NURS 6351: Role of the Nurse Educator Week 1 Essay Assignment Paper

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NURS 6351: Role of the Nurse Educator Week 1 Essay Assignment Paper

Your professional journey is unique to you—shaped by your experiences, specialty expertise, and career aspirations. What have you learned about yourself through your involvement in this Master of Science in Nursing program, and particularly your specialization? How have your experiences in courses and in your current or previous work settings informed your perspective on what you would like to accomplish moving forward?

In this course, you examine the challenges and benefits of applying your clinical specialty area knowledge and skills through your role as a nurse educator.

This week, you analyze professional competencies and consider how these relate to three domains in which nurse educators work: in clinical settings as staff developers, in clinical settings as patient educators, and in academic settings as educators of nursing students. You revisit Patricia Benner’s work on transitioning from novice to expert (introduced in a previous course), and assess the challenges that may arise as you progress from expert clinician to novice nurse educator and experience changes in your professional identity.

In preparation for your Practicum, this week you reflect on the professional transitions that you are currently undergoing or are likely to embark on as you complete this MSN program. You identify professional development objectives and create your Practicum Professional Experience Plan to guide involvement at your Practicum setting.

Learning Objectives

Students will:

• Analyze individual strengths and areas for professional growth in relation to competencies outlined for a specific educator role
• Analyze competencies and role expectations in various settings
• Evaluate role changes through progression from expert clinician to novice nurse educator
• Evaluate strategies for transitioning into the role of a nurse educator
• Construct measurable learning objectives to be accomplished during the Practicum Experience
• Analyze a Practicum Experience in the context of nursing education*
• Construct a detailed Practicum Log*
• Analyze issues, responsibilities, and experiences of teachers and learners in the context of nursing education**

*The Assignments related to these Learning Objectives are introduced this week and submitted in Week 3.
**The Assignment related to this Learning Objective is introduced this week and submitted in Week 9.

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Reminder: Review resources from previous courses as necessary. In particular, review the novice-to-expert information presented in the course texts from NURS 6341.

Halstead, J. A., & Frank, B. (2018). Pathways to a nursing education career: Transitioning from practice to academia (2nd ed.) New York, NY: Springer Publishing Company.

• Chapter 1, “The Nursing Faculty Role: Issues, Trends, Opportunities, and Challenges” (pp. xvi -17)
• Chapter 2, “Assuming the Faculty Role: The Transition from Practice to Academia” (pp. 18-42)

As the authors note, many new educators are likely to be “expert clinicians but inexperienced as teachers in the classroom and clinical settings” (p. 1). They address issues and trends that affect the field, as well as competencies and expectations for nurse educators. While these chapters focus on nursing faculty, they are also applicable to other nurse educators.

Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life (3rd ed.) San Francisco, CA: Jossey-Bass.

• Introduction: “Teaching from Within” (pp. 1–7)

Palmer explains the purpose and orientation of The Courage to Teach. You will read chapters of this book, as assigned in subsequent weeks of the course.

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Anderson, J. K. (2009). The work-role transition of expert clinician to novice academic educator. Journal of Nursing Education, 48(4), 203–208.
Retrieved from the Walden Library databases.

The author addresses the challenges that many nurse educators experience as they progress from expert clinician to novice educator.

Danna, D., Schaubhut, R. M., & Jones, J. R. (2010). From practice to education: Perspectives from three nurse leaders. The Journal of Continuing Education in Nursing, 41(2), 83–87.
Retrieved from the Walden Library databases.

In this article, the authors share their experiences of transitioning from expert clinicians to novice nurse educators. They address cultural differences between practice settings and teaching environments, and the value of interprofessional collaboration.

Janzen, K. J. (2010). Alice through the looking glass: The influence of self and student understanding on role actualization among novice clinical nurse educators. Journal of Continuing Education in Nursing, 41(11), 517–523.
Retrieved from the Walden Library databases.

The author emphasizes the importance of self-awareness as nurse educators transition from clinical expert to novice educator.

Manning, L., & Neville, S. (2009). Work-role transition: From staff nurse to clinical nurse educator. Nursing Praxis in New Zealand, 25(2), 41–53.
Retrieved from the Walden Library databases.

The author applies transition theory to a study of individuals’ experiences progressing from nurse to nurse educator.

McDonald, P. J. (2010). Transitioning from clinical practice to nursing faculty: Lessons learned. Journal of Nursing Education, 49(3), 126–131.
Retrieved from the Walden Library databases.

This article examines the transition of expert clinician to novice educator, and the challenges of moving from the practice arena to the educational world.

National League for Nursing. (2018). Nurse Educator Core Competency. Retrieved from http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency

Review these competencies in light of your level of expertise. Determine your strengths and areas for growth. You will use this information in this week’s Discussion.

