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6-month new educator mentorship program

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Keep going with our 6-month, new educator mentorship program and deepen your skills with guided instruction from the experts.

New Educator Mentorship Program

This 6-month mentorship program is structured into cohorts of no more than 5 mentees per mentor. Mentees are paired with experienced mentors based on questions answered in registration determining mentee’s experience, stage in the onboarding process and personality type.

Mentees follow a monthly curriculum in ATI Academy as they work through a self-guided course and engage in monthly cohort calls with their mentor. They also receive unlimited email access as well as phone/web conference access to their mentor as needed.

This program is designed to assist clinicians transition to educators as they adjust to the new dynamics of the academic culture. It is designed to promote retention and prepare new educators with the skills and insights needed to succeed in their new roles as leaders and educators. Review the full month-to-month agenda for a more in-depth look at topics covered.

Nurse Educator EssentialsTM: 6-Month New Educator Mentorship Program

Month 1: August

Welcome to Academia: Role transition; Role Expectations; Role Confusion

  1. Compare and contrast your previous role as nurse clinician and current role a nurse educator
  2. Relate your level of expertise as a nurse clinician and nurse educator using Dr. Patricia Benner’s novice to expert theory
  3. Analyze the knowledge and skills necessary to be an effective nurse educator
  4. Examine the NLN Nurse Educator Competencies and the roadmap they provide for developing academic nurse educators
  5. Explore faculty development opportunities that will support enhancement of your skill and effectiveness as a nurse educator
  6. Explore types of activities in which you can engage that will promote socialization to the role of nurse educator

Month 2: September

The Educational Paradigm: Facilitating Learning and Promoting Development of Clinical Judgment

  1. Scrutinize Chickering and Gamson’s Seven Principles for Good Practice in Education and how you can integrate them into your practice
  2. Analyze your role as educator using evidence-based, student-focused instructional strategies, and evaluating students in a fair, legal, and ethical manner
  3. Discuss the importance of demonstrating passion and enthusiasm for teaching, learning, and nursing to motivate and inspire students
  4. Discuss environments in which learning can take place (classroom, simulation lab, inpatient and community settings)
  5. Examine documents (college catalog; syllabus) and policies that outline the legal parameters of the educational process and environment of your program

Month 3: October

Evaluating Students in a Fair, Legal, and Ethical  Manner

Objectives:

  1. Differentiate between assessment and evaluation.
  2. Analyze various assessment methods, how to select an appropriate method, and factors that impact reliability of assessment data.
  3. Discuss the ethical and legal principles related to student evaluation
  4. Analyze the clinical evaluation process.
  5. Review measures faculty can take to provide students the opportunity to demonstrate satisfactory performance.
  6. Review documentation needed when unsatisfactory performance may lead to a failing grade.
  7. Examine the implications of students who chose to appeal a grade.

Month 4: November

Understanding the Structure of Academic Organizations: Organizational Structure; Bylaws; Program Policies; Committees

  1. Analyze the organizational structure of your institution and program and their interrelationship
  2. Examine the by-laws of your institution in relation to the structure they provide for faculty governance and standing committees
  3. Determine the disposition of academic policies reviewing their focus and scope for faculty and students
  4. Analyze the committee structure at your institution, their level of authority for making recommendations and decisions, and organizational relationship with the faculty at large
  5. Determine the level at which decisions are made at your institution and mechanism for including faculty input
  6. Review the systematic evaluation plan at your institution, its link to quality improvement using benchmarks, and your role in its execution
  7. Explore the regulatory bodies that govern your program’s approval (Board of Nursing, Department of Education) and professional accreditation (ACEN, CNEA, CCNE)

Month 5: December

Assuming a Leadership Role in Academia

  1. Analyze the leadership style and skills you use as a nurse clinician to those needed as a nurse educator
  2. Examine opportunities for assuming leadership roles at your institution and the value in taking on these roles early in your career
  3. Critique communication and leadership skills that can be used to support and mold change in the academic environment
  4. Analyze the role of the course coordinator/lead teacher regarding responsibility for execution of course and success of students
  5. Model professional behaviors and communication that is respectful of others and supports establishment of a healthy work environment

Month 6: January

Scholarship in Education: Teaching, Research, Service

  1. Examine the promotion and tenure policy for nurse educators at your institution
  2. Analyze the promotion and tenure policy and their relationship to your career trajectory
  3. Critique the Boyer model for scholarship identifying similarities and dissimilarities to the model used at your institution
  4. Explore how full time equivalencies (FTEs) are calculated at your institution and the impact this can have on time allocated for teaching, research and service
  5. Discuss the impact mentors and networking can have on developing your professional identity as an academician
  6. Share your career goals as an academician