Navigating Excellence: A Comprehensive Program Evaluation of an Academic Clinical Nurse Educator Pilot Course
Marquart, R. D., MSN-Ed., BBA, RN, CPN, Sternberg, J. A., DNP, APRN, FNP-BC, Dambrino, K. L., DNP, APRN, FNP-BC, Phillippi, R. D. PhD, MS, Savage, J. L., DNP, RN, CNEcl, & Legge, T. R., DNP, MSN-Ed., RN, CNE Belmont University Doctor of Nursing Practice Program
PROBLEM
• Clinical instructors and preceptors lack formal training, leading to inconsistencies in teaching effectiveness and student outcomes.
• Unclear role expectations and limited training requirements reduce their confidence and effectiveness in mentoring nursing students.
• The absence of standardized clinical educator preparation programs contributes to variability in nursing education quality and student readiness for practice.
PURPOSE / AIM
• This project aimed to evaluate the effectiveness and sustainability of the Academic Clinical Nurse Educator Program in preparing registered nurses for clinical teaching.
• This summative evaluation assessed improvements in selfefficacy, teaching competencies, and alignment with competency-based nursing education standards.
PROJECT DESIGN
• This project employed a summative program evaluation using the CIPP (Context, Input, Process, Product) framework.
• Focus was directed toward measuring program outcomes, participant perceptions, and sustainability.
• A mixed methods approach was applied using quantitative surveys and mapping to national standards.
METHODS
ACNESAT: Measuring
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KEY FINDINGS
• Self-efficacy and confidence (ACNESAT results): Confidence increased from 136.83 (pre) to 163.2 (post) (+19.27%), with a significant increase in assessment/evaluation strategies (+21.84%) (t=3.061, p=.006)
• Satisfaction scores and course impact: Participants rated content (7.67/10) and interactivity (7.5/10) highly
• 53% plan to take the CNEcl exam; 12% plan to take the CNE exam
• Key learning themes: Communication, Professional boundaries, and Reduction of bias
• Course mapped to 9 out of 10 AACN Essentials Domains
• Positive overall change in confidence and self-efficacy
• Implement strategies to increase survey response rates
• Reduced question complexity; More attractive incentivization; Communication improvements through increased reminders and follow-up; Consider mixed-mode survey administration
• Add additional course instructors to sustain feedback loop and interaction with course participants
• Continue mapping to AACN Essentials biannually
• Pursue broader marketing strategies to increase awareness
• Strengthen alignment to course description and objectives
• Personalize professional development activities with “real world” relevance
• Consider using a sustainability assessment tool
• PSAT: Program Sustainability Assessment Tool
• Promotes efficiency, maintaining programming, and long-term success