Success Education Colleges (SEC) is a family of institutions comprised of Marsha Fuerst School of Nursing, North-West College, Glendale Career College and Nevada Career Institute. SEC is a leader in allied health education, and has been offering quality and affordable health care training programs for over 58 years.
Our everyday mission is to educate students in short-term and professional programs for gainful employment and career advancement.
Careers Site: https://www.success.edu/careers-with-sec/
It is the belief of the faculty of the Nursing Department at Marsha Fuerst School of Nursing that each member should have defined responsibilities and that the Nursing Department accepts the responsibility of supporting its members in the achievement of both departmental and individual professional goals.
All faculty must follow the Department of Nursing Faculty Handbook and the College Handbook.
Faculty must meet the Board of Registered Nursing (BRN) requirements and be approved by the BRN.
Integrating Philosophy and Theory into the curriculum:
Jean Watson’s Theory of Caring
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In hiring, we ask prospective faculty candidates to describe a caring moment from their past.
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Candidates are then required to share stories from professional practice that demonstrate their positive influence on patient outcomes and describe Carative Factors exemplified in their stories.
- We ask faculty to explain how nursing is both a holistic model as well as a disease-focused-medical-model.
- The faculty that is asked to describe how the science of human caring influences a patients feeling about his or her current situation and how they heal.
- Looks at caring from an individual perspective.
Quality Safety Education for Nurses QSEN
- Faculty need to understand how to integrate QSEN throughout their nursing courses and curriculum.
- Systematic in the way we provide care in a meaningful way.
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Faculty are required to integrate QSEN into nursing education because it focuses its attention on the system learning for the student in a clinical situation.
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Faculty will be responsible to join discussion groups that explore Watson’s caring theory to their own work and/or to discuss Carative Factors in their individual classes.
- Faculty will serve as catalysts that will help students integrate Watson’s Nursing Theory and Ten Carative Factors into their clinical practice. Faculty need to be visionaries that will force this new theoretical concept.
- Faculty will institute QSEN throughout their course to emphasize a culture of safety throughout the program from Beginning through Advanced Level Courses.
- The faculty will integrate QSEN into their individual courses in the following areas:
- Patient centered care
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Teamwork and collaboration
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Evidence based practice
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Safety
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Quality improvement
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Informatics
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Faculty will teach nurses not to just view themselves by what they are individually doing for a patient they must learn that healthcare organizations and systems that are characterized by complex multi-levels and multi-functional systems.
- Faculty can broaden the students learning by not only focusing on personal effort in a single situation but to bring the students understanding to focus on a sequence of events with possible multiple causes for both individuals and populations.
The Nursing Process
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It is an expectation that the nursing process to be used throughout the nursing curriculum and in each individual course.
General Duties and Responsibilities:
- Consistently and correctly, integrate the Watson and QSEN Model into theoretical and clinical teaching components and interpret the Model in clinical agency settings and professional encounters.
- Apply knowledge derived from nursing science, natural/social science, humanities, liberal arts and other disciplines when preparing and presenting theoretical content.
- Formulate a broad knowledge base in the subject area to be taught by searching the literature and seeking available resources pertaining to the content area.
- Demonstrate clinical skills and techniques in the clinical laboratory according to class level.
- Prepares formal and informal reports as required for Systematic Program Evaluation governing institution, and governmental and accrediting agencies.
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Holds students accountable for the acquired competency in their performance, and assists students in re-mediation to acquire and maintain competence.
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Motivates students through instructional and counseling activities toward high levels of contribution to the discipline. Conducts conferences with students concerning academic and clinical competence and progress.
- Develop and revise program syllabi according to department curriculum design protocol.
- Submit syllabi changes for departmental review and approval.
- Select textbooks to meet course objectives.
- Select learning experiences to optimize student achievement of course objectives.
- Orient students to the clinical agency.
- Interpret learning objectives to clinical agency personnel.
- Coordinate student learning activities within the agency.
- Evaluate the quality and effectiveness of the clinical facilities to provide quality student learning experiences.
- Conduct and document clinical agency representative meetings on at least an annual basis.
- Perform student theoretical and/or clinical performance grading.
- Maintain accurate evaluation records for each course.
- Schedule and hold office hours on a regular basis as required in the College Faculty Handbook.
- Utilize principles of communication and group process when interacting with students, peers, and groups.
- Contribute to department and college activities to ensure achievement of the College mission and department goals.
- Attend College faculty convocations and assemblies on a regular basis.
- Actively participate in department and College committees and meetings.
- Participate in the program development, including development, implementation, and evaluation of the department’s policies and curriculum.
- Serve as a professional advocate through representation in professional groups and organizations.
- Professionally represent the Department/College to outside agencies, health care facilities, and the community.
- Pursue academic and professional continuing educational experiences.
- Participate in peer review.
Specific Levels of Faculty as required by BRN CCR Standard 1425 (f):
- A content expert shall be an Instructor and shall have:
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A Master’s Degree in the designated nursing area: or
- A Master’s Degree that is not in the designated nursing area and shall:
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Have completed thirty (30) hours of continuing education or two (2) semester units or three (3) quarter units of nursing education related to the designated nursing area; or have national certification in the designated nursing area from an accrediting organization, such as the American Nurses Credentialing Center (ANCC); and
- Have a minimum of two hundred forty (240) hours of clinical experience within the previous three (3) years in the designated nursing area; or have a minimum of one (1) academic year of registered nurse level clinical teaching experience in the designated nursing area within the previous five (5) years. See specific job description.
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Instructor: an approved instructor by the BRN which is master’s-level prepared and teaches theory/clinical courses and coordinates the designated nursing area in both theory and clinical settings; instructors are typically content experts who teach theory and supervise assistant instructors and clinical teaching assistants.
- Assistant Instructor: an approved assistant instructor by the BRN who is baccalaureate-level prepared and teaches in a designated nursing area.
- Clinical Teaching Assistant: an approved clinical teaching assistant is approved by the BRN with at least one year continuous, full-time experience as a registered nurse in a designated nursing area within the past five (5) years.
Minimum Qualifications: As per BRN standard CCR Section 1425 (c)
- Master’s or higher degree, which includes course work in nursing, education or administration.
- Direct patient care experience within the previous five (5) years in the nursing areas (geriatrics, medical-surgical, mental, mental-health/psychiatric nursing, obstetrics, or pediatrics) to which the faculty is assigned, that can be met with one of the following:
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One (1) year’s continuous, full-time or its equivalent experience providing direct patient care as a registered nursing in the designated nursing area; or
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One (1) academic year of registered nurse level clinical teaching experience in the designated nursing area or its equivalent that demonstrate clinical competency.
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Validated clinical competence. “Clinically competent” as defined in section 1420(d), which means that a nursing program faculty member possesses and exercises the degree of learning, skill, care and experience ordinarily possessed and exercised by staff level registered nurses of the nursing area to which the faculty member is assigned.
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The equivalent of one (1) year’s teaching experience can be met by:
- Teaching in a pre-or post-licensure registered nursing program for one academic year; or
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Completion of a post-baccalaureate registered nursing educational course that includes practice in teaching registered nursing given by an accredited college or nursing school. The course includes teaching strategies, course outline and lesson plan development, evaluation, and practice teaching.
- Ability to work in a diverse environment.
- Fluent in spoken and written English.
- Excellent planning and organizational skills
Success Education Colleges is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, SEC will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer
