An initial substantive response of 200-250 words to each question and include references in the response
1.Discuss the types of obstacles or challenges that you foresee as you enter the role of nurse educator. What can you do to help overcome those challenges?
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References and citations should conform to the APA 6th edition.
2.Select a force (such as Institute of Medicine, Joint Commission, board of nursing, accrediting agency) that influences nursing or healthcare education. In your role as a nurse leader and change agent, how can you establish a curriculum which incorporates the suggestions and/or requirements made by such forces? References and citations should conform to the APA 6th edition.
3. Explain how awareness of role strain assists the nurse educator to be more effective when teaching in a basic nursing education program? References and citations should conform to the APA 6th edition.
Respond to the writer’s comment below At least one paragraph (approximately 100 words) for each and include references in the response. References and citations should conform to the APA 6th edition.
1a. Joint Commission
The Joint Commission is one of the governing agencies responsible for implementing regulations, creating standards, and accrediting healthcare organizations to make sure that they provide high quality care and have high standards for patient safety (American Nurses Association [ANA], 2017). The Joint Commission creates annual national patient safety goals for various health care settings, requirements, rationales, and references for new standards that they implement, and they develop performance measures for various topics (Joint Commission website, 2017). It is these things that influence how healthcare organizations provide care for patients, which also impacts how nurses practice and how future nurses are educated and trained. When establishing a curriculum, nurse educators must be aware of several things. They need to be up to date on current research and evidence based practice, they need to know what healthcare organizations will need from their future nurses, and they should be up to date on the regulations and standards set by the Joint Commission and other such agencies (Iwasiw, 2015). Once they have the necessary data, nurse educators can incorporate it into their lecture and clinical courses, review and discuss the standards with students, and incorporate them in tests and quizzes. While teaching in the clinical setting, nurse educators should be up to date on the Joint Commission standards and the instructor and students should be expected to uphold those standards. Another useful way to incorporate this information into education would be to have the student research a regulatory agency and write about how it impacts healthcare or nursing education.
American Nurses Association. (2017). The Joint Commission. Retrieved from www.nursingworld.org
Iwasiw, C. L. (2015). Curriculum Development in Nursing Education (3rd ed.). Retrieved from [VitalSource Bookshelf Online]. Retrieved from https://bookshelf.vitalsource.com/#/books/97812840…
Joint Commission website. (2017). https://www.jointcommission.org
1b. Force that Influences Nursing or Healthcare Education
A force that influences nursing or healthcare education is the Institute of Medicine (IOM). IOM is a nonprofit organization established in 1970 which works to improve the health of americans by providing evidence-based research, recommendations for public health, and providing analysis of important issues in health and health policy for government and health care professionials . As stated by the Agency for Healthcare Research and Quality (AHRQ), (2016), IOM includes the six aims for the health care system which are safe, effective, patient-centered, timely, efficient, and equitable. Some of the recommendatins as stated by Fater & Ready, (2011), include the need for changes in the educational preparation of nurses, including the development of competencies in patient safety and quality improvement.
Establishing a curriculum as a nurse educator, as suggested by IOM, promoting patient safety through quality practice could by utilized. The experiences which will be gained by the students will be included in the clinical experience. The students will be able to demonstrate patient safety through quality practice as they care for patients and their families. Teaching strategies in the classroom and the clinical settings will be incorporated in order to engage the students, engage their critical thinking skills, while enhancing their knowledge and skills in the professional practice. As stated by Fater & Ready, (2011), the importance of bridging the gap between nursing education and practice is paramount to the ongoing safety and quality competency development of nurses.
AHRQ. (2016). The six domains of health care quality.
Fater, Kerry, H., PhD, RN, CNE & Ready, Robert, RN, MN, NEA-BC. (2011). An education-service partnership to achieve safety and quality improvement competencies in nursing. Journal of Nursing Education. Vol. 50., pp. 693-696. DOI: 10.3928/01484834-20110916-02
2a. From Clinical Nurse to Educator
During the transition from bedside clinical nurse to nurse educator, there are a variety of challenges that this writer may encounter depending on the clinical setting in which she will work. If she works in acute care hospital setting, stepping away from direct patient care and learning to teach and direct others who do it will be a challenge. Being seen as an educator rather than a staff nurse, working in a leadership role where she is required to direct others, and dealing with staff who are difficult or noncompliant will also be a challenge. In an academic setting, this writer’s greatest challenge will be to learn how to coach others to develop their knowledge and skills whereas now, I am able to just do something without thinking about how to explain my actions or thought process. Presenting information and speaking in front of groups is something that I have always struggled with and so I will need to practice to become more comfortable doing this. Research has shown that good communication skills, good teaching skills, knowledge and personal experience, an understanding of course development and evaluation, and acting as a mentor/advisor/resource are listed as the top attributes of nursing educators (Hunt, 2015) (Penn, Dodge Wilson, & Rosseter, 2008). Therefore, this writer will need to perform a self-assessment to determine her strengths and weaknesses with regard to transitioning into the role of nurse educator, continue to develop the attributes and skills a nurse educator should have, and build upon her strengths while addressing her weaknesses (Lindell, Hagler, & Poindexter, 2015).
Hunt, D. (2015). Transitioning from clinical nurse to educator. Faculty Nurses. Retrieved from minoritynurse.