Instructor’s Guideline Tree

Instructor’s Guideline Tree

  • 1. Introduction & Mission
  • 2. Teaching & Learning Practices
    • A. Lesson Planning and Curriculum Delivery
    • B. Classroom Management
  • 3. Student Guidance & Mentoring
    • A. Academic Support
    • B. Professional and Personal Development
  • 4. New Admissions and Student Recruitment
    • A. Pre-Admission Counseling
    • B. Admission Process Support
  • 5. Counseling and Support for Potential and Current Students
    • A. Student Counseling
    • B. Conflict Resolution & Guidance
  • 6. Administrative & Institutional Responsibilities
    • A. Record Keeping & Reporting
    • B. Collaboration & Communication
  • 7. Continuous Professional Development
  • 8. Evaluation & Feedback
Instructor’s Guideline - Chandidas Institute of Nursing and Paramedical Science

1. Introduction & Mission

What to Do:

  • Familiarize yourself with the Institute’s mission, vision, and values.
  • Understand the institute’s commitment to excellence in nursing and paramedical education.

Why to Do It:

  • To align teaching and administrative practices with the overall strategic goals of the institute.
  • To ensure every action supports the student’s holistic development and professional readiness.

Where & When:

  • Review these documents during orientation and periodically (e.g., annually) at staff meetings or professional development sessions.

2. Teaching & Learning Practices

A. Lesson Planning and Curriculum Delivery

What to Do:
  • Develop detailed lesson plans that outline objectives, key topics, and activities.
  • Use evidence-based teaching methods and incorporate interactive components such as group discussions, simulations, and practical demonstrations.
Why to Do It:
  • Clear lesson plans improve student understanding and ensure consistent content delivery.
  • Interactive teaching techniques enhance critical thinking and practical skills.
Where & When:
  • Plan lessons in designated faculty offices or virtual planning platforms.
  • Prepare before each semester and update as necessary throughout the term.

B. Classroom Management

What to Do:
  • Establish clear rules and expectations from the first class.
  • Monitor attendance, engagement, and class participation.
  • Use a mix of traditional and digital tools (e.g., attendance software, learning management systems) to manage classes efficiently.
Why to Do It:
  • Effective management creates a safe and productive learning environment.
  • Consistent classroom management helps address disruptions and supports a positive learning atmosphere.
Where & When:
  • Apply strategies in every classroom setting (physical or online).
  • Review and adjust strategies at regular intervals and after feedback sessions.

3. Student Guidance & Mentoring

A. Academic Support

What to Do:
  • Offer one-on-one or small group tutoring sessions.
  • Provide clear feedback on assignments and clinical skills.
  • Develop individualized learning plans for students who need additional support.
Why to Do It:
  • Personalized guidance ensures each student meets the academic and professional standards required in healthcare settings.
  • Constructive feedback fosters continuous improvement.
Where & When:
  • Hold sessions in dedicated academic support centers or through scheduled virtual meetings.
  • Regularly (weekly or bi-weekly) during the semester and before major assessments.

B. Professional and Personal Development

What to Do:
  • Encourage participation in workshops, seminars, and extra-curricular activities.
  • Mentor students on career planning, ethical practices, and professional conduct.
Why to Do It:
  • Building these skills prepares students for real-world challenges in nursing and paramedical fields.
  • Enhances student confidence and readiness for clinical practice.
Where & When:
  • Conduct sessions in campus seminar rooms, laboratories, or online platforms.
  • Throughout the academic year, with additional focus during transition periods (e.g., from classroom to clinical practice).

4. New Admissions and Student Recruitment

A. Pre-Admission Counseling

What to Do:
  • Provide accurate information about course offerings, career prospects, and campus facilities.
  • Organize open houses and interactive Q&A sessions for prospective students and their families.
Why to Do It:
  • Transparency helps build trust and ensures prospective students have realistic expectations.
  • Engaging early with potential candidates creates a positive first impression of the institute.
Where & When:
  • Conduct sessions in the admissions office, designated campus areas, or virtually.
  • Schedule regularly around admission cycles (e.g., before application deadlines).

