An Assignment on

CONCEPT OF FACULTY
SUPERVISOR
(DUAL ROLE)POSITION
 INTRODUCTION
Nursing education prepares nurses to practice in a variety of settings. The impact of
modernization, globalization and liberalization on the society has brought tremendous changes in
general and nursing education. The significant trends in modern education are creativity, changes
in teaching - learning process and advanced educational technology.
The current trends in nursing education are numerous. The scientific and technological
advances in medicine along with social changes have resulted in emergence of new diseases and
the development of specialties and super specialties. Advanced nurse practice enables nurses to
practice in new roles such as nurse practitioners and clinical nurse specialists. Nursing profession
ensures a promising career in India with job opportunities abroad. Large numbers of private
nursing educational institutions have been set up, which require faculty with postgraduate
education. In developed countries, great emphasis is given on preparing individuals with critical
thinking and problem solving skills.
Faculty need to be role models especially in the aspect of caring in nursing. The
concept of faculty supervisor position (dual role) in nursing has evolved since decade. But the
practice has not been implemented in a wide range. Only very few institutions are practicing it
today. The main reason for the emergence of dual role is the shortage of nursing faculty and
clinical nurses. It’s been widely seen in the Indian setting that highly competent faculty members
are confined only to academic aspects only thus ignoring their clinical competencies. So it has
been suggested in that the faculty of an educational institution in nursing has to work as a
supervisor in the parent hospital or affiliated hospital.
SUPERVISION
Concepts of supervision have changed in recent years. Today there is more democracy in
supervision. Educators think of supervision either as guidance or working together for common
goals. Supervision of graduate staff nurses differs from that of student nurses in one aspect.
Supervision of the student has two goals, the development of the student and the improvement of
nursing care. With graduate nurse supervision is focused on the attainment of one goal, the
giving of high quality care. A good supervisor is one who has broad professional and cultural
interests and vision and enthusiasm for work. As per dual role supervision can be of student
nurses as faculty or the supervision of staff nurses as ward in charge.
QUALITIES OF A GOOD SUPERVISOR
1. First and most important, a supervisor must have something to give which is greater than
that which is possessed by the individual whom he/she is supervising.
2. A good supervisor inspires confidence by his ability and his high expectation.
3. A good supervisor has enthusiasm for nursing and a consuming interest in patients and
their care.
4. A good supervisor is approachable.
5. A good supervisor is also a good leader.
6. A good supervisor is fair: Treats each individual impartially but with accordance of his
own special interests.
7. A supervisor should have infinite patience and hope.
8. A good supervisor is able to look at himself objectively: To try to put himself in the other
persons place and see how he will be affected by his own actions.
NURSING SUPERVISOR JOB DESCRIPTION
 The following is Nursing Supervisor Job Description with details about education, skills,
experience and duties.
A Nursing Supervisor leads a team of registered nurses, nurse aids and trainee nurses. They
ensure that there is adequate nursing staff during all the shifts. It is also their responsibility to
make sure that nurses are properly educated and trained to handle different diseases and
illnesses. They organize and monitor nursing staff and nursing procedures. The nursing
department functions under their guidance adhering to the hospital policies and principles.
The Nursing Supervisor position combines both nursing skills and managerial abilities.
Nursing Supervisors Job Duties:
A Nursing Supervisor may work in corporate hospitals or nursing homes. Usually, they work in
big hospitals or healthcare units where a group of nurses serve. They play a leadership role
guiding nurses. Their duties are to:
 Take care of patients, sometimes just like any other registered nurse.
 See to it that patients are getting the best care from the nurses.
 Get the nursing station organized.
 Hire adequately qualified and trained nurses.
  Assign shifts and job responsibilities to various nurses.
 Monitor them and make sure that they are adhering to the hospitals’ guidelines.
 Give in-service training to nurses.
 Resolve any issues with the nursing staff.
 Ensure that medicines and other essentials are always in full stock and readily available
for use.
 Minimize wastage.
 Meet and appraise higher ups about the functioning, issues and developments with the
nursing department.
 Suggest improvements in nursing care.
