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.

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.

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.

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.

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 Facilitation strategies used in e-learning by nurse educators in Rwanda

2017 ◽  
Vol 8 (1) ◽  
pp. 24 ◽  
Author(s):  
Alexis Harerimana ◽  
Ntombifikile Gloria Mtshali
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Positive Impact ◽  
Tertiary Education ◽  
Mediated Learning ◽  
Innovative Teaching ◽  
Essential Information ◽  
E Learning

Knowledge and skills for teachers to deliver course contents in an e-learning environment is essential. Information Communication Technology (ICT) is being increasingly used in tertiary education as it is flexible and offers many possibilities to meet the needs of a large number of learners. The implementation of e-learning platforms in Rwanda in 2012 for nursing and midwifery instruction has had a positive impact on the quality of nursing education. Educators' facilitation skills play an important role in motivating students in the computer-mediated learning environment. The aim of this paper is to explore the facilitation strategies used in e-learning by nurse educators in Rwanda. A non-experimental quantitative design was used, with 44 nurse educators from three campuses completing the research instruments. The results from this study indicated that the majority of the participants (84.1%) had the same vision of integrating ICT in teaching and learning as their colleagues, the institutional administration, and other staff. 97.7% used computers and/or the internet to prepare lesson and deliver instructions 95.5% reported using facilitation strategies of self-directed learning, 93.2% case studies, 88.6% group discussions, 81.8% small group activities, 72.7% formal lectures, 70.5% role play, 68.2% brainstorming, 63.6% situations of integration, and 63.6% videos. An average of 50% reported using research, and 43.2% workbooks. 27.3% used projects, 25% core lectures, and 11.4% Portfolio. E-learning requires a comprehensive approach of incorporating ICT in teaching and learning. The success of e-learning does not only depend on technological tools available, but also on the pedagogical design, with teachers being required to use innovative teaching approaches to deliver their course contents.

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 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.

scholarly journals Nursing education on collaborative discharge planning and motivating patients to control for further care and management

2019 ◽  
Vol 2 (2) ◽  
pp. 52-58
Author(s):  
Dewi Kusumaningsih ◽  
Muhammad Agustianda
Keyword(s):  
Nursing Education ◽  
Nurse Educators ◽  
Discharge Planning ◽  
Nurse Educator ◽  
P Value ◽  
Data Sampling ◽  
Chi Square ◽  
Cross Sectional ◽  
Chi Square Test

Background: Nurse as a health worker had a role as educators. The role of nurse educators could be seen from 10 inpatients resulted there were 4 inpatients (40%) stated that nurses did their roles accurately and 6 patients (60%) stated that there were nurses didn’t their roles properly. This condition could cause an increasing amount of patients who uncontrolled  at Dr. A. Dadi Tjokrodipo Hospital  Bandar Lampung.Purpose: To know there was a correlation of nursing education on collaborative discharge planning and motivating patients to control for further care and managementMethods: This research was quantitative method. The design of this study was an analytical survey with a cross-sectional. The samples used in this study were 136 people. Collecting data sampling used a consecutive sampling. The statistical test used a chi-square test.Results: The roles of nurse educator which had not good categories were 73 respondents (53.7%) and the roles of nurse educator which had good category were 63 respondents (46.3%). Low control motivations were 69 respondents (50.7%) and high control motivations were 67 respondents (49.3%). The results of data analysis using the chi-square test showed p-value = 0.001.Conclusion: There was a correlation of the roles of the nurse educator in discharge planning with motivation of inpatients for control. It was expected that the results of this study could be used as material for consideration and input for the hospital to be able to know the importance of the role of nurse educators in discharge planning. 

The importance and promise of integrating Indigenous knowledges in nursing education

2020 ◽  
Vol 2 (1) ◽  
pp. 11-24
Author(s):  
Vanessa Van Bewer ◽  
Roberta L. Woodgate ◽  
Donna Martin ◽  
Frank Deer
Keyword(s):  
Nursing Education ◽  
Nursing Profession ◽  
Ethical Values ◽  
Education Programs ◽  
Indigenous Knowledges ◽  
Indigenous Learning ◽  
Schools Of Nursing ◽  
Indigenous Perspectives

This paper explores the relevance of Indigenous perspectives within the nursing profession, and the importance of weaving these perspectives into nursing education. We suggest that Indigenous perspectives can support nursing’s core ethical values of relationality and holism and may hold representational and transformational possibilities for students and educators alike. Guided by principles of Indigenous learning, we provide several exemplars from Canadian schools of nursing that have already begun the process of decolonizing their programs. We conclude by describing some of the challenges and considerations that may arise when Indigenous perspectives and approaches are considered for inclusion into nursing education programs.

Sign in / Sign up

Export Citation Format

Share Document