Allegany College of Maryland Nursing Skills Lab & Simulation Lead in Cumberland, Maryland

Nursing Skills Lab & Simulation Lead

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Posting Details

Position Information

Position Title Nursing Skills Lab & Simulation Lead

Position Number

Position Status Full Time

Hours

Reports To Program Director of Nursing

Education Required

Master of Science in Nursing

Classification Faculty

Position Term 10 months

Basic Statement of Responsibilities

The Nursing Clinical Skills Lab & Simulation Lead will manage and oversee the Nursing Skills Laboratory and the Simulation Laboratory. This will include working with faculty and students in scheduling, setting up and conducting the skills and simulation labs, as well as resource management. This position is responsible for the development, implementation, maintenance and evaluation of a program of nursing skill attainment and clinical simulation that is supportive of student learning in an atmosphere compatible with the philosophies, goals and objectives of the college. The primary site for this position will be at the Cumberland Campus for the day and evening Nursing Program, as well as the need to travel to the Bedford Campus and Garrett Locations of the Nursing Program to assist with simulation.

Teaching and learning is the primary activity of faculty. As such, Allegany College of Maryland (ACM) cultivates a climate that enhances teaching and learning, and that supports the activities that foster a learning centered college. At ACM, our vision of teaching excellence is one that: motivates students to develop pride, passion, and personal responsibility in their education; demonstrates content expertise; creates academic processes and experiences that positively impact student learning; engages students in meaningful learning; and that connects students, faculty and staff in an academic community that fosters lifelong learning and student success.

The primary responsibility of Faculty is to effectively teach courses within their discipline area(s). An effective, professional educator will plan, organize, teach, assess, advise, remediate, and provide timely feedback to promote and guide student learning in alignment with Allegany College of Maryland (ACM) learning-college values. Additionally, faculty will meet their obligations to their department/division, and will be empowered to choose opportunities relevant to their professional development and service to the institution and/or community.

Qualifications

Education, Experience, and Specialized Skills

Primarily responsible to collaborate with nursing faculty to plan, implement and evaluate technical skill and simulation experiences for students based on best practices and identified learning objectives to meet course outcomes.

Required Qualifications: • Masters of Science in Nursing • Two years of recent nursing practice • Current registration or eligibility for registration as a Registered Nurse in Maryland and Pennsylvania is also required • Current certification in health care provider CPR is required • Possess effective leadership, interpersonal communication and team building skills

Preferred Qualifications: • Certification in simulation and one year simulation lab experience • Skill in utilizing technology in teaching and with simulation based education • Experience in curriculum and simulation development • Two years of experience in teaching and clinical supervision of students in an accredited nursing program • Ability to teach in a variety of clinical settings • Prior use of online course management systems (ex- Blackboard) • Excellent oral, written and interpersonal communication skills • Ability to work with minimal supervision and attention to details, deadlines and accuracy of information disseminated.

Organizational Relationships

Assists faculty in the use of simulation. May need to review for approval the clinical and skills evaluations of students completed by part time/adjunct nursing faculty.

Primary Responsibilities/Essential Functions

The Nursing Skills and Simulation Lead is responsible for the following tasks and duties.

A. Teaching

  1. Participate in planning and scheduling of the Skills Lab and Simulation lab for students and faculty by ensuring open lab and structured lab utilization times are available and communicated and appropriately resourced for the Cumberland Day and Evening Programs.

  2. Coordinate with faculty and staff to ensure the needed preparation of supplies and equipment are set up for the Skills Lab and the Simulation Lab, based on faculty requests and course schedule. Prepare simulated patient care environments with equipment, supplies, media, computers and materials.

  3. Assist students and faculty with using learning technology including clinical lab simulators, computers, and audiovisual equipment. Assists in the operations and maintenance of computerized simulation equipment.

  4. Coordinate and supervise students to ensure that lab experiences meet course objectives, and provide individual oversight to students for practice and/or remediation as requested by faculty and students. Provide educational assistance to students during regularly scheduled hours or by appointment.

  5. Engage students in a hands-on educational setting to achieve clinical learning in a simulated patient care environment.

  6. Facilitate simulation scenarios and student participation with debriefing sessions.

  7. Interface with faculty and other lab staff and serve as a resource to students and faculty working with nursing skills and the simulation program.

  8. Assist faculty with orientation to the principles of simulation training and debriefing techniques and provide the faculty with updates with related literature and best practices. Train faculty in the use of simulation equipment.

  9. Participate in the development of a simulation program plan, in collaboration with the nursing faculty and staff, for integration of simulation in all courses and at all locations of the nursing program: Cumberland day and evening programs, Garrett Location, as well as the Bedford, PA Campus. Includes the program philosophy, objectives and policies in this plan to develop high quality learning and assessment simulation activities to enhance student learning and develop clinical reasoning within a reality based simulation environment.

  10. Evaluate the effectiveness of simulation with educational and assessment tools.

  11. Help assure national simulation standards and best practices are incorporated into simulation experiences within the curriculum.

