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Example III: Professional School
NAME: Janine Smith
RANK: Assistant Professor
FACULTY: Faculty of Health Sciences-Nursing Program
Nursing 485/486, Nursing of Communities
Faculty Advisor-1992-1994 (16 students)-weekly clinical supervision of community practice; agency visitation; responsible for clinical evaluation; review and grading of clinical assignments including journals, oral or poster presentations.
Classroom teacher-1994-96 (75-80 students)-I have taken responsibility for classes related to community participation and community development; healthy public policy and political action.
Nursing 355/356, Nursing of Families, Course Coordinator, 1993-94; 1995-96
Coordinator deals with day to day administration of course; timetabling issues; provides leadership within faculty team; mentors and orientates new clinical faculty; meets with ombudspersons and other students who may have concerns; chairs bi-weekly faculty meetings; records grades; works with Dean in arranging faculty requirements for teaching; arranges clinical placements for course.
Clinical Advisor (8-10 students)-weekly supervision/consultation in clinical group, or on a 1:2 or 1:1 basis; shared home visiting with each team X 2; weekly review of clinical records and journals; review and grading of clinical assignments; arranging referrals for students; counselling and mentoring students.
Classroom teacher (75 students)-part of teaching team; responsible for preparation and delivery of classes on health, family health, the Developmental Health Model, socialization, communication and affective functions of family, family experiences with addictions; work and family life issues, nursing families institutions.
Nursing 350/351, Nursing of Families-Clinical Instructor (10 students) with some classroom teaching (65-75 students). Responsibilities similar to N355/56.
Nursing 040, Introduction to Nursing, Clinical Supervisor and coordination home visitation to elderly in the community for 65 first year students.
Graduate Student Supervision
Nursing student self-efficacy expectations and performance of helping relationship behaviours, S. Ford. Completed June, 1994.
Health Promotion in Acute Care Nursing Practice. Lori O'Neill. Completed September,1994.
An evaluation of the health status of young people in Oxford County. B. Saul. Completed August, 1993.
Graduate Student Supervision
Supervised Functional Practica
Nursing education practicum in family nursing. Candice Bane. Completed December, 1995.
Clinical teaching in a family nursing course. Barbara Melner. Completed December, 1994.
I believe that learning and teaching are a shared responsibility and that both students and teachers are inquirers helping each other in the shared pursuit of knowledge. Learning is a lifelong process influenced by a person's awareness, unique perspective and interpretation of all that is perceived. I believe that developing personal knowledge and insight as well as expanding one's awareness of the world that surrounds us is best achieved through reflection (inner dialogue) and interaction with others (dialogue).
My relationship with my students is very important to me. I like to see the "whites of their eyes" on a regular basis and working in a small faculty has allowed me to have the personal contact I enjoy with my students. I try to create a safe environment in which students can openly share their opinions, questions and concerns. I pay particular attention to this because promoting health and healing in our clients requires a similar approach. Authenticity, compassion, empathy, egalitarianism and caring are key qualities to student-teacher and nurse-patient relationships. Learning how to nurse families often triggers some troubling memories about the relationships in a student's family. I try to be sensitive to these struggles and will invite students to discuss their concerns with me if they wish, whether in their journal reflections or in person.
Part of my role as a teacher is to purposefully design learning activities that promote dialogue and reflection on the concepts and principles that are inherent in professional nursing practice. As I have become more knowledgeable about the educative-humanistic paradigm in nursing education, I have made a concerted effort to design and select learning activities that help students to develop insights, to see patterns and to reflect critically on their own life experiences, be it personal and professional. I like to use a variety of media and modes of instruction to invite the active participation of students in their learning.