B. Admission Process Support

What to Do:
  • Guide applicants through the admission process, including documentation and interviews.
  • Collaborate with the admissions team to ensure seamless communication.
Why to Do It:
  • Simplifies the process for applicants and reduces administrative bottlenecks.
  • Enhances the institute’s reputation through a smooth and professional admission experience.
Where & When:
  • At the admissions center or via dedicated digital platforms.
  • Throughout the admission period, with key deadlines clearly communicated.

5. Counseling and Support for Potential and Current Students

A. Student Counseling

What to Do:
  • Offer counseling sessions addressing academic stress, career choices, and personal challenges.
  • Refer students to professional mental health services when necessary.
Why to Do It:
  • Promotes student well-being and helps manage stress, thereby enhancing academic performance.
  • Ensures a supportive environment that prioritizes mental health and professional ethics.
Where & When:
  • Counseling should be provided in private, secure settings (e.g., counseling centers or confidential online meetings).
  • Available on a regular basis (e.g., weekly drop-in hours) and during high-stress periods (exams, clinical placements).

B. Conflict Resolution & Guidance

What to Do:
  • Address behavioral issues and conflicts with a structured mediation process.
  • Encourage open communication and a culture of respect among peers and staff.
Why to Do It:
  • Timely conflict resolution maintains a harmonious learning environment.
  • Equips students with skills to manage real-life interpersonal challenges.
Where & When:
  • Use designated mediation rooms or private meeting areas.
  • Intervene as soon as issues arise, with follow-up sessions scheduled as needed.

6. Administrative & Institutional Responsibilities

A. Record Keeping & Reporting

What to Do:
  • Maintain accurate attendance, performance records, and feedback logs.
  • Report student progress and any concerns to the designated administrative personnel.
Why to Do It:
  • Accurate records support student evaluations, accreditation processes, and continuous improvement.
  • Timely reporting helps institute leadership take proactive measures.
Where & When:
  • Use the institute’s record management systems, available in administrative offices.
  • Update records regularly, ideally daily or weekly as per institute policy.

B. Collaboration & Communication

What to Do:
  • Participate in faculty meetings, workshops, and inter-departmental collaborations.
  • Utilize email, notice boards, and online platforms for effective communication.
Why to Do It:
  • Enhances coordination among departments and supports shared institutional goals.
  • Facilitates timely dissemination of information regarding policy changes and upcoming events.
Where & When:
  • Meetings should be held in designated faculty conference rooms or via online conferencing tools.
  • Communication should be ongoing, with scheduled meetings at least once a month.

7. Continuous Professional Development

What to Do:
  • Engage in regular training sessions, certifications, and professional development programs.
  • Stay updated with the latest trends in nursing, paramedical practices, and educational methodologies.
Why to Do It:
  • Continuous learning ensures instructors remain at the forefront of educational and healthcare practices.
  • Professional development directly contributes to improved teaching effectiveness and student outcomes.
Where & When:
  • Attend training in-house, at external workshops, or through online courses.
  • Participate in these sessions during semester breaks or as scheduled by the institute’s professional development calendar.

8. Evaluation & Feedback

What to Do:
  • Solicit regular feedback from students, peers, and administrators on teaching practices and overall performance.
  • Use evaluation results to refine lesson plans, classroom management strategies, and student support methods.
Why to Do It:
  • Constructive feedback drives continuous improvement and helps maintain high teaching standards.
  • It ensures that the learning environment evolves based on real-time insights.
Where & When:
  • Feedback can be gathered in classrooms, through online surveys, or during scheduled review meetings.
  • Evaluate performance at the end of each term and implement changes for subsequent terms.

© 2025 Chandidas Institute of Nursing and Paramedical Science. All rights reserved.