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Linfield-Good Samaritan School of Nursing
Nurse Educator Associate (Adjunct Faculty) Manual
2013-2014
Table of Contents
Chapter I: Orientation, Mentorship, Supervision, Evaluation, And Position Descriptions
Orientation, Mentorship, Supervision, And Evaluation Of Nurse Educator
Associate (Adjunct Faculty) ..................................................................................................... 2
Nurse Educator Associate (Adjunct Faculty) Position Description ................................................ 3
Nurse Educator Associate (Adjunct Faculty) Liaison Position Description ................................... 4
Responsibilities Of Integrated Experiential Learning Coordinator ................................................ 6
Chapter II: Curriculum
Overview Of The Linfield-Good Samaritan School Of Nursing Program ..................................... 9
The Essentials Of Baccalaureate Education For Professional Nursing Practice .......................... 10
Code Of Ethics For Nurses ........................................................................................................... 12
Standards Of Practice .................................................................................................................... 13
Linfield College Mission Statement ............................................................................................. 15
Linfield-Good Samaritan School Of Nursing Vision/Mission/Philosophy Statement ................. 15
Linfield-Good Samaritan School Of Nursing Program Outcomes ............................................... 16
Linfield-Good Samaritan School Of Nursing Level Outcomes And Course Outcomes For
Generic BSN Program And RN-BSN Program ...................................................................... 17
Linfield-Good Samaritan School Of Nursing Curricular Themes, Modes Of Inquiry,
And Curriculum Conceptual Organization ............................................................................. 23
Linfield-Good Samaritan School Of Nursing Theoretical Model For Community-Based
Nursing Education .................................................................................................................. 24
Linfield-Good Samaritan School of Nursing Clinical Reasoning Model ..................................... 26
Linfield-Good Samaritan School of Nursing Clinical Reasoning Model
Definition And Terms ............................................................................................................. 28
Chapter III: Teaching Strategies And Nursing Policies
Evidence-Based Practice ............................................................................................................... 34
Conflict Resolution ....................................................................................................................... 34
Constructive Feedback .................................................................................................................. 35
Praxis............................................................................................................................................. 36
Preceptorship Model Of Clinical Teaching .................................................................................. 36
Clinical Agency Contact Person Model For Clinical Placement .................................................. 40
Linfield-Good Samaritan School Of Nursing Experiential Learning Center Standards
For The Learning Community ................................................................................................ 40
Linfield-Good Samaritan School Of Nursing Online Course Expectations ................................. 41
Linfield-Good Samaritan School Of Nursing Best Practices For Educators
Teaching In Fully Online Courses .......................................................................................... 43
Incivility In Nursing Education .................................................................................................... 45
Chapter IV: Miscellaneous Portland Campus Information
Attire ............................................................................................................................................. 48
Clinical Health Passports .............................................................................................................. 48
Contact Information ...................................................................................................................... 48
Equipment Requests...................................................................................................................... 48
Faculty Evaluations ....................................................................................................................... 48
Faculty/Staff Lounge .................................................................................................................... 49
Forms ............................................................................................................................................ 49
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ID Card.......................................................................................................................................... 50
Keys .............................................................................................................................................. 50
Linfield E-Mail Address ............................................................................................................... 50
Other Teaching Opportunities At Linfield .................................................................................... 50
Parking .......................................................................................................................................... 50
Duplicating Equipment (Photocopy/Printing/Scanning) .............................................................. 50
Safety And Security ...................................................................................................................... 51
Student Counseling Services......................................................................................................... 51
Student Learning Support Services ............................................................................................... 51
Supply Room ................................................................................................................................ 52
Syllabus Preparation And Requirements ...................................................................................... 52
Textbooks...................................................................................................................................... 52
Chapter V: Appendices
Linfield-Good Samaritan School Of Nursing Organizational Chart .......................................... A-1
Linfield-Good Samaritan School Of Nursing Nurse Educator Associate (Adjunct Faculty)
Evaluation Of School Of Nursing Support ........................................................................... B-1
Linfield-Good Samaritan School Of Nursing Evaluation Of Nurse Educator Associate
(Adjunct Faculty): Self-Appraisal......................................................................................... C-1
Evaluation Of Nurse Educator Associate (Clinical Adjunct Nursing Faculty)
By Integrated Experiential Learning Coordinator ................................................................ C-2
Evaluation Of Nurse Educator Associate (Classroom Adjunct Nursing Faculty) By The
Associate Dean Of Nursing For Faculty And Program Development .................................. C-4
Linfield College: Student Appraisal of Instruction ..................................................................... D-1
Linfield College: Student Appraisal of Clinical Instruction in Nursing ..................................... D-3
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Preface
Welcome to Linfield-Good Samaritan School of Nursing!
Linfield College is accredited by the Northwest Commission on Colleges and Universities. The
undergraduate nursing program is fully accredited by the Commission on Collegiate Nursing
Education and the Oregon State Board of Nursing. The School of Nursing has a long and rich
history with roots dating back to 1890, when the first nursing education program in the
Northwest was established at Good Samaritan Hospital. A partnership with Linfield College in
1985 moved this program from hospital-based training to the collegiate level.
Our diverse student body is comprised of migrating students from the McMinnville campus,
transfer students pursuing a first degree, and students with prior degrees who are seeking a career
change. We also have RNs who are seeking their BSN degree. The nursing faculty is both
academically and experientially prepared and committed to facilitating the students’ success.
We are pleased that you have joined our community of learning, and we look forward to working
with you. As a Nurse Educator Associate (adjunct faculty), you will play a very important role
in facilitating student learning so they are prepared to meet the healthcare needs of the future.
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Chapter I: Orientation, Mentorship, Supervision,
Evaluation, And Position Descriptions
Nurse Educator Associate
(Adjunct Faculty) Manual
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2013-2014 Edition
Orientation, Mentorship, Supervision, And Evaluation Of Nurse Educator
Associate (Adjunct Faculty)
Nurse Educator Associates (Adjunct Faculty) are encouraged to participate in the Nurse Educator
Associate (Adjunct Faculty) Development Program workshop; and to access information posted
electronically on Blackboard, under “Adjunct Resources.”
Nurse Educator Associates (Theory Adjunct Faculty) are oriented, mentored, and supervised by
the Associate Dean of Nursing for Faculty and Program Development. Issues that cannot be
resolved at the Associate Dean of Nursing for Faculty and Program Development level should be
brought to the attention of the Dean of Nursing.
Nurse Educator Associates (Clinical Adjunct Faculty) are oriented, mentored, and supervised by
the Integrated Experiential Learning Coordinator of the course to which they are assigned.
Issues, that cannot be resolved at the Integrated Experiential Learning Coordinator level, should
be brought to the attention of the Associate Dean of Nursing for Faculty and Program
Development.
The Nurse Educator Associate (Adjunct Faculty) Liaison collaborates with the Associate Dean of
Nursing for Faculty and Program Development and the Integrated Experiential Learning
Coordinators to orient and mentor Nurse Educator Associates (Adjunct Faculty). The Liaison
also assists Nurse Educator Associates (Adjunct Faculty) by identifying professional
development needs and educational opportunities; communicating information concerning
policy, procedure, and resources; and conveying concerns or issues to administration and faculty.
Nurse Educator Associates (Adjunct Faculty) will be asked to complete the Evaluation of
Support for Nurse Educator Associates (Adjunct Faculty) form to determine if the support we
provided you was adequate.
Nurse Educator Associates (Adjunct Faculty) will have the opportunity to participate in a general
orientation to the School of Nursing. Prior to teaching their first online nursing course in the
RN-BSN program, Nurse Educator Associates (Adjunct Faculty) are required to participate in an
RN-BSN Distance Education Program online orientation.
At the conclusion of the semester, the Nurse Educator Associate (Adjunct Faculty) completes the
Evaluation of Nurse Educator Associate (Adjunct Faculty) Self-Appraisal form. The Associate
Dean of Nursing for Faculty and Program Development completes the Evaluation of Nurse
Educator Associate (Classroom Adjunct Nursing Faculty) by the Associate Dean of Nursing for
Faculty and Program Development form for the Nurse Educator Associates (Adjunct Faculty)
teaching theory. The Course Coordinator or Experiential Learning Coordinator completes the
Evaluation of Nurse Educator Associate (Clinical Adjunct Faculty) by Course
Coordinator/Experiential Learning Coordinator form for Nurse Educator Associates (Adjunct
Faculty) teaching clinical. The evaluation and plans to improve performance are discussed with
the Nurse Educator Associate (Adjunct Faculty).
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Nurse Educator Associate (Adjunct Faculty) Position Description
Source: 2010-2011 Linfield College Faculty Handbook
IV.
5. ADJUNCT FACULTY
Adjunct faculty are those employed for up to one year at a time on a part-time basis to teach
particular courses. Unless the contract stipulates to the contrary, the job description includes
instruction only (including some availability for conferences with students outside of class), not
advising, professional development, or service activities. Rank is not accorded, and stipends are
based only on teaching load and the individual’s highest degree. In accordance with Linfield’s
Retirement Plan document plan, adjunct faculty are eligible to participate in the Plan on a
voluntary salary reduction basis effective with the employee’s date of employment. Otherwise,
only those benefits required by law are provided.
Normally, adjunct faculty are limited to no more than 18 load units in any given academic year,
where 33 units is defined as full time (23 of teaching per se and 10 of other, such as advising and
service functions). Included in the 18 is teaching within any division of the college. In no case
will a load of more than 20 units be approved.
Adjunct faculty employed in the school of nursing for clinical supervision and instruction will be
hired under the same terms as other adjunct faculty except that pay rates may be somewhat
higher than those applicable to other adjuncts based on prevailing rates for nurses in the Portland
area.
Adjunct faculty are not eligible for tenure, promotion in rank, or sabbatical leave.
Reappointment is based on a departmental evaluation of teaching effectiveness. Each course
taught by an adjunct faculty member must be evaluated using the college form for student
evaluation of instruction.
Addendum to the Linfield College Faculty Handbook pertinent to the Linfield-Good Samaritan
School of Nursing:
In compliance with the Oregon State Board of Nursing standards for educational programs in
nursing, clinical adjunct faculty (Nurse Educator Associates) shall hold at least a Bachelor’s
Degree in Nursing with no less than two years of nursing experience. Theory adjunct faculty
(Nurse Educator Associates) shall hold at least a Master’s Degree in Nursing with no less than
three years of nursing experience. Both clinical and theory adjunct faculty (Nurse Educator
Associates) shall have licensure as a registered nurse in Oregon
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Nurse Educator Associate (Adjunct Faculty) Liaison Position Description
Source: Linfield-Good Samaritan School of Nursing Faculty Manual, 2013-2014 edition
Position Title: Nurse Educator Associate (Adjunct Faculty) Liaison
Reports To: Dean of Nursing and Associate Dean of Nursing for Faculty and Program
Development
Full Time Equivalent (FTE): Determined by Dean of Nursing
Date Approved: 07/15/12
Last Date Reviewed/Revised: __________
Position Summary:
The Nurse Educator Associate (Adjunct Faculty) Liaison collaborates with the Dean of Nursing,
Associate Dean of Nursing for Faculty and Program Development, Experiential Learning
Coordinators, adn the Faculty Development Committee in meeting assigned responsibilities
related to Nurse Educator Associate (Adjunct Faculty).
Responsibilities:
1.
2.
3.
4.
5.
In conjunction with the Administrative Assistant to the School of Nursing, provides
oversight to the management of information regarding Nurse Educator Associates
(Adjunct Faculty) for the generic BSN program.

