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.

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.

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

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.

Student Outcomes and Retention in Online Academic and Training Programs

2015 ◽  
pp. 147-172
Author(s):  
R. S. Hubbard
Keyword(s):  
Online Education ◽  
Student Outcomes ◽  
Management System ◽  
Training Programs ◽  
Online Training ◽  
The Other ◽  
Retention Rates ◽  
Student Groups ◽  
Organizational Settings ◽  
And Training

The purpose of this chapter is to examine online education in order to understand how to improve student outcomes and retention. On the surface, although it might appear that the term “online education” only applies to academic institutions, in this chapter, the use of this term also applies to online training programs in business and other organizational settings. Additionally, this chapter offers six specific recommendations that faculty, students, administrators, management, and support staff can undertake to assure that students and faculty will have the resources to successfully complete an online academic or training program. These recommendations are to improve students' abilities to direct their own learning, to facilitate practices that keep students on track, to increase students' abilities to identify with their groups; to enable student groups to achieve goals, to create opportunities for faculty to share best practices, and to implement a management system that tracks the effectiveness of the other recommendations and monitors retention rates.

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.

Adaptation of Online Training in UiTM During COVID-19 Pandemic: Experience of ILD UiTM

2021 ◽  
Vol 7 (1) ◽  
pp. 129
Author(s):  
Mohd Rafizi Rahmad ◽  
Siti Zalipah Ibrahim
Keyword(s):  
Leadership Development ◽  
Online Training ◽  
Higher Learning ◽  
Training Process ◽  
Training Centre ◽  
Institutions Of Higher Learning ◽  
The World ◽  
And Training ◽  
Malaysian Government

Covid-19 pandemic has hit the world at the end of 2019 and Malaysia is one of the affected countries. The Malaysian government has tried to minimize movement to reduce the spread of this virus. As we all know, the learning and training process is one of the areas affected. All institutions of higher learning and schools had to be closed for the benefit of all. UiTM has also issued operating guidelines during Covid-19. Institute of Leadership Development (ILD) UiTM is a training centre for staff that needs to be managed and given attention. Even in uncertain situations, training for staff needs to be continued. As a solution, ILD UiTM has adopted new practices to continue the functions of this centre. Online training was introduced to further enliven the training to staff. But there are challenges in reaching, adapting, and achieving effectiveness of online training.

The Research of the Training Model of Engineering Application Talents

2012 ◽  
Vol 268-270 ◽  
pp. 2001-2007
Author(s):  
Da Qi Xu ◽  
Shu Kai Cai
Keyword(s):  
Social Factors ◽  
Engineering Application ◽  
Training Model ◽  
Training Process ◽  
The Social ◽  
Training Quality ◽  
Process Factors ◽  
And Training ◽  
Logic Relationship

The development of economic society and the progress of technology call for a large number of engineering application talents. Allowing for the current situation of the training of engineering application talents, the thesis has made an analysis of the social factors and training process factors, brought forth foci of improving the training quality of engineering application talents, and the training model of engineering application talents. In addition, internal logic relationship between all the factors about the training of talents has been explored, which is beneficial to the reform of personnel training pattern in local engineering colleges, in training high quality engineering application talents to meet the demands of society.

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. 

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