Workshops and Conferences

Virtual Clinical Instructor Intensive - "Rising to the Occasion: Lasting lessons from teaching during change"

Rising to the Occasion Graphic

The live virtual Clinical Instructor Intensive occurred on August 11, 2020, and a recording of the event is now available for viewing and continuing education credit!

Visit this link to register and access the recording of the live virtual Clinical Instructor Intensive. Available until September 15, 2021.

Cost: $20
# of Credits: 5.00 AMA Category 1 Credit(s)™, ANCC

The challenges in Clinical Nursing Education today have multiplied over the last several months with all of the chaos and change in the world! Clinical instructors (CIs) are needed more than ever, particularly considering the demands of our healthcare settings in light of COVID-19. Duke University School of Nursing (DUSON) has designed a conference that - over the past 12 years - has helped many CIs be better prepared for their roles and responsibilities, as well as the dynamics of the healthcare arena.

The Intensive, designed to be presented virtually this year, addresses key clinical topics for clinical educators of healthcare disciplines students and is led by a talented and experienced group of full-time faculty and clinical nurse educators who teach in our health education programs.

This Intensive provides an opportunity for faculty and CIs to examine their current clinical teaching strategies and develop new ways to strengthen clinical education for pre-licensure and graduate health education students. We also explore ways to transition from clinical educator to a full-time faculty position. Finally, we conclude the intensive with strategies to find life balance in the midst of our world.

2020 Clinical Instructor Intensive Objectives

Upon successful completion of the CI Intensive, participants are able to:

  • Optimize the student clinical experience during change.

  • Implement best practices for direct and indirect clinical teaching (Pre-licensure/APRN)

  • Utilize concrete strategies for teaching student skill acquisition in a virtual platform.

  • Transition from the role of Clinical Instructor to Faculty Member.

  • Maintain life balance in the midst of chaos and change.


The Clinical Instructor (CI) Intensive was first offered by the Duke University School of Nursing (DUSON) in 2008 for the purpose of helping our School’s CIs – and CIs from other schools – better understand and effectively implement their roles as teachers in the clinical setting. This one- to two-day interactive conference is offered annually – typically during the summer months – and incorporates formal presentations by experts in teaching, case studies of challenging situations faced by CIs, sharing of policies and practices that exist in various schools and dialogue about role conflicts, communicating with course faculty and expectations of CIs.

Who is it for?

The challenges in Clinical Nursing Education today are many! The hiring, orientation, and development of clinical instructors (CIs) continues to be an ongoing challenge, particularly in light of the demands of our clinical settings and program curricula. Acquisition of sites, orientation to EHRs, navigating the ever-changing environment requires constant attention. Duke University School of Nursing (DUSON) has designed a workshop that – over the past 10 years – has helped many CIs be better prepared for their roles and responsibilities, as well as the dynamics of the healthcare arena.

The Intensive is led by a talented and experienced group of full-time Faculty and Clinical Nurse Educators who teach in our accelerated BSN and MSN programs. We believe the time spent in this intensive workshop is a valuable and important investment in the people who make our clinical courses come alive—the Clinical Instructors. The component of the Intensive for both novice and experienced CIs provides an opportunity for participants to discuss challenges that arise while teaching in the clinical setting and how to best understand and manage them. For example, issues related to students who are not prepared, staff members who are not particularly supportive of students, errors, managing one’s time when teaching up to 10 students, conducting effective post-clinical conferences, appropriate learning experiences for students and so on are discussed and dissected.

This Intensive is intended to be interactive and relevant, and to provide an opportunity for faculty and CIs to look at their current clinical teaching strategies and develop new ways to strengthen clinical education for pre-licensure and graduate nursing students. 

Teaching Conversationsinstructor workshop
What are they?

The IEE Teaching Conversations are an ongoing series of informal sessions, facilitated by DUSON faculty or other experts from the Duke or surrounding communities, that are designed to share educational innovations, strengthen teaching strategies or address common issues experienced by faculty. Each Teaching Conversation includes a brief presentation of the topic, which is followed by informal discussion among the participants – faculty from DUSON or other disciplines/schools, graduate students and nurse educators from other settings. All Teaching Conversations are made available via live streaming to those who wish to participate from a distance, and all are recorded so that they can be accessed by faculty and other members of the DUSON community at a later date.

Interested in Facilitating a Teaching Conversation?

Anyone interested in facilitating a Teaching Conversation is asked to complete an interest form and return it as noted. We welcome your participation.

Academic Year 2020-2021

The Teaching Conversations for the 2020-2021 academic year have been filled with great topics so far.

To receive continuing education credit, the event needs to be viewed through Ethos. View instructions on completing modules through Ethos.


