Practicing What We Preach: Balancing Teaching and Clinical Practice Competencies

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Maureen A Little ◽  
P. Jane Milliken
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Professional Practice ◽  
Nurse Educators ◽  
Nurse Educator ◽  
Future Research ◽  
Dual Roles ◽  
Education Literature ◽  
Expert Practice

Most nurse educators fulfill dual roles of clinical practitioner and teacher and thus have to achieve a balance between these two challenging sets of competencies. The authors discuss the obligation and expectation that nurse educators are concurrently experts in clinical practice and education. Is this dual competence a feasible and sustainable goal? To begin to explore this issue, the meanings of 'expert practice' and 'practice competence,' derived from the nursing education literature, are reviewed. Current professional practice competency requirements related to the nurse educator role are discussed. Questions are raised regarding support for and barriers to achieving these competencies. The potential challenges and rewards of this endeavour are presented and illustrated by two nurse educators who share their stories of achieving a balance in teaching and clinical practice competence. Finally, implications for nurse educators and directions for future research into this issue are proposed.

The Nurse Educator's Role in Designing Instruction and Instructional Strategies for Academic and Clinical Settings

2017 ◽  
pp. 133-149
Author(s):  
Patricia J. Slagter van Tryon
Keyword(s):  
Instructional Design ◽  
Nursing Education ◽  
Learning Environment ◽  
Instructional Strategies ◽  
Nurse Educators ◽  
Nurse Educator ◽  
Clinical Settings ◽  
Education Programs ◽  
Medical Expertise ◽  
Problem Solve

Nursing education programs seeking to equip graduates with needed tools to integrate medical expertise with experience in the systematic design of instruction have the opportunity to better ensure positive learning outcomes in varied settings as graduates take on their new roles as nurse educators. The learning environment of the nurse educator is complex yet with skill in the reasoned approach to the design of instruction can progress into more knowable contexts for which to problem solve. Nurse educators possessing interdisciplinary skills in their field facilitated by expertise in instructional design will enhance their practice by developing and delivering precision instruction.

Becoming a Transformative Nurse Educator: Finding Safety and Authenticity

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Renee Hoeksel ◽  
Linda L Eddy ◽  
Lida Dekker ◽  
Dawn Doutrich
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Nurse Educator ◽  
Role Transition ◽  
Faculty Shortage ◽  
Nursing Faculty Shortage ◽  
Interpretive Analysis ◽  
Shared Stories ◽  
Nurse Clinician

AbstractThe study purpose was to evaluate and strengthen this program’s nursing education curriculum to better prepare and develop future nurse faculty. As the dire nursing faculty shortage increases, the transition of expert nurse clinician to novice educator is receiving more attention. In order to prepare, recruit, and retain the nursing faculty needed to meet the growing nurse shortage, understanding what nurse educators need in order to be successful is essential. Fourteen participants from four focus groups of nurse educators shared stories about their role transition. Two administrators were interviewed to determine what they identified as crucial in hiring new nurse educators. Interpretive analysis focused on identification of themes and possible paradigm cases. Themes that emerged included: a) culture of academia surprises, b) exciting “Aha!” moments, and c) Safety with a capital “S”. These findings were used to strategically revise the entire nurse educator curriculum.

scholarly journals Predicted Influences of Artificial Intelligence on Nursing Education: Scoping Review

JMIR Nursing ◽  
10.2196/23933 ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. e23933
Author(s):  
Christine Buchanan ◽  
M Lyndsay Howitt ◽  
Rita Wilson ◽  
Richard G Booth ◽  
Tracie Risling ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Scoping Review ◽  
Nurse Educators ◽  
Clinical Care ◽  
Grey Literature ◽  
Academic Institutions ◽  
Health Technologies

Background It is predicted that artificial intelligence (AI) will transform nursing across all domains of nursing practice, including administration, clinical care, education, policy, and research. Increasingly, researchers are exploring the potential influences of AI health technologies (AIHTs) on nursing in general and on nursing education more specifically. However, little emphasis has been placed on synthesizing this body of literature. Objective A scoping review was conducted to summarize the current and predicted influences of AIHTs on nursing education over the next 10 years and beyond. Methods This scoping review followed a previously published protocol from April 2020. Using an established scoping review methodology, the databases of MEDLINE, Cumulative Index to Nursing and Allied Health Literature, Embase, PsycINFO, Cochrane Database of Systematic Reviews, Cochrane Central, Education Resources Information Centre, Scopus, Web of Science, and Proquest were searched. In addition to the use of these electronic databases, a targeted website search was performed to access relevant grey literature. Abstracts and full-text studies were independently screened by two reviewers using prespecified inclusion and exclusion criteria. Included literature focused on nursing education and digital health technologies that incorporate AI. Data were charted using a structured form and narratively summarized into categories. Results A total of 27 articles were identified (20 expository papers, six studies with quantitative or prototyping methods, and one qualitative study). The population included nurses, nurse educators, and nursing students at the entry-to-practice, undergraduate, graduate, and doctoral levels. A variety of AIHTs were discussed, including virtual avatar apps, smart homes, predictive analytics, virtual or augmented reality, and robots. The two key categories derived from the literature were (1) influences of AI on nursing education in academic institutions and (2) influences of AI on nursing education in clinical practice. Conclusions Curricular reform is urgently needed within nursing education programs in academic institutions and clinical practice settings to prepare nurses and nursing students to practice safely and efficiently in the age of AI. Additionally, nurse educators need to adopt new and evolving pedagogies that incorporate AI to better support students at all levels of education. Finally, nursing students and practicing nurses must be equipped with the requisite knowledge and skills to effectively assess AIHTs and safely integrate those deemed appropriate to support person-centered compassionate nursing care in practice settings. International Registered Report Identifier (IRRID) RR2-10.2196/17490

The Nurse Educator's Role in Designing Instruction and Instructional Strategies for Academic and Clinical Settings

2018 ◽  
pp. 1-17
Author(s):  
Patricia J. Slagter van Tryon
Keyword(s):  
Instructional Design ◽  
Nursing Education ◽  
Learning Environment ◽  
Instructional Strategies ◽  
Nurse Educators ◽  
Nurse Educator ◽  
Clinical Settings ◽  
Education Programs ◽  
Medical Expertise ◽  
Problem Solve

Nursing education programs seeking to equip graduates with needed tools to integrate medical expertise with experience in the systematic design of instruction have the opportunity to better ensure positive learning outcomes in varied settings as graduates take on their new roles as nurse educators. The learning environment of the nurse educator is complex yet with skill in the reasoned approach to the design of instruction can progress into more knowable contexts for which to problem solve. Nurse educators possessing interdisciplinary skills in their field facilitated by expertise in instructional design will enhance their practice by developing and delivering precision instruction.

scholarly journals Analysis of Nurse's Clinical Education Performance based on Work Theory and The Indicator of Competence

Jurnal NERS ◽  
2016 ◽  
Vol 9 (2) ◽  
pp. 329
Author(s):  
Srinalesti Mahanani ◽  
Yulis Setiya Dewi ◽  
Widji Soeratri
Keyword(s):  
Clinical Practice ◽  
Nurse Educators ◽  
Nurse Educator ◽  
Path Coefficient ◽  
Clinical Learning ◽  
Psychological Variables ◽  
Clinical Nurse ◽  
Organizational Variables ◽  
And Performance

Introduction: Clinical Learning is a process of transformation of the student to become a professional nurse. Clinical Nurse Educator contributes to improve the quality of clinical learning because of variety of roles ranging from planning, implementing and evaluating learning clinical practice. Improving the quality of clinical practice learning, can be reached by improving the performance of Clinical Nurse Educator. The aim of this study was to know the effect of psychological variables and organizational variables to the competence and performance of Clinical Nurse Educators. Sample was Clinical Nurse Educators who work inpatient wards at Kediri Baptist Hospital inpatient wards. Method: This study was conducted in two stages. Phase I measure the competence and performance of Clinical Nurse Educator by Supervisor and students, as well as psychological variables and organizational variables by using questionnaires. Phase II was done by Focused Group Discussion to discuss about the variables that affect Clinical Nurse Educator performance. Data processed using Partial Least Square with α = 0.05, path coefficient = 0.5 and t table = 1.96. Result: The results of this research is showed that Performance Nurse Educator can be improved by increasing Individual Competence with path coefficient= 0.600 and t = 6.741. The individual competence will be increase by improving pscychological aspect nurse educator such as perception, personal aspect, motivation, learning skill and attitude with path coefficient = 0.518 and t = 2.715. Psycological Aspect can be increasing by improving Organization Variable such as Organization Resource, Salary, Organization Structure and Job Description with path coefficient = 0.825 and t = 19.658. Discussion: The conclusion of this result that increase of nurse educator competence and performance can be effort by improving psycological aspect and organizational variableKeywords: competence, performance, clinical nurse educator

scholarly journals The Impact of Nurse Educators on Nursing Education: The Need for Certification

2017 ◽  
Vol 2 (4) ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Quality Care ◽  
Critical Role ◽  
Nurse Educator ◽  
Positive Message ◽  
The Impact

Nurse educators perform a critical role and function impacting thousands of nursing students each year in the delivery of safe, evidence-based, high quality care of patients. When evaluating the impact of the educational activities, it is also critical that nurse educators have the knowledge, skills, and abilities to identify and measure the outcomes of the instruction delivered. Nurse educators must also have in-depth knowledge of teaching and learning styles, technology such as simulation, and the diversity that is present in the nursing school classroom. All of these factors impact curriculum development and delivery. Obtaining certification as a nurse educator indicates that a standard of excellence as a nurse educator has been achieved that sends a positive message to the public about the quality of instruction nursing students receive in nursing education programs.

