Adjunct RN (Mental Health) Instructor - Marsha Fuerst School of Nursing - Lancaster (Education)

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 Colleges mission is to prepare students in short term programs for gainful employment. To accomplish this, we provide a professional faculty, well-qualified administrators, and a top-notch support staff.

Marsha Fuerst School of Nursing has received approval by the Board of Registered Nurses (BRN) and has recently introduced an Associate of Arts degree in Nursing at the campus located in West Covina (Position Located in Lancaster, CA) 

Adjunct RN (Mental Health) Clinical Instructors wanted - Varies (we have rotations available on each give day of the week 12 hours plus 3 hours prep time)

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 of Marsha Fuerst School of Nursing and the College Handbook. 

 Faculty must meet the Board of Registered Nursing (BRN) requirements and be approved by the BRN. 

Jean Watson's Theory of Caring

• Nursing Faculty will be responsible for sharing Watsons Theory of Caring with their student body and making this theory an integral part of nursing practice.
• Faculty will develop essential strategies to accomplish these goals by weaving the tenets and language of the caring theory into clinical practice this will include but not be limited to:
  1. Exemplifying carative factors during unit meetings
  2. Listing of the carative factors in both theory and clinical
  3. Sharing articles on the caring theory.
  4. Incorporating carative factor questions into competency validations, exams, assignments, and post clinical conference.

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.
• 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.
• 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:
  1. Patient centered care
  2. Teamwork and collaboration
  3. Evidence based practice
  4. Safety
  5. Quality improvement
  6. Informatics
• 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 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

• It is an expectation that the nursing process be used throughout the nursing curriculum and in each individual course.

Specific Levels of Faculty as required by BRN Regulation: 

1. Content Expert: Section 1425(d) As assistant instructor shall meet the following minimum qualifications:
   1. A baccalaureate degree from an accredited college which shall include courses in nursing, or in natural, behavioral or social science relevant to nursing practice;
   2. Direct patient care experience within the previous five (5) years in the nursing area to which he or she will be assigned, which can be met by:

• 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
• One (1) academic year of register nurse level clinical teaching experience in the designated nursing are or its equivalent that demonstrated clinical competency.

1.  Instructor: an approved instructor by the BRN which is bachelors or 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. 
2. Assistant Instructor:  an approved assistant instructor by the Board who is baccalaureate-level prepared and teaches in a designated nursing area.
3. 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) yea

Responsibilities Includes:

1. Direct Patient Care

• Serves as a reliable source of information on the latest evidence supporting cost-effect, safe nursing practices.
• Collaborates with the multidisciplinary team using the nursing process to integrate the nursing perspective in to a comprehensive plan of care for the patience/family.
• Identifies and prioritizes nursing care needs for a select population of patients/families.
• Conducts comprehensive, holistic wellness and illness assessments using established or innovative evidence-based techniques, tools, and methods.
• Initiates and plans care conferences or programs for individual patients or populations of patients.
• Designs and evaluates innovative educational programs for patients, families, and groups.
• Identifies, collects and analyzes data that serve as a bias for program design and outcome measurement.
• Establishes methods to evaluate and document nursing interventions.
• Evaluates the impact of nursing interventions on fiscal and human resources.

2. Nursing/Nursing Practices

• Collaborates with others to resolve issues related to patience care, communication, policies, and resources.
• Creates and revises nursing policies, protocols and procedures using evident-based information to achieve outcomes for indicators that are nurse-sensitive.
• Identifies facilitators and addresses barriers that affect patient outcomes.
• Leads clinical practice and quality improvement initiatives for a unit or a program.
• Collaborates with nurses to develop and practice environments that support shared decision-making.
• Assists the staff in developing critical thinking and clinical judgment.
• Creates a nursing care environment that stimulates continuous self-learning, reflective practice, feeling of ownership and demonstration of reasonability and accountability.
• Collaborates with Educational Nurse Specialist and others on content and operational design of orientation, clinical competency, and other clinical education program development.
• Mentors nurses to acquire new skills, develop their careers and effectively incorporate evidence into practice.
• Provides input for staff evaluation
• Provides formal and informal education for nurses and other health professionals and health professional students.
• Leads in the conduct and utilization of nursing research.

3. Evaluation of Clinicals Practice

• Conducts random audits for new/changed behavior in students following educational programs/activities.
• Conducts random audits of patients' charts and observes staff activity to assess impact on patient care of recent education interventions.

4. Interpersonal Skills

• Consistently offers direction and assistance to others in a courteous manner.
• Responds to complaints/inquiries by listening attentively and demonstrating concern. Follow up- up on identified concerns appropriately.
• Conveys caring by both verbal and non-verbal communication, eye contact, and appropriate use of touch.
• Plans remedial learning activities for employees who may require it.
• Consistently documents and reports results of education activities to participants'' managers and to Education Department.

5. Coaching

• Observes student performance to assess skills which are necessary to meet patient care standards.
• Assists students in identifying their own learning needs via individual consultation or by group process, e.g., in staff or committee meetings.
• Addresses the professional educational needs of student nurse and other healthcare providers by completing needs assessments, developing staff growth and continuing education activities and mentors nurses to translate research into practice.
• Uses Coaching and advanced communication skills to facilitate the development of effective clinical terms.
• Disseminates expert knowledge.

