Adjunct RN Theory Instructor - BSN - Marsha Fuerst School of Nursing - Glendale

The faculty of the Marsha Fuerst School of Nursing (MFSON) at Glendale Career College (GCC) believe that each member should have clearly defined responsibilities and that the Nursing Department supports its faculty in achieving both departmental and individual professional goals.

All faculty are expected to adhere to the MFSON Faculty Handbook and the College Handbook, as well as maintain compliance with accreditation standards set forth by ABHES and CCNE.

Adjunct- Nursing- Biostatistics BSN411- 2 sections for January semester (6 theory, 6 prep)

Minimum Qualifications (ABHES & CCNE Compliant):

• Academic Credentials
  • A Master’s degree in Nursing from an accredited institution is required.
  • A Doctoral degree in Nursing or related field is preferred.
• Licensure
  • Current, unencumbered Registered Nurse (RN) license in the state of California.
• Teaching & Professional Experience
  • Minimum of two (2) years of full-time experience in professional nursing practice.
  • At least two (2) years of teaching experience in nursing education within the last ten years or equivalent combination of education and experience.
• Academic Preparation for Teaching Area
  • Faculty must be academically and experientially prepared for the courses they teach. Preparation includes:
    • Degree specialization in the subject area,
    • Relevant graduate-level coursework, or
    • Documented professional experience aligned with course content.
• Accreditation Compliance
  • Faculty qualifications must meet ABHES standards for postsecondary nursing education and CCNE requirements for baccalaureate-level nursing programs.
• Professional Competencies
  • Demonstrated ability to integrate evidence-based practice, critical thinking, and professional standards into teaching.
  • Commitment to student success and continuous quality improvement.
• Diversity & Inclusion
  • Ability to work effectively in a culturally diverse academic environment and foster inclusivity in teaching and learning.

Expectations of all levels of faculty:

Consistently and correctly integrate tenants of the conceptual framework into theoretical and clinical teaching.

• Apply knowledge derived from nursing science, natural/social science, humanities, liberal arts and other disciplines when preparing and presenting theoretical content.
• Formulate a broad knowledge base in the subject area to be taught by searching the literature and seeking available resources pertaining to the content area.
• Develop and revise program syllabi according to department curriculum design protocol.
• Submit syllabi changes for departmental review and approval.
• Select textbooks to meet course objectives.
• Select learning experiences to optimize student achievement of course objectives. Identify one signature assignment that demonstrates the student meeting the course objectives.
• Provide timely feedback to students in theory and clinical courses.
• Identify a signature assignment for each course that demonstrates student meet the course objectives.
• Orient students to the clinical agency.
• Interpret learning objectives to clinical agency personnel.
• Coordinate student learning activities within the agency.
• Evaluate the quality and effectiveness of the clinical facilities to provide quality student learning experiences.
• Conduct and document clinical agency representative meetings on at least an annual basis.
• Perform student theoretical and/or clinical performance grading in an ethical and just manner.
• Maintain accurate evaluation records for each course.
• Schedule and hold office hours on a regular basis as required in the College Faculty Handbook.
• Utilize principles of communication and group process when interacting with students, peers, and groups.
• Contribute to department and college activities to ensure achievement of the College mission and department goals.
• Attend College faculty convocations and assemblies on a regular basis.
• Actively participate in department and College committees and meetings.
• Participate in the program development, including development, implementation, and evaluation of the department’s policies and curriculum.
• Serve as a professional advocate through representation in professional groups and organizations.
• Professionally represent the Department/College to outside agencies, health care facilities, and the community.
• Pursue academic and professional continuing educational experiences.
• Participate in peer review.