Current contact information
Licensure as an RN in another state(s) in addition to Oregon


Practice specialty areas and experience
Availability for clinical teaching, as well as, other work commitments


Number of hours committed and used in the academic year

Preferred courses and record of teaching in past courses

Performance review dates, completed evaluations, and summary of evaluation
results

Current signed contract for academic year

Current mandatory education requirements (e.g., TB testing, CPR, Licensure)
Assists Integrated Experiential Learning Coordinators and the Associate Dean of Nursing
for Faculty and Program Development with advertising for Nurse Educator Associates
(Adjunct Faculty).
Develops and coordinates a general orientation for new Nurse Educator Associates
(Adjunct Faculty); and collaborates with Integrated Experiential Learning Coordinators
and the Associate Dean of Nursing for Faculty and Program Development to establish
course specific orientations.
In collaboration with Integrated Experiential Learning Coordinators and the Associate
Dean of Nursing for Faculty and Program Development, ensures Nurse Educator
Associates (Adjunct Faculty) who are new to education are mentored on principles and
strategies for teaching, grading, praxis, and simulated lab learning experiences.
Collaborates with the School of Nursing Faculty Development Committee and the
Associate Dean of Nursing for Faculty and Program Development to identify
professional growth and development needs of Nurse Educator Associates (Adjunct
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6.
7.
8.
9.
10.
Faculty), and based on this needs assessment, collaborates with the committee and the
Associate Dean of Nursing for Faculty and Program Development to develop and
implement the annual Nurse Educator Associate (Adjunct Faculty) Development
Program and other educational opportunities.
Communicates monthly with Nurse Educator Associates (Adjunct Faculty) regarding
such items as applicable policies, College and School of Nursing information, and
educational opportunities. In Collaboration with Integrated Experiential Learning
Coordinators, other faculty, and administrators, serves as a liaison to Nurse Educator
Associates (Adjunct Faculty) in interpreting policy and procedure, problem solving, and
seeking resources.
Maintains a line of communication between Nurse Educator Associates (Adjunct
Faculty) and the Dean of Nursing, Associate Dean of Nursing for Faculty and Program
Development, Integrated Experiential Learning Coordinators, and other faculty.
Collaborates with the Dean of Nursing, Associate Dean of Nursing for Faculty and
Program Development, and/or others to implement a system of recognition for Nurse
Educator Associates (Adjunct Faculty).
Conducts, analyzes, and reports on the annual evaluation of support for Nurse Educator
Associates (Adjunct Faculty).
Through discussions with Integrated Experiential Learning Coordinators, other faculty,
and administrators; identifies Nurse Educator Associate (Adjunct Faculty) issues and
ideas for improvement. Reports on Nurse Educator Associate (Adjunct Faculty) issues
and recommendations for improvement at Nursing Faculty Assembly meetings.
Qualifications:
1.
2.
3.
4.
5.
6.
7.
Bachelor’s Degree in Nursing
Licensure as a registered nurse in Oregon
Three years experience in clinical nursing
Excellent communication and interpersonal skills
Ability to establish effective working relationships with a variety of faculty, staff, and
community contacts
Ability to manage multiple tasks and projects in an organized and productive manner
Proficiency in personal computer skills, Microsoft Office
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Responsibilities Of Integrated Experiential Learning Coordinator
Source: Linfield-Good Samaritan School of Nursing Faculty Manual, 2013-2014 edition
Some of the responsibilities of the Integrated Experiential Learning Coordinator include:
1.
Coordinates the search process for Nurse Educator Associates (Clinical Adjunct Faculty)
and forwards hiring recommendations to the Associate Dean of Nursing for Faculty and
Program Development.
2.
Orients Nurse Educator Associate (Clinical Adjunct Faculty) to the nursing curriculum;
the course, including course outcomes, requirements of the course, and evaluation
methods; and expectations about the role of the Nurse Educator Associate (Clinical
Adjunct Faculty). Orients the Nurse Educator Associate (Clinical Adjunct Faculty) to the
roles of the faculty, preceptor and student, if the adjunct is teaching in NURS 475
Integrated Experiential Learning IV.
3.
Provides Nurse Educator Associate (Clinical Adjunct Faculty) with the course syllabus
and access to the course textbook(s).
4.
Coordinates implementation of course requirements, such as faculty and student
completion of Health Passport and clinical agency requirements.
5.
Assigns students and faculty to clinical sites, and supports faculty in nurturing and
maintaining positive working relationships with the clinical agency staff.
6.
Oversees implementation of course outcomes through frequent and clear communication
with course faculty.
7.
Provides guidance to the Nurse Educator Associate (Clinical Teaching Associate) with
regard to clinical teaching and student evaluation issues.
8.
Coordinates academic counseling of students in the course who are in academic jeopardy.
9.
Submits clinical related academic alerts to students and submits final course grades.
10.
Facilitates resolution of student grievances related to the course.
11.
Maintains communication between course faculty and facilitates team meetings.
12.
Submits contracts for reimbursement of Nurse Educator Associates (Clinical Adjunct
Faculty) teaching in NURS 335, 375 or 435 in the BSN generic program for orientation
to clinical sites they have not been assigned to previously. Informs Nurse Educator
Associates (Clinical Adjunct Faculty) about the process for clinical travel reimbursement.
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13.
Coordinates faculty and student evaluation of clinical agencies and Clinical Teaching
Associates (preceptors), student evaluation of faculty and the course, and faculty
evaluation of student clinical performance.
14.
Writes a performance evaluation of the Nurse Educator Associate (Clinical Adjunct
Faculty) that is shared with the adjunct.
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Chapter II: Curriculum
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Overview Of The Linfield-Good Samaritan School Of Nursing Program
The Vision, Mission and Philosophy of the School of Nursing is derived from the College
Mission Statement and provides a foundation upon which the curriculum is structured. The
curriculum is designed to be applicable to both generic students with no previous preparation in
nursing and the returning registered nurse seeking a baccalaureate degree.
The School of Nursing provides a quality education derived from a liberal arts foundation and
nursing theory and research, supplemented by content from other disciplines. The School
prepares graduates to act as providers of care, designers/managers/coordinators of care and
members of the nursing profession to meet the health needs of multidimensional individuals and
families, groups and communities in a diverse and multicultural society. Analytical, critical, and
creative thinking, as well as intuitive processes are developed as a basis for independent and
collaborative decision making in the application of clinical judgment, which includes the nursing
process. The curriculum is designed to expose the student to a variety of factors that contribute
to the development of a professional worldview. Among these factors are an awareness of the
historical and legal context of nursing, diverse professional and cultural values, social issues, and
ethical concepts. Experiences are selected to motivate students toward understanding the needs
of others, making creative and constructive contributions to society, and lifelong learning.
Scholarly activity is promoted to prepare students for graduate study in nursing. Graduates are
expected to be accountable in the practice of nursing and provide leadership in implementing
changes necessary to meet the health needs of a complex and evolving society.
The organization and internal consistency of the curriculum are demonstrated in the “Linfield
College Mission Statement”, “Vision/Mission/Philosophy Statement of the School of Nursing”,
“Curricular Themes, Modes of Inquiry and Curriculum Conceptual Organization”, and “Program
Outcomes”. The “Linfield-Good Samaritan School of Nursing Theoretical Model for
Community-Based Nursing Education” provides a visual organizational structure for the
curriculum.
The nursing program uses the following professional nursing standards and guidelines:

AACN The Essentials of Baccalaureate Education for Professional Nursing Practice,
which can be found at the following Web site:
http://www.aacn.nche.edu/Education/bacessn.htm.

ANA Code of Ethics for Nurses with Interpretive Statements that describes the ethical
obligations and duties of professional nurses and nursing students. It can be found at the
following Web site: http://nursingworld.org/codeofethics

