Faculty Q&A

Abstract

<table align="center" border="1" cellpadding="8" cellspacing="0" width="550"> <tbody><tr> <td> <p></p> <h3>Send in your questions for Faculty Q&A!</h3> <p>We want your questions not only about issues related to how to teach and instructional strategies, but also about other issues faced by faculty (both new and established). Here’s an example: </p> <p>“I was shocked to have a student accuse me of sexism. The student is male and says there is an inherent bias against male students, as I have answered questions posed to me by female students when we were in the change room preparing for a clinical shift. How can I guard against this type of unintentional problem in the future?” </p> <p><b>Here’s what you need to know: </b></p> <ol> <li> Questions need to be short and, preferably, include a specific scenario or examples.</li> <li>Submit questions that address practical issues faced by faculty and can be answered in a few paragraphs (see example above).</li> <li>Avoid broad questions that would require an entire article to answer.</li> <li>E-mail your questions, along with your full name and credentials, to Karen G. Stanwood, ELS, Executive Editor, at <a href="mailto:kstanwood@slackinc.com">kstanwood@slackinc.com</a>.</li> </ol></td> </tr> </tbody></table> <h4>EXCERPT</h4> <P>How can I make reasonable accommodation in the health assessment laboratory for students with disabilities, such as severe hearing loss or multiple sclerosis with difficulty handling instruments or not enough strength to percuss?</P> <p>At my school, we use a cumbersome clinical evaluation tool that assesses, among other things, integrity, caring, and professionalism. The policy is that depending on the semester, a student can only receive a certain score as the highest possible score, even if a higher score is available. For example, for integrity, the highest score is 4, but if the student is a junior, a 2 is the highest possible score. The theory is that the bar is raised each semester, but how can one not give a 4, in areas like caring and integrity, when no untoward signs are noted? And how do you explain to a student that it is not possible to achieve the highest score?</P> <p>How should nursing schools respond to drug testing of their students? For example, should drug testing be performed before admission and used as criteria for admission? If a student tests positive for drugs, should he or she be immediately dismissed from the school or offered counseling and a second chance? Should random testing be performed on all students? </p>