Nursing Supervisor Knowledge and Skills:
 Should be caring with thorough knowledge of nursing practice.
 Good knowledge of more than one branch of nursing and specialized knowledge in one
branch is essential.
 Good at emergency care.
 Leadership abilities and the ability to lead through demonstrations and actions.
 Always alert during the shift.
 Attend to patients whenever there is need and help nurses when they cannot cope with a
particular patient or situation.
 Good computer skills.
Nursing Supervisor Educational Qualification and Experience:
o A master’s degree in nursing and certification is essential for a Nursing Supervisor’s
position.
o Ideal to begin their careers as registered nurses and experience as a registered nurse in
large hospitals.
NURSING FACULTY
The teaching staff and members of the administrative staff having academic rank in school or
college of nursing.
Clinical faculty members are essential for the success of nursing students. It is impossible to
learn nursing without effective clinical experiences provided in an environment that provides
support and respect for students while they learn the art and science of nursing.
PRIMARY ORGANIZATIONAL RELATIONSHIP
Nursing faculty members are responsible to the Principal and management authorities and also to the
affiliated University.
JOB SUMMARY
Provides students with instruction of the highest standards, evaluate student progress, assist in
preparation of syllabi, assist in activities furthering the work of the institution, communicate
necessary information to students, provide academic advice to students as needed and serve on
standing and ad hoc committees as needed.
EDUCATION
A master’s degree in nursing and certification or a basic degree or post basic degree in Nursing.
RESPONSIBILITIES
 Provide competent instruction in the clinical and theoretical areas of nursing.
 Maintain high standards and promote excellence in education.
 Participate in and contribute to the team-teaching of classroom and clinical courses and model
team-enhancing behavior for students.
 Serve as a role model for students in professional interaction with other health workers and with
clinical facilities.
 Promote positive and productive relationships with service area hospitals and community
 Assist the Coordinator of Nursing in scheduling and confirming use of clinical sites.
 Assist the coordinator of nursing in scheduling curriculum content and classroom scheduling.
 Maintain relationships with clinical sites and professional peers that support the reputation of the
College and the Practical Nursing Program
 Continue as competent faculty in nursing by seeking new knowledge, improving nursing skills,
and updating professional competencies.
 Maintain attendance records for classes taught.
 Evaluate the progress of students in all classes according to institutional, divisional,
departmental, and individual criteria.
 Prepare or assist in the preparation of materials such as those used in academic
administration when requested, including course syllabi, program outlines, articulation, and
catalog materials.
 Participate in scheduled in-service activities.
 Promote student development through enrichment and mentoring experiences.
 Serve as academic advisors and mentors.
 Become familiar with institutional policies and procedures as outlined in the College
Catalog, and the Faculty Handbook and follow such policies and procedures.
 Perform any other professional duties as assigned by the authorities.
CONCEPT OF FACULTY SUPERVISOR
According to National League for Nursing(NLN),the main competency of faculty role is
described as “Creating an environment in classroom, laboratory and clinical setting that
facilitates student learning and an achievement of desired cognitive, affective and psychomotor
outcomes”. A clinical nurse is one who is practicing in the clinical institution such as hospital. So
a faculty supervisor is a nurse who is employed by an academic institution to teach nursing and
who works in the parent or affiliated hospital supervising students and staff in a particular area
on a regular basis. She/he will be accountable to all the activities performed by students and staff
and also regarding the proceedings of the ward.

NEED FOR COLLABORATION BETWEEN EDUCATION AND SERVICE

 Considerable progress has been made in nursing and midwifery over the past several
decades, especially in the area of education. Countries have either developed new, or
strengthened and re-oriented the existing nursing educational programmes in order to ensure
that the graduates have the essential competence to make effective contributions in
improving people’s health and quality of life. As a result nursing education has made rapid
qualitative advances. However, the expected comparable improvements in the quality of
nursing service have not taken place as rapidly.
