Teaching and Evaluation Strategies for Clinical Faculty Using QSEN Competencies

Teaching and Evaluation Strategies for Clinical Faculty Using QSEN Competencies

Educators know what constitutes patient safety and quality care but recent studies indicate faculty need resources and continuing education to meet this accreditation requirement and to prepare nursing students for the expectations of current practice. Integrating the QSEN competencies is not teaching the six competencies; it is implementing purposeful activities designed to facilitate the learner in developing knowledge, skills, and attitudes needed to meet the competencies and translate that learning into actions. This presentation will describe teaching strategies that support the QSEN competencies and demonstrate how they can be integrated into the curriculum, emphasizing where safety and healthcare improvement strategies should be introduced, where they should be reinforced, and where they should be emphasized as an expectation of nursing practice.


Karen Manning

Karen Manning, RN, MSN, is the Division of Nursing Chair at Laboure College in Milton, Mass. She has a Master’s in Nursing from the University of Massachusetts – Lowell and currently is completing her EdD from Walden University. Manning has more than 30 years’ experience as a nurse with 16 years’ experience in academia. As a leader and member of the Massachusetts Action Coalition (MAAC) Faculty team, she assisted in the development and implementation of a state-wide clinical faculty orientation program. She has been co-teaching the faculty development and orientation program for four years to more than 1,000 participants and has completed qualitative and quantitative surveys evaluating the Faculty Development program. She has presented at numerous educational events on both current healthcare issues and current topics in nursing, especially topics impacting clinical nurse faculty education.

Kimberly Dunker

Kimberly has been a nurse for over 18 years and has worked in a variety of Critical Care Nursing specializing in Adult, Surgical, Medical, Oncology, Thoracic, neurology and Cardiac Surgeries
Early in her journey she found her love for teaching as a clinical adjunct faculty where she worked in several nursing schools teaching medical surgical clinical rotations in both the AS and BS nursing programs.
Her doctoral research focused on Thesis “Empowerment of Nursing Faculty” and her capstone project implementation program was focused on transition and orientation programs for clinical nursing faculty. This project continues to be the highlight of Kimberly’s continued scholarship which includes working on the MASS Action Coalition on the Faculty team. The focus is to provide resources to faculty and understand the nursing faculty shortage. Kimberly’s passion is to help new clinical faculty and preceptors gain the knowledge and competency to bridge into academia from practice. Kimberly has provided many continuing education workshops for RN’s who want to learn the faculty role and help them by giving them tools to be successful in their transition.

Following graduation Kimberly has continued to work in academia with pre-licensure nursing students teaching adult medical surgical nursing concepts in the classroom and clinical instruction as well as RN-BS students teaching Nursing Research, Nursing Leadership and Informatics.