fsu msn practicum proposal - georgia m. elmassian...

Running head: MSN PRACTICUM PROPOSAL 1

FSU MSN Practicum Proposal

Georgia Elmassian

Ferris State University

MSN PRACTICUM PROPOSAL 2

Abstract

For a Ferris State University MSN graduate student, the nursing program culminates with a 300-

hour practicum. This practicum is a recognized summary of the knowledge, attitude, and skills

gained from the MSN preparatory classes, which focus on nursing theory, health policy,

leadership, nursing research, and professionalism (Ferris State University Master of Science in

Nursing [FSU SON] website, n.d.). Additionally, the nurse educator classes are realized and

woven into the practicum experience (FSU SON website, n.d.). These classes concentrate on

curriculum development, teaching and learning theories, teaching methods, and learner-centered

methods. Prior to the completion of the MSN program, a student must participate in the 300-

hour practicum to prepare for a future entry-level faculty position as nurse educator. Therefore,

this proposal describes and outlines the 300-hour nurse educator practicum planned for this

graduate student.

Key words: practicum, nurse educator, learner-centered


MSN Practicum Proposal

A patient educator is a person who works in the healthcare industry. Often, the educator

is a registered nurse or an allied health professional who communicates directly with patients and

families regarding health and illness across the continuum of care (Solomon, 2011). Many

times, a patient educator works in a highly specialized area of patient care, i.e., pediatric,

orthopedic, obstetrical, or even plastic and reconstructive surgery arenas (Jacksonville University

School of Nursing [Jacksonville SON], 2014). The patient educator is an intermediary and/or a

connection between the physician and the patient.

As a current patient educator in the plastic surgery field, I have a role that encompasses

many facets of responsibility. Not only am I a teacher of information, I am also the liaison

between the patient and the surgeon, the multidisciplinary medical team, the hospital, community

services, and family members. I define, inform, demonstrate, execute, coordinate, mentor,

encourage, and support the patient who is contemplating, as well as engaging in, plastic surgery,

whether aesthetic or reconstructive. As a patient educator and nurse, I am familiar with the 2012

National League for Nursing competencies for the nurse educator. Subscribing to these

competencies, I prepare and implement plans, objectives, and achievable goals for patients.

In my current position, I educate patients. However, in my future role as an advanced

specialty nurse educator, I want to teach nursing students. Teaching pre-service nursing students

encompasses two roles (Keating, 2011). One role is as an educator in the field of nursing. The

other is comprised of educator, as in the education realm, and thus the term nurse educator. To

that end, advanced-practice nurse educators are held to high standards in the field of nursing

(National League for Nursing [NLN], 2012). The nurse educator incorporates complex nursing

skills, knowledge, and attitudes into a specialized area of nursing practice and education


(American Association of Colleges of Nursing [AACN], 2014). Moreover, the nurse educator

engages specific sets of strategies and methodologies of teaching that are unique to the hospital,

office, clinic, or academic settings. By applying nursing philosophy, theory, and metaparadigms

to patient education, the nurse educator continually promotes excellence in nursing education

and nursing practice.

As I look to develop my skill as a facilitator of education for pre-service nursing students,

I wish to pursue a practicum experience in the position of nursing faculty. In the higher

education faculty role, nurse educators are responsible for preparing student nurses for a career

in the ever-evolving world of health care delivery (Halstead & Billings, 2012; Keating, 2011).

For that reason, it is essential that entry-level nurse educators receive steadfast preparation for

their new role in higher education (Cathro, 2011; Finke, 2012; Halstead & Billings, 2012).

Therefore, the purpose of this paper is to propose a 300-hour practicum experience as a nurse

educator which will integrate “a specialized advanced leadership role concentration… with the

knowledge and skills needed for a variety of advanced specialty roles” (Ferris State University

[FSU], n.d., para. 1). To cultivate the advanced specialty role, the proposal includes a succinct

description of the anticipated setting, goals, objectives, roles, activities, and time line of the

proposed practicum. Additionally, a brief introduction of the selected preceptor will be included,

as well as, the methods of practicum evaluation that will be used. It is my intention that the

reader of this proposal will have a complete depiction of the projected practicum experience.

