CONCEPT OF FACULTY SUPERVISOR [DUAL] POSITION

 INTRODUCTION
Nursing education prepares nurses to practices in a variety of settings. The significant trends in
modern education are creativity, change in teaching–learning process and advanced educational
technology.
The concept of faculty supervisor position (dual) role in nursing has evolved since a decade. But the
practice has not been implemented in a wide range. Only very few institutions are practicing it today.
It has been widely seen in the Indian setting that highly competent faculty members are confined only
to academic aspect only thus ignoring their clinical competencies. So it has been suggested in that the
faculty of an educational institution in nursing have 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.
DEFINITION;- Supervision is one who has broad professional and cultural interests and vision and enthusiasm
for work. Different personals have different aspects for supervision .

FACULTY SUPERVISOR
Faculty Supervisor is a member of the curriculum coordinator who is responsible for curriculum planning,
implementation and evaluation.
Develop instruction material, coordinate educational content, and incorporate current technology in specialized
fields that provides guidelines to educators and instructors for developing curricula and conducting courses.

 CONCEPT OF FACULTY SUPERVISOR

According to the National League for Nursing (NLN) the main competency of faculty role is defined as
creating environment in classroom , laboratory and clinical setting that facilitates student learning and
achievement of desired cognitive, affective and psychomotor outcomes.
A clinical nurse is one who is practicing in the clinical institutions . So 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 staff and student nurses in a particular area.

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.

RESPONSIBILITIES OR DUTIES OF FACULTY SUPERVISOR

 Communicating with Supervisors, Peers, or Subordinates – Providing information to supervisors,
co-workers, and subordinates by telephone, in written form, e-mail, or in person.
 Training and Teaching Others - Identifying the educational needs of others, developing formal
educational or training programs or classes, and teaching or instructing others.
 Research, evaluate, and prepare recommendations on curriculum, instructional methods, and materials
for school systems.
 Advise teaching and administrative staff in curriculum development, use of materials and equipment,
and implementation of state and federal programs and procedures
 Plan and conduct teacher training programs and conferences dealing with new classroom procedures,
instructional materials and equipment, and teaching aids.
 Getting Information - Observing, receiving, and otherwise obtaining information from all relevant
sources
 Recommend, order, or authorize purchase of instructional materials, supplies, equipment and visual aids
designed to meet student educational needs and district standards.
 Develop tests, questionnaires, and procedures that measure the effectiveness of curricula, and use these
tools to determine whether program objectives are being met.
 Prepare grant proposals, budgets, and program policies and goals, or assist in their preparation.
 Develop instructional materials to be used by educators and instructors.
 Address public audiences to explain program objectives and to elicit support.
 Update the content of educational programs to ensure that students are being trained with equipment and
processes that are technologically current.
 Coordinate activities of workers engaged in cataloguing , distributing, and maintaining educational
materials and equipment in curriculum libraries and laboratories.
 Develop classroom-based and distance learning training courses, using needs assessments and skill level
analyses.
 Observe work of teaching staff to evaluate  performance, and to recommend changes that could
strengthen teaching skills.
 Advise and teach students.
 Prepare or approve manuals, guidelines, and reports on state educational policies and practices for
distribution to school districts.
 Inspect instructional equipment to determine if repairs are needed, and authorize necessary repairs

