Leadership Activities

Informal Mentor:

Nursing 377 Fall 2013

I was asked by a new nurse educator if I would be willing to mentor her in her transition from clinical nurse to nurse educator. She had the opportunity to spend almost every day with me over a five week clinical rotation before she was required to teach a clinical rotation independently. This was an excellent experience for us both. She asked insightful questions about the way I did things allowing me to articulate my beliefs and assumptions about my approach to teaching. This led to reflective conversations that helped me to really question what was working and what wasn’t. I discovered that my instructions around the assignments weren’t always clear and together we created well thought out instructions.

N175 Fall 2014

I had made a teaching change from N377 to N175 during this term. There were several new nurse educators teaching this course during this semester. I contacted each year one instructor and informally invited them to form a teaching support team. One educator asked if I would be willing to be an informal mentor. Again, it was a fantastic experience. I had four years of teaching experience at this point but only with third year students. Working together really exposed the fact that I needed to adjust and articulate expectations for a first year student in a manner much different from a third year student. Together we created lab exercises that were context based and learner-centered. We discussed potential areas of growth within the course and brought these to the course and year lead.

N175 Lab and Clinical Facilitator

As a result of my efforts to create an informal N175 team, I was asked by the program chair to formalize this. A lab and clinical facilitator role was added to my work load. My responsibilities include support of new lab and clinical instructors as they transition into a new role, coordinating team meetings where lab and clinical concerns can be addressed, facilitating conversations with the theory instructors as to how all three components of the program can work together more efficiently, and with team input identify any potential areas of growth or change within the course.

I see the importance of this role in creating a collaborating voice for nurse educators in the design and delivery of the nursing program. Nurse educators spend the majority of their time away from the university in clinical settings. This limits the opportunity for nurse educators to offer input on how program and course changes impact the clinical experience