Setting

The setting for the proposed nurse educator practicum will be the Lansing Community

College Associate Degree Nursing [ADN] program. The Lansing Community College [LCC]

nursing program is accredited by the League for Nursing Accrediting Commission [NLNAC],


and it is also approved by the State of Michigan (LCC, 2014). Students enrolled in the nursing

program at Lansing Community College range in ages from 20-65 (L. Orr, personal

communication, February 5, 2014).

The nursing program at Lansing Community College is a two-year course that integrates

the National League for Nursing’s core competencies with the fundamentals of nursing

knowledge, attitudes, and skills (LCC, 2014). With the successful completion of the two-year

nursing program, the LCC graduate is eligible to sit for the National Council Licensure Exam

(N-CLEX). A positive N-CLEX test score results in licensure and recognition as a Registered

Nurse (Michigan Department of Licensing and Regulatory Affairs [LARA], 2014).

The proposed practicum will take place in college classrooms and nursing simulation

labs, all of which are located inside the Health and Human Services building on the campus of

Lansing Community College in Lansing, Michigan.

Goals and Objectives

As an associate degree nurse seeks to help meet the nursing shortage, one of the many

curriculum topics ADN faculty must teach students is maternal health. Therefore, the proposed

practicum at LCC will focus on maternity nursing care. Maternity nursing is a course

requirement for all pre-licensure nursing education (LCC, 2014). To enhance the knowledge,

attitudes, and skills needed for this subject, assorted teaching methods and learning strategies are

integrated into the maternity nursing course design (Keating, 2011). Nurse educators plan,

revise, implement, and facilitate learning through learner-centered teaching, and they use

evidence-based teachings to achieve academic and clinical expertise (Billings, 2012). For the

purpose of this practicum, two goals with listed objectives are identified and defined.


The first goal for the proposed nurse educator practicum is to apply the NLN Core

“Competency I: Facilitate Learning” (NLN, 2012, p. 14) into the ADN Maternity Nursing Care

course. This will be accomplished by developing and instructing one ADN preceptor-approved

class lesson. This experience will further serve to fulfill the culmination of what I have learned

throughout the advanced specialty classes and functions as the required MSN clinical project.

The purpose of the MSN project is to achieve an active faculty role in higher education.

Participation in this teaching role will allow me to use what I have learned throughout my core

specialty nursing classes. I will have the opportunity not only to create learning activities for the

diverse adult learner, but also to assess if learning indeed, took place, clearly illustrating the full

circle of learning. This approach will also provide students the opportunity to assess my skills as

an educator. Feedback from students will serve to support further my development as a higher

education nursing educator.

Therefore, the objectives for the first goal of the practicum [and clinical project] include

using didactic teaching/learning to stimulate students’ critical thinking skills. Employing

Bloom’s Taxonomy of cognitive, affective, and psychomotor domains (Boland, 2012), classroom

lessons will implement effective teaching strategies, e.g., mind mapping, case studies, and role

playing. In effect, Bloom’s taxonomy focuses on knowledge that resonates with nursing

education (Su & Osisek, 2011). Students will be able to call upon past knowledge to build and

form new concepts and understanding. Pointedly, the learning significance of Bloom’s

taxonomy illustrates a higher level of thinking, competency skills, and knowledge value (Boland,

2012).

Another objective for the first goal is to demonstrate enthusiasm for teaching and

learning (Halstead, 2007; NLN, 2012). According to Halstead, nurse educators have a


responsibility and obligation to show enthusiasm. In fact, nurse educators who possess “the

ability to motivate students… [are] caring and inspirational, friendly and approachable… [as

well as] committed; showing excitement and enthusiasm for teaching were [sic]all

characteristics of exemplary professors” (p. 20). Therefore, as I hope to become a respectable

higher education nurse educator, I plan to demonstrate enthusiasm and approachability in all

aspects of the practicum role.

The second goal for the proposed practicum is to incorporate the NLN Core

“Competency II: Facilitate Learner Development and Socialization” (NLN, 2012, p. 16) into the

ADN maternity nursing care course. The primary objective of this goal is to socialize learners to

the nursing role. Halstead (2007), believes it is the educator’s duty to provide a conducive

learning environment in which students understand the professional role of a nurse.

Furthermore, she believes that it is the educator’s responsibility to engage in professional

behaviors which students can emulate. Additionally, researchers Lai and Lim (2012) believe

that professional socialization is learned behavior that results from students’ “role playing,

identification [with instructor], modeling, instruction, [and] observation” (p. 32). Kirkpatrick

and DeWitt (2012) also support the idea that socialization to the role of the nurse stimulates the

student’s affective domain of learning. Because learner socialization is an NLN competency, I

intend to engage this component fully into the proposed nurse educator practicum.

The secondary objective of this goal to incorporate NLN core competency II is to advise

and counsel ADN students. In content-laden curricula, instructors become coaches and

facilitators who help students problem-solve and understand class criteria (All & Brandon,

2010). Instructors can tremendously aid ADN students to call upon individual learning

experiences, and thus meet the challenges of the classroom.


Theory

The nurse educator practicum will integrate the learning theory of constructivism to

overcome classroom challenges, to cultivate students into nursing professionals, and to create an

effective teaching and learning experience. It has been shown that constructivist theory works

well with adult learners (All & Brandon, 2010). What is more, the principle of constructivism

affirms that learners build [construct] knowledge based on what they have previously learned.

Thus the constructivist learner continually reshapes and expands [prior] knowledge into new

information (Abbedulo & Symons, 2010; Candela, 2012; Keating, 2011). Simply, new

knowledge builds upon previously learned core knowledge, and new concepts are formed.

In addition, problem-based learning and learner-centered concepts correspond to

constructivist theory. Learners are presented with “a problem that initiates their inquiry”

(Keating, 2011, p. 62), and they subsequently seek solutions, illustrating another way that

constructivism works. One can undoubtedly realize that constructivism is active learning

(Abbedulo & Symons, 2010; Candela, 2012). Therefore, constructivist theory will be the

foundation of my teaching learner-centered learning throughout the practicum experience.

Additionally, since teaching involves scholarship, I, along with the identified preceptor,

will incorporate “the scholarship of application, which connects theory to practice” (Finke, 2012,

p. 8). We will reveal to the ADN students the importance of Peplau’s philosophy and the

relevancy of interpersonal nurse-patient relationships (Peden, Laubham, Wells, Staal, & Rittman,

2010). As will be shown, the nurse-patient relationship is essential to bedside nursing, and it is

crucial for maternity nursing students.


Role and Activities

The role in which I will participate as student nurse educator in the ADN nursing

program at Lansing Community College will be under the supervision of Ms. Lori Orr, MSN,

RN. According to Pennsylvania State College of Education (2014), “student teaching is the

culminating field experience in…teacher education.” (para. 1). Thus, as student nurse educator I

will have the opportunity to observe maternity nursing faculty in the classroom, simulation labs,

and clinical areas. I will also partake in the role of co-teacher [student nurse educator] and assist

Ms. Orr in the classroom and lab (L. Orr, personal communication, February 5, 2014).

Furthermore, I will facilitate one lesson, which will fulfill the required FSU MSN practicum

project and support my graduate studies. The lesson subject matter has yet to be determined,

because Ms. Orr is currently revising her schedule for LCC’s summer term; however, it will be

based on maternity nursing.

Moreover, I will assist Ms. Orr with professional nurse behavior directives and ADN

student development (L. Orr, personal communication, February 5, 2014). As Gaberson and

Oermann (2010) asserted regarding this nursing standard, one must exhibit professional behavior

and moral principles, in addition to critical thinking and problem-solving skills. These tasks

align with the NLN core competencies I and II for nurse educators, and the corresponding

activities are illustrated in the planning guide found in Appendix A of this proposal.

