The Role of Nurse Educators in Grooming Future Nurse Leaders

Nurses often do not become faculty through deliberate intention; rather they enter the role because of circumstance. While they may be expert practitioners, they are often not prepared for faculty roles. Unlike traditional preparation for nursing practice, which requires clinical education, the role of nurse teacher often has no systematic preparation. The purpose of the Nurse Faculty Intern (NFI) Pilot Study was to investigate the role development of nurse educators and the mechanism by which graduate students gain competencies related to pedagogy through practical experience and a relationship with mentors. Results from the study revealed need for intentional role development for the NFI. Even though NFI’s had many years of nursing experience, they expressed the need for orientation to teaching pedagogy to better use their nursing knowledge when working with students. This article will present the findings and recommendations from the study.

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Ethical and Cultural Considerations in Informed Consent in Botswana

Nursing Ethics ◽

10.1177/0969733007077884 ◽

2007 ◽

Vol 14 (4) ◽

pp. 503-509 ◽

Cited By ~ 16

Author(s):

Sheila Shaibu

Keyword(s):

Decision Making ◽

Informed Consent ◽

Nurse Educators ◽

Cultural Practices ◽

Culturally Sensitive ◽

Ethical Challenges ◽

Research Participants ◽

Cultural Considerations ◽

Conducting Research

Reflections on my experience of conducting research in Botswana are used to highlight tensions and conflicts that arise from adhering to the western conceptualization of bioethics and the need to be culturally sensitive when carrying out research in one's own culture. Cultural practices required the need to exercise discretionary judgement guided by respect for the culture and decision-making protocols of the research participants. Ethical challenges that arose are discussed. The brokerage role of nurse educators and leaders in contextualizing western bioethics is emphasized.

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Competence of clinical nurse educators in university hospitals: A cross-sectional study

Nordic Journal of Nursing Research ◽

10.1177/20571585211066018 ◽

2021 ◽

pp. 205715852110660

Author(s):

Veera Kaarlela ◽

Kristina Mikkonen ◽

Netta Pohjamies ◽

Susanna Ruuskanen ◽

Maria Kääriäinen ◽

...

Keyword(s):

Clinical Training ◽

Nurse Educators ◽

Cross Sectional Study ◽

Sectional Study ◽

University Hospitals ◽

Self Assessment ◽

Cross Sectional ◽

Clinical Nurse ◽

Healthcare Educators

The role of clinical nurse educators is essential in improving the quality of mentoring, supporting students’ learning and professional development during clinical training. The purpose was to explore the competence profiles of clinical nurse educators and background factors associated with these profiles. Data of this cross-sectional study were collected from clinical nurse educators ( n = 19) at Finnish university hospitals, using two instruments measuring the competence of healthcare educators. Data were analysed with K-means clustering and two profiles were identified based on sum variables. Significance between the differences of Profile 1 and Profile 2 was evaluated by comparing independent groups. The STROBE checklist was used as the reporting guideline for the manuscript. Educators’ competence varied between intermediate (2.50–3.49) and high (≥ 3.50) levels, and self-assessment of the Profile 1 was average higher than those in Profile 2. The results can be used to identify and develop the competence of clinical nurse educators and to consolidate the role and position of clinical nurse educators within healthcare education.

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Implementation and Evaluation of a Transformational Leadership Education Session for Nurse Leaders and Nurse Educators

Journal of Doctoral Nursing Practice ◽

10.1891/jdnp-d-19-00054 ◽

2020 ◽

Vol 13 (2) ◽

pp. 125-133

Author(s):

Ashley Singh

Keyword(s):

Transformational Leadership ◽

Leadership Development ◽

Nurse Educators ◽

Leadership Education ◽

Nurse Leaders ◽

Leadership Characteristics ◽

Rank Test ◽

Intellectual Stimulation ◽

Education Session ◽

The Impact

BackgroundTransformational leadership is one of the most utilized models of leadership across the disciplines. It can positively impact the leader-follower relationship, performance of the leader, and productivity of the organization.ObjectiveThe purpose of the project was to assess the impact of an educational session on the recognition and execution of transformational leadership characteristics for nurse leaders and nurse educators.MethodsAn interactive transformational leadership education session aimed to affect the recognition and execution of nurse leaders' and nurse educators' transformational leadership characteristics.ResultsA Wilcoxon Signed Rank Test yielded a statistically significant increase in idealized influence (behavior), and an increase in intellectual stimulation and inspirational motivation.ConclusionsThis project creates the infrastructure for future ongoing initiatives focusing on the beneficial impact of transformational leadership development for nurse leaders and educators.Implications for NursingA supportive environment for transformational leadership development may take the institution to the next level regarding engagement, productivity, and performance, all of which are vital to organizational success.

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Caring Scholar Response To: Uncovering Meaning Through the Aesthetic Turn

International Journal for Human Caring ◽

10.20467/1091-5710.12.2.24 ◽

2008 ◽

Vol 12 (2) ◽

pp. 24-28 ◽

Cited By ~ 3

Author(s):

A. Lynne Wagner

Keyword(s):

Nursing Education ◽

Nurse Educators ◽

Nursing Practice ◽

Key Concepts ◽

Aesthetic Attitude ◽

Role Of Nursing ◽

The Aesthetic ◽

Nurse Students

This caring scholar response to Barry and Purnell’s paper, Uncovering Meaning Through the Aesthetic Turn: A Pedagogy of Caring, expands the dialogue on the role of aesthetics in preparing nurse students to be holistic caring practitioners. Addressing the key concepts of intentionality, aesthetic attitude, aesthetic turn, aesthetic knowing, role of nursing education, and transforming practice, this response further explores the power of aesthetic reflection. The model of helping students develop “caring nurseself” through the aesthetic pathway invites nurse educators to transform curriculum and nursing practice.

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