Clinical Education Faculty; -Instructor, Sr. Instructor, or Assistant Professor

Job Summary

The University of Colorado, College of Nursing is seeking multiple full‑time (1.0 FTE) faculty positions to teach in Simulation and in various clinical environments as Clinical Education Faculty, primarily focused in either Adult Health or Psychiatric Mental Health. The ideal candidate(s) would be qualified to hold a faculty appointment at the rank of Instructor, Senior Instructor, or Assistant Professor in the Clinical Teaching Faculty Track.

These positions provide expertise essential for the integration and operation of clinical education where students engage in the practice of nursing skills and theory applications for all College of Nursing simulation locations, including the Anschutz Medical Campus (AMC) in Aurora, Colorado, and the Legacy Innovations Center in Parker, Colorado.

These faculty positions report to the Assistant Dean of Clinical Simulation and are members of the clinical education teaching team. Some weekends and night shifts will be required to meet the demands of clinical teaching across all programs and locations.

These faculty members will teach in both simulation and at clinical agencies for clinical rotations. The role of faculty that teach in clinical education is integral to providing a high‑quality student experience. As an individual who interfaces directly with students, faculty that teach in the simulation and clinical environment are responsible for providing an engaging clinical education experience by maintaining competency in the subject matter being taught, preparing teaching materials in alignment with current best practice guidelines, and serving as a role model to students for professionalism.

Faculty assigned to clinical education serve as a collaborator between the clinical simulation, clinical rotations, and the classroom experience to integrate classroom content with today’s practice environment.

These positions focus on assisting students to develop skills needed to succeed in a progressive clinical education learning environment that incorporates ongoing innovative strategies for competency development. Availability and motivation for formal initial training and ongoing self‑directed learning will be required; and maintaining clinical competence through ongoing engagement in direct patient care through faculty practice.

Examples of Work Performed may include:

• Facilitate learning by engaging students in high‑level learning activities related to application, analysis, synthesis, and evaluation of course content in a clinical learning environment.
• Remain current with best practices in teaching pedagogy, clinical management skills and cognitive learning theories.
• Maintain clinical relevancy regarding guidelines and interventions pertinent to patient care. Serve as a role model to teach students how to interact, assess and make sound clinical decisions.
• Honor and uphold the Healthcare Simulationist Code of Ethics.
• Contribute to a psychologically safe learning environment by emphasizing that simulation is a place to learn free of judgement, foster the free exchange of constructive feedback, encourage collaborative teamwork, clearly outline expectations, and cultivate a positive learning environment.
• Collaborate with teaching team(s) to foster continued quality improvement and shared decision making related to course content and assignments, clinical experiences, and/or evaluation methods.
• Evaluate student application of knowledge.
• Facilitate student learning in direct care environments (such as clinical rotations) that serve as an extension of the lab experience.
• Participate in professional development activities that address desired learning outcomes and align with an individual's role and the priorities of the institution.
• Use of educational technology, task training devices, and computer assisted instructional tools in the skills laboratory and classroom settings for teaching, learning, practice, and assessment of clinical competencies.
• Promote accountability among students by implementing clear guidelines and expectations for preparation, engagement, and self‑directed study/practice.
• Incorporate current best practices in simulation literature,…