scholarly journals Training model for online nurse educators

2019 ◽  
Vol 9 (6) ◽  
pp. 82
Author(s):  
Mary Jo Stanley ◽  
Carolyn Martin
Keyword(s):  
Nursing Education ◽  
Online Education ◽  
Best Practice ◽  
Nurse Educators ◽  
Online Training ◽  
Training Model ◽  
Nurse Educator ◽  
Training Process ◽  
Online Pedagogy ◽  
And Training

Background and objective: Online instruction is very different from teaching in a face-to-face setting and educators may lack formal pedagogical training specific to online instruction; in addition, online instructors may feel isolated and have less access to direct support than their counterparts on campus. The objective of this study was to promote best practice in online education through faculty support and professional development; a structured online training process was created.Methods: Design: Instructors that teach in the online venue need teaching and training to feel comfortable with the technology and online pedagogy strategies that support best practice in online education. A structured training process was created to support novice online educators. Setting: Nursing faculty and Masters of Science in Nursing education track students co-taught one online class together. Participants: Faculty and senior level Masters of Science in Nursing education track students were asked to reflect on their one-year teaching and training experience as educators. Methods: Qualitative analysis using Denzin’s interpretive interactionism was used to elicit meaning from participant experiences.Results: Four themes emerged from the data; online pedagogy, knowledge acquisition, mentor-mentee role, and online nurse educator. These themes align with the scholarship of teaching, discovery, application, and integration, respectively. The Training Model for Online Nurse Educators was developed to show this relationship.Conclusions: Using Boyer’s model of scholarship as a framework for online training can prepare instructors for the online nurse educator role. Online instructional delivery is a mainstay in education necessitating nurse educators who are prepared to apply best practice strategies in online education.

scholarly journals A Midrange Theory of Empowered Holistic Nursing Education: A Pedagogy for a Student-Centered Classroom

2014 ◽  
Vol 20 (1) ◽  
pp. 47-58 ◽  
Author(s):  
Katie Love
Keyword(s):  
Nursing Education ◽  
Theoretical Basis ◽  
Nurse Educators ◽  
Future Research ◽  
Holistic Nursing ◽  
Student Centered ◽  
Emancipatory Pedagogy ◽  
Core Concepts ◽  
Nursing Pedagogy

The purpose of this article is to propose Empowered Holistic Nursing Education (EHNE) as a midrange theory—developed through induction, explication, deduction, and retroduction—to help nurse educators teach holistically and create a student-centered classroom, to establish a theoretical basis for a nursing pedagogy reflecting nursing’s foundational principles, and to guide future research. The model’s 5 core concepts, how to use the model as a pedagogy for practice, and its application to research will be presented. Holistic nursing will be defined, and traditional holistic nursing, holistic pedagogy, and emancipatory pedagogy will each be described.

scholarly journals From Clinical Practice to Nursing Education

2016 ◽  
Vol 4 (5) ◽  
pp. 146-150
Author(s):  
Kaitrin Parris ◽  
Jacqueline Ann Moss
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nurse Educator ◽  
Novice Nurse ◽  
Clinical Nurse ◽  
Role Change ◽  
Successful Transition ◽  
Nursing Educator

Transitioning from an expert clinical nurse to a novice nurse educator can be challenging. Skills used in both positions are not always apparent. Skills that were transferable were identified using Benner’s (1984) competency themes and seven domains of an expert clinical nurse. Identifying skills that the expert clinical nurse is already comfortable with assists in the ease of transitioning to the novice nursing educator role. Realizing that the skills that the expert nurse has been using and is confident with allows for the application of these skills to the new realm of teaching. This knowledge will foster confidence and lay the foundation for a successful transition into the novice educator role. Identifying ways to assist in this transition will promote retention of new educators as well as satisfaction with the role change. Finding ways to assist the expert clinical nurse will allow for a faster progression to expert nurse educator.

scholarly journals Responding in a Pandemic: Student Nurse Educator Mentorships, the Other Side of Blackboard

2021 ◽  
Vol 17 (30) ◽  
pp. 53
Author(s):  
Audrey Tolouian ◽  
Diane B. Monsivais ◽  
Melissa Wholeben
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Graduate Students ◽  
Role Models ◽  
Online Teaching ◽  
Nurse Educators ◽  
Student Nurse ◽  
Nurse Educator ◽  
Online Environment ◽  
Undergraduate Nursing

Background: Nurse educators who are novice often express the need for improved preparation in the educator role. Problem: With the growth of online programs, one area of concern is the need for educators who are prepared to teach online. Approach: A mentorship for online teaching was developed to give student nurse educators the opportunity to develop educator competencies in the online environment. The process, benefits, challenges, and key points for the success of the mentorship are discussed. Outcomes: Since Spring 2016, 89 nurse educator graduate students have completed the mentorship. Their confidence related to the educator role in an online environment was enhanced, and they took great pride in serving as professional role models to the undergraduate nursing students. Conclusions: The mentorship option provides improved educator role preparation for nursing education graduate students who will teach online. It also provides informal mentorship as well as an unexpected perceived value in higher education to students in undergraduate nursing program.

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