 The gap between nursing practice and education has its historical roots in the separation of
nursing schools from the control of hospitals to which they were attached. At the time when
schools of nursing were operated by hospitals, it was students who largely staffed the wards
and learned the practice of nursing under the guidance of the nursing staff. However, under
the then prevailing circumstances, service needs often took precedence over student’s
learning needs. The creation of separate institutions for nursing education with independent
administrative structures, budget and staff was therefore considered necessary in order to
 provide an effective educational environment towards enhancing students learning
experiences and laying the foundation for further educational development.
 While separation was beneficial in advancing education, it has also had adverse effects.
Under the divided system, the nurse educators are no longer the practicing nurses in the
wards. As a result, they are no longer directly involved in the delivery of nursing services nor
are they responsible for quality of care provided in the clinical settings used for student’s
learning.
 The practicing nurses have little opportunity to share their practical knowledge with students
and no longer share the responsibility for ensuring relevance of the training that the students
receive. As the gap between education and practice has widened, there are now significant
differences between what is taught in the classroom and what is practiced in the service
settings.
 Most nursing leaders also assert that something has been lost with the move from hospital-
based schools of nursing to the collegiate setting. The familiar observation that graduate
nurses can theorize but not catheterize reflects the concern that graduate nurses often lack
practical skills despite their significant knowledge of nursing process and theory.
 Nursing educators know that development of technical expertise in the modern hospital is
possible only through on-the-job exposure to the latest equipment and medical interventions.
Colleges of nursing have tried to bridge this gap using state-of-the-art simulation
laboratories, supervised clinical experiences in the hospital, and internships. However, the
competing demands of the classroom and the job site frequently result in a less than optimal
allocation of time to learn technical skills and frustration on the part of the nursing student
who tries to be both technically and academically expert.
 The hospital industry has also recognized the need to support a graduate nurse with
additional training. As a result, graduate nurses are required to attend an orientation to the
hospital and have additional supervised practice before they can function independently in
the hospital. The cost of orienting a new nursing graduate is significant, particularly with
high levels of nursing turnover (Reiter, Li.n. Young, &Adamson, 2007).
The challenge to nursing education is how to combine theoretical knowledge with sufficient
technical training to assure a competent performance by a professional nurse in the hospital
setting. Clearly, a partnership between nursing educators and hospital nursing personnel is
essential to meet this challenge.
MODELS OF COLLABORATION BETWEEN EDUCATION AND SERVICE
The nursing literature presents several collaborative models that have emerged between
educational institutions and clinical agencies as a means to integrate education, practice and
research initiatives (Boswell & Cannon, 2005; McKenna & Roberts, 1998; Acorn, 1990), as well
as, providing a vehicle by which the theory -clinical practice gap is bridged and best practice
outcomes are achieved (Gerrish& Clayton, 2004; Gaskill et al., 2003).
Clinical school of nursing model(1995)
The concept of a Clinical School of Nursing is one that encompasses the highest level of
academic and clinical nursing ,research and education. This was the concept of visionary nurses
from both La Trobe and The Alfred Clinical School of Nursing University. This occurred within
a context of a long history of collaboration and cooperation between these two institutions going
back many years and culminating in the establishment of the Clinical School in February, 1995.
The development of the Clinical School offers benefits to both hospital and university. It brings
academic staff to the hospital, with opportunities for exchange of ideas with clinical nurses with
increased opportunities for clinical nursing research. Many educational openings for expert
clinical nurses to become involved with the university’s academic program were evolved. The
move to the concept of the clinical school is founded on recognition of the fundamental
importance of the close and continuing link between the theory and practice of nursing at all
levels.
Dedicated Education Unit Clinical Teaching Model (DEU)(1999)
In this model a partnership of nurse executives, staff nurses and faculty. This mode

\’’l transforms patient care units into environments of support for nursing students and staff
nurses while continuing the critical work of providing quality care to acutely ill adults. Various
methods were used to obtain formative data during the implementation of this model in which
staff nurses assumed the role of nursing instructors. Results showed high student and nurse
satisfaction and a marked increase in clinical capacity that allowed for increased enrollment.
Key Features of the DEU are
• Uses existing resources
• Supports the professional development of nurses
• Potential recruiting and retention tool
• Allows for the clinical education of increased numbers of students
• Exclusive use of the clinical unit by School of Nursing
• Use of staff nurses who want to teach as clinical instructors
• Preparation of clinical instructors for their teaching role through collaborative staff and
Faculty development activities
• Commitment by all to collaborate to build an optimal learning environment.
