINICAL TEACHING MODEL:

 In this model a partnership of nurse executives , staff nurse and faculty.

 This model transform patient care unit into environment of support for nursing
students and staff nurses while providing quality of care to the acutely ill adults.

KEY FEATURES OF DEDICATED EDUCATIONAL UNIT:

 Use existing resources.

 Supports the professional development of nurses.
 Potential recruiting and retention tool.
 Allws for the clinical education of increased numbers of student.
 Exclusive use of the clinical unit by school of nursing.
 Use of staff nurses who wants to teach as clinical instructors.
 Preparation of clinical instructors for their teaching role through collaborative staff
and faculty developmental activities.
 Commitment by all to collaborative to build an optimal learning environment.

RESEARCH JOINT APPOINMENTS:[CLINICAL CHAIR-2000]:

  A joint appointment has been defined by Lantz et al.(1994) as a formulated
agreement between two institution where an individual holds a position in each
institution andf carriers out specific and defined responsibilities.
 The goal of his approach is to use the implementation of research findings as a basis
for improving critical thinking and decision making of nurses.
 In the arrangement the researcher is faculty member at the educational institution
with credibility in conducting research and with an interest in developing a research
programme in the clinical setting.
 The director of nursing research ,provides education regarding research in practice
setting. She/he also lectures or supervises in the educational institution.
 A formal agreement exists within the two organisation regarding specific
responsibilities and the percentage of time allocated between each. Salary and
benefits are shared between the two organization.

COLLABORATIVE LEARNING UNIT[BRITISH COLUMBIA – 2005] MODEL:

 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.

COLLABORATIVE APPROACH TO NURSING CARE(CAN-CARE)MODEL AT

2006:

 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.

PRACTICE – RESEARCH MODEL[PRM-2001]:

 It is an innovative collaborative between partnership agreement between Fermantle

Hospital and Health Service and Curtin University of Technology in Perth , Western
Australia.
 This partnership engages academics in the clinical setting in two formalized
collaborative appointments.
 This partnership not only enhances communication between educational and health
services , but fosters the de3velopment of nursing and knowledge.
 The process of the collaborative partnership agreement involved the development of a
Practice – Research Model of collaboration.
 This model encouraged a close working relationship between registered nurses and
academics , and has also facilitated strong links at the health service with the Nursing
Research and Evaluation Unit , medical staff and other allied health professionals
 The key concepts exemplified in the application of the model include practice driven
research development , collegial partnership , collaborative ownership and best
practice.
 Many specific outcomes have been achieved through implementation of the model ,
but overall the partnership between registered nurses and academics in the pursuit of
research to support clinical practice has been the highlight.
  The Key elements of collaboration and development of the PRM are collaborative
partnership .
 The collaborative partnership was formed by nursing health 7 professionals , from the
community health service and the university who recognized the need page.
 To bridge the theory – clinical practice gap and acknowledged the fulility of
continuing to work in isolation from the each other.
 In practical terms, this involved a formal contractual arrangements between the
organizations that led’s to establishment of a Nurse Research Consultant [NRC]
position.

COLLABARTIVE CLINICAL EDUCATION EPWORTH DEAKIN [CCEED]

MODEL[2003]:

 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.

KEY FINDINGS OF THE 2005 PILOT CCEED PROGRAM WERE:

 Students learning objectives were met and satisfaction was high.

  Undergraduate clinical education was valued by preceptors and managers as a
workforce investment strategy.
 Preceptors were enriched in their clinician role as a result of their participation in the
program and reflection on their process.
 Preceptors continuity promoted at trusting relationship that enabled preceptors to
confidentiality encourage student initiative.
 Preceptors managed multiple roles in order to meet demands of patient care and
student learning

THE BRIDGE PRACTICE MODEL[2008]:

 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.

COLLABORATION OF NURSING EDUCATION AND SERVICE INSTITUTION IN

INDIA:

 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.

DUAL ROLE MODEL IN THE NIMHANS:

 The amalgamation of 1974 resulting in NIMHANS, the faculty of the nursing

department took up the dual responsibilities of providing clinical services as well
as conducting teaching programmes .
  In 1975 all the grade II nursing superintendents working in the hospital were
designated tutors to maintain the uniformity in the department.
 The head of the department of nursing was given the responsibilities for the both
the service and the education component of the department.
 Integration of education with service raised the quality of patient care and also
improved the quality of learning experiences for nursing student, under the close
supervision of teachers who were also practitioners.

CMC-VELLORE:

 The integrative service education approach in CMC, Vellore college of nursing

under Christian medical college, Vellore, where nurse educators are practicing in
the wards or directly involving in the delivery of nursing services.
 This enables the practicing nurse to share her practical knowledge to the student
nurse who is practicing in the concerned wards.
 Government of India conducted a pilot study on bridging the gap between
education and service in select institution like one ward of AIIMS.
 The project was successful , patients and medical personnel appreciated the
move but its required financial recourses to replicate the process.

ADVANTAGES:

 Abundant learning opportunities.

 Improves clinical competencies.
 Professional recognition and status.
 Variety and novelty in work.
 Gets authority both in educational institution and hospital.

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.

ROLE OF THE CURRICULAM ADMINISTRATOR:

ROLE OF THE UNION GOVERNMENT:

 It has an advisory role, it has advisory role, it has advisory bodies which helps in
developing necessary guidelines for development of curriculum.

ROLE OF THE NATIONAL BODIES:

 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.

ROLE OF STATE GOVERMENT:

 It permits the school/college to start and continue the course according to the
infrastructure.

ROLE OF THE FACULITIES OF EDUCATION IN UNIVERSTIES:

 Helps to propagate the concepts and the implementation and also conduct evaluation
and research on the curriculum.

ROLE THE CURRICULUM COORINATOR:

 As the coordinator has multiple functions in the curriculum. The major roles:

PLANNING:

 Develops philosophy and objectives for educational programme. Identifies the

present needs related to educational programme. Investigates , evaluates and secures
resources.
 Formulates plan of the action. Selects and organizes learning experience. Participate
in the formulation of admission and recruitment policies.

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:

 Recommends appointments and promotion based on qualification and experience.

 Provides adequate orientation to staff members. Guides and encourages staff
members in their job activities.

CO-ORDINATING:

 Co-ordinates activities relating to the programme such as administration meeting,

staff meeting, parents teacher meeting.
 Co-ordinates various committee like curriculum committee , ethical committee ,
budgeting committee.

CONTROLLING:

 Maintain recognition of the educational programme by accrediting like KNC,INC and

university.
 Prepares , secures approves and administrates the budget.

DUAL ROLE OF SUPERVISOR AND EDUCATOR NURSING , PRINCIPAL

SUPERINTENDENT:

COMMON BARRIERS IN COLLABORATION:

 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.

AUTORS: Preeti , Urmila D Bhardwaj , Anjali Kaushik.

PUBLISHED ON: 2019-09-26.

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.