Since nursing is a practiced-based discipline, clinical practice enhances the quality and relevance of my teaching. As a Clinical Associate with the Middlesex-London Health Unit, I maintain my clinical skills in the School Health Program. Attending education and research conferences in my field of practice provides another avenue for keeping abreast of changes in the field. My community work with the District Health Council, the Kids Count Program and community development activities in the Francophone community also provide rich experiences that I can bring into my teaching to illustrate nursing practice and health issues. Since learning is a lifelong process, I engage in ongoing professional development and reflection to enhance my teaching.
Novel Teaching Methods or Course Materials
1993-95 Culture, Health and You: Video and Workbook Project
I joined a team of educators in nursing, family medicine and social work and clinicians working at the Intercommunity Health Centre to develop a series of trigger tapes and a workbook to assist professionals in becoming more comfortable with transcultural health care delivery. I co-authored two video vignettes and three chapters in the workbook. In the third video, Culture, Health and Your Board, I was one of the actors in the video. The videos and workbook have been distributed across Ontario and to some provinces. The workbook and videos are used in several nursing courses in our faculty.
1993-94 Nursing families and communities: A pilot of Peer Teaching in Clinical Learning
This initiative attempted to develop a new kind of clinical placement whereby 4th year students would be assigned to work with a community and 3rd year students would visit families in the same community. Fourth year students who had developed some expertise in nursing families were able to assist 3rd year nursing students in problem-solving and in developing approaches to working with the families. Observations of conference discussions and analysis of clinical journals revealed that both groups were able to identify similar themes that impacted on families living in this community. While I was excited about expanding this type of learning experience, other duties and responsibilities prevented me from repeating the experience with a more formalized evaluation process.
1993-94 Learner Designed Clinical Experiences in the Nursing Communities Course
Consistent with my teaching philosophy, I am open to suggestions from students who propose new ideas for their own clinical learning experiences. I will provide two such examples: The Humour Resource Project, and a second placement where two French speaking nursing students used a community participation approach with a French first language school. The first clinical placement built upon the ideas of three Registered Nurses who wanted to establish a Humour Resource on a Palliative Care Unit in their local community hospital. The students established a steering committee composed of hospital and community representatives. Two of the students went to Clown School and completed a research paper on the positive effects of humour. They succeeded in acquiring private funding to buy materials for their Good Humour cart. While the students did not have sufficient time within the course to complete the project, they continued to work with the Steering Committee who eventually took ownership for the entire program.
The second team of French speaking nurses provided badly needed health promotion programs to a French First Language elementary school. They again invited students and teachers to form a Healthy School Committee to identify health and social issues that needed attention. The school benefitted because it had been unsuccessful in securing the assistance of a francophone Public Health Nurse on a consistent basis.
1993-1996 The Reflective Journal for Professional Practice/The Reflective Journal Review
During the past three years, I have taken responsibility for developing guidelines and in revising this component of clinical learning. This work continues to evolve based on our collective experiences with this learning tool and on developments that are being reported in the literature and at education conferences. This tool encourages ongoing dialogue between student and teacher and the development of critical thinking and writing skills.(See Appendix).
1991-present The Cross-Canada Workout
All faculty have taught a class at a time of year when students have been coping with heavy demands especially at mid-term or end of term and are often sleepy-looking in class. So I have adapted a little health break routine that takes us across Canada doing a variety of physical activity that could be associated with a particular province. It gets people laughing and moving and then I let them go off and get a snack or beverage. I have had fourth year students who have later requested the "workout" routine for use in their community nursing practice (See Appendix ).
Contributions to the development of new courses or revision of existing courses
1994-present Professional Nursing Practice--Nursing 052 (New Course)
This course is being developed for the new UWO-Fanshawe College Collaborative BScN Program to be implemented in September, 1997. I have assumed a leadership role as Co-Team Leader in developing the clinical learning experience and learning activities that will complement the Health and Chronic Health Challenges course (Nursing 051).
1992-1994 Nursing of Communities N485/486
In collaboration with Catherine Jones, we invited the Assistant Director of the Teaching Health Unit Program of the Middlesex-London Health Unit to join us in completely revising a 13 week nursing course in community health.