The experiences of sessional staff teaching into undergraduate nursing programmes in Australia: A literature review

On the Other Side of Simulation: Evaluating Faculty Debriefing Styles

“…The Australian Nursing and Midwifery Accreditation Council (ANMAC) (2019) raised the idea that staff delivering simulation needed to be appropriately qualified to teach in a simulated environment. Internationally and particularly in Australia over the past two decades, there has been a dramatic increase in the numbers of adjunct staff teaching within the undergraduate nursing degree framework ( Bodak et al, 2019 ;Dixon et al, 2015 ). While registered as nurses, and assumed to be clinically competent, there is no guarantee that they know how to teach.…”

“…While registered as nurses, and assumed to be clinically competent, there is no guarantee that they know how to teach. Adjunct employment in higher education is associated with a lack of opportunities for professional development, inadequate time and remuneration for teaching preparation and compromised education quality ( Bodak et al, 2019 ;Halcomb et al, 2010 ;Hitch et al, 2017 ). In a pressured curriculum, with many adjunct staff teaching across multiple subjects and limited remuneration for attending meetings, it can be difficult to devote time to quality debriefing mentorship.…”

“…It has therefore been recommended that accrediting bodies pay closer attention to faculty orientation plans given the high number of adjunct staff ( Carlson, 2015 ). In fact there is evidence of the need for a more standardised approach to both employment, preparation and financial investment in the professional development of adjunct staff ( Bodak et al, 2019 ;Hitch et al, 2017 ). The majority of adjunct staff do desire professional development opportunities ( Hitch et al, 2017 ), yet it has been reported that despite significant spending on simulation equipment and replicated clinical environments, investment in faculty preparation and education is lacking ( Dixon et al, 2015 ;Jeffries et al, 2015 ).…”

“…Employment status and preparation notwithstanding, one notable phenomenon that was observed during the analysis of faculty debriefing was the value of individual interpersonal and communication skills. The importance of nursing educators possessing positive interpersonal skills is increasingly being recognised in the literature ( Bodak et al, 2019 ;Collier, 2018 ;Sweet & Broadbent, 2017 ). Educators that demonstrate respect, support and acknowledgement ( Bodak et al, 2019 ), solid communication skills, and genuine interest in and concern for those they teach ( Allen et al, 2012 ) are highly valued by students.…”

“…The importance of nursing educators possessing positive interpersonal skills is increasingly being recognised in the literature ( Bodak et al, 2019 ;Collier, 2018 ;Sweet & Broadbent, 2017 ). Educators that demonstrate respect, support and acknowledgement ( Bodak et al, 2019 ), solid communication skills, and genuine interest in and concern for those they teach ( Allen et al, 2012 ) are highly valued by students. In line with the observations in this research project, the use of humour was effective in defusing tension and increasing student comfort to disclose, other studies have also found that student's value optimistic, funny and enthusiastic faculty members ( Allen et al, 2012 ).…”