Speakers & Topics

July 14, 2020

Nicholas Hudak, MPA, MSEd, PA-C; Erin Leiman, MD; Amy Pastva, PT, MA, PhD, CHSE; and Margie Molloy, DNP, RN, CNE, CHSE
Rethinking IPE in a COVID-19 Era and Beyond

July 21, 2020

Angela Richard-Eaglin, DNP, MSN, FNP-BC, CNE, FAANP
Cultural Intelligence: The Conduit to Bias Management, Equity, and Organizational Wellness - Part II

August 4, 2020

Beth Cusatis Phillips, PhD, RN, CNE, CHSE
Ambiguity in Healthcare

August 27, 2020 Amie Koch, DNP, FNP-C, RN, ACHPN
White Supremacy and Intersections with Nursing Education
October 15, 2020 Amie Koch, DNP, FNP-C, RN, ACHPN; Angela Richard-Eaglin, DNP, FNP-BC, CNE, FAANP; and Stephanie Ibemere, PhD Postdoctoral Associate
Tools and Strategies to Combat White Supremacy in Nursing Education
November 12, 2020 Marilyn H. Oermann, PhD, RN, ANEF, FAAN
Avoiding Predatory Journals and A Word About Preprints
January 5, 2021 Eun Gyung Kim, PhD
Factors Influencing Korean Nurses' Turnover and Intention to Leave
January 14, 2021 Diane Seibert, PhD, ARNP, FAAN, FAANP
Strategies for Threading and Mapping Genomics Content in Graduate Nursing Programs
February 4, 2021 Brad L. Teague, PhD; and Graduate School Team
Helping Non-native English Speakers Succeed
February 11, 2021 Benjamin Smallheer, PhD; Carolina (Callie) Tennyson, DNP; Ragan Johnson, DNP; Rémi Hueckel, DNP; Margaret Bowers, DNP; and Sean Convoy, DNP
Innovative Teaching Strategies Discovered During COVID
March 11, 2021 Elizabeth Ross, DPT, MMSc, FACH
Supporting Students Through Coaching
Visit this link to view 2019-2020 Teaching Conversations.
(POSTPONED) Pursuing Radical Transformation in Nursing Education: Opening Doors to Transform Nursing Education

Duke University School of Nursing | Durham, NC

This year's theme is Opening Doors to Transform Nursing Education. As nurse educators, we have the opportunity to influence the lives of our students and the patients and families they care for. This year's conference focus is on promoting diversity and inclusion in all ways. We face biases of age, gender, race, abilities, and culture. Nurses have the opportunity to welcome differences in each other, our students, and their current and future patients. Come and share our experiences and strategies, teaching methods and evaluation approaches with students.

Opening Doors to Transform Nursing Education Conference Objectives:

  • Describe Teaching Strategies that aid in the transformation of nursing education towards programs of excellence.

  • Explore various topics that challenge the way learners are currently taught in order to strive for inclusive, excellent nursing education.

  • Articulate overarching principles that nurse educators can use to help transform nursing education in ways that ensure it is learner-centered, evidence-based, innovative, inclusive, relevant for diverse student populations, and meets standards of excellence.


As an outgrowth of the Institute's activities, the Duke University School of Nursing established an annual conference in 2010 that would address the overarching theme of Pursuing Radical Transformation in Nursing Education. The conference was designed to challenge nurse educators to think differently about how we design and do the work of educating the next generation of nurses and leaders. It has been an opportunity for those teaching in all types of nursing education programs - practical nurse, associate degree, diploma, baccalaureate, master's and doctoral - to learn, grow and innovate. To date, the conference has welcomed national experts in Education to share with us. See below for more information.

Highlights from Past Conference



Keynote Speaker


The Science of Learning

Dr. James Lang, professor of English, Director of the Center for Teaching Excellence at Assumption College in Worcester, MA.; and author of "Small Teaching" and "Cheating Lessons."


Promoting Deeper Learning

Dr. Thomas Angelo, a clinical professor of Educational Innovation and Research in the Division of Practice Advancement and Clinical Education and director of Educator Development in the Academy for the University of North Carolina at Chapel Hill Eshelman School of Pharmacy.


Active Learning and Engaging Teaching

Dr. Richard Felder, Hoechst Celanese Professor Emeritus of Chemical Engineering at North Carolina State University. He regularly presents workshops on effective college teaching around the world, is widely published and has received awards for teaching and pedagogical scholarship


Cultivating Meaningful Collaborations

Dr. Lee Schulman, immediate past-president of the Carnegie Foundation for the Advancement of Teaching and an internationally-known award-winning education


Becoming a Student-Centered Teacher

Dr. Maryellen Weimer, noted educational scholar, editor of "Faculty Focus" and author of "Learner-Centered Teaching"


Preparing Faculty for the Challenge of Critically Reflective Teaching

Dr. Stephen Brookfield, an internationally-known education scholar and author of 15 books on adult learning, teaching, critical thinking, discussion methods and critical theory


What the Best College Teachers Do

Dr. Ken Bain, an internationally-known education scholar and author of the award-winning book "What the Best College Teachers Do"


Fostering Our Pedagogical Imagination

Dr. Pam Ironside, nursing education leader and scholar who is at the forefront of pedagogical research and development of the science of nursing education

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