Eden Zabat Kan, PhD, RN, received her bachelor's degree in nursing from Penn State University, State College, Pennsylvania; her master's degree in nursing education from Villanova University, Villanova, Pennsylvania; and her doctorate in nursing science from Widener University, Chester, Pennsylvania. She is currently employed in the nursing department at the School of Science and Health, the College of Southern Maryland, La Plata, Maryland.Susan Stabler-Haas PMHCNS-BC, RN, is a clinical instructor at Villanova University, Villanova, Pennsylvania. She has more than thirty years of classroom and clinical teaching experience in the areas of medical-surgical, critical care, geriatric, and psychiatric nursing. Her instruction is influenced by her prior roles as staff nurse, rehabilitation nurse, and critical care manager. Professor Stabler-Haas has earned a psychiatric clinical nurse specialist designation from the University of Pennsylvania. She is a licensed marriage and family therapist, a trained mindfulness-based meditation teacher, and author of "Fast Facts for the Student Nurse."

• ContributorsPrefaceAcknowledgementsIntroductionSection I: Appreciating Your New Identity: From Caregiver to EducatorChapter 1: Developing a New Identity as a Clinical Nursing InstructorChapter 2: Understand the Rules: What Every Nursing Instructor Needs to Know About the Nursing Program's PoliciesChapter 3: Your New World: Clinical Sites, Clinical Specialties, Clinical Students and New Student Case ExamplesSection II: Your Success Depends on You: Preparing for Your Clinical Teaching AssignmentChapter 4: You Are a Guest, So Act Like One Chapter 5: Organize the Semester---Have a PlanChapter 6: Confidentiality and Patient PrivacySection III: The High Fliers and Not so High Fliers: Getting to Know Your Nursing StudentsChapter 7: The High Fliers: How to Screen for Higher Achieving StudentsChapter 8: The Not-So-High Fliers: How to Screen for Potential "Unsafe Students"Section IV: The Performance Appraisals: Clinical EvaluationsChapter 9: The Clinical Evaluation TriadChapter 10: The Dos and Don'ts of Student PerformanceChapter 11: Early Warning SystemChapter 12: Graded Clinical Versus Pass/Fail EvaluationsSection V: Managing the Clinical DayChapter 13: PreconferencesChapter 14: PostconferencesChapter 15: Unplanned Events and AbsencesChapter 16: Alternative AssignmentsChapter 17: Unsafe PracticeSection VI: Satisfaction in the RoleChapter 18: What Your Students Will Expect of YouChapter 19: Take Time for Self-CareSection VII: Of Growing ImportanceChapter 20: Letters of ReferenceChapter 21: Role of SimulationChapter 22: Technological ImplicationsChapter 23: Mental Health Impact on Clinical EducationAppendix A: An Example of Guidelines for Clinical Orientation DayAppendix B: Clinical Journal and CareplanAppendix B1: Clinical Journal for Student ReflectionAppendix C: Clinical Assignment SheetAppendix D: Student Report SheetAppendix D1: Daily Report Sheet to Do at ClinicalAppendix E: One Minute Breathing SpaceAppendix F: Three Sample Letters of ReferenceIndex