What is more, because ADN students are adult learners who actively formulate their own

learning activities and goals (Candela, 2012), I will be an advisor and counselor to ADN

students, directing succinct queries to influence students’ critical thinking and problem solving

skills. Since learning activities are intentional actions of educational engagement intended to

produce positive outcomes for students and teachers alike (Scheckel, 2012), I will reinforce,


encourage, and provide feedback for students to reach our classroom goals. Likewise, Gaberson

and Oermann (2010) find it critical for the nurse educator to counsel and support adult students

as they learn. To that end, all activities found in this proposal, as seen in the appendices of this

paper, will be used as the point of reference for this practicum’s evaluation.

Additionally, I hope to attend curriculum development and staff meetings. This,

however, is subject to the Lansing Community College Dean of Nursing’s approval, to be

determined at the onset of the practicum in May, 2014.

Proposed Dates and Timeline

The proposed 300-hour practicum will commence May 12, 2014, and it will continue

throughout Ferris State University’s summer session. It is intended that 30-40 hours per week

will be dedicated to the proposed nurse educator practicum. The practicum will correlate with

Ferris State University’s 10 week academic summer session and will conclude by August 13,

2014.

The planned hours will include time for class, labs, lessons, and activities preparation.

The proposed time frame will also consist of my own refresher in maternity nursing learning,

since the primary focus of my nursing practice has been aesthetic and reconstructive plastic

surgery for the last 14 years.

Preceptor

The identified MSN preceptor is Lori Orr, MSN, RN. Ms. Orr has been a registered

nurse for over 18 years, joining the LCC nursing faculty in 2002. She received her MSN in

nursing education and is currently an assistant professor of nursing at Lansing Community

College, Lansing Michigan. Ms. Orr’s responsibilities in the ADN program include classroom

faculty for the Maternal/Child, Medical/Surgical Nursing skills lab, and clinical instructor for


The Maternal/Child, Medical/Surgical, and Fundamentals of Nursing courses. Ms. Orr also

serves as the Interim Clinical Placement Director, Grants Coordinator, and Interim Director of

Advanced Standing and 3-Year Nursing Programs. Since 1999, Ms. Orr has been a staff nurse

and both a clinical and classroom instructor in obstetrics. She has worked at West Branch

Regional Medical Center, McLaren Greater Lansing, and Oaklawn hospitals. In addition to her

faculty position at LCC, Ms. Orr has also functioned as a clinical nursing instructor at Baker

College-Owosso and Jackson Community College. Additionally, Ms. Orr regularly participates

in continuing education and maintains an active status in many professional nursing

organizations.

Overall, Ms. Orr subscribes to the mission that is charged to higher education nursing

faculty (Finke, 2012). Ms. Orr’s teaching, scholarship, and service responsibilities are plainly

visible in her faculty position at LCC. Thus, she represents an ideal preceptor for the proposed

summer 2014 practicum. For a more complete overview of Ms. Orr’s qualifications, the reader

can find her resume, in Appendix B, and the signed agency preceptor agreement, which is in

Appendix C.

Evaluation

For the purpose of this proposal, both formative and summative assessments will be used

to evaluate the results of the practicum. According to Candela (2012), formative and summative

evaluation can effectively support teachers to recognize a student’s progress. Therefore, I

believe these assessments will accurately gauge the success of the practicum.

Formative assessment is monitored student learning in which instructional feedback can

be used for continuous improvement throughout a course (Rowles, 2012). Formative assessment

is essential for learning, and it can help identify learning needs (Bourke & Ihrke, 2012; Candela,


2012; Kirkpatrick & Dewitt, 2012; Rowles, 2012). Therefore, at the midpoint of the proposed

practicum, I will conduct a formative assessment to self-assess my learning needs, strengths, and

areas of improvement. The formative evaluation tool can be found in Appendix D of this paper.

