Nursing Education and Faculty Role Certificate (Summer start only)
This completely online Nursing Education and Faculty Role Certificate is for students who already possess a masters or doctoral degree and wish to gain additional theory and experience in nursing education. The newly revised Certificate Program prepares graduates for roles in contemporary nursing education such as a clinical faculty member, online educator, lab coordinator/director, or faculty member in a community college.
Emerging technologies are changing the face of nursing education, therefore; modern pedagogies are required for the nursing faculty member of the future. Coursework provides theory and real-world experience that support the teaching and learning environment, with a specific focus on curriculum design and evaluation, and the legal environment for the nursing faculty member. Learning experiences are designed for classroom and clinical settings as well as for the virtual environments of the college lab, simulation, and online learning. Special emphasis is placed on engaging students to use innovations in nursing education. The advanced clinical course provides the student with in-depth clinical theory and experience beyond the bachelor's degree. The Certificate requires 24 credit hours with associated clinical and practicum hours. During the teaching practicum, students work with master teachers to become fully immersed in the role and responsibilities of a faculty member.
Although the program is offered online, certain courses require a one week campus visit in the fall. This program is based upon and consistent with the mission and philosophy of Duquesne University. Certificate requirements can be completed on a full-time (6 credits per semester) or part-time basis. After acceptance to the program, each student is assigned a faculty mentor who will assist in the completion of a Program Plan. Students have up to five years to complete the program.
The Duquesne faculty is committed to nurturing a flexible and creative scholarly environment that encourages students to participate actively in their learning and professional development.
Nursing Education Curriculum
|Clinical Core Courses||6 credits|
|GNED 505||Advanced Pathophysiology and Pharmacology: Implications for Nursing Faculty||3 credits|
|GNED 506*||Physical Assessment for Advanced Nursing Practice: Implications for Nursing Faculty*||3 credits
|Nursing Education Courses||18 credits|
|GNED 507||Foundations in Education Theory for Professional Practice Disciplines||3 credits|
|GNED 508||Innovative Curriculum Design and Evaluation||3 credits|
|GNED 509||The Legal Environment for the Practice of Nursing Education||3 credits|
|GNED 510||Advanced Clinical Nursing||3 credits|
|GNED 511||Emerging Trends and Innovations in the Teaching of Nursing||3 credits|
|GNED 512||Nursing Faculty Role Practicum||3 credits|
TOTAL = 24 credits
* Students enrolled in Physical Assessment for Advanced Nursing Practice: Implications for Nursing Faculty are required to come to campus in the fall for 40 hours of clinical laboratory course work.
Revisions to courses and curricula are ongoing.
PMC Program Outcomes
The advanced practice nurse will synchronize the nurse competencies with patient characteristics in facilitating health care delivery as follows:
Demonstrates clinical judgment within the context of the advanced practice role.
Assumes a leadership role in creating a compassionate and caring environment to promote comfort and prevent suffering.
Advocates collaborative and interdisciplinary approaches to the design of comprehensive care to individuals/families, communities, and populations.
Integrates theory, clinical inquiry, and evidence-based nursing practice into the advanced practice role.
Participates in the design, implementation, and evaluation of health care systems to foster safe passage and excellence in health care delivery.
Creates a culturally competent practice environment to enhance health care outcomes.
Champions ethical decision making in all aspects of practice with self, patient/family, community, and health care delivery systems.
Commits to life long learning for self and consumers.
The Synergy Model for Patient Care, developed by the American Association of Critical Care Nurses, has been adopted by the faculty and integrated into the undergraduate and graduate nursing curriculums. The core concept of the Synergy Model: the needs or characteristics of patients and families influence the characteristics or competencies of the nurse. Synergy results when the needs and characteristics of a patient, clinical unit or system match those of the nurse.
The Synergy Model describes eight patient characteristics (needs) and eight nurse characteristics (competencies); patient needs drive nurse competencies. Each individual characteristic is further delineated by levels of complexity or intensity. The core competencies of the nurse include clinical judgment, advocacy, clinical practices, collaboration, systems thinking, response to diversity, clinical inquiry and facilitation of learning. These eight competencies provide the basis for program and level outcomes in the undergraduate program. An additional ninth program/level outcome focuses on the synergy between the nurse’s competencies and patient characteristics as it relates to patient outcomes. Similarly, the graduate program outcomes are based on these same nurse characteristics but at a higher level. Underlying all competencies is the unique contribution of nurses to provide safe passage for patients and their families through the health care environment.
The table below illustrates the relationship between nurse competencies of the Synergy Model and the MSN program outcomes.
|Clinical Judgment||Integrate clinical judgment skills when implementing care for individuals, families, groups, and community.|
|Advocacy||Justify one’s practice through the implementation of the role of being a moral agent.|
|Caring Practices||Display a caring attitude in all aspects of one’s practice.|
|Collaboration||Initiate collaborative efforts for the improvement of care to individuals and for improvement in the health care delivery.|
|Systems Thinking||Demonstrate the ability to utilize integrated systems analysis for the personal and professional navigation of the health care delivery systems.|
|Response to Diversity||Integrate cultural sensitivity in caring for individuals/families of diverse populations.|
|Clinical Inquiry||Engage in evidenced-based practice.|
|Facilitation of Learning||Incorporate teaching into all aspects of one’s practice.|
|Impact of “synergy” nurse/patient characteristics and patient outcomes||Evaluate the interrelationship of nurse competencies and the patient characteristics to patient outcomes.|