NAME: Cathy J. Thompson, PhD, RN, CCNS
CURRENT POSITION: Associate Professor, CNS Option Coordinator
CURRENT AFFILIATION(S): University of Colorado Denver, College of Nursing
AREA(S) OF SPECIALIZATION: Critical Care
PROFESSIONAL EDUCATION: PhD, Texas Woman's University, Houston, Texas, 1997; MSN, University of Texas-Houston Health Science Center, Houston, Texas, 1991; BSN, University of Texas-Houston Health Science Center, Houston, Texas, 1990; ASN Mesa College, Grand Junction, Colorado, 1984
CERTIFICATION: CCNS (Adult Critical Care-AACN)
Cathy J. Thompson, PhD, RN, CCNS, was the recipient of the National Association of Clinical Nurse Specialist (NACNS) CNS Educator of the Year first presented at the 2008 Annual Conference in Atlanta, Georgia. The award recognizes an NACNS member for commitment to excellence and innovation in preparing clinical nurse specialists (CNSs) and in implementing the NACNS Statement on CNS Practice and Education. The nomination for Dr Thompson came from her student, Erica Thibault, BScN, RN, CWOCN, and was supported by Gene W. Marsh, PhD, RN, Associate Professor and Chair, Health Experience and Technology Division, School of Nursing at the University of Colorado at Denver and Health Science Center. She is a 3-time recipient of the university's Chancellor's Teaching Recognition Award in addition to the university's President's Award for Teaching Excellence.
As a clinical nurse specialist educator, why are students attracted to this particular advanced practice nursing role?
I think the students are attracted by the diversity of the CNS role and its ability to promote positive patient outcomes. Clinical nurse specialist practice not only targets individual patient outcomes, but also targets care at the unit level and hospital level.
How do you describe the role of the CNS to your students and others?
Clearly, the clinical expertise that is the hallmark of advanced practice underlies the CNS's practice at its core. However, I describe the role of the CNS as the "translator of research into practice" because I see this component as the primary feature of the CNS's expertise-and the trait that employers are often looking for. The CNS is the one who has the advanced knowledge and skills to cultivate a theory-guided and evidence-based practice environment. This means changing long-held practice beliefs. The CNS is often the one assessing the practice environment, identifying best practices, bringing the evidence to the bedside, mentoring their colleagues to appraise and apply the evidence, and fostering a collegial and collaborative environment at the system, nurse, and patient-family level.
What do you think are the best teaching strategies or most promising educational innovations for today's graduate students?
There are a couple of philosophies that underlie my teaching strategies. I think the most important strategy is not to settle for mediocrity. Set the bar high, and your students will reach for it. Strive for excellence is my motto. Second, I make the assumption that everyone who registers for one of my classes wants to learn and that I will learn from my students as well. We become a community of learners, and as such, we all have a responsibility to contribute to the goal of learning. The students have a responsibility to share their knowledge and experiences, and my responsibility includes making sure I show them that what I believe is important to learn and experience will be applicable to their professional careers. We have to help students make the connection between knowledge and practice-it's not automatic and can be rather esoteric for some students; but when that light bulb goes on, it's a great thing to experience. I also believe CNSs should practice from a theoretical and evidence base, so that philosophy pervades my thinking when I plan my courses.
The growth of online degree programs is a good thing for those who wish to attend excellent nursing programs, but whose geographic location makes attending a traditional university a hardship. One of the most promising educational innovations is the use of audio and video in teaching online classes. The use of podcasts and audio PowerPoints are novel ways to bring the instructor's personality and excitement for the content to the online learning environment. I've used both of these methods in my online classes to good reviews from my students.
Being a clinical discipline, CNS students spend time with a CNS preceptor who helps supervise their real-time clinical experience. Describe the ideal preceptor for your CNS students.
The ideal CNS preceptor is very aware of the power of an advanced role to make a positive difference in the practices of nursing and healthcare colleagues and for patients and families. A good preceptor is willing and eager to share personal experiences and insights with a CNS student. The ideal CNS preceptor is committed to promoting a healing, caring environment and is passionate about instituting evidence-based practice. This person is one who truly "walks the talk," who successfully impacts practice at all spheres of influence, who is professionally active in nursing organizations, who honors the contributions of all the healthcare team members, and who does his/her best to challenge and inspire the CNS student to strive for excellence!
What impact has the NACNS Statement on Clinical Nurse Specialist Practice and Education had on your role as an educator or your curriculum for CNSS?
The NACNS Statement on Clinical Nurse Specialist Practice and Education has had a huge impact on the way we educate our students. The entry-level competencies and CNS practice outcomes, as well as the curricular recommendations, provide the framework for the CNS role content across the 3 spheres of influence in all of our required specialty core courses. The students have to be able to articulate the conceptual model of CNS practice for their comprehensive exams. The deliberate use of this conceptual model throughout our specialty courses is one way we demonstrate to the students how to be theory-driven practitioners-they do more than just read about the model; they see it applied as an educational framework, as a clinical framework, and as the framework for their professional practice lives.
From an educator's perspective, what do you perceive to be challenges in CNS education?
The emerging Consensus Model for APRN Regulation and related discussions about implementation will likely impact how we educate advanced practice nurses. The work to align curricula with this new model, as well as with our national CNS role and specialty standards, may present challenges for some programs. And there is the ongoing challenge to keep faculty up-to-date in clinical practice.
Another key challenge is recruiting and retaining qualified CNS preceptors and clinical sites. There are great CNS preceptors out there, but good preceptors are called upon frequently. Many preceptors receive no compensation or perks for their contributions to CNS education. The potential for burnout is large. We need to share our ideas for how we thank our preceptors-this sounds easy, but we all struggle with limited time, personnel, and/or finances-so what one program is able to provide may not be feasible for another. We should build an easily accessible repository for the sharing of good ideas for preceptor recognition.
To date, what do you perceive as your greatest accomplishments as a CNS educator?
My greatest accomplishments are the students who have graduated from our program! I'm so proud of them and how they've challenged themselves to show their institutions what CNS practice is all about. The achievements, both great and small, that these new CNSs have accomplished in their institutions are exceptional-they've led and participated on multiprofessional teams to achieve unit and hospital goals; they've changed practice decreasing complication rates, increasing patient and nurse satisfaction, and demonstrating cost-savings; and they've shared their outcomes locally, regionally, and nationally. They are excellent practitioners and wonderful people, and I'm honored to have them as colleagues.
What advice would you give to one of your CNS students starting out in their career?
The best advice I can give while the student is still in school is to take advantage of your time to be a student. Most students are trying to balance working full time and going to school and family life. However, you should take the time to seek out new opportunities to learn and challenge yourself. Try to protect some time for yourself to reflect on your readings and assignments. Make the most of your classes-you'll always learn something, but you have to give of yourself too.
For new CNSs, I'd say to get together with your CNS colleagues for support. If you are lucky to have other CNSs in your institution, get together with them on a regular basis to share challenges, share tips, and celebrate achievements. If you don't have an internal support group, contact your state nurses association and find out where the other advanced practice nurses are! Go to professional meetings and develop those networks. If you can't meet in person, meet virtually! You'll be grateful for the knowledge and experiences shared, as well as for the relationships cultivated.