Research Joint Appointments (Clinical Chair) (2000)
A Joint Appointment has been defined by Lantz et al. (1994), as “a formalized agreement
between two institutions where an individual holds a position in each institution and carries out
specific and defined responsibilities”.
The goal of this approach is to use the implementation of research findings as a basis for
improving critical thinking and clinical decision-making of nurses. In this arrangement the
researcher is a faculty member at the educational institution with credibility in conducting
research and with an interest in developing a research programme in the clinical setting. The
Director of Nursing Research, provides education regarding research and assists with the conduct
of research in the practice setting. She/he also lectures or supervises in the educational
institution. A34n formal agreement exists within the two organisations regarding specific
responsibilities and the percentage of time allocated between each. Salary and benefits are shared
between the two organisations.
The Collaborative Learning Unit (British Columbia) Model, 2005
In the CLU model, students practice and learn on a nursing unit, each following an
individual set rotation and choosing their learning assignment (and therefore the Registered
Nurse with whom they partner), according to their learning plans. Unlike the traditional one-to-
one preceptorship-, an emphasis is placed on student responsibility for self-guiding, and for
communicating their learning plan with faculty and clinical nurses (e.g., the approaches to
learning and the responsibility they are seeking to assume). All nursing staff members on the
Collaborative Learning Unit are involved in this model and, therefore, not only do the students
gain a wide variety of knowledge but the unit also has the ability to provide practice experiences
for a large number of students. Specifically, a Collaborative Learning Unit is a nursing unit
where all members of the staff, together with students and faculty, work together to create a
positive learning environment and provide high quality nursing care.
The Collaborative Approach to Nursing Care (CAN- Care) Model (2006)
The essence of the CAN-Care model is the relationship between the nurse learner (student)
and nurse expert (unit-based nurse), within the context of each nursing situation. The learner is
responsible and accountable for engaging in the learning process and for taking an active role in
establishing a dyadic learning partnership with the nurse expert. Unit-based nurses are experts in
the work of nursing care. The work of the faculty is re-conceptualized as the creator of the
environment to support learning and professional growth as opposed to the direct teaching of
preselected content.
In this model, the healthcare organization becomes an active participant in creating learning
environments and contributing to the learning activities, as opposed to just being a setting in
which college-affiliated faculty appear with students for a teaching encounter. In return, the
college becomes an active partner in the professional development and retention of nurses at the
practice facility=`1 ,./’

COLLABORATION OF NURSING EDUCATION AND SERVICE IN INDIA

We have two institutions which are practicing dual role, education & practice:
 NIMHANS, Bangalore
 CMC, Vellore.
9uouii-ooo More institutions need to adopt this model. This will help improve the quality of
Nursing
Education with overall objective of improving the quality of nursing care to the patients and
community at large.
Dual role model in NIMHANS
Following the amalgamation of 1974 resulting in NIMHANS, the faculty of the nursing
department took up the dual responsibility of providing clinical services as well as conducting
teaching programs. In 1975, all the Grade II nursing superintendents working in the hospital
were designated tutors to maintain uniformity in the department. Combined workshops were
conducted under the guidance of WHO consultant Mrs. Morril to prepare the tutors who came
from Grade II Nursing Superintendent cadre for teaching purpose and to make the Lectures and
tutors associated with educational programmes (DPN course& 9-months course in psychiatric
nursing) comfortable with clinical supervision. After both groups felt comfortable to assume the
dual responsibility, the areas of supervision were designated. The Head of the Department of
Nursing was given the responsibility for both the service and the education component of the
department.
Integration of education with service raised the quality of patient care and also improved the
quality of learning experiences for nursing students, under the close supervision of teachers who
were also practitioners.
Integrative Service-Education approach in CMC Vellore
College of Nursing under Christian Medical College, Vellore, where nurse educators are
practicing in the wards or directly involving in the delivery of nursing services. This enables the
practicing nurse to share her practical knowledge to the student nurse who is practicing in the
concerned wards.
