Registered Nursing Instructor - Clinical & Skills; Part-Time Faculty Pool Madera Community Col

Overview

Posting Details
Announcement Information
Posting Number

Title:

Registered Nursing Instructor - Clinical & Skills (Part-Time Faculty Pool)
Center:
Madera Community College Center
Campus

Location:

Madera Community College

Start Date:

N/A

The ideal candidate will share the Madera Community College Center’s commitment to educating its racially and socioeconomically diverse student population. The college enrolls over 5,000 students with the following demographics: 66% Latinx, 1% Filipino, 6% Asian, 3% Black/African American, 19% White, 1% American Indian/Alaska Native, and 3% multiracial. MCCC is a Hispanic-Serving Institution and the successful candidate will join a department dedicated to curriculum responsive to the students it serves.

Providing instruction in the LVN to RN nursing program in a variety of instructional settings and times, including evening and/or weekends, on the Madera Community College Center campus or off-campus as needed. The instructor will be responsible for:

• Preparing for and teaching courses in the registered nursing program as assigned, including instruction of theory classes, skills lab, and/or hospital, and clinical laboratory experiences;
• Objectively evaluating student performance in theory as well as skills lab and clinical courses;
• Communicating effectively with students, patients, families, health care givers and faculty and staff and maintaining effective working relationships;
• Developing/utilizing technologies used for classroom presentations;
• Participating in appropriate professional meetings and workshops;
• Cooperating with regard to scheduling classes between colleagues in the same disciplines;
• Participating in student recruiting activities;
• Assessing student learning outcomes to improve student learning;
• Maintaining standards of professional conduct and ethics appropriate to the professional position and currency in teaching nursing;
• Otherwise fulfilling all of the duties and responsibilities of instructors as required by Administrative Regulation 7122.

All candidates must have evidence of responsiveness to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, as these factors relate to the need for equity-minded practice within the classroom; and

• Any bachelor’s degree or higher and two years of directly related experience;
  or
• Any associate degree and six years of directly related experience;
  or
• A valid California Community College Credential;
  or
• The equivalent education and/or experience (requires an equivalency).

Note: If the degrees posted on your transcript(s) do not match exactly as stated above, you must petition for equivalency.

• Experience in general nursing;
• Education and/or experience in providing quality instruction in theory and clinical settings;
• Strong background in acute medical-surgical nursing;
• Experience in providing instruction in medical-surgical nursing;
• Experience in or potential for matriculation in pediatric, perinatal, and psychiatric specialties;
• Related work and professional experience;
• Ability to work well in a diversity of settings (pediatric, psychiatric, perinatal, and medical-surgical);
• Ability to develop collegial relationships with peers;
• Ability to maintain a close liaison and harmonious relationship and acceptance into area hospitals;
• Experience in computer assisted instruction and other instructional technologies;
• Ability to communicate effectively (oral and written) and maintain effective working relationships with students, faculty, staff, and administration;
• Ability to develop new and current curriculum and focus on student learning outcomes to improve student learning;
• Experience working with students of various cultural and socioeconomic backgrounds;
• Recent experience working with African American, Latinx, Native American, and other racially minoritized students in the classroom and an understanding of how historical patterns of exclusions of these groups in higher education shape patterns of participation and outcomes;
• Willingness to examine and remediate…