At the conclusion of the 300-hour practicum, both the preceptor and I will utilize

summative assessments to evaluate the proposed outcomes of the NLN nurse educator core

competencies I and II (NLN, 2012). Fittingly, “summative assessments are used to evaluate

student learning, skill acquisition, and academic achievement at the conclusion of a defined

instructional period” (Great Schools Partnership, 2013, para. 1). Additionally, the ADN students

will be asked to complete an assessment of my skills as their student educator. The summative

evaluation tools can be found in Appendix E, Appendix F, and Appendix G of this paper.

Conclusion

As previously stated, the 300-hour nurse educator practicum will commence during Ferris

State University’s 2014 academic summer session. The overall goals of the MSN practicum

include that the student nurse educator will facilitate optimal learning, as well as learner

development and socialization, for the adult ADN student. This proposal has outlined the

setting, goals and objectives, roles and activities, timeline, methods for evaluation, and preceptor

identification and qualifications surrounding the anticipated practicum. After meticulous

preparation and careful thought of my educational interest, I eagerly await this forthcoming

challenge.


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Appendix A

MSN Practicum LCC ADN Proposal Planning Guide

Goals

Goal 1:Apply the NLN The Scope of Practice for Academic Nurse Educators (2012)Core Competency IFacilitate Learning into The ADN maternity nursingcare course

Objectives

1.1Provide opportunities for ADN students to develop critical thinking skills

1.2 Demonstrate enthusiasm for teaching, learning, and nursing that inspires and motivates ADN students

Activity

1.1aEngage learners inmind mapping, roleplaying, classdiscussions, groupprojects, and clinical observations usingconstructivism theory

1.1bInstruct class lesson on the post-op care of the Caesarean patient.Employ class round table discussion, role play or case study

1.2a Participate in student classroom and lab work groups with open communication, active interpersonal rapport, and sharing of own personal nursing experiences

1.2bWeekly “open door” availability and supportive approach via discussions with students after class hours

Timeline

Commence May 27 and be completed by August 8, 2014

To be completed by August 4, 2014

May 27, 2014 and continuous throughout practicum

June 2, 2014 and continuous throughout practicum


Goal 2: Apply the NLN TheScope of Practice forAcademic NurseEducators (2012) Core Competency II:Facilitate LearnerDevelopment andSocialization to maternity nursing care

2.1Socialize learners to the nursing role

2.2Engage in effective advisement and counseling strategies that help ADN students meet class goals

2.1aAttentive focus on students, interconnect classroom learning with previous learning, recollecting and sharing. Cultural awareness

2.2aPartake in student counseling/advising using student’s prior knowledge to problem solve and meet goals

May 27, 2014 and continuous throughout practicum

June 3, 2014 and continuous throughout practicum

Appendix B

Appendix C

Memorandum of Agreement for Preceptor Relationships

The overall objective of this experience is to provide an on-site setting in which a student, with the preceptor (professional employee of a health care agency), can further develop his/her understanding and skills related to an advanced nursing role specialty. Agency name:


Lansing Community College ______________________________________________________________________

Student name __ Georgia Elmassian____________________________________________

Student Telephone # _ 517-339-2579 _ RN License # _4704135612__________________

Preceptor name _ Lori Orr, MSN ______ Preceptor’s Title: Nursing Faculty_

Preceptor Telephone #_ 517-483-1410 __ Preceptor email: [email protected] __

The following goal(s), objectives and activities will be completed by the student during this project/practicum.

Goal 1: Apply the NLN The Scope of Practice for Academic Nurse Educators (2012)

Core Competency I: Facilitate Learning to the ADN maternity nursing care course, May to August, 2014, at Lansing Community College.

