Eastern Shore Faculty Academy and Mentorship Initiative
In 2011 the Eastern Shore Faculty Academy and Mentorship Initiative (ES-FAMI) began training experienced BS, MS, and DNP-prepared registered nurses for new roles as part-time clinical nursing faculty. In 2018, ES-FAMI expanded it's academy offerings statewide and began offering academies physically located in Towson, MD and Western, MD, named Towson-FAMI and FAMI of Western Maryland. ES-FAMI is a collaborative effort among the Departments and Schools of Nursing at Salisbury University, Chesapeake Community College, Wor-Wic Community College, Towson University, Allegany College of Maryland, Hood College, and Frostburg State University.
The lack of qualified nursing faculty, especially those from racially and culturally diverse backgrounds, is a concern among nursing schools across the nation. Additional objectives of this program are the recruitment of clinical experts in high demand specialties (maternal/newborn, pediatrics, mental health, and community health) and encouragement of ES-FAMI graduates to further their education.
Practice partners representing all regions of the Eastern Shore of Maryland include Atlantic General Hospital, Peninsula Regional Medical Center, and University of Maryland Shore Regional Health have joined the collaboration to enhance visibility of ES-FAMI within each healthcare system, provide feedback on the ES-FAMI curriculum for necessary revisions, and to facilitate entry of expert clinicians from their respective organizations into the Academy as part of life-long learning.
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The ES-FAMI Experience
ES-FAMI is a 30 contact-hour program beginning with a face-to-face introductory session followed by 2-weeks of intensive online instruction. Simulation sessions that depict common, “real-life” clinical teaching encounters are scheduled in weeks 3/4. Group and individual mentoring activities are arranged thereafter. Attendees receive a generous stipend for completion of all Academy activities and are expected to teach at least one clinical section per year for a two year period as needed by the partner schools. The Academy maintains an electronic database of graduates that is available for use by partner schools when seeking clinical instructors. The database is updated semi-annually and contains contact information, educational preparation, clinical expertise and previous teaching experience.
The mentoring aspect of ES-FAMI has been expanded with an emphasis on one-to-one mentoring by an experienced nursing faculty member. The ES-FAMI curriculum will also be refined with integration of a greater variety of distance learning strategies to better meet the needs of Academy attendees.
To date, ES-FAMI has 88 graduates, including 45% from under-represented groups. Fifty three percent (53%) of our graduates have taken part-time and 7% have taken full-time teaching positions. Almost a third (32%) of ES-FAMI participants have enrolled in or completed a graduate degree.
The ES-FAMI program was recognized at the July 2015 Sigma Theta Tau International Research Congress as one of three finalists for the Excellence in Academic Research Award.
What Academy Participants Will Learn
Academy attendees learn about what is expected of part-time clinical faculty, how to design and manage experiences in a clinical setting, and principles of evaluating student performance and providing feedback.
Specific outcomes include the ability to:
- Apply the principles of teaching/learning to various types of student learners in the clinical setting.
- Participate in on line discussions regarding aspects of teaching in the clinical setting and complete projects which involve on line activities.
- Describe the role of the part-time clinical educator in the clinical setting.
- Structure learning experiences in a clinical setting, as well as, devise an alternative plan for student clinical experience should the need arise.
- Plan and implement valuable pre-clinical and post-clinical experiences and conferences.
- Provide constructive feedback to nursing students in a clinical setting.
- Implement strategies to manage challenging students in a clinical setting.
- Participate in discussion groups about their teaching experiences during mentorship workshops.
- Participate in high fidelity simulated patient care experiences and assess performance of both students and faculty in the simulated setting.
- Discuss potential legal implications of role as a clinical educator.
- Integrate current evidence into clinical teaching practice.
**This project is supported by a Nurse Support II Grant from the Maryland Higher Education Commission under the auspices of of the State of Maryland Health Services Cost Review Commission.