ROLE OF FACULTY SUPERVISOR IN CLINICAL AREA

Preparations of objectives for clinical experience
 • Based on objective, clinical experience has to be planned in advance to provide specific planned learning
experience.
• Assess students having adequate theoretical knowledge to gain maximum benefits from experience .
• Plan the course outline and so that theory can be correlated to practice.
• Get permission from clinical authority’s place the necessary material required for client care, plan the
assignments evaluation tool.
• Ensure that each student is aware of objectives and assignments and criteria for evaluation.
• Place and guide the students to get required clinical experience.
• Orient the student to clinical area, ward staff, policies, philosophy of organization where they were posted.
• Participate in teaching supervision and evaluation of students in wards.
• Arrange ward teachings, ward discussions and case presentations.
• Criticize constructively the students activities which improves their performance.
• Helps the students for effective charting of records and reports.
 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 programs in order to
ensure that the graduates have essential competence to make effective contributions in
improving people’s health and quality of life. As a result nursing education has made
rapid qualitative advanced how were the accepted comparable improvement in the
quality of nursing service has not take place has rapidly.
The gap between nursing practice and education has its historical roots in separation of
Nursing School from the control of Hospital to which they were attached. At the time
when School of nursing where operate by Hospital it was student who largely staffed
the wards and learned the practice of nursing under the guidance of nursing staff
however under the then prevealing circumstances, services need often took precedence
over student’s learning need. The creation of separate institution for nursing education
with independent Administrative structure budget and staff was there are considered
necessary in order to provide and effective educational environment towards enhancing
student learning experience and laying the foundation for further education
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.

MODEL OF COLLABORATION BETWEEN EDUCATION AND SERVICE

The nursing literature presents several collaborative model that have emerged between educational
institution and clinical Agencies as a means to integrate education practice and research initiatives,
as well as, providing a vehicle by which the theory -clinical practice gap is best and best practice
outcomes and achieved.
A. Clinical School of nursing model (1995)
The concept of 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 occured with in a contest of a long
history of collaboration and cooperation between these two institution going back many years and
culminating in the establishment of 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 experts clinical nurses to become
involved with the university’s academic program were involved. 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.
B. Dedicated education unit clinical teaching model (DEU) (1999)
In this model a partnership of nurse executives, staff nurses and faculty . This model 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 increased clinical capacity that allowed for increased enrollment .
Key features of the DEU are:-
 Uses existing resources.
 Supports the professionals development of nurses .
 Potential recruiting and retention tool .
 Allows for the clinical education of increased number 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.

C. Research joint appointments (clinical chair ) (2000):

A joint appointment has been defined by Lantz el al. (1994), as “a formalised agreement between
two institution 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 basic for improving critical thinking and clinical decision making of nurses. In this
arrangement the research 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.

 COLLABORATION OF NURSING EDUCATION AND SERVICE IN INDIA:-

We have two institutions which are practicing dual role, education & practice:

NIMHANS, Bangalore
CMC, Vellore.

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.

 ADVANTAGES AND DISADVANTAGES OF DUAL ROLE

 ADVANTAGES
 Abundant learning opportunities
 Improves clinical competencies
 Professional recognition and status
 Variety and Novelty in work
 Gets authority both in hospital and educational institution.

 DISADVANTAGES
 Requires at least a graduate degree and competency in teaching and clinical skills
 Required expert knowledge and skill both in nursing and in education
 Have to set firm boundaries on time and energy spent in both roles
 Can be overburdened with work sometimes adversely affecting the teaching process.

 SUMMARIZATION:-

Introduction, supervision, qualities of good supervisors, nursing supervisor job description, nursing
supervisor job duties, nursing supervisor knowledge and skill, nursing supervisor educational
qualification and experience, primary organizational relationship, job summary, education,
responsibilities, concept of faculty supervisor, need for collaboration between education and
services, model of collaboration between education and services. Collaboration of nursing
education and service in India, advantage and disadvantages of dual role.

 CONCLUSION
Many nursing service administrators believe that academic nurse educators, removed from there
alities 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
 Young E.Young, Paterson L Barbara “Teaching Nursing” 1 st edition Lippincott Williams and
wilkins. Page no -523
 Tomey Marrine Ann “Nursing Management and Leadership” 5th edition Mosby publishers.
Page no- 201-220
 Barrett Jean “Ward Management And Teaching”1 st edition Konark publishers. Page no- 434-
440
 Bhaskar nima, Raj bhaskara D. Elakkuvana, Text book of nursing education, 2 nd edition.
EMMESS medical publishers. Page no 422-427.
Net reference
 www.nursesource.org/nurse_educator.html
 www.americannursetoday.com/article.aspx?id=7832&fid=7770