A model for preparing faculty to teach model C clinical nurse leader students

Area of Science:

• Nursing Education
• Healthcare Leadership
• Curriculum Development

Background:

• Clinical Nurse Leader (CNL) programs face complexity in meeting multiple educational standards.
• Faculty may lack specific CNL role understanding, impacting student mentorship.
• Existing curricula require alignment with national competencies for CNL education.

Purpose of the Study:

• To describe a faculty development model for educators in Model C CNL programs.
• To enhance faculty preparedness in teaching and mentoring CNL students.
• To ensure alignment with The Essentials of Baccalaureate and Master's Education in Nursing and CNL competencies.

Main Methods:

• Introduction to the CNL role and its professional values.
• Course mapping to integrate essential competencies.
• Consultation with practicing CNL graduates and participation in certification review.

Main Results:

• The faculty development model was effective in preparing educators.
• Faculty demonstrated improved understanding and ability to mentor CNL students.
• Successful integration of CNL competencies into the curriculum was achieved.

Conclusions:

• The described faculty development model is a viable strategy for enhancing CNL education.
• Prepared faculty are crucial for successful implementation of CNL programs.
• This model supports the development of competent Clinical Nurse Leaders.