  12. Participate in curriculum development, review, and revision as it pertains to nursing skills and simulated clinical laboratory experiences by: setting objectives appropriate to the level of training; identifying and utilizing scenarios appropriate for each level, developing additional educational materials to accompany the scenarios; developing evaluation tools; and maintaining and archiving records of simulation.

  13. Maintain and update course curricula to include nursing skills and simulation scenarios and training.

  14. Orient, schedule and supervise work study students working in the Nursing Skills Lab.

  15. Maintains inventory of the Nursing Skills Lab and the Nursing Simulation Lab. Assists in the acquisition of equipment and supplies for the Labs for all campuses and locations. Submits requests for purchases to the appropriate individuals.

  16. Orders equipment and software that is needed to enhance and simulate clinical learning experiences.

  17. Facilitate maximum usage of the simulation lab and space. Maintain a record of lab use by faculty and students for program planning and resource utilization.

  18. Research and make recommendations regarding simulation laboratory space usage and equipment requirements, including the preparation of itemized budgetary lists of purchases and anticipated needs. Research and suggest items to be acquired for improvement of reality in the simulation program.

  19. Facilitate simulation equipment care and maintenance, including troubleshooting and repair as required. Interface with IT and the Laerdal Corporation and other equipment manufacturers regarding trouble-shooting equipment and system problems and implementing hardware and software updates.

  20. Maintain professional competence and licensure through practice, continuing education and professional activities.

  21. Communicate regularly with the Director and Assistant Director of the Nursing Program and the nursing faculty regarding the needs of students and faculty related to simulation.

  22. Meet all scheduled classes and/or labs or, if unable to do so because of emergency or illness, notify the Program Director/Division Chair and/or the Vice President in an attempt to get class coverage or to cancel class(es).

  23. Participate in the faculty evaluation process.

  24. Perform other duties as assigned. Below from general faculty description

Teaching & Learning: 1. Knowledge and understanding of learning-centered values with the ability to develop and implement diverse teaching and learning strategies that optimize the learning of all students and that promote both acquisition and applications of knowledge and understanding (Learning-Centered Teaching Strategies).

  1. Prepares and delivers instruction to students in assigned modalities (including classroom, hybrid, online, etc.). Prepares instructional materials. Provides feedback on students’ progress, including evaluation of student mastery of course and program outcomes.

  2. Ability to use consistent, timely, formative and summative assessment measures to enhance learning (Assessment).

  3. Technological competence—knowledge of, ability to develop, and commitment to using emerging technologies appropriate to the discipline.

  4. Ability to use alternative instructional methods, such as online delivery, hybrid course options, and flexible learning modalities.

  5. Ability to continuously examine the effectiveness of teaching and assessment methodologies in terms of student learning by engaging in the scholarship of teaching and learning (Scholarship of Teaching and Learning).Ability to design learning opportunities that acknowledge, draw upon and are enriched by student diversity in the learning environment (Inclusion and Diversity).

  6. Prepares and submits required documentation including course syllabi, student attendance, assessment reports, midterm/ final course grades, and other information as requested or required by the college via LMS and other college software.

  7. Treats students with respect and is responsive to their needs.

  8. Participates in, and contributes to curriculum development by planning, developing, and evaluating new and existing courses and curriculum.

  9. Conducts assigned classes in accordance with the catalog, course description, student learning outcomes, and program goals.

Division/Department Responsibilities:

  1. Ability to design and implement curriculum that aligns elements of student learning toward growth in the Student Core Competencies and progression through course sequences (Outcomes-Based Practice).

  2. Participates in department/division meetings, committees, and other activities.

  3. Familiar with and maintains behavior and actions consistent with college policies.

  4. Collaborates and cooperates in the fulfillment of the goals of the department/division and the College to contribute as a valued member of the department/division.

Academic Advising:

  1. Advises, guides and provides support in course and curriculum planning towards students success and completion.

  2. Works in collaboration with admission, registration and the advising center and other College services toward student planning, success, and completion.

  3. Fulfills responsibilities outlined in the advising syllabus.

Professional Development:

  1. The annual professional development plan is an essential component of the planning and budgeting for professional development opportunities. Faculty are required to identify their professional development goals in their PDP.

  2. Professional development may encompass attending/completing internal professional development opportunities or attending external conferences, seminars or workshops. Professional development may also include authoring articles or books, formal graduate study or other relevant courses, internships or clinical practice or other activities that serve to enrich the professional development of faculty knowledge and expertise.

  3. Professional commitment to stay current and continually improve knowledge and understanding of the discipline.

  4. Meet required internal professional development trainings that are essential for accreditation, compliance, or serve to advance learning-centered principles.

  5. All newly hired full-time faculty must attend and complete The Teaching and Learning Community (TLC) year-long training within the first three years of service in order to be eligible for tenure-track and promotion/advancement. An extension may be provided by the Senior Vice President of Instructional and Student Affairs in consultation with the Division Chair or Program Director.

Service to the Institution & Community:

Service to the college and the community are long-held cultural values of ACM. College and community service can be the faculty member’s contribution to the improvement of the institution and/or the larger community.

