Systematic and Deliberate Orientation and Instruction for Dedicated Education Unit Staff

• Published in: The Journal of nursing education 2015-03, Vol.54 (3), p.165-168
• Main Authors: Smyer, Tish, Tejada, Marianne Bundalian, Tan, Rhigel Alforque
• Format: Article
• Language: English
• Subjects: Colleges & universities; Cooperative Behavior; Education, Nursing, Baccalaureate; Education, Nursing, Continuing - organization & administration; Educational Environment; Educational Innovation; Faculty Development; Faculty, Nursing - organization & administration; Health care; Health education; Hospital Units - organization & administration; Humans; Nursing; Nursing Students; Outcomes of Education; Program Development; Thinking Skills
• ISSN: 0148-4834; 1938-2421
• DOI: 10.3928/01484834-20150218-17

On the basis of increasing complexity of the health care environment and recommended changes in how nurses are educated to meet these challenges, the University of Nevada Las Vegas, School of Nursing established an academic–practice partnership with Summerlin Hospital Medical Center to develop a dedicated education unit (DEU). When the DEU model was implemented, variables that were not discussed in the literature needed to be addressed. One such challenge was how to impart pedagogy related to clinical teaching to the DEU nursing staff who would be acting as clinical dedicated unit instructors (CDIs). Of chief concern was the evaluation and monitoring of the quality of CDI–student interactions to ensure optimal student learning outcomes. This article addresses the development of a deliberate, systematic approach to the orientation and continued education of CDIs in the DEU. This information will assist other nursing programs as they begin to implement DEUs. [On the basis of increasing complexity of the health care environment and recommended changes in how nurses are educated to meet these challenges, the University of Nevada Las Vegas, School of Nursing established an academic–practice partnership with Summerlin Hospital Medical Center to develop a dedicated education unit (DEU). When the DEU model was implemented, variables that were not discussed in the literature needed to be addressed. One such challenge was how to impart pedagogy related to clinical teaching to the DEU nursing staff who would be acting as clinical dedicated unit instructors (CDIs). Of chief concern was the evaluation and monitoring of the quality of CDI–student interactions to ensure optimal student learning outcomes. This article addresses the development of a deliberate, systematic approach to the orientation and continued education of CDIs in the DEU. This information will assist other nursing programs as they begin to implement DEUs. [ J Nurs Educ. 2015;54(3):165–168.]