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Role of the Nurse Educator Final Exam

Terms in this set (51)

Current changes and trends
+Critical shortage in nursing faculty
+Increasing multiculturalism
+Decreasing financial resources
+Health care reform
+Interprofessional collaboration
+EBP
+Need for more nurses
+Need for nurses with higher degrees
+Expanding technology and knowledge explosion
+Need for lifelong learning
+Shift to student learning outcomes instead of teaching
+Increasing public demand for accountability of educational outcomes
+Nurse educators expected to maintain current skills
+Nurse educators expected to maintain certification(s)
Futuristic Trends
+Diminishing resources
+Increasing public scrutiny
+Need to ensure nursing graduates ready for rapidly changing healthcare
+Struggle to balance teaching, research, and service
+Can't rely solely on lecture
+Complex lives of students; need convenience and flexibility
+Shifting from acute care emphasis to primary care
+Increasingly older population
+Trying to close the gap for minority representation
+Need more doctorate-prepared nurses for research, EBP, teaching
Why do faculty leave academia?
+Workload
+Demand of a tenure-track position
+Perceived lack of collegiality
+Noncompetitive salaries
Promote Faculty Retention
+Autonomy
+Research satisfaction
+Sense of belonging
Service setting - Teaching Roles
+In-service educator
+Patient educator
+Clinical specialist
+Staff development coordinator
Academia - Teaching Roles
+Clinical Instructor
+Adjunct Faculty
+Instructor of nursing
+Lecturer
+Assistant professor
+Associate professor
+Full professor
Service Setting - Roles & Responsibilites
+Staff orientation
+Continuing education
+Clinical competencies
Service Setting - Driven By:
+Regulatory Agencies
+Standards of care/practice
+Technology
+Quality & Safety
+Clinical competence
+Nursing practice
+Performance improvevment
+Patient satisfaction
+Ethical issues
+Legal guidelines
Academia - Driven By:
Same as service setting plus:
+Mission, philosophy, and identity of the college
+State board of education
+Standards of accreditation
Academic Accrediting Agencies
+The Commission on Collegiate Nursing Education (CCNE)
+The NLN Commission for Nursing Education Accreditation (CNEA)
+The Accreditation Commission for Education in Nursing (ACEN)
ACEN
Accreditation Commission for Education in Nursing
CCNE
Commission on Collegiate Nursing Education
CNEA
Commission for Nursing Education Accreditation
(part of NLN)
NLN
National League for Nursing
Three core functions of the nurse educator
+Teaching
+Service
+Scholarship
3 Core Functions - Teaching
+Develops with time, experience, and knowledge
+Constant state of growth and development
3 Core Functions - Scholarship
+Research
+Obtaining grants
+Presenting scholarly work
+Consulting
+Publishing material
Benefits of Journaling
+Improve emotional intelligence, critical thinking and reasoning skills, problem solving
+Self-reflection
+Self-evaluation
+Stress reduction
Emotional intelligence
being able to monitor and regulate one's own feelings, understand the feelings of others and use that 'feeling' knowledge to guide thoughts and actions
Definition of philosophy
The study of ideas about:
+knowledge
+truth
+nature and meaning of life
A set of ideas about how to do something or how to live
Application of Philosophy
Embodies one's belief system, values, perceptions, ways of thinking, and actions

Philosophy...
+does not happen naturally
+starts with oneself
+does not happen in isolation
Role of a philosophy of learning
Plays a vital role in how a nurse educator approaches the teaching process
Role of a philosophy of teaching
Characterizes how we implement the role of a nurse educator
Definition of Teaching
The activities of educating or instruction
Activities that impart knowledge
Definition of Learning
The acquisition of knowledge or skills through experience, study, or by being taught
Boyer's Paradigm
+Scholarship of Discovery
+Scholarship of Teaching
+Scholarship of Application (practice)
+Scholarship of Integration
Scholarship of Discovery (Boyer)
+Original research
+Discovery of new knowledge

Foundation of the other 3 aspects of scholarship
Scholarship of Teaching (Boyer)
+Knowledge of teaching-learning theories
+Development of teaching and evaluation methods
+Program development
+Role modeling
Scholarship of Application (Boyer)
Found in the application of nursing in various practice settings, whether in healthcare environments or in academia

Development of ...
+Clinical knowledge
+Professional development
+Research Skills
+Service
Scholarship of Integration (Boyer)
Interdisciplinary collaboration in discovery, practice, or teaching
NLN Competencies
1. Facilitate Learning
2. Facilitate Learner Development and Socialization
3. Use Assessment and Evaluation Strategies
4. Participate in Curriculum Design and Evaluation of Program Outcomes
5. Function as a Change Agent or Leader
6. Pursue Continuous Quality Improvement in the Nurse Educator Role
7. Engage in Scholarship
8. Function with the Educational Environment
NLN #1: Facilitate Learning
+Implement variety in teaching strategies
+Personalize learning
+Be inclusive
+Utilize educational theory and eivdence-based teaching practices
+Utilize IT
+Skilled in oral, written, and electronic communication
+Critically think, reflect
+Create opportunities for learners to develop critical thinking and clinical reasoning skills
+Enthusiastic and inspiring
+Respectful, show interest in learners
+Demonstrate caring, confidence, patience, integrity, flexibility
+Develop collegial relationships
+Maintain professional practice knowledge base
+Role Model
NLN #2: Facilitate Learner Development and Socialization
+Personalize learning
+Provide resources to diverse learners
+Advise and counsel students
+Socialize to the role of the nurse
+Facilitate self-reflection and goal setting
+Foster cognitive, psychomotor, and affective development of learners
+Recognize influence of teaching styles and interpersonal interactions on learner outcomes
+Assist development of self and peer evaluation
+Model professional behaviors (professional organization membership, lifelong learning, publishing, presenting, advocacy)
NLN #3: Use Assessment and Evaluation Strategies
+EBP assessment and evaluation practices
+Use a variety of strategies to assess learning
+Provide timely, constructive, and thoughtful feedback
+Demonstrate skill in the design and use of tools for assessing clinical practice
NLN #4: Participate in Curriculum Design and Evaluation of Program Outcomes
+Ensure curriculum reflects institutional philosophy & mission, current nursing & healthcare trends, and community & societal needs
+Demonstrate knowledge of curriculum development and revision, collaborating with external constituencies throughout the process
+Base curriculum design on sound educational principles, theory, and research
+Create & maintain clinical partners
+Design/implement program assessment models that promote QI
NLN #5: Function as a Change Agent and Leader
+Model cultural sensitivity
+Integrate long-term, innovative, creative perspective
+Participate in interdisciplinary efforts to address health care and educational needs
+Evaluate organizational effectiveness in nursing education
+Implement strategies for organizational change
+Provides leadership in the parent institution and in the nursing program to enhance the visibility of nursing
+Promote innovative practices in educational environments
+Develop leadership skills to shape and implement change
NLN #6: Pursue Continuous Quality Improvement in the Nurse Educator Role
GROW YOURSELF
+Commitment to lifelong learning
+Adjust career enhancement activities as you grow
+Pursue professional development opportunities
+Balance teaching, scholarship, and service demands
+Engage in activities that promote socialization to the role
+Use knowledge of legal & ethical issues as a basis to influence, design, and implement policies & procedures related to students, faculty, and the educational environment
+Mentor and support faculty colleagues
NLN #7: Engage in Scholarship
+Design EBP teaching and evaluation
+Spirit of inquiry about teaching & learning, student development, evaluation methods
+Design and implement scholarly activities
+Disseminate nursing/teaching knowledge
+Demonstrate skill in proposal writing
+Demonstrate qualities of a scholar
NLN #8: Function within the Educational Environment
+Use knowledge of history & current trends and issues in higher education as a basis for making recommendations and decisions on educational issues
+Identify how social, economic, political, and institutional forces influence higher education and nursing education
+Develop networks, collaborations, and partnerships to enhance nursing's influence within the academic community
+Determine one's own professional goals
+Integrate respect, collegiatlity, professionalism, and caring
+Incorporates the goals of the nursing program and the mission of the parent institution when proposing a change or managing issues
+Assumes a leadership role in various levels of institutional governance
+Advocates for nursing education in the political arena
Qualities of a Scholar
+Integrity
+Courage
+Perseverance
+Vitality
+Creativity
Curriculum development
+Identify program outcomes
+Develop competency statements
+Writing learning objectives
+Selecting appropriate learning activities and evaluation strategies
Service Learning Definition
An educational experience in which students participate in a service activity that meets the needs of multiple stakeholders in the professional and community environment within the framework of a specific credit-earning course

Connecting academic learning with service; provides concrete opportunities for students to learn new skills, think critically, and test new roles in situations that encourage risk-taking and reward consequences
Service Learning Characteristics
+Structure component of the curriculum
+Students acquire social values through service to individuals, groups, or communities
+Offers opportunities for learning that cannot be obtained any other way
+Uses reflective learning to connect learning with a student's thoughts and feelings in a deliberate way
Service Learning Essential Components
+Be connected to a program and course learning outcomes
+Be experiential
+Allow students to engage in activities that address human and community needs via structured opportunities
+Provide time for guided reflection in discussion, writing, or media
+Develop a sense of caring, social responsibility, global awareness, and civic engagement
+Involve activities that have real meaning for the participants and promote deeper learning
+Address problems that are identified by the community and require problem-solving
+Promote collaborative learning and teamwork
+Reciprocal between the learner and the person, organization, or community being served
Service Learning - Kolb
+Emphasis is given to the benefits of reflective observation about the EXPERIENCE
+Learning increases when students are actively involved in EXPERIENTIAL problem-solving and decision making
Service Learning - Delve, Mintz, and Steward
Without EMPATHY, the student will not come to recognize the members of the patient population as VALUED individuals in the larger society and as sources for new learning
Service Learning - who does it benefit?
+Students
+Faculty
+College of nursing
+University
+Clients
Service Learning - Student Benefits
+Provide nursing care directly to clients and gain experience with socialization into the profession
+Introduced to segments of the community they may not have interacted with before
+Serve as ambassadors of goodwill for the profession of nursing, the college, and the university they represent
+Introduced to a new set of skills: leadership, problem-solving, creativity, communication, teamwork, interprofessional collaboration, critical thinking, research skills, writing abilities
Scholarship in Nursing, defined by the American Association of Colleges of Nurses (AACN)
Those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that...
+Is significant to the profession
+Is creative
+Can be documented
+Can be replicated or elaborated
+Can be peer-reviewed through various methods
NLN's Identification of Scholarly Activities
+Enhance the visibility of nursing and its contributions by providing leadership in the: nursing program, parent institution, community
+Participate in interdisciplinary efforts to address healthcare and educational needs within the institution, locally
+Promote innovative practices in educational environments
Documentation of Nurse Scholarship, according to AACN
+Peer-reviewed publications of research, case studies, technical applications, or other practice issues
+Presentations related to practice
+Consultation reports
+Reports compiling and analyzing patient or health services outcomes
+Products, patents, license copyrights
+Peer reviews of practice
+Grant awards in support of practice
+State, regional, national, or international recognition as a master practitioner
+Professional certifications, degrees, and other specialty credentials
+Reports of meta-analysis related to practice problems
+Reports of clinical demonstration projects, and policy papers related to practice
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