ANA Standards of Practice

OSBN Nurse Practice Act
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The Essentials Of Baccalaureate Education For Professional Nursing Practice
“The following nine Essentials address the key stakeholders’ recommendations and landmark
documents such as the Institute of Medicine’s recommendations for the core knowledge required
of all healthcare professionals. The Essentials emphasize such concepts as patient-centered care,
interprofessional teams, evidence-based practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an ever-changing and complex healthcare
environment.
Essentials I-IX delineate the outcomes expected of graduates of baccalaureate nursing programs.
Achievement of these outcomes will enable graduates to practice within complex healthcare
systems and assume the roles: provider of care; designer/manager/coordinator of care/ and
member of a profession. Essential IX describes generalist nursing practice at the completion of
baccalaureate nursing education. This Essential includes practice-focused outcomes that
integrate the knowledge, skills, and attitudes delineated in Essentials I-VIII.
The nine Essentials are:
Essential I:
Liberal Education For Baccalaureate Generalist Nursing Practice
A solid base in liberal education provides the cornerstone for the practice and education
of nurses.
Essential II:
Basic Organizational And Systems Leadership For Quality Care And
Patient Safety
Knowledge and skills in leadership, quality improvement, and patient safety are
necessary to provide high quality health care.
Essential III:
Scholarship For Evidence Based Practice
Professional nursing practice is grounded in the translation of current evidence into one’s
practice.
Essential IV:
Information Management And Application Of Patient Care Technology
Knowledge and skills in information management and patient care technology are critical
in the delivery of quality patient care.
Essential V:
Health Care Policy, Finance, And Regulatory Environments
Healthcare policies, including financial and regulatory, directly and indirectly influence
the nature and functioning of the healthcare system and thereby are important
considerations in professional nursing practice.
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Essential VI:
Interprofessional Communication And Collaboration For Improving
Patient Health Outcomes
Communication and collaboration among healthcare professionals are critical to delivering
high quality and safe patient care.
Essential VII: Clinical Prevention And Population Health
Health promotion and disease prevention at the individual and population level are
necessary to improve population health and are important components of baccalaureate
generalist nursing practice.
Essential VIII: Professionalism And Professional Values
Professionalism and the inherent values of altruism, autonomy, human dignity, integrity,
and social justice are fundamental to the discipline of nursing.
Essential IX:
Baccalaureate Generalist Nursing Practice
The baccalaureate-graduate nurse is prepared to practice with patients, including
individuals, families, groups, communities, and populations across the lifespan and across
the continuum of healthcare environments.
The baccalaureate graduate understands and respects the variations of care, the increased
complexity, and the increased use of healthcare resources inherent in caring for patients.
Learning opportunities, including direct clinical experiences, must be sufficient in breadth and
depth to ensure the baccalaureate graduate attains these practice-focused outcomes and integrates
the delineated knowledge and skills into the graduate’s professional nursing practice. Clinical
learning is focused on developing and refining the knowledge and skills necessary to manage
care as part of an interprofessional team. Simulation experiences augment clinical learning and
are complementary to direct care opportunities essential to assuming the role of the professional
nurse. A clinical immersion experience provides opportunities for building clinical reasoning,
management, and evaluation skills.” (AACN, The Essentials of Baccalaureate Education for
Professional Nursing Practice, 2008.)
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Code Of Ethics For Nurses
Provision 1: The nurse, in all professional relationships, practices with compassion and respect
for the inherent dignity, worth, and uniqueness of every individual, unrestricted
by considerations of social or economic status, personal attributes, or the nature of
health problems.
Provision 2: The nurse’s primary commitment is to the patient, whether an individual, family,
group or community.
Provision 3: The nurse promotes, advocates for, and strives to protect the health, safety, and
rights of the patient.
Provision 4: The nurse is responsible and accountable for individual nursing practice and
determines the appropriate delegation of tasks consistent with the nurse’s
obligation to provide optimum patient care.
Provision 5: The nurse owes the same duties to self as to others, including the responsibility to
preserve integrity and safety, to maintain competence, and to continue personal
and professional growth.
Provision 6: The nurse participates in establishing, maintaining, and improving health care
environments and conditions of employment conducive to the provision of quality
health care and consistent with the values of the profession through individual and
collective action.
Provision 7: The nurse participates in the advancement of the profession through contributions
to practice, education, administration, and knowledge development.
Provision 8: The nurse collaborates with other health professionals and the public in promoting
community, national, and international efforts to meet health needs.
Provision 9: The profession of nursing, as represented by associations and their members, is
responsible for articulating nursing values, for maintaining the integrity of the
profession and its practice, and for shaping social policy.
(ANA Code of Ethics for Nurses with Interpretive Statements, 2001.)
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Standards Of Practice
Standard 1. Assessment
The registered nurse collects comprehensive data pertinent to the healthcare consumer’s
health or the situation.
Standard 2. Diagnosis
The registered nurse analyzes the assessment data to determine the diagnoses or issues.
Standard 3. Outcome Identification
The registered nurse identifies expected outcomes for a plan individualized to the
healthcare consumer or the situation.
Standard 4. Planning
The registered nurse develops a plan of care that prescribes strategies and interventions to
attain expected outcomes.
Standard 5. Implementation
The nurse implements the interventions identified in the plan.
Standard 5A. Coordination of Care
Standard 5B. Health Teaching and Health Promotion
Standard 6. Evaluation
The registered nurse evaluates progress toward attainment of outcomes.
Standard 7. Ethics
The registered nurse practices ethically.
Standard 8. Education
The registered nurse attains knowledge and competence that reflects current nursing
practice.
Standard 9. Evidence-Based Practice and Research
The registered nurse integrates evidence and research findings into practice.
Standard 10. Quality of Practice
The registered nurse contributes to quality nursing practice.
Standard 11. Communication
The registered nurse communicates effectively in a variety of formats in all areas of
practice.
Standard 12. Leadership
The registered nurse demonstrates leadership in the professional practice setting and the
profession.
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Standard 13. Collaboration
The registered nurse collaborates with the healthcare consumer, family and others in the
conduct of nursing practice.
Standard 14. Professional Practice Evaluation
The registered nurse evaluates her or his own nursing practice in relation to professional
practice standards and guidelines, relevant statutes, rules and regulations.
Standard 15. Resource Utilization
The registered nurse utilizes appropriate resources to plan and provide nursing services
that are safe, effective and financially responsible.
Standard 16. Environmental Health
The registered nurse practices in an environmentally safe and healthy manner.
(ANA Scope and Standards of Nursing Practice, 2010)
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Linfield College Mission Statement
Approved: 05/04/02
Linfield College advances a vision of learning, life, and community that:
•
promotes intellectual challenge and creativity,
•
values both theoretical and practical knowledge,
•
engages thoughtful dialogue in a climate of mutual respect,
•
honors the rich texture of diverse cultures and varied ways of understanding,
•
piques curiosity for a lifetime of inquiry, and
•
inspires the courage to live by moral and spiritual principle and to defend freedom of
conscience.
Linfield-Good Samaritan School Of Nursing Vision/Mission/Philosophy
Statement
Approved: 04/06/09
Vision
Linfield-Good Samaritan School of Nursing educates professional nurses for health stewardship
of the complex global society.
Mission
The mission of Linfield-Good Samaritan School of Nursing is to create an inclusive community
of learning grounded in the liberal arts values of social justice and life-long learning. The
program prepares caring nurses who are committed to the profession and responsive to the needs
of the global community in an ever-changing healthcare environment. Evidence based practice
and research guide student learning within a culture that promotes professional excellence and
scholarship.
Philosophy
We believe that healthcare is a fundamental right that takes place within and among diverse and
intersecting communities. Our diverse and inclusive learning environment fosters a commitment
to social justice. Respect for multiple perspectives guides students and faculty to provide
effective intercultural care, contribute to local and global efforts to eliminate health disparities,
and advocate for vulnerable populations. Understanding that health and illness result from
complex interrelated factors, nurses assume a leadership role in creating healthy communities by
promoting health and healing, preventing disease, and influencing healthcare policy. Nurses
develop collaborative partnerships with clients, healthcare providers, and other stakeholders to
achieve healthcare goals in a variety of settings.
Consistent with the foundational education principles of Linfield College, the School of Nursing
promotes integrated learning, global/multicultural awareness, and experiential learning that
fosters reflective practice essential for professional nurses in the 21st century. We believe that
learning centered education is best achieved within a supportive community that values
individual learning styles and builds on previous knowledge and practical experience. Our
curriculum is designed to facilitate the development of theory acquisition, clinical skill
development, and socialization into the profession of nursing. The Linfield-Good Samaritan
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School of Nursing Curriculum Model provides a visual organizational structure for the
curriculum.
Linfield-Good Samaritan School Of Nursing Program Outcomes
Approved: 04/06/09
Last Revised: 04/15/13
The graduate of Linfield-Good Samaritan School of Nursing:
1.
Builds a professional practice informed by the mission of Linfield College and the vision,
mission, and philosophy of the School of Nursing as well as the standards and values of
the nursing profession.
2.
Applies sound clinical reasoning, reflective practice, and evidence-based practice in the
provision of holistic nursing care.
3.
Communicates effectively and collaboratively in a professional practice.
4.
Uses a range of information and clinical technologies to achieve health care outcomes for
clients.
5.
Provides effective nursing care that incorporates diverse values, cultures, perspectives
and health practices.
6.
Engages in ethical reasoning and actions that demonstrate caring and commitment to
social justice in the delivery of healthcare to clients in the community.
7.
Applies principles of stewardship and leadership skills to support quality and safety
within complex organizational systems.
8.
Integrates knowledge of healthcare policy, populations, finance and regulatory
environments that influence system level change within professional nursing practice.
9.
Incorporates a liberal arts based understanding of local and global healthcare issues to
health promotion, risk reduction, disease and illness prevention and disease and health
care management.
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Linfield-Good Samaritan School Of Nursing Level Outcomes And Course
Outcomes For Generic BSN Program And RN-BSN Program
100 and 200 Levels: Liberal Arts Support Courses
300 Level Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
Explains the role of the nurse in responding to ethical issues including social justice
encountered in clinical practice.
Provides safe, holistic client-centered care using evidence-based practice, clinical
reasoning, and technology.
Engages in professional communication and collaborative relationships within the
community of learning.
Applies principals of stewardship and clinical judgment to advocate for the health of
clients within an organizational culture/system.
Applies knowledge of cultural values and intercultural differences to influence client
health outcomes.
Implements nursing strategies that reflect an understanding of health and illness through
integration of concepts from humanities, sciences and social sciences.
Incorporates concepts of health promotion and illness prevention and treatment in the
care of clients.
Examines the impact of social and economic factors on the health care consumers,
including clients from vulnerable populations.
Semester 1: Foundations for Community-Based Nursing Education
NURS 305: Foundations of Community-Based Nursing Practice (Course Outcomes)
1.
2.
3.
4.
5.
Analyzes the historical development of the nursing profession
Explains the roles of the professional nurse.
Applies the concepts of community-based nursing related to health promotion
principles.
Integrates cultural and diversity principles into community-based nursing
practice.
Distinguishes the quality and safety practices required in the nursing profession.
NURS 309: Transition to Professional Practice (Registered Nurse Students Only)
(Course Outcomes)
1.
2.
3.
Applies professional nursing roles of caring, advocacy, leadership, collaboration,
client teaching, holistic assessment, and ethical decision-making.
Engages in critical thinking processes that consider the complex social, economic,
cultural, and political factors influencing health outcomes.
Integrates evidence-based practice for delivery of optimal nursing care of clients,
including those that are vulnerable or underserved.
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4.
Integrates knowledge from the liberal arts and sciences to inform nursing practice
across the lifespan.
NURS 315: Professional Communication in Diverse Communities
(Course Outcomes)
1.
2.
3.
4.
Applies effective therapeutic communication techniques and interviewing skills to
produce positive nurse-client relationships with diverse clients across the lifespan.
Uses inter- and intra-professional communication and collaboration to produce
positive working relationships.
Reflects upon one’s beliefs and values as related to professional practice.
Demonstrates an awareness of culture in effective nurse-client relationships.
NURS 320: Scholarship of Nursing (Course Outcomes)
1.
2.
3.
4.
Accesses appropriate information for evidence based practice.
Communicates effectively through scholarly writing.
Critically analyzes healthcare related literature.
Describes the body of science that informs nursing knowledge and practice.
Linfield Curriculum Quantitative Reasoning Mode of Inquiry (Learning Outcome)
1.
2.
3.
4.
Frame contextual questions using mathematical representation.
Apply models to deduce consequences or make predictions.
Communicate quantitative arguments using clear prose.
Critique quantitative arguments with respect to assumptions, constraints, and
logical coherence.
NURS 335: Integrated Experiential Learning I (Course Outcomes)
1.
2.
3.
4.
5.
6.
7.
Integrates theoretical concepts of professional communication into clinical
experiences.
Applies principles of quality and safety required in nursing practice to the
delivery of client care.
Integrates theoretical concepts of community-based nursing and health promotion
into practice.
Demonstrates clinical judgment in the performance and analysis of individual and
community assessments.
Uses evidence-based strategies to develop plans of care.
Provides culturally sensitive nursing care to individuals.
Applies professional standards of moral, ethical and legal conduct in reflective
practice.
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Semester 2: Chronic Health
NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic
Conditions (Course Outcomes)
1.
2.
3.
4.
5.
Describes the role of the nurse in care management of persons with chronic
conditions.
Explains the factors that affect the quality of life for persons with chronic
conditions.
Explores socioeconomic and ethical issues related to care management for
persons with chronic conditions.
Analyzes how chronic conditions affect health function of the individual and role
relationships within families.
Examines how developmental stages and culture influence a person’s adaptation
to a chronic condition.
NURS 365: Clinical Pathophysiology and Pharmacology for Nursing Practice I
(Course Outcomes)
1.
2.
3.
4.
Uses concept of pathophysiology and pharmacology to develop effective nursing
strategies for clients with prevalent chronic and mental health conditions.
Incorporates concepts of pathophysiology and pharmacology to teach clients with
chronic and mental health conditions about conventional and integrative treatment
plans.
Uses concepts of pathophysiology and pharmacology for safe and effective
medication management of clients with chronic and mental health conditions.
Describes how developmental stages and culture influence the pathophysiology