Hill, K. S. (2010). Improving quality and patient safety by retaining nursing expertise. Online Journal of Issues in Nursing, 15(3), 1.
Retrieved from the Walden Library databases.

The article reviews the novice to expert trajectory and examines the impact on patient safety and other outcomes.

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406 409.
Retrieved from the Walden Library databases.

This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.

American Public Human Services Association and National Staff Development and Training Association. (2004). Human services staff development and training roles and competencies: Training program and curriculum designer. Retrieved from https://aphsa.org/NSDTA/NSDTA/Resources.aspx

Review pages 15–36 of this document, which focuses on the training program and curriculum designer competency model. Using these competencies as a guide, self-assess your skills. Determine your strengths and areas for growth. You will use this information in this week’s Discussion.

The Center for Teaching, Vanderbilt University. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.

Clark, D. (2010). Bloom’s taxonomy of learning domains. Big dog & little dog’s performance juxtaposition. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html

This article addresses three domains of learning: cognitive, affective, and psychomotor.

Course Objectives & Learning Outcomes. (n.d.). Retrieved from https://resources.depaul.edu/teaching-commons/teaching-guides/course-design/pages/course-objectives-learning-outcomes.aspx

This website provides a brief review of learning outcomes and objectives.

Overbaugh, R. C., & Schultz, L. (n.d.). Bloom’s taxonomy. Retrieved from http://www.ehove.net/content/documents/document2351435.pdf

This resource provides a visual representation of Bloom’s taxonomy presenting the original taxonomy alongside the updated taxonomy. The site also presents examples of verbs appropriate to each level of knowledge.

University of Central Florida Office of Experiential Learning. (2009). Writing SMART learning objectives. Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195

This resource provides guidance for developing specific, measurable, attainable, results-focused, and time-focused learning objectives.

University of North Carolina Charlotte. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy

This resource outlines elements of Bloom’s taxonomy.

Document: Practicum Professional Experience Plan (Word document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

Document: Practicum Journal (Word document)

During your Practicum Experience, you are required to submit your time log and three journal entries. You will use this form to complete your journal reflections.

Document: Practicum Manual (PDF)

Required Media

Laureate Education (Producer). (2013f). Introduction [Video file]. Retrieved from MyMedia Player. (NURS 6351)

Note: The approximate length of this media piece is 10 minutes.

In this media presentation, Dr. Terry Valiga, a key presenter in the video series for this course, shares her professional journey as a nurse educator. She also lays the foundation for this course by providing Practicum advice and words of wisdom.

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Discussion 1: Self-Assessment and Competencies

According to Halstead and Frank (2018), “The competencies required of health care professionals to deliver safe, quality care will continue to be debated by leaders in health care and health care education” (p. 4). Yet, nurse educators can look to established professional competencies, derived from effective practices in the field and from evidence in the literature, to guide their actions.

What competencies are nurse educators expected to achieve and demonstrate? What are the commonalities and differences among competencies required in differing domains in which nurse educators work: in clinical settings as staff developers, in clinical settings as patient educators, and in academic settings as educators of nursing students?

For this Discussion, you conduct a self-assessment to gauge your skills and abilities relative to essential competencies. Bear in mind that the purpose of this exercise is to engage in honest evaluation of your competencies to guide your learning as you go forward in this course. Even if you have seasoned clinical expertise or experience as a clinical instructor, you will likely discover areas for growth and development related to the role of nurse educator.

To prepare

• Reflect on key concepts you have previously explored in this Master of Science in Nursing program. What can you deduce about the expectations of nurse educators?
• Review the National League for Nursing Nurse Educator Core Competency presented in the Learning Resources. How are these competencies influenced by characteristics of settings (clinical and academic) and roles (teaching nursing students, staff, or patients)?
• Reflect on the competencies specific to your Practicum setting/role, and compare them to the competencies for settings/roles outside your chosen domain.
• Using the competencies presented in this week’s Learning Resources, assess your level of expertise as a nurse educator.
• Based on your understanding of the Learning Resources and the results of your self-assessment, what do you consider to be your strengths? Where do you see a need for professional growth?
• View the Introduction to the Practicum, provided in this week’s Assignment area, and reflect on your upcoming Practicum Experience. How do you think this information could inform your plans for the Practicum, including the development of your Practicum Professional Development Objectives (which you will include in your Practicum Professional Experience Plan)? What experiences might you outline with your preceptor to continue developing your strengths and address your perceived areas for improvement?

By Day 3

Post a summary of the results of your self-assessment. Explain two or more strengths and two or more areas for professional growth relative to the competencies you will need as a nurse educator in your intended setting/role.

Read a selection of your colleagues’ responses.

By Day 5

Respond to at least one of your colleagues by describing similarities and differences among competencies in each of the settings/roles addressed. Explain how this relates to the results of your self-assessment and your plans/goals as a nurse educator.

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