6. Collaboration

• Collaborates consistently with appropriate members of the multidisciplinary team to facilitate delivery of education programs/activates.
• Assesses the quality and effectiveness of interdisciplinary, inter-agency and intra-agency communication and collaboration.
• Establishes collaborative relationships within and across departments that promote patient safety, culturally competent care, and clinical excellence.
• Provides leadership for establishing, improving, and sustaining collaborative relationships to meet clinical needs.
• Uses cost effective educational methods appropriate to the work environment, e.g., independent, self-paced learning tools; short, high-impact learning activities responsive to immediate (job-related) learning needs; action planning for when the employee returns to work.

7. Consultation

• Performs and documents needs assessments, stating criteria utilized and outcome of assessment.
• Meets regularly with mangers in specialty areas to discuss department needs for specialized patients and the skills required to care for them.
• Regularly reviews data that may reveal learning needs, e.g., shifts report, QA report, and documentation.
• Differentiate between outcomes that require care process modification at the individual patience level and those that require medication at the system level.
•  Assists staff in the development of innovative, cost effective programs or protocols of care.

8. Research

• Critically analyzes research findings for their potential to clinical practice. Applies principles of evidenced-based practice and quality improvement to all patient care.
• Applies principles of evidenced-based practice and quality improvements to all patient care.
• In collaboration with the members of the Nursing Department, they assess system barriers and facilitator to adoption of evidenced-based practices.
• In partnership with the department managers, actively mentors staff on principals /fundamentals of research studies.
• Promotes initiates nursing publication.
• Actively participates and coaches nursing research staff on councils.

9. Organization/Systems Leadership

• Consults with other units and health care professionals to improve care.
• Under the coordination of the Lead Instructor enhances the clinical practice of student nurses and improve patient outcomes. Develops pilots, evaluates, and incorporates innovative models of practice across the continuum of care.
• Designs and evaluates programs and initiatives that are congruent with the organization's strategic plans, regulatory agency requirements, and nursing standards.
• Participates in need identification, selection and evaluation of products and equipment
• Advances nursing practice through participation in professional organizations, publications and presentations

10. Professional Conduct

• Maintains professional licensure, certification, or registration as required.
• Unscheduled absences and tardiness do not exceed the organization guidelines as outlined in the attendance policy; provides notification within time frames utilizing appropriate reporting mechanisms.
• Observes dress code and grooming standards, and consistently wears ID badge.

11. Safety in the Environment of Care

• Participate in mock safety events/drills. Promote mock codes and competency opportunities.
• Accurately discusses fire, disaster and other code responses.
• Initiates and/or takes action to ensure a clean, safe work environment.
• Participates, identifies opportunities, and assists with hospitals safety programs as scheduled.
• Articulates how to access and use Material Safety Data Sheets.
• Demonstrates understanding of infection control policies and procedures.

12. Management of Information

• Maintains confidentiality of patient and organizational information, including oral, written, and electronic communication. Safeguard passwords, security codes, and other system access codes.
• Accesses, uses and/or disclose patient information following the different hospital policies and procedures on a “need to know” basis only.
• Accesses, uses and/or disclose the minimum information necessary to perform designated role.
• Seeks and utilizes data and information in decision-making.
• Appropriately and effectively utilizes organizations'' computer systems. 

13. Risk Management

• Identifies and communicates all potential and actual risk management occurrences to supervisors and documents occurrences on appropriate form(s).
• Takes responsibility for identifying and assisting in the investigation and resolution of adverse occurrences.

Lab Instruction:

The instructor will oversee and facilitate laboratory sessions for students in the lab. This role involves providing hands-on instruction, ensuring safety protocols are followed, and fostering a supportive learning environment that encourages student engagement and inquiry. 

Qualifications

• Current license as a Registered Nurse to practice in the state of California.
• BLS required. ACLS & PALS as required by the nursing staff specific to the unit of support.
• Certification in area of clinical specialty preferred.
• Bachelors or Master's Degree in Nursing for Instructor level with a clinical focus that includes advanced education composed of didactic and supervised clinical practice in a specific area of advanced practice registered nursing.
• Bachelor's degree or higher in nursing or related area for assistant instructor level or clinical teaching assistant level.
• Two years of successful work experience in nursing with two years in specialty preferred. Must have demonstrated leadership skills and able to adjust schedule to meet patient and staff needs.
• Clinical knowledge in specialty area. If hired in area with a substantial different clinical knowledge set, the candidate will be expected to demonstrate clinical expertise in the practice are with 6 months to a 1- year time frame.
• Demonstrated skills at the level of advanced practice nurse in area of practice
• Demonstrated ability at the level of an advanced practice nurse to utilize evidence to develop, teach, guide, and implement practice standards and polices.
• Proven problem solving and critical thinking skills.
• Able to articulate and demonstrate nursing theory and practice.
• Ability to speak, read, and write fluent English.
• Strong customer service skills
• Ability to work with others as a team to ensure quality patient care.
• Computer skills
• Able to work with a minimum of supervision 
• $55 to $60