Objectives: Provide opportunities for ADN students to develop critical thinking skills Demonstrate enthusiasm for teaching, learning, and nursing that inspires and

motivates ADN students

Activities: Engage learners in mind mapping, role playing, class discussions, class round table

discussion, role playing, case studies group projects, and clinical observations using the constructivism theory

Instruct maternal nursing care health lesson –TBD Participate in student classroom and lab work groups with open communication,

active interpersonal rapport, and sharing of own personal nursing experiences Weekly “open door” availability and supportive approach via discussions with

students after class hours

Goal II: Apply the NLN Scope of Practice for Academic Nurse Educators (2012)

Core Competency II: Facilitate Learner Development and Socialization to maternity nursing care

Objectives: Socialize learners to the nursing role Engage in effective advisement and counseling strategies that help ADN students meet

class goals


Activities: Attentive focus on students, interconnect classroom learning with previous learning,

recollecting and sharing. Cultural awareness Partake in student counseling/advising using student’s prior knowledge to problem solve

and meet goals

Appendix D

Summer Practicum 2014 Formative Evaluation

Based on the objectives of the nurse educator practicum as outlined in the proposal, please provide a self-assessment of the nurse educator practicum at the completion of 150 hours (midpoint of 300 hour practicum) using the below form as a guide.Please use the numeric scale score rating:3 = meets expectations2 = needs improvement


1 = unsatisfactory Objective Score CommentsHelps students to develop critical thinking by assisting with mapping, role playing and or class discussions

Demonstrates enthusiasm for teaching, learning, and nursing that inspires and motivates ADN students by focusing and addressing students’ needs Helps learners understand the nursing role and professional behaviors through role playing, class discussions, and sharing of professional experiencesEngages in effective advisement and counseling that help ADN students meet classroom goals

(NLN, 2012)

Signature of Student

Date

Appendix E

Summer Practicum 2014 Summative Evaluation-Preceptor

Based on the core competencies of nurse educators, as stated in the National League for Nursing Scope and Practice for Academic Nurse Educators (2012), please evaluate the role performance of Georgia Elmassian as nurse educator-student using the below form as your guide. Please note**indicates stated practicum goals and objectives. Please use the numeric scale score rating:3 = meets expectations


2 = needs improvement1 = unsatisfactory

Competency Score Additional CommentsNLN Core Competency I:Facilitate Learning**Creates opportunities for learners to develop critical thinking and reasoning skills through mapping, role playing, class discussions

**Shows enthusiasm for teaching, learning, and nursing that inspires and motivates students by focusing and addressing the students’ needsListens and respects the diverse adult learner and aids in problem solving

NLN Core Competency II:Facilitate Learner Development and Socialization** Help learners understand the nursing role and professional behaviors through role playing, class discussions and sharing of professional experiences

**Engages in effective advisement and counseling that help learners to meet course goals

Signature of Preceptor



________________________________________________________________________Date

Appendix F

Summer Practicum 2014 Summative Evaluation-MSN Student

Based on the objectives of the nurse educator practicum as outlined in the proposal, please provide an assessment of the nurse educator practicum at the conclusion of the required 300 hours using the below form as a guide.Please use the numeric scale score rating:3 = meets expectations


2 = needs improvement1 = unsatisfactory Objective Score CommentsHelps students to develop critical thinking by assisting with mapping, role playing and or class discussions

Demonstrates enthusiasm for teaching, learning, and nursing that inspires and motivates ADN students by focusing on students’ needsHelp learners understand the nursing role and professional behaviors through role playing, class discussions, and sharing of professional experiencesEngages in effective advisement and counseling that help ADN students meet classroom goals

(NLN, 2012)


Date

Appendix G

Graduate Student Nurse Educator Evaluation

This survey will take approximately 3-5 minutes to complete. Your feedback is critical for the development of the graduate nurse educator

Following the key:Strongly agree, Agree, Neutral, Disagree, and Strongly disagree,


Please respond to each of the following statements.

Strongly

Agree Agree Neutral Disagree Strongly Disagree

1. The content was interesting to me.

2. The content extended my knowledge of the topic.

3. The graduate nurse educator was approachable

4. The graduate nurse educator encouraged students Q & A

5. The graduate nurse educator treated students with respect

INSTRUCTIONAL METHODS

Agree Disagree1. The instructional material was well

organized.2. The instructional methods illustrated the

concepts well.

(ASPSN, 2014)

Biography

Abbedulo, L., & Symons, F. (2010). Taking sides: Clashing views in educational psychology

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