Faculty Academy and Mentorship Initiative of Maryland (FAMI-MD)
The Faculty Academy and Mentoring Initiative of Maryland (FAMI-MD) began as the Eastern Shore Faculty Academy and Mentoring Initiative (ES-FAMI). This is a 30 contact-hour program beginning with a face-to-face introductory session followed by two-weeks of intensive online instruction. The newly prepared clinical instructor becomes part of a cadre of eligible instructors with expectations that they will accept a teaching position as a clinical instructor when called upon by one of the partner schools. There is a database of past FAMI graduates for the schools to contact. The ES-FAMI reached out to partner schools beyond the ES to western MD, Baltimore and all areas of the state to offer to host the FAMI program. The participating schools are part of the programs preparing their own clinical instructors and become one of the partner schools.
In 2011 the Eastern Shore Faculty Academy and Mentorship Initiative (ES-FAMI) began training experienced B.S.N., M.S.N. and D.N.P.-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 and Western Maryland named FAMI of Central Maryland and FAMI of Western Maryland. ES-FAMI is a collaborative effort among the Departments and Schools of Nursing at Salisbury University, Chesapeake College, Wor-Wic Community College, Towson University, Allegany College of Maryland, Hood College and Frostburg State University. With the FAMI-MD expansion, new academic partners include Montgomery College; Anne Arundel and Howard Community Colleges; and Coppin and Bowie State Universities. Anticipated new practice partners include Meritus Medical Center, Mercy Medical Center, Anne Arundel Medical Center and UM PG Hospital Center. With additional academic and practice partners, nearly every region of Maryland will be represented and FAMI-MD will have greater visibility within each healthcare system benefiting efforts to recruit participants. Completion of an Academy increases the skill set of hospital nurses as preceptors for new hires, or when teaching patients and families.
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.
Sigma Theta Tau International Nursing Society, Reflections on Nursing Leadership: From clinician to educator: Supportive mentoring is key (2018) Lisa Seldomridge and Judith Jarosinski presented “A Structured Mentorship Program to Support Expert Clinicians in New Roles as Clinical Faculty” on July 30, 2017, at the 28th International Nursing Research Congress in Dublin, Ireland.
The FAMI-MD follows the ES-FAMI proven model with a face to face introductory session followed by 2 weeks of 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.
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.
Click on link for information on Transitioning to Clinical Faculty Role.