Faculty members will have choice in determining the content and context of their service contributions in collaboration with the Program Director/Division Chair. Service to the institution and Community will provide evidence for further consideration in faculty promotion and tenure deliberations by the Status Committee.

  1. Provide service to the College on an annual basis. The minimum requirement is serving on one college-published committee/taskforce assignment. This requirement is waived during the first year of full-time tenure-track employment. Additional service considered for tenure and promotion includes, but is not limited to: additional committee(s), task-forces, workgroups, department or college-wide assessment special projects, college sanctioned student club advisor, acceptance of overload assignments, acceptance of travel to other instructional sites, serving as a Middle States evaluator or external program evaluator, etc. Further service to the institution can be demonstrated during Middle States self-study or during individual program accreditation renewal—when not a required duty of the position. Examples include, but are not limited to, leading or participating in a self-study chapter, collecting and analyzing data, and writing and editing the report.

  2. Provide service to the College through community engagement that aligns with the College’s Mission/strategic priorities. The choice of this service includes, but is not limited to: incorporating service learning/civic engagement in classes, serving on community boards, serving on non-profit boards, volunteering at area K-12 schools, and other community service activities.

  3. Attend all college assembly meetings.

  4. Review curriculum and academic standard changes.

  5. Participate in shared governance by developing, reviewing, and implementing college-wide documents, participating in informational forums, and providing feedback to the President’s Advisory Team.

Load Assignment: Faculty Workload and Load Assignment:

Meeting the essential duties and responsibilities of a full-time, tenure track teaching appointment at Allegany College of Maryland requires at least 40 hours per week on average, including work on and off campus, during the contract period. Much of the faculty work occurs at designated times each week (such as classes, office hours, meetings, etc.) However, the very nature of the workload of a professional educator at the college level means that the hours a faculty member fulfills his or her non-scheduled responsibilities are based on each individual’s judgment. The College offers learning opportunities in a variety of settings and at various times throughout day including weekends. As such, relegating faculty to an 8-5, Monday through Friday schedule is impractical. A typical faculty work schedule varies from semester to semester and week to week to accommodate student learning, professional development and service to the college/community.

The faculty member will:

  1. Accept responsibilities and obligations as a professional educator. The primary duty of faculty is the instruction of assigned classes. This duty must take precedence over all others.

  2. Teach a minimum load of 30 credits per academic year with the exception of designated release and/or reassignment time as defined by the faculty release and reassignment policy.

  3. Need to work off-schedule hours, when necessary, for the benefit of their department: i.e. evening and/or weekend hours instructing classes, travel between campus locations, and recruitment opportunities such as Open House.

  4. As a learner centered college, faculty are expected to be accessible to students in a variety of days, times, and modalities consistent with student needs. Faculty will maintain published office hours for a minimum of 3 hours over multiple days consistent with course modalities and campus location or instructional site.

  5. Attend spring commencement/graduation.

  6. Perform other reasonable duties as assigned by supervisor.

Faculty members are also obligated to abide by and support college policies set forth in the College Catalog, Faculty Handbook and the Human Resources Policy Manual. Faculty must be committed to the learning centered philosophy as well as the strategic priorities of the college as identified through the Strategic Plan.

Division/Program Specific Requirements (Duties that are program-specific requirements):

I. Attend division/program meetings.

  1. Serve on division/program committee(s).

  2. Assist in the development of division/program long range plans and goals.

  3. Assist in accreditation.

  4. Assume some division/program administrative responsibilities if delegated.

  5. Communicate ideas for improving the division/program.

  6. Serve as requested, on the division’s/program’s Advisory Committee.

Secondary Responsibilites

Knowledge, Skills, and Abilities

• Broad knowledge base of nursing theory and clinical skills • Knowledge of educational and instructional technologies • Excellent oral and written communication skills • Interpersonal relations, organizational skills and time management skills are necessary • Centers teaching on learner centered concepts

Working Conditions

This position works primarily at the Cumberland Campus. Travel will be required to other locations and campuses of the Allegany College of Maryland Nursing Program.

Physical Effort Required

Oral and written communication, the ability to receive, understand and communicate verbal and written instruction and communicate in the English language • Visual acuity appropriate for a normal faculty position • Hearing • Mental Acuity • Fingering • Grasping • Speaking • Talking • Repetitive Motion • Moderate lifting

Special Conditions for Eligibility

EEO Statement

Allegany College of Maryland is committed to providing equal employment opportunity to its faculty, staff, and job applicants through non-discrimination in its employment practices including, but not necessarily limited to, recruitment, hiring, training, promotional opportunities, compensation, discipline, and termination. The college complies with all applicable equal opportunity requirements and county, state, and federal law regarding provision of equal employment opportunity.

FLSA Exempt

Salary Grade

Salary Commensurate with Experience

Job Type Faculty

Posting Detail Information

Posting Number AS54P

Desired Start Date

Position End Date

Open Date 05/21/2018

Close Date

Open Until Filled No

Special Instructions to Applicants

Please upload a cover letter, Curriculum Vitae, three professional references.