Government of India conducted a pilot study on bridging the gap between education and
service in select institutions like one ward of AIIMS. The project was successful, patients and
medical personnel appreciated the move but it required financial resources to replicate this
process.
Strategies for Clinical Nurses Considering a Dual Role
A clinical nurse is a nurse who is practicing in a clinical institution, such as a hospital. A
faculty member is a nurse who is employed by an academic institution to teach nursing. If
considering a dual role as both a clinical nurse and a faculty member, a critical care nurse will
want to acquire a significant amount of information about the nature of a faculty position, the
requirements and responsibilities of faculty members, and the day-to-day realities of a dual role.
As clinical nurses collect information, they will be comparing their interests and abilities with
the varying aspects of the faculty role, deciding whether a dual role is the right role at the right
time for them.
The focus of faculty members is to facilitate the learning of students. Nursing faculty prepare
licensed practical nurses (LPNs) and RNs for entry into the practice of nursing. Nursing faculty
also teach in graduate programs at the master's and doctoral level, where nurses are prepared as
APNs, nurse educators, nursing administrators, nurse researchers, and in other leadership roles.
The NLN is an organization that oversees all facets of nursing education in the United States.
A main competency of the faculty role is described by the NLN as "creating an environment in
classroom, laboratory and clinical settings that facilitates student learning and the achievement
of desired cognitive, affective, and psychomotor outcomes"
In past decades, faculty members lectured while students passively listened. However, in the
current paradigm of education, faculty do not simply teach information but rather support
students' learning.
The difference between teaching and supporting learning is an important one that critical care
nurses will want to explore as they consider a faculty role. For example, rather than lecture for 2
hours on hemodynamic monitoring, an astute faculty member will engage student in presenting
"real-life" case scenarios along with hemodynamic monitor printouts.
The faculty and students together will explore possible interpretations and propose decisions
based on the data set. Alternately, the "real-life" hemodynamic case scenarios may be available
on-line for students and faculty to review and discuss asynchronously.
Clinical expertise is a necessary, but not sufficient, criterion for teaching nursing students.
Expert critical care nurses may have the clinical knowledge to try a dual role if they are willing
to learn the science of teaching and learning. Just as there is evidence required for clinical
nursing practice, evidence also guides the teaching practices of faculty members. For example,
research suggests that nursing students learn some skills best in simulated contexts. Therefore,
faculty must now plan and use computerized patient simulation scenarios and actual simulators,
along with branching logic software that may accompany nursing textbooks.
ADVANTAGES AND DISADVANTAGES OF DUAL ROLE
Advantages
1. Abundant learning opportunities.
2. Improves clinical competencies.
3. Professional recognition and status.
4. Variety and novelty in work
5. Gets authority both in hospital and educational institution.
Disadvantages
1. Requires at least a graduate degree and competency in teaching and clinical skills.
2. Requires expert knowledge and skills both in nursing and in education.
3. Have to set firm boundaries on time and energy spent in both roles.
4. Can be overburdened with work; sometimes adversely affecting the teaching process.
CONCLUSION
Many nursing service administrators believe that academic nurse educators, removed from the
realities of the employment setting, are preparing students to function in ideal environments that
rarely exist in the real and extremely diverse worlds of work. For preparing high quality
professionals and to prevent the dilution of practice standards ,the faculty themselves need to be
oriented to the actual clinical situations. So dual role is extremely important in nursing.
All the models pursue collaboration as a means of developing trust, recognizing the equal value
of stakeholders and bringing mutual benefit to both partners in order to promote high quality
research, continued professional education and quality health care.
BIBLIOGRAPHY
Book reference
1. Young E.Young, Paterson L Barbara “Teaching Nursing” 1st edition
2. Lippincott Williams and wilkins.pp 523
3. TomeyMarrine Ann “Nursing Management and Leadership” 5th edition
4. Mosby publishers.pp 201-220
5. Barrett Jean “Ward Management And Teaching”1st edition
6. Konarkpublishers.pp 434-440
Net reference
 www.nursesource.org/nurse_educator.html
 www.americannursetoday.com/article.aspx