Analyzing Competencies Necessary for Nurse Educator Role Clinical Expertise and Curriculum Development
Analyzing Competencies Necessary for Nurse Educator Role
Clinical Expertise and Curriculum Development
Nurse educators should have adequate clinical experience to facilitate the contents and explain to students how to implement theories learned in nursing practice areas. Such knowledge enables educators to offer realistic knowledge and guide learners on how to provide safe and quality patient care (Turale et al., 2021). Further, they are expected to make and update a curriculum that meets the trend in the market and the accreditation bodies. In other words, this helps keep abreast of students’ education needs so that the students get an education that prepares them for problems of practice in modern nursing careers.
Instructional Design and Student Assessment
Learning must therefore be carefully designed to ensure that it aligns with the desired instructional goals and objectives. Nurse educators also employ different ways of teaching, which include simulation, case-based teaching, and other techniques that must enable students to practice what has been taught in clinical settings (McElroy et al., 2021). With this, they have to also evaluate student learning by employing various measures such as tests, clinical performance tests, and reflection assessments. These assessments allow giving constructive feedback based on them to the students, which will enhance their awareness about their progression and further improvements towards competent professionals.
Communication and Ongoing Professional Development
Learning must therefore be carefully designed to ensure that it aligns with the desired instructional goals and objectives. Nurse educators also employ different ways of teaching, which include simulation, case-based teaching, and other techniques that must enable students to practice what has been taught in clinical settings (McElroy et al., 2021). With this, they have to also evaluate student learning by employing various measures such as tests, clinical performance tests, and reflection assessments. These assessments allow giving constructive feedback based on them to the students, which will enhance their awareness about their progression and further improvements towards competent professionals.
Conclusion
An effective nurse educator philosophy is evident in developing an appropriate approach to professional practice and growth as well as being mandatory in the development of nursing education. According to Greenway & Acai (2024), it means that when the ten essential competencies have been embraced, and they are put on par with the three facets of teaching, scholarship, and service, nurse educators, in particular, will be in a position to contribute to the profession positively. It is equally evident that the implementation of a clear philosophy also fosters individual development, trains the next generation of nurses as well as progresses nursing education.
References
Aase, I., Akerjordet, K., Crookes, P., Frøiland, C. T., & Laugaland, K. A. (2022). Exploring the formal assessment discussions in clinical nursing education: An observational study. BMC Nursing, 21(1), 155. https://doi.org/10.1186/s12912-022-00934-x
Choi, J., Tarte, V., Bove, L. A., & Kim-Godwin, Y. (2024). Nursing informatics competencies of graduate nurse educator students: Descriptive study. Studies in Health Technology and Informatics, 315, 99–103. https://doi.org/10.3233/SHTI240114
Campbell, K. L., Winters-Stone, K. M., Wiskemann, J., May, A. M., Schwartz, A. L., Courneya, K. S., Zucker, D. S., Matthews, C. E., Ligibel, J. A., Gerber, L. H., Morris, G. S., Patel, A. V., Hue, T. F., Perna, F. M., & Schmitz, K. H. (2019). Exercise guidelines for cancer survivors: A consensus statement from the international multidisciplinary roundtable. Medicine and Science in Sports and Exercise, 51(11), 2375–2390. https://doi.org/10.1249/MSS.0000000000002116
Dean, S., Halpern, J., McAllister, M., & Lazenby, M. (2020). Nursing education, virtual reality, and empathy? Nursing Open, 7(6), 2056–2059. https://doi.org/10.1002/nop2.551
Greenway, M., & Acai, A. (2024). Academic leadership in nursing: A concept analysis. Nurse Education Today, 141, 106338. https://doi.org/10.1016/j.nedt.2024.106338
Lemetti, T., Pakarinen, A., Salminen, L., Virtanen, H., & Haapa, T. (2023). Instruments assessing nurse educator’s competence: A scoping review. Nursing Open, 10(4), 1985–2002. https://doi.org/10.1002/nop2.1479
McElroy, K. G., Gilden, R., & Sattler, B. (2021). Environmental health nursing education: One school’s journey. Public Health Nursing (Boston, Mass.), 38(2), 258–265. https://doi.org/10.1111/phn.12815
Sihvola, S., Kvist, T., & Nurmeksela, A. (2022). Nurse leaders’ resilience and their role in supporting nurses’ resilience during the COVID-19 pandemic: A scoping review. Journal of Nursing Management, 30(6), 1869–1880. https://doi.org/10.1111/jonm.13640
Saab, M. M., Hegarty, J., Murphy, D., & Landers, M. (2021). Incorporating virtual reality in nurse education: A qualitative study of nursing students’ perspectives. Nurse Education Today, 105, 105045. https://doi.org/10.1016/j.nedt.2021.105045