and pharmacological management of clients with prevalent chronic and mental
health conditions.
NURS 395: Mental Health and Illness Across the Lifespan (Course Outcomes)
1.
2.
3.
4.
Explores socioeconomic and ethical issues related to nursing care management of
vulnerable persons with mental illness.
Examines the impact of mental illness related to family role relationships.
Applies evidence-based strategies to promote mental health, screen and reduce
risks related to mental health conditions.
Reflects on individual, community and societal attitudes and beliefs towards
persons with mental illness.
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NURS 375: Integrated Experiential Learning II (Course Outcomes)
1.
2.
3.
4.
5.
Uses clinical judgment to provide safe and effective nursing care to individuals
with mental and chronic health conditions across the lifespan.
Uses ethical decision making to advocate for vulnerable individuals and
populations.
Analyzes the lived experience of individuals with mental and chronic health
conditions and their families.
Participates on interdisciplinary and collaborative teams managing the care of
persons with mental and chronic health conditions, their families, and caregivers.
Applies evidence-based strategies to assist clients in meeting collaborative health
outcomes.
400 Level Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
Engages in ethical reasoning and actions that demonstrate caring and commitment to
social justice in the delivery of healthcare to clients.
Uses a range of information and clinical technologies to achieve health care outcomes for
clients.
Communicates effectively and collaboratively to provide client-centered nursing care in
various healthcare communities.
Applies principles of stewardship and leadership skills to support quality and safety
within complex organizational systems.
Provides effective nursing care that incorporates diverse values, cultures, perspectives
and health practices.
Incorporates a liberal arts based understanding of local and global healthcare issues to
promote health, prevent disease and facilitate healing of clients across the lifespan.
Applies sound clinical reasoning, reflective practice, and evidence-based practice in the
provision of holistic nursing care.
Integrates knowledge of healthcare policy, populations, finance and regulatory
environments that influence system level change within professional nursing practice.
Semester 3: Acute Health
NURS 425: Transitions and Decisions: Pregnancy, Birth and End of Life Care
(Course Outcomes)
1.
2.
3.
Analyzes the nursing care management of the pregnant woman, the woman giving
birth, and persons at end of life.
Integrates concepts and methods of ethical decision making into nursing care of
diverse clients during pregnancy, birth and end of life.
Examines the role of the nurse within interdisciplinary and collaborative teams in
caring for persons and their families during pregnancy, birth and end of life.
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NURS 445: Clinical Pathophysiology and Pharmacology for Nursing Practice II
(Course Outcomes)
1.
2.
3.
4.
Uses concept of pathophysiology and pharmacology to develop effective nursing
strategies for clients with prevalent acute health conditions and episodic events.
Incorporates concepts of pathophysiology and pharmacology to teach clients with
acute health conditions and episodic events about conventional and integrative
treatment plans.
Uses concepts of pathophysiology and pharmacology for safe and effective
medication management of prevalent acute health conditions and episodic events.
Explains how developmental stages and culture influence the pathophysiology
and pharmacological management of clients with prevalent acute health
conditions and episodic events.
NURS 455: Nursing Care of Children, Adults and Older Adults with Acute
Conditions (Course Outcomes)
1.
2.
3.
4.
Analyzes the role of the nurse in providing safe and effective care of acutely ill
children, adults and older adults.
Prioritizes nursing care of acutely ill children, adults and older adults.
Adapts the plan of nursing care for acutely ill children, adults and older adults
based on culture and developmental stages.
Explains how organizational policies impact direct patient care in the acute care
setting.
NURS 435: Integrated Experiential Learning III (Course Outcomes)
1.
2.
3.
4.
5.
6.
7.
Applies professional ethical and legal standards when providing nursing care.
Demonstrates specialized physical and functional assessment skills in acutely ill
children, adults and older adults.
Uses clinical judgment in providing safe and effective evidence-based nursing
care.
Demonstrates skill in utilizing clinical technologies in performing patient care
procedures.
Participates on interdisciplinary and collaborative teams managing the care of
persons with prevalent acute conditions and episodic events.
Demonstrates effective professional communication with patients, families and
team members.
Applies concepts of care delivery to varied cultures and diverse populations.
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Semester 4: Stewardship for Health
NURS 460: Population-Based Nursing in a Multicultural and Global Society
(Course Outcomes)
1.
2.
3.
Explores public health principles and their application to multicultural, domestic
and global populations.
Explains the contextual complexity of multicultural, domestic and global
community partnerships.
Identifies as a global citizen in the practice of professional nursing.
NURS 470: Leading and Managing in Nursing (Course Outcomes)
1.
2.
3.
4.
Prepares for the role of the professional nurse as a leader and change agent in
healthcare.
Analyzes the impact of policy, finance and regulatory environments on
healthcare.
Examines ethical behavior in healthcare organizations.
Integrates scholarship into professional writing and presentations.
NURS 475: Integrated Experiential Learning IV (Course Outcomes)
1.
2.
3.
4.
5.
6.
7.
8.
Uses ethical reasoning to provide healthcare for diverse clients and populations.
Integrates appropriate information and technologies to achieve effective
healthcare outcomes.
Communicates effectively and collaboratively to provide client-centered nursing
care in health care communities.
Applies principles of stewardship, management and leadership to support
healthcare quality and safety within complex organizational systems.
Provides nursing care that incorporates diverse values and perspectives.
Integrates knowledge from the liberal arts and sciences to inform nursing practice
across the lifespan.
Employs evidence-based strategies to provide holistic nursing care.
Integrates knowledge of policies, finance, and regulatory environments to
influence health care.
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Linfield-Good Samaritan School Of Nursing Curricular Themes, Modes Of
Inquiry, And Curriculum Conceptual Organization
Curricular Themes:
Communication
Community
Diversity
Ethics
Health
Stewardship
Modes of Inquiry:
Evidence Based Practice/Scholarship
Reflective Practice
Praxis
Curriculum Conceptual Organization:
Each semester is organized around a central theme:
•
•
•
100 and 200 levels: Liberal Arts Support Courses
300 level
Semester 1: Foundations for Community-Based Nursing Practice
Semester 2: Chronic Health
400 level
Semester 3: Acute Health
Semester 4: Stewardship for Health
Curricular themes and modes of inquiry weave through all the courses becoming more
complex and building on previous knowledge and skills. A cohesive clinical experience
each semester builds on skills and knowledge and integrates the theory included in
concurrently taught courses.
Progressive learning from semester 1 to semester 4:
•
•
•
•
•
•
Basic clinical skills to complex/invasive to synthesis
More supervision to more independence
Increasing complexity among and within curricular themes
Increasing facility with the modes of inquiry
Increasing engagement and competence with implementing the clinical reasoning
model
Increasing progression towards program outcomes
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Linfield-Good Samaritan School Of Nursing Theoretical Model For
Community-Based Nursing Education
The Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based
Nursing Education provides a visual organizational structure for the curriculum. The model
reflects the dynamic relationship between global and local communities and the community of
learning. Central to this community of learning is a focus on learning centered education, which
engages students in the practice of health promotion, illness prevention and treatment and
reflects the value of social justice. The curriculum is grounded in a liberal arts education that
includes integrative learning, inclusive excellence, and experiential learning. The curricular
themes of communication, community, diversity, ethics, health, and stewardship provide a
foundation of the program’s design and are developed throughout the program. Professional
education includes nursing knowledge (what the student needs to know), clinical skills (what the
student needs to do) and socialization into nursing practice (the student’s “being” as a
professional nurse). The ways in which the student engages in a process of inquiry include
evidence based practice, praxis, and reflective practice.
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Linfield-Good Samaritan School Of Nursing Theoretical Model For
Community-Based Nursing Education
Approved: 05/18/09
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Linfield-Good Samaritan School of Nursing Clinical Reasoning Model
Nursing faculty adopted a Clinical Reasoning Model as a tool to help students think
systematically about their clients and their client’s stories, as well as the issues clients share.
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Clinical Reasoning Model
Reflection
Judgment
Actions
Client State
Reasoning
Client Story
Nursing
Filters:
Expected
Outcome
State
Present
State
Collaborative
Primary
Issue(s)
1.
2.
3.
4.
Risk for…
•
•
•
•
•
•
Age
Gender
Family
Culture
Beliefs
Medical
Diagnosis
• Environment
• Illness/Health
Trajectory
Testing
Adapted from: Outcome Present State Test (OPT) Model; © Pesut & Herman, 1999
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Linfield-Good Samaritan School of Nursing Clinical Reasoning Model
Definition And Terms
Approved: 05/21/12
Client Story
In this section, the student should jot down the relevant facts of the story. This is the opportunity
to describe the uniqueness of the person; it will include some details of the medical condition and
the nursing care needs that can be determined from an analysis of that condition. It should give
the reader a vivid picture of the client and his/her current situation.
This is the starting point for the clinical reasoning process. It gathers the subjective and
objective data that will be used in all the other steps. Data are collected from a variety of sources
besides from the client, such as client records, lab reports, x-rays, or nursing notes. In calling it a
story it humanizes the process beyond “data collection” and emphasizes that the client is a
unique human being.
Filters (age, gender, family, culture, beliefs, medical diagnosis, environment,
illness/health trajectory): The filters are specific known areas that impact how a student
thinks about the client story. By filtering the story through these different aspects the
student begins to group the data into categories or by criteria that helps to streamline the
student’s thinking about that client. For example, if the client story is a person with a
broken femur, the student begins to think about that client situation differently if the
client is a 2-year old, 8-year old, 25-year old, or an 85-year old person with a broken
femur. The student may think about child abuse in the case of a 2-year old with a
fractured femur, a motor vehicle/bicycle accident as the cause for a broken femur in an 8year old, or a fall in the 85-year old with a fractured femur. Another example would be
that the client is someone who is a diabetic. What the student thinks about the needs of
the client may be different if the client is a newly diagnosed diabetic or a DM Type 2 that
is not being managed well on oral agents and now needs insulin, or someone with an
insulin pump.
Reasoning
Here is where the student simplifies the complex client story into primary issues. The student
needs to cluster the data in the client story into meaningful groups or patterns. The student does
not list each individual piece of data. The idea of clustering data is to help the student see the big
picture of the data and how the data relate to one another in a group and how that group of
information relates to another group of data.
Using nursing diagnostic statements for each cluster of data helps to focus on the nursing needs
of the client and will later drive the outcome and actions the student takes to help clients. The
student is encouraged to use a NANDA format when formulating the nursing diagnostic
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statements. The NANDA format includes: (1) problem statement; (2) what the problem is
related to; and (3) the evidence that leads to determine the problem.
Clinical Reasoning Web: This is a visual way to represent the issues specific to the
client. It is a pictorial representation of the functional relationships among the clusters of
data. Start with the clusters and then show the relationship between the clusters with
arrows. As the student draws the lines, the student reflects to himself/herself the reasons
for connecting these clusters. The cluster with the most arrows is the primary issue with
the highest priority for care. Determine the top three primary issues confronting the
client and note them utilizing a nursing diagnosis format.
It is often helpful to place the client in the center of the Clinical Reasoning Web. This
picture will help guide the student to think about different aspects of the whole client in a
health context. It may be easier to put the medical diagnosis in the middle with the client
as that is usually the initial focus for coming into contact with client.
Primary Issues: The number one primary issue is the issue that if and when solved will
affect many of the other issues confronting the client. It should be stated in a nursing
diagnostic statement in the NANDA format. Most nurses do not only focus on the
number one primary issue but think about several issues simultaneously.
Client State
Present State: These are succinct statements that outline the major evidence that
contributes to the primary issue of the client. For each statement of evidence in the
present state there needs to be a corresponding expected outcome statement.
Expected Outcome State: For each primary present state, there should be an outcome
statement. The outcome statement needs to be stated positively and in measurable terms.
This is to be the end result of the student’s nursing care. Where do the student and the
client want the client to be if the student’s interventions are successful? Examples
include:
1.
Body temperature will decline at least one degree within the next eight hours
(note specific date and time).
2.
Client will verbalize increased satisfaction with rest and sleep pattern within one
week (note specific date).
3.
Client will report increase in energy level within next three days (note specific
date).
4.
Intake will equal output within the next twenty-four hours (note specific date and
time).
5.
No evidence of postural hypotension during ambulation.
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6.
Client will report pain at two out of a scale of ten which is the client’s acceptable
level.
7.
Client will report waking up less frequently during the night in the next week.
8.
Client will report an increased appetite and eat at least three-fourths of his meals
within one week (note specific date).
9.
Client will drink at least 1500 ml of fluid over the next eight hours (note specific
date).
Testing: A test is the process of juxtaposing the present state and the expected outcome
state. During testing the nurse determines how well this gap between present state and
outcome state has been filled. This is the application of comparative analysis. The
evidence you gather is the test. A test must be something that provides a measure. At
times a test may also be the intervention. For example: Daily weights and calorie count
fit the definition of a test and also intervention. An intervention is a planned activity
done by a nurse to achieve an expected and predictable outcome. So a calorie count is
something we might choose to do as an intervention for our client. The resulting value of
the calorie count is the test, because it provides the evidence that filled the gap between
present state and the outcome state.
Actions
An intervention is a planned activity conducted by the student to achieve an expected and
predictable outcome. This is the selection of interventions and actions that move the client from
the present state to the outcome state. This must be client specific and should not be stated in
general terms. For example, providing distraction is an intervention, but the specific intervention
is to have a family member assist the client off the unit for a wheelchair ride to the hospital
coffee shop.
Nursing Actions: Are autonomous interventions that the student implements in his/her
practice that are knowledge based, evidence based, and theory driven.
Collaborative Actions: Are interventions that the student initiates in conjunction with an
advanced health care provider (physician, nurse practitioner, or physician’s assistant) in
response to specific client needs.
Risk For . . .: Are specific conditions that clients are at high risk for occurrence based on
the client story and other data. Therefore, the student implements plans of action to
monitor for the risk concern or to decrease the likelihood the condition will occur for this
client.
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Judgment
The student evaluates the client’s progress towards the expected outcome(s) in this step of the
clinical reasoning model. The student asks himself/herself a series of questions:

