Potential Speaker for Nursing Conferences 2019- Julia U. Ugorji

Title: Implementing Essential Competencies for Clinical Nurse Faculty and Preceptors With Focus on Working with Students

Julia U. Ugorji

Rasmussen College, USA

Biography

Dr. Ugorji is an Associate Dean of Nursing at Rasmussen College Minnesota USA. Her career as a nurse leader, clinical instructor, and nurse educator has spanned over 25 years of nursing in United States and abroad. Her professional experience include teaching in undergraduate and graduate nursing programs, residential /online platform, and many years of clinical experience in diverse settings not limited to mental health, community health, med/surg, and nursing leadership. She started her nursing education and career in Nigeria back in the 80s. Dr. Ugorji has more than 20 professional presentations, participated in DNP, MSN, & BSN curriculum / program development locally and internationally, as well as national and international nursing conference planning committees.
Dr. Ugorji is an author of several nursing and health articles published with the National Association of Nigerian Nurses in North America (NANNNA) and National Black Nurses Association (NBNA) newsletters. She has passion in racial diversity in nursing education and practice. She is a recipient of Carnegie Foundation Grant for International Education and Academic Scholarship Awards. She shares membership with several professional organizations and serve at different levels such as NANNNA President 2015, Minnesota Nurses Association- Racial Diversity Committee, to mention but a few. She serves in several board committees. Dr. Ugorji enjoy travelling and married with five beautiful children.

Abstract

Problem, Purpose /Background
Essential clinical competencies for faculty and preceptors are critical to positive pedagogical environment for nursing and midwifery education. In Nigeria, clinical nursing education is faced with challenges of good working relationships between hospitals and training institutions, inadequate faculty/preceptor preparations, and inadequate faculty supervision. These challenges undermine the effectiveness of clinical learning environment and the use of preceptorship model. The purpose of this presentation is to discuss the processes utilized and lessons learnt from implementing a clinical nursing faculty/preceptor competency development at Imo State University, Nigeria.
Methods, Results, and Outcomes: The preceptorship and clinical teaching partnership models were used. A- 7 week project was implemented in collaboration with Imo State University (IMSU) from July through August 2017. The curriculum was first adapted and reviewed with a core group of clinical faculty from IMSU to ensure it met the required clinical context of Nigeria. A total of six models were approved for implementation. Advocacy visits were made to garner support from administrators of both the university and the teaching hospital. The host/Head, Department of Nursing at IMSU collaborated with the hospital nursing administrators to ensure preceptors from all units participated.
Summary and Discussion: Existing gaps were identified such as: clinical rotation scheduling, unit notification, faculty supervision, preceptor disempowerment, communication between faculty and preceptors. The training enlightened participants on importance of preparation, and planning of clinical rotations to enable preceptors to organize appropriate student experiences. Participants worked in groups to self-identify strategies to address gaps, new faculty orientation and annual as refresher courses for faculty and preceptors.  The clinical competency project was identified as “timely and enlightening” by participants. Participants were eager and ready to apply the knowledge and skills gained with better clarity in their duties and responsibilities. Preceptorship created a positive clinical environment for students, therefore is recommended for adaption in all health institutions and clinical areas.