Is the outcome met, partially met or not met?

Is the change in the client an improvement or is the client better?

Is the client worse?

Is the client the same as before the interventions?

Is the client improving quickly enough for this situation?

Are these the correct interventions for this problem?

Are other interventions needed to help the client improve faster?

Who do I need to notify of the change in the client status?

Do I need to seek additional help? If so, who and when?

If the outcome has been met or the client is improving, when do I need to enter
this thought process about this client again?
Reflection
Reflection occurs on several different levels of thinking. The student should be a reflective
practitioner. Therefore, the student hones the ability to reflect or compare what is currently
happening with the client and what should be happening based on what is known about similar
clients the student has cared for. This type of reflective thinking allows the student to change
his/her conceptual thinking and clinical reasoning about a client in the moment that results in a
different action and is called reflection-in-action. It takes much skill and experience for the
student to reflect-in-action. To build a high level of reflective thinking to a competent or expert
level, a nurse practices reflective thinking by reflection-on-action. Using the evaluation
questions in the above judgment section, the student purposively thinks about or reflects on the
client’s expected outcomes. If at any point in time the expected outcome is not being met or not
being met quickly enough, the student re-enters the client story to see what has changed in the
story, what data might have been missed in the story or think about the client differently.
Later Reflection: Is a time to reflect and think back on this specific case and begin to
cluster it into the student’s personal library of clients that appear similar to this one:

What was learned from this case?
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
What was missed in this case?

What was similar or different from the similar cases?
This type of reflection will expand the student’s growth and knowledge base of signs and
symptoms as he/she experiences more and more clinical encounters. The student will add to
his/her bank of interventions as the student applies theoretical knowledge to actual client
situations and as the student interacts with expert nurses.
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Chapter III: Teaching Strategies And Nursing Policies
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Evidence-Based Practice
Evidence-based practice is an approach to clinical practice with individuals, family, groups, and
communities that integrates:
1. A systematic search for and critical appraisal of the most relevant evidence to answer a
clinical question



Research (systemic reviews)
Evidence- based theories
Opinion leaders/expert panels (clinical practice guidelines)
2. One’s own clinical expertise



Evidence from clinical expertise
Assessment of client’s condition through subjective history taking and objective
clinical examination findings and laboratory reports
Assessment of available health care resources
3. Client preferences and values


Values are what the client “lives for”
Preferences are what the client desires, including but not limited to treatment options
(Adapted from Melynk, B. and Fineout-Overholt, E. (2005). Evidence-Based Practice.
Philadelphia, PA: Lippincott, Williams and Wilkins)
Conflict Resolution
When potential conflict is resolved between the Nurse Educator Associate (Adjunct Faculty) and
the student, personal and professional growth can result. Conflict resolution leads to goal
achievement, increased mutual respect, and enhanced ability to work together.
Conflicts can be resolved using the following steps:
1.
Remain calm and try to build mutual respect by being courteous and engaging in positive
feedback with the student. Listen to the student with empathy and understanding. Use
“I” and “we” messages instead of “you” messages. Clarify feelings expressed by the
student. If helpful, allow the student to vent his/her feelings to relieve frustration and
encourage problem solving.
2.
Listen carefully to the student, and accurately identify the issues clearly and concisely
from both of your viewpoints. Understand how the student’s motivation and goals have
resulted in him/her adopting a particular position. Recognize how the conflict is affecting
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the work relationship between you and the student. Express respect for the student’s
opinion and the need for his/her cooperation to solve the problem.
3.
Separate the problem from the personhood of the student so that real issues can be
discussed without damaging the working relationship. Listen to where the student is
coming from. Identify the root cause of the problem using neutral words, and analyze the
opportunity for improvement. Discuss the situation in a non-confrontational way until
both of you agree as to what the problem is.
4.
Explore solutions to resolve the problem. Allow the student a fair amount of input in
generating solutions. Be open to all ideas, including ones not considered before. Arrive
at a workable solution and action plan that is acceptable to both you and the student.
5.
Implement the action plan and determine its effectiveness in resolving the conflict.
(Manktelow and Carlson, Conflict Resolution: Resolving Conflict Rationally and Effectively,
2012.)
Constructive Feedback
Constructive feedback from the Nurse Educator Associate (Adjunct Faculty) is crucial to the
student’s professional development, satisfaction in the Nurse Educator Associate (Adjunct
Faculty)/student relationship, and motivation to improve clinical performance.
Constructive feedback can be given using the following steps:
1.
State the topic to be discussed with the student and why it is important. Provide the
specifics of what you personally observed. Avoid “need to” or “yes, but” phrases. With
positive feedback, express appreciation. With negative feedback, express concern.
Provide a balance between the amount of positive and negative feedback you give the
student.
2.
Describe observations of the student’s clinical performance and not interpretations,
assumptions or judgments. When describing observations, note when and where the
clinical incident happened, who was involved, and the positive or negative consequences.
Note your reaction to the incident. Avoid terms like “right or wrong” or “good or bad”.
Focus on the student’s behavior and not the personal qualities of the student.
3.
Give constructive feedback to the student as close as possible to when the clinical
performance incident occurred. Feedback needs to be given to the student on a frequent
basis. Avoid feedback overload by focusing on two or three points at a time.
4.
Give the student an opportunity to respond to the constructive feedback. If the student is
hesitant, ask an open ended question to elicit a response (e.g., Tell me, what you are
thinking?).
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5.
Offer specific suggestions to assist the student to improve clinical performance.
6.
Summarize the discussion. If positive feedback was given to the student, emphasize the
significant points you wanted to convey. If negative feedback was given, stress the main
things the student could do differently. The summary should convey your desire to help
the student be successful in improving his/her clinical performance.
(Brounstein, Giving Constructive Feedback, 2012; Boston University Enrollment Services Staff
Development and the Work Study Office, Giving Constructive Feedback, 2012).
Praxis
Praxis refers to a relationship between theory and practice in which students create/construct
knowledge and meaning from their experiences. Students assess a situation, understand it
through reflection and discussion, and make sound judgments that lead to justifiable actions.
They are able to perceive situations within their larger context, make generalizations from their
experiences, and take action as a responsible professional to modify/develop all levels of
practice. (Refer to the Praxis Orientation in the Linfield-Good Samaritan School of Nursing
Faculty Manual, Appendix Q-1).
Preceptorship Model Of Clinical Teaching
Nurse Educator Associates (Clinical Adjunct Faculty), who teach in NURS 475 Integrated
Experiential Learning IV, will function as partners with Clinical Teaching Associates
(Preceptors) in the clinical education of students. The roles of the Clinical Teaching Associate
(Preceptor), student, and Nurse Educator Associate (Adjunct Faculty) are as follows:
Clinical Teaching Associate (Preceptor) Role
1.
2.
3.
4.
5.
6.
7.
Provides faculty and the student with a copy of the Clinical Teaching Associate’ s
(Preceptor’s) work schedule to assist in scheduling the student’s clinical days.
Coordinates the student’s orientation to the facility, including staff roles and client
expectations.
Ensures the student is identified as a student while in the clinical area and is not regarded
as staff for the clinical site.
Fosters the student’s integration into the workplace culture and the health care team by
involving the student in meetings related to client care and other appropriate professional
matters.
Arranges for a substitute Clinical Teaching Associate (Preceptor) when absent.
Facilitates learner centered education through collaborative identification of the student’s
learning needs, open communication, informing the student about learning resources, and
mutual assessment of the student’s learning outcomes.
Serves as a role model for the student, demonstrating professional values and behaviors
such as caring, integrity, effective interpersonal communication, critical thinking, and
conflict management.
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8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Provides appropriate support and encouragement to assist the student to cope with stress
and reduce anxiety associated with clinical practice.
Assists the student in learning the process of prioritization that ensures safe and effective
nursing care.
Discusses, facilitates and supervises student learning activities and outcomes.
Monitors the student’s provision of nursing care to ensure client safety, and provides a
safe learning environment for the student.
Recommends appropriate clients for the student to provide nursing care, and assists with
accessing agency information.
Provides instruction to the student concerning the realities of the professional world of
nursing practice.
Stimulates development of the student’s clinical judgment and critical thinking ability
through reflective practice and the application of evidence based practice.
Provides regular constructive feedback to the student regarding progress toward meeting
clinical outcomes.
Collaborates with faculty to determine the student’s readiness to perform skills
independently.
Consults with faculty regularly regarding the student’s progress toward meeting the
clinical outcomes, including suggestions, problems, and concerns.
Completes a written clinical performance evaluation of the student assessing the
attainment of clinical outcomes (as requested).
Student Role
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Negotiates with the Clinical Teaching Associate (Preceptor) and faculty to schedule
clinical days.
Participates in orientation per agency policy/ Clinical Teaching Associate (Preceptor)
instructions, and complies with agency policies, standards, procedures, rules and
regulations.
Notifies Clinical Teaching Associate (Preceptor) and faculty of absences per course
syllabus and negotiates makeup hours.
Provides written learning outcomes to the Clinical Teaching Associate (Preceptor) and
faculty, and discusses strategies for meeting clinical outcomes.
Demonstrates motivation, initiative, and a willingness to learn in the clinical setting.
Assumes responsibility for learning by asking pertinent questions and being prepared for
clinical experiences.
Demonstrates stewardship by acting with integrity in an accountable and responsible way
to ensure professional nursing care is provided to clients.
Keeps faculty informed about clinical experiences, including any concerns regarding the
student’s role, client or student safety, or standards of conduct, performance and ethics.
Requests appropriate assistance when doing a new skill or if uncertain about how to
perform a skill.
Only provides nursing care to the level taught and determined competent by the Clinical
Teaching Associate (Preceptor) and faculty.
When administering medications, the student reviews information about the drugs and
knows the contraindications, actions, interactions, side effects, and age specific
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12.
13.
14.
15.
considerations of the drugs. The student knows why the clients are receiving the
medications, and performs any indicated assessment.
Assesses own progress toward meeting clinical outcomes, and communicates learning
needs to faculty and the Clinical Teaching Associate (Preceptor).
Is open to constructive criticism from faculty and the Clinical Teaching Associate
(Preceptor), and uses feedback to improve nursing practice.
Meets clinical outcomes as stated in the course syllabus.
Completes a written clinical performance self-evaluation assessing the attainment of
clinical outcomes.
Faculty Role
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Notifies the student of the Clinical Teaching Associate’s (Preceptor’s) name and phone
number, and facilitates scheduling of the student’s clinical days.
Orients the student to the course; including clinical outcomes and requirements of the
course, as well as role expectations of the student, faculty, and the Clinical Teaching
Associate (Preceptor).
Orients the Clinical Teaching Associate (Preceptor) to the nursing curriculum; the course,
including clinical outcomes, requirements of the course, and evaluation methods; and role
expectations of the Clinical Teaching Associate (Preceptor), faculty and the student.
Ensures the student has completed the School of Nursing Health Passport requirements
and additional clinical site requirements.
Complies with agency policies, standards, procedures, rules and regulations.
If the student is employed by the clinical agency, faculty coaches the student about the
differences between the student’s role as employee and as student. Faculty ensures that
the student wears the student name badge. The Clinical Teaching Associate (Preceptor)
must not have any line of authority to the student related to the student’s employment.
Communicates weekly with the student on an individual basis or in group praxis seminars
to monitor progress toward meeting clinical outcomes.
Demonstrates commitment to the partnership between faculty and the Clinical Teaching
Associate (Preceptor) in facilitating the student’s application of theoretical knowledge to
practice and socialization into nursing practice.
Ongoing communication with the Clinical Teaching Associate (Preceptor) in the clinical
area or by telephone/email contact for information about student progress in meeting
clinical outcomes, and to provide guidance to the Clinical Teaching Associate (Preceptor)
with regard to teaching and evaluating the student.
Provides constructive feedback to Clinical Teaching Associate (Preceptor) to facilitate
development of the Clinical Teaching Associate’s (Preceptor’s) teaching and evaluation
skills with students.
Available by telephone/email to the student and the Clinical Teaching Associate
(Preceptor) for problem solving or other relevant matters during all clinical hours.
Assists the student and the Clinical Teaching Associate (Preceptor) with the evaluation
process; and is responsible for the final clinical evaluation of the student.
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References
Altmann, T. (2006). Preceptor selection, orientation, and evaluation in baccalaureate nursing
education. International Journal of Nursing Scholarship, 3(1), 1-16.
Boyer, S. (2008). Competence and innovation in preceptor development: Updating our
program. Journal for Nurses in Staff Development, 24(2), E1-E6.
Luhanga, F., Yonge, O., & Myrick, F. (2008). Failure to assign failing grades: Issues with
grading the unsafe student. International Journal of Nursing Education Scholarship, 5(1),
1-14.
Myrick, F., & Yonge, O. (2002). Preceptor behaviors integral to the promotion of student critical
thinking. Journal for Nurses in Staff Development, 18(3), 127-133.
Myrick, F., & Yonge, O. (2002). Preceptor questioning and student critical thinking. Journal of
Professional Nursing, 18(3), 176-181.
Seldomridge, L., & Walsh, C. (2006). Evaluating student performance in undergraduate
preceptorships. Journal of Nursing Education, 45(5), 169-176.
Yonge, O., Billay, D., Myrick, F., & Luhanga, F. (2007). Preceptorship and mentorship: Not
merely a matter of semantics. International Journal of Nursing Education Scholarship,
4(1), 1-13.
Yonge, O., Ferguson, L., Myrick, F., & Haase, M. (2003). Faculty preparation for the
preceptorship experience: The forgotten link. Nurse Educator, 28(5), 210-211.
Yonge, O., Hagler, P., Cox, C., & Drefs, S. (2008). Listening to preceptors. Journal of Nurses in
Staff Development, 24(1), 21-26.
Yonge, O., Myrick, F., & Haase, M. (2002). Student nurse stress in the preceptor experience.
Nurse Educator, 27(2), 84-88.
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Clinical Agency Contact Person Model For Clinical Placement
The clinical agency contact person model for clinical placement is used when the Nurse Educator
Associate (Clinical Adjunct Faculty) is assigned to multiple clinical sites in a course that does
not use a preceptor model of clinical instruction. The clinical agency contact person or designee
will orient students to their assigned clinical site. The Nurse Educator Associate (Clinical
Adjunct Faculty) is responsible for student supervision and evaluation. The Nurse Educator
Associate (Clinical Adjunct Faculty) is expected to visit each clinical site at least weekly to
confer with students and maintain regular contact with the clinical agency contact person. The
Nurse Educator Associate (Clinical Adjunct Faculty) must be available by cell phone or pager at
all times that the students are at their clinical sites. Should a student or the clinical agency
contact person telephone the Nurse Educator Associate (Clinical Adjunct Faculty) about a
situation requiring the Nurse Educator Associate’s (Clinical Adjunct Faculty’s) immediate
presence, the Nurse Educator Associate (Clinical Adjunct Faculty) will promptly go to the
clinical site.
Linfield-Good Samaritan School Of Nursing Experiential Learning Center
Standards For The Learning Community
Approved: 03/07/11
The Experiential Learning Center is considered a formal clinical site and expectations for
behavior, dress, and grooming are the same as for outside clinical facilities. This ensures a
positive learning experience for all students. Compliance with these or any request of faculty or
Experiential Learning Center lab staff is included in the course evaluation. Exemplary
performance may lead to mentoring opportunities and letters of reference for employment.
General
1.
2.
3.
4.
5.
6.
7.
8.
9.
Latex: students are responsible to notify faculty and Experiential Learning Center lab
staff of latex allergies.
Personal Appearance: scrubs are required for scheduled lab times. Scrubs or business
casual attire with a lab jacket for open labs and appropriate duty-type shoes with
serviceable hosiery or socks is acceptable for open lab. ID badges are always required.
Grooming is in accordance with Linfield clinical standards. Refer to the Personal
Appearance Policy in the School of Nursing Student Manual for further details.
Deposit gum in the trash upon entering the lab.
Food is to be consumed outside of the lab environment.
The only drink allowed is water in enclosed, spill-proof containers—no Starbucks cups.
Water bottles are to remain at the bleacher area in the main nursing lab or the debriefing
room in the High Fidelity Simulation lab, not to be taken to the bedside.
Active learning is encouraged; however, please maintain quiet clinical or library voices.
Respect all staff, faculty, mentors, students, equipment, and supplies. Refer to the
Statement on Student Behavior in the School of Nursing Student Manual.
Clean up the work areas before leaving the bedside or the lab; be sure all sharps are
deposited in sharps containers; replace all furniture to the proper locations; straighten the
bedding to leave it “hotel ready.”
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10.
Take personal belongings when leaving; lab staff is not responsible for any item left in
the lab.
Clients
1.
2.
3.
4.
5.
6.
7.
8.
Each manikin is a simulated client and is to be treated exactly as a client at all times.
Speak respectfully to the client; introduce yourself and explain your purpose.
Maintain dignity and modesty; close curtains, keep the client covered as much as possible
while performing procedures.
Lower the bed when procedures are completed and before leaving the bedside.
Raise the side rails and assure the brakes are on.
Straighten the bedding in a manner that clearly indicates the client has received excellent
nursing care.
Do not move the clients; ask a staff member if a client requires a transfer.
Do not use Betadine on the clients as they are all allergic to it.
Supplies and Equipment
1.
2.
3.
4.
Use the materials in your lab kits first; please reuse them for practice.
If additional materials are needed, please ask Experiential Learning Center lab staff. The
storage areas are for authorized personnel, i.e. lab staff and faculty, only.
If equipment is needed outside of lab, please use the check-out system; do not remove
anything from the lab without checking with Experiential Learning Center lab staff first.
Return the items promptly for others to have access to them.
Please notify Experiential Learning Center lab staff immediately if equipment
malfunctions.
Linfield-Good Samaritan School Of Nursing Online Course Expectations
Approved: 05/19/11; Revised: 01/16/12





Students are expected to read the course syllabus, assignment expectations, course
calendar, announcements, and all other course materials at the beginning of the course
and periodically, throughout the term.
Every member of the online learning community will have different views, opinions, and
experiences that come up from the topics that are discussed. It is expected that the
learning experience will be enhanced if students and faculty respond to each other
respectfully, politely, and with professionalism at all times.
The online course room is a safe, confidential learning environment, where clinical
situations and scenarios are discussed for the purposes of collaborative learning.
Students are expected to log-in to the course a minimum of 3-4 times per week* to check
for announcements, e-mails, new discussion responses, and returned assignments.
*On-campus and hybrid courses may have different expectations for log-in requirements
than courses that are conducted completely online, please check the course syllabus for
expectations.
In addition to course room e-mail, it is expected that students check their Linfield e-mail
site on a regular basis. General program announcements, Linfield College
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





announcements, as well as specific, critical information from faculty and staff may be
communicated in this way.
Faculty members do their best to respond to e-mails and questions within 24-48 hours. It
is important to check with each instructor to understand their preferences for
communication and their timeline for responses.
Students may notice similarities in the way that online education is delivered across the
curriculum; however, it is important to know that faculty instructors will have a variety of
teaching styles and preferences.
Each course is designed with its own set of course outcomes or goals for learning. The
teaching and learning strategies that are utilized to meet these outcomes will vary from
course to course. Examples include: collaborative discussions, group projects, individual
research and writing assignments, online quizzes, case studies, web-based learning,
community activities, service learning, clinical preceptor activities, and more.
The knowledge and skills that students can expect to gain in one course will provide a
foundation for subsequent courses. The learning that occurs across the curriculum builds
from simple to more complex.
There are a variety of resources available in the course room to support student learning,
such as: library class pages, librarian contact and support information, writing tips and
resources for formatting using the Publication Manual of the American Psychological
Association (APA), web links, blackboard support, NW eTutoring Consortium of
Colleges that provides academic tutors in a wide-range of subjects including writing, and
Linfield College learning support services for assignment assistance.
In online courses, student identification is confirmed through their CatNet ID and secured
password. Plagiarism can be checked using the Web site: www.turn-it-in.com.
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Linfield-Good Samaritan School Of Nursing Best Practices For Educators
Teaching In Fully Online Courses
Approved: 04/01/13
Prior to the First Day of Class:
 Review the course syllabus, outcomes, content, calendar, and assessments
 Review the class roster and work with the Course Faculty to get oriented to the course
Creating a Positive Online Learning Community:
Palloff and Pratt (2007) suggest the essential elements of successful distance learning include
honesty, respect, responsiveness, relevance, openness, and empowerment.
 Post a personal/professional faculty biography in the Information link
 Create an introductory forum to break the ice and have everyone introduce themselves
 Create a discussion forum designated for student questions/faculty responses
 Create a chat forum where students can discuss things other than the course, socialize,
and develop a supportive community
 Post a welcome announcement that conveys support and excitement about their
participation in the course. A welcome should include:
 Some general feedback and support for student experiences in online learning and
for their progress in the curriculum
 Specific instructions for how to get started in class
 Instructions for where to locate resources and support
 Contact information for faculty and your routine for responding to questions,
course messages, and e-mails (explain the differences and your preferences)
 Expectations for communication or netiquette
 Invite early participation, interaction, and questions at the start of class
Facilitation of Learning and Course Interaction:
Continual faculty engagement in the online classroom creates conditions for a maximally
beneficial learning experience for students (Dereshiwsky, 2013).
 Login to class at least 5 x week (respond to email, messages, questions in the discussion
within 24-48 hours)
 Read all posts and moderate discussions. Suggestions for moderating discussions include:
 Look for openings-ask follow-up questions, ask for more information;
 Be neutral and nonjudgmental-avoid negative feedback in the discussion;
 Help build confidence in the discussion by creating a secure environment;
 Hold high expectations for students and encourage everyone’s participation;
 Help with frustration and intervene with support (Draves, 2007).
 Actively engage in content discussion regularly to facilitate collaboration, advance
dialogue, encourage deep reflection, and challenge students to think critically.
 Make connections between course material and practice examples
 Focus on important concepts and course ideas; ask relevant questions
 Model thoughtful, well-written/constructed responses; utilize literature
 Present new information from emerging ideas and examples
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
Rather than dominating a discussion, facilitation should reflect a presence in the
discussion
Consider multiple opportunities for interaction in the student-centered, collaborative classroom:
Student-Instructor Interaction (e-mail, discussion, question forum, feedback, journaling, etc.),
Student-Student Interaction (group work, chats, discussion, introduction, etc.), and StudentContent Interaction (discussion, written assignments, research, active learning activities, etc.).
Assessment, Grading, and Giving Feedback
 On-going commitment to course outcomes, consistency across curriculum
 Utilize grading rubrics for discussions and assignments
 Provide meaningful, substantive feedback when grading discussions and assignments
 Expectation for returning graded work to students (one week)
Constructive instructor feedback that is delivered in a positive, encouraging manner is essential
for students’ cognitive growth (Kimball & Jazzar, 2011).
Discussion
 Focus on content, quality, and timely collaboration/engagement in the group process
 More feedback individually when there is reduced faculty presence in discussion
 Ensure discussions are supported by literature, practice examples, and experience
 Expectations are higher as course progresses
Assignments
 Include rubric with feedback (track changes or format that supports learning)
 Feedback should be meaningful, substantive, reflective of understanding of content
 APA format, writing skills (edit minimally, feedback should support growth)
Kimball and Jazzar (2011) recommend a sandwich approach to assignment grading which
encourages learners while providing an honest, open, and direct critique. Feedback includes a
positive comment about something the student did well and demonstrates genuine respect for the
student (top slice), a critical perspective/analysis that is served constructively and aligned with
the rubric related to content and writing style (middle slice), and a final expression of positive,
sincere support (bottom slice) (Kimball & Jazzar, 2011). The final slice invites the student to
rethink the assignment and apply the learning to the next assignment/course. The goal of this
approach is to motivate the student to continue on their path of learning.
References
Dereshiwsky, M. (2013). Continual engagement: Fostering online discussions. River Falls,
Wisconsin: LERN Books.
Draves, W. (2007). Advanced teaching online (3rd ed.). River Falls, Wisconsin: LERN Books.
Kimball, D., & Jazzar, M. (2007). To increase learner achievement serve feedback sandwiches.
Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/teaching-andlearning/to-increase-learner-achievement-serve-feedback-sandwiches/
Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the
virtual classroom. San Francisco, CA: Jossey-Bass.
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Incivility In Nursing Education
Uncivil encounters involving students and faculty can have a negative effect on the educational
community, adversely affecting students and faculty. Faculty can experience decreased work
satisfaction and morale due to lowered self-esteem, loss of confidence in teaching abilities,
emotional stress, and significant time expenditure on meetings and documentation. Students
may experience depression, physical symptoms of stress, and powerlessness. This can lead to
disengagement, diminished trust in leadership, and decreased learning (Luparell, 2007; Luparell,
2008).
When faculty members are the target of student incivility, the precipitating event is often related
to student performance. It is important that faculty provide students with constructive feedback
to optimize students’ learning outcomes. However, unexpected uncivil encounters may still
occur. Students may be the target of incivility from faculty members and fellow students.
Clinical agency staff might also direct uncivil behavior toward students at an assigned clinical
site (Luparell, 2004; Luparell, 2011).
Examples of uncivil student behaviors include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Cheating on examinations or assignments
Using cell phones during class or clinical meetings
Holding conversations in class or clinical that distract faculty, clinical agency staff or
fellow students
Making sarcastic remarks or gestures
Sleeping in class or clinical
Using a computer during class or clinical for purposes not related to the class or clinical
Demanding make-up examinations, extensions or other favors
Making disapproving groans
Dominating class discussions
Refusing to answer direct questions
Not paying attention in class or clinical
Arriving late or leaving early for class or clinical without reasonable cause or instructor
notification
Acting bored or apathetic
Cutting class or clinical without reasonable cause or instructor notification
Being unprepared for class or clinical
Yelling at instructor or clinical agency staff
Nonverbal gesturing communicating hostility or aggression
Arguing belligerently regarding grading or teaching methods
Angry, aggressive confrontation using verbal, nonverbal or written means
Pushing or throwing items at a faculty member, clinical agency staff or fellow student
Vandalizing another student’s personal belongings
Threatening or harassing faculty, clinical agency staff or other students
Challenging faculty or clinical agency staff knowledge or credibility
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24.
Intimidating or pressuring faculty to change a decision by involving or threatening to
involve a spouse, parent, administrator, or lawyer
(Clark and Springer, 2007.)
According to The Essentials of Baccalaureate Education for Professional Nursing Practice
(AACN, 2008, page 9), “The professional nurse requires the development and demonstration of
an appropriate set of values and ethical framework for practice.” Incivility is a violation of the
ANA Code of Ethics for Nurses that stresses the importance of nurses, in all professional
relationships, respecting the dignity and worth of people. Therefore, it is important for faculty
and students to engage in civil behavior and to respond appropriately to uncivil behavior
personally experienced or observed.
If a faculty member or student has been the victim of uncivil behavior, it is important not to
escalate the problem. The perpetrator should be approached to discuss the situation at a private
meeting and attempt to clarify any misunderstanding. It is important to remain calm and discuss
the situation in a rational, professional manner. Faculty should assist students, who have
engaged in uncivil behavior, to communicate more appropriately and deal more effectively with
conflict (Luparell, 2008).
If uncivil behavior continues after an intervention, the appropriate School of Nursing/ College
reporting procedure should be followed.
References
Clark, C, and Springer, P. (2007). Incivility in nursing education: A descriptive study of
definitions and prevalence. Journal of Nursing Education, 46(1), 7-14.
Luparell, S. (2004). Faculty encounters with uncivil nursing students: An overview. Journal of
Professional Nursing, 20(1), 59-67.
Luparell, S. (2008). Incivility in nursing education: Let’s put an end to it. NSNA Imprint, 42-46.
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Chapter IV: Miscellaneous Portland Campus
Information
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Attire
As representatives of Linfield College, professional nurses, and role models for our students, we
expect that you will dress appropriately for the setting. In some settings a lab coat is not the
norm. In this case nice street clothes are in order. At other sites a clean lab coat should be worn
over “business casual” clothing. Please wear your Linfield College photo ID card in all clinical
settings unless the setting specifically mandates that identification not be worn.
Clinical Health Passports
All faculty are required to complete the clinical requirements prior to teaching clinicals.
Without a signed passport you will not be allowed to teach at clinical sites. The passport
requirements were included in the packet you received from Administrative Services when you
were hired. They can also be accessed online at:
https://www.linfield.edu/portland/nursing/nursing- resource-center/elc-documents.html. If you
have any questions about your passport, please contact: Alex Asbury, Administrative
Coordinator at 503-413-7267 or aasbury@linfield.edu.
Contact Information
All clinical faculty must be accessible to their students by pager or cell phone during all times
the students are in a clinical setting. Most faculty choose to use their cell phone. Please provide
your cell phone number to the Nursing Administrative Assistant in PH 314 or Alex Asbury if
you are teaching a clinical group in the RN-BSN program. Linfield will provide you with a pager
if you choose not to use your cell phone. Please see the Administrative Assistant for the Director
of Portland Campus Operations (PH 301) to obtain a pager. When your class is completed,
please return all pagers. A fee for unreturned equipment will be applied.
Equipment Requests
If you need equipment such as a laptop, computer, projector, VCR, etc. for class, please submit
an email request to pdxhelpdesk@linfield.edu at least one week prior the date needed.
Faculty Evaluations
You are required to give students the opportunity to evaluate your class using the established
college instrument. If you are a clinical instructor, your Integrated Experiential Learning
Coordinator will initiate this process. A copy of your performance evaluation will be sent to you
for your records and copies of the evaluations will be kept in your file where you can view them
at any time.
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Faculty/Staff Lounge
Located on the third floor of Peterson Hall, the faculty/staff lounge provides Nurse Educator
Associates (Adjunct Faculty) a place to work, eat and conduct small staff meetings while on
campus. In the faculty lounge, those teaching in the generic BSN program will find their
mailbox, a computer with Internet connection, a telephone and other amenities. The username
and password for the computer is your CatNet ID and password. Papers, assignments, class
rosters, and other communications from the school will be placed in your mailbox. In the RNBSN program, communication from the school will be emailed to you.
Forms
You will find several different forms in the faculty/staff lounge’s hanging file sorter near the
Nurse Educator Associate (Adjunct Faculty) computer station. There are also forms located in
the Peterson Hall Supply Room. Please speak to the Nursing Administrative Assistant in
Peterson Hall 314 if you have any questions concerning which form to use. Frequently used
forms include:
Linfield College A/P Check Request
This form is used for reimbursement costs that are incurred while teaching. If you are a clinical
instructor, please verify with your Integrated Experiential Learning Coordinator prior to
purchasing items that the items are deemed reimbursable.
Clinical Incident Report
Complete the Linfield-Good Samaritan School of Nursing Clinical Incident Report form within
24 hours of any incident occurring, sending the completed form to the Dean of Nursing.
Students or faculty who have been exposed to blood borne pathogens should seek medical
evaluation within one hour of the incident and complete the Linfield-Good Samaritan School of
Nursing Blood Borne Pathogen Exposure Form. The Linfield College Incident Investigation and
Analysis Report form must also be submitted to the Administrative Assistant for the Director of
Portland Campus Operations, PH 304.
Employee Personal Information
If your contact information changes while you are working at Linfield College, please request
and submit an Employee Personal Information form to the Nursing Administrative Assistant in
PH 314.
Mileage Reimbursement
Complete this form on a monthly basis and submit it to the Nursing Administrative Assistant in
PH 314 to recover some of the costs associated with travel between clinical sites and other
School of Nursing travel. The current reimbursement rate is 51¢ per mile. Travel is reimbursed
for mileage from Linfield College-Portland campus to the clinical site or from your home to the
clinical site, whichever is closer. Mileage reimbursement is mailed as a separate check and is not
included on your regular paycheck.
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ID Card
All faculty are expected to wear a Linfield College photo ID card when working at clinical sites.
To obtain a photo ID card please contact Campus Operations for the proper paperwork by calling
503-413-7163 or visiting PH 304. You will need to have your picture taken and card made at the
Legacy Good Samaritan Security office.
Keys
Most Nurse Educator Associates (Adjunct Faculty) do not need keys, unless you will be
accessing the College after business hours. To request keys, please visit the Campus Operations
Office (PH 304).
Linfield E-Mail Address
You must obtain a Linfield e-mail address while teaching at Linfield. To obtain a Linfield e-mail
account please go online to: https://comp-services.linfield.edu/accntManager/accountRequest
and fill-in the appropriate information. A CatNet account ID will be created for you utilizing the
password you enter. To use the Linfield e-mail service go to http://mail.linfield.edu and enter
your CatNet ID and password.
Other Teaching Opportunities At Linfield
At Linfield College we have many adjunct faculty who teach in more than one course. If you are
interested in teaching in another course and feel that you are qualified for that course, we
encourage you to express that interest to the Associate Dean of Nursing for Faculty and Program
Development. Adjunct faculty are allowed to teach up to 18 load units per calendar year, with
occasional exceptions granted for a total of 20 load units per calendar year.
Parking
Given our limited parking on the Portland campus, Nurse Educator Associates (Adjunct Faculty)
are encouraged to park either in the Loveridge parking lot or Conway Legacy lot at the corner of
NW Raleigh and 20th when there is space available or on the streets surrounding the Portland
campus. For information on registering your car and receiving a parking permit, please see the
Director of Portland Campus Operations in PH 302. To register your vehicle (once you have
your CatNet ID) click here: https://www.linfield.edu/secure/vehicle-reg-pdx.php.
Duplicating Equipment (Photocopy/Printing/Scanning)
There are four duplicating areas: Peterson Hall supply room (PH 305), the 4th floor Loveridge
Hall outside the kitchen/conference room (LH 43), the 3rd floor of Loveridge Hall outside the
business office (LH 33), and the library. To begin photocopying, printing or scanning, you must
enter the password 18010 along with your job specifications into the duplicating equipment’s
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network box. Step-by-step instructions are posted near the equipment. Administrative Services
will also assist you with questions.
Safety And Security
Please remember the importance of campus safety at all times.



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If you see people wandering the halls of our campus or entering offices/suites/elevators
who do not look like they are a student or employee, please call Legacy Security at 503413-7911 (3-7911 from a campus phone).
Always lock your office or room door.
Do not leave personal belongings unattended in lounges, computer labs, courtyard picnic
tables, offices, etc.
Please feel free to stop by or contact the Director of Portland Campus Operations, Dave
Hecox, regarding any safety or security questions you may have. Dave’s office is located
on the 3rd floor of Peterson Hall, room PH 302; office telephone number is 503-4137189; or email him at dhecox@linfield.edu.
Student Counseling Services
Psychological counseling is available to nursing students of Linfield College – Portland campus
through a contract with Psychological Service Center. The service provides eight no-cost
confidential sessions to nursing students either on-campus in Peterson Hall 319 or off-campus at
the Psychological Service Center’s downtown clinic at 1411 SW Morrison Street, Suite 205. To
schedule an on-campus counseling appointment, call 503-413-7873 or email pdxcounseling@
linfield.edu. For off-campus counseling appointments, please call 503-352-2400.
Current students can use this no-cost service for individual, group, and family counseling.
Nursing students take advantage of this service for issues surrounding anxiety/worry, managing
life transitions, anger, depression, trauma/loss/grief, relationship problems, self-esteem
problems, and parent-child problems.
Student Learning Support Services
Learning support services are available to students needing assistance with note-taking, reading
comprehension, test taking, proofreading and editing, and time and stress management. Tutorial
assistance is available for many classes, as well as individual and group study strategies.
Learning Support Services acts as a liaison between students and faculty to ensure appropriate
accommodations for students with learning disabilities. The service also provides referrals for
learning disability testing.
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Supply Room
The supply room is located on the 3rd floor of Peterson Hall in room PH 305, between the
conference room and faculty/staff lounge. The supplies are available to you for school-related
activities. The supply room has two copy machines that also print and scan documents, a fax
machine and other tools to aid your teaching needs. The fax number is 503-413–6846. Linfieldrelated faxes will not be charged to you; however, personal faxes are charged a rate of $1.00 per
page.
Syllabus Preparation And Requirements
Faculty members are required to provide a syllabus for all college courses specifying course
outcomes, evaluation methods, grading criteria, and assignments. Your Integrated Experiential
Learning Coordinator will have copies of your course syllabus, if you are teaching clinical. The
Associate Dean of Nursing for Faculty and Program Development will provide you with a course
syllabus, if you are teaching a theory course.
Textbooks
Course textbooks can be checked out at the library by authorized Nurse Educator Associates
(Clinical Adjunct Faculty) teaching in the BSN Generic program. All textbooks must be
returned to the library by the close of the semester.
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Chapter V: Appendices
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Appendix A
Linfield-Good Samaritan School Of Nursing Organizational Chart
Revised 6/25/13
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Appendix B
Linfield-Good Samaritan School Of Nursing
Nurse Educator Associate (Adjunct Faculty) Evaluation Of School Of
Nursing Support
Approved: 05/02/12; Last Revised: 07/01/13
Evaluation Form Is Available On Survey Monkey
Please complete this survey to evaluate the effectiveness of support from Linfield-Good
Samaritan School of Nursing, in the performance of your role as a Nurse Educator Associate
(Adjunct Faculty). Your feedback is greatly appreciated.
Name of Nurse Educator Associate (Adjunct Faculty)
Date
Number of times you have taught as a Nurse Educator Associate (Adjunct Faculty) for LinfieldGood Samaritan School of Nursing:
Title of the course you taught as a Nurse Educator Associate (Adjunct Faculty) this semester,
NURS:
Did you teach clinical or theory this semester? (Check the appropriate response.)
Clinical
Theory
Did you teach in the generic BSN program or the RN-BSN distance education program this
semester? (Check the appropriate response.)
Generic BSN Program
RN-BSN Distance Education Program
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Appendix B
On the following evaluation, 5 is the highest score and 1 is the lowest. Please circle a rank score
for each category as it relates to the course you taught this semester for Linfield-Good Samaritan
School of Nursing. It would be particularly helpful, if you could note any suggestions you might
have for improvement.
1.
Overall, how satisfied were you with the information you received from
faculty/administration concerning the nursing curriculum?
1
2
3
4
5
Suggestions for Improvement:
2.
Overall, how satisfied were you with the information you received from
faculty/administration concerning the course, including course outcomes, requirements of
the course, and evaluation methods?
1
2
3
4
5
Suggestions for Improvement:
3.
Overall, how satisfied were you with the information you received from
faculty/administration concerning the expectations of your role as Nurse Educator
Associate (Adjunct Faculty)?
1
2
3
4
5
Suggestions for Improvement:
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Appendix B
4.
Was the School of Nursing “Nurse Educator Associate (Adjunct) Manual” helpful to you
in your role as Nurse Educator Associate (Adjunct Faculty)?
1
2
3
4
5
Suggestions for Improvement of Information in the Manual:
5.
Did you find the information posted electronically on Blackboard, under Adjunct
Resources, helpful to your role as Nurse Educator Associate (Adjunct Faculty)?
1
2
3
4
5
Suggestions for Improvement:
6.
Skip this question, if you did not teach clinical this semester. How satisfied were you
with the guidance you received from the Experiential Learning Coordinator with regard
to clinical teaching and student evaluation issues?
1
2
3
4
5
Suggestions for Improvement:
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Appendix B
7.
Skip this question, if you did not teach clinical this semester in NURS 475 Integrated
Experiential Learning IV.
How satisfied were you with the information you received as to the expectations of your
role as faculty, as well as, the role expectations of the Clinical Teaching Associate
(Preceptors) and the students?
1
2
3
4
5
Suggestions for Improvement:
8.
Skip this question, if you did not teach a theory course this semester in the RN-BSN
Distance Education Program.
How satisfied were you with the guidance provided by the Lead Instructor of the course?
1
2
3
4
5
Suggestions for Improvement:
9.
Skip this question, if you did not attend the Nurse Educator Associate (Adjunct Faculty)
Development Program Workshop.
Did the Nurse Educator Associate (Adjunct Faculty) Development Program Workshop
enhance your ability to assume the role of instructor?
1
2
3
4
5
Suggestions for Improvement:
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Appendix B
10.
Skip this question, if you did not complete the RN-BSN Distance Education Program
online orientation.
How helpful was the online Nurse Educator Associate (Adjunct) orientation?
1
2
3
4
5
Suggestions for Improvement:
11.
Please share any final comments that you feel would be beneficial in enhancing the
support Linfield-Good Samaritan School of Nursing is providing Nurse Educator
Associates (Adjunct Faculty).
--Thank You For Completing This Evaluation Survey--
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Appendix C
Linfield-Good Samaritan School Of Nursing Evaluation Of Nurse Educator
Associate (Adjunct Faculty): Self-Appraisal
Approved: 04/30/12
Instructor:
Course No.
Title:
Semester / Term / Year:
Self-appraisal of teaching effectiveness:
Goals and strategies for strengthening teaching effectiveness:
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Appendix C
Evaluation Of Nurse Educator Associate (Clinical Adjunct Nursing Faculty)
By Integrated Experiential Learning Coordinator
Approved: 10/04/04; Last Revised: 07/01/12
Instructor’s Name:
Course Number and Title:
Semester/Term/Year:
Rating Scale: 5=strongly agree; 4=agree; 3=disagree; 2=strongly disagree; 1= not
observed; not applicable
CRITERIA
5
4 3
2
Collaborates effectively with full time faculty (i.e., team player)
and the Dean of Nursing
Communicates effectively with Course Coordinator / Integrated
Experiential Learning Coordinator regarding students'
performance (especially when there is a problem)
Communicates effectively with clinical staff, administrators and
Clinical Teaching Associates (Preceptors) (if used) at site
Communicates effectively (verbally and in writing) with students
Follows through with any remediation (i.e., if a student has to redo an assignment or takes an incomplete or is having difficulty in
the course)
Is flexible (adapt to change; variability in students)
Is fair and accurate in grading (based on School of Nursing
grading policy, grading criteria, and meeting course outcomes)
Turns grades and student clinical performance evaluation
instruments in to Course Coordinator / Integrated Experiential
Learning Coordinator on time
Shows evidence of current clinical expertise
Is dependable and accountable
Is able to teach effectively in the clinical setting
Is non-threatening but still professional in setting expectations
and follow-through with consequences
Is knowledgeable in the course subject matter
Able to interact with students, site personnel and faculty in a
positive, productive and non-judgmental manner
Able to problem solve effectively
Documents interactions (anecdotal notes)
Writes academic alerts when appropriate
Works with students in a caring way
Uses praxis in clinical seminars
Gives frequent and timely feedback to students concerning their
clinical performance
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Appendix C
Summary of student feedback on Nurse Educator Associate (clinical adjunct faculty) (“Linfield
College: Student Appraisal of Clinical Instruction in Nursing” form):
Strengths:
Areas to Improve:
Action Plan for Improvement:
Other Comments:
Recommendation:
______Would recommend for re-hire
______Would recommend with conditions (specify):
______Would not recommend for re-hire
Integrated Experiential Learning Coordinator
Date
Nurse Educator Associate (Clinical Adjunct)
(Signature not required if not recommended for re-hire)
Date
This evaluation will be kept in the Nurse Educator Associate (clinical adjunct) personnel file.
The Dean of Nursing, Nurse Educator Associate (Adjunct Faculty) Liaison, and Integrated
Experiential Learning Coordinators may access this information when searching for potential
Nurse Educator Associates (clinical adjuncts) for nursing courses.
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Appendix C
Evaluation Of Nurse Educator Associate (Classroom Adjunct Nursing
Faculty) By The Associate Dean Of Nursing For Faculty And Program
Development
Approved: 10/04/04; Last Revised: 07/16/12
Instructor’s Name:
Course Number and Title:
Semester / Term / Year:
Rating Scale
5=strongly agree
4=agree
3=disagree
2=strongly disagree
NA=not observed; not applicable
CRITERIA
Collaborates effectively with full time faculty (i.e., team
player) and the Dean of Nursing
Communicates effectively (verbally and in writing) with
students
Follows through with any remediation (i.e., if a student has
to re-do an assignment or takes an incomplete or is having
difficulty in the course)
Is flexible (adapt to change; variability in students)
Is fair and accurate in grading (based on School of Nursing
grading policy, grading criteria, and meeting course
outcomes)
Turns grades in on time
Is dependable and accountable
Is able to teach effectively
Is nonthreatening but still professional in setting
expectations and follow-through with consequences
Is knowledgeable in the course subject matter
Able to interact with students and faculty in positive,
productive and non-judgmental manner
Able to problem solve effectively
Documents interactions (anecdotal notes)
Writes academic alerts when appropriate
Works with students in a caring way
Gives frequent and timely feedback to students concerning
their course performance
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5
4
3
2
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Appendix C
Summary of student feedback on Nurse Educator Associate (classroom adjunct faculty)
("Linfield College: Student Appraisal of Instruction" form):
Strengths:
Areas to Improve:
Action Plan for Improvement::
Other Comments:
Recommendation:
______Would recommend for re-hire
______Would recommend with conditions (specify):
______Would not recommend for re-hire
Associate Dean of Nursing for
Faculty and Program Development
Date
Nurse Educator Associate (Classroom Adjunct)
(Signature not required if not recommended for re-hire)
Date
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Appendix D
Linfield College: Student Appraisal of Instruction
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Appendix D
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Appendix D
Linfield College: Student Appraisal of Clinical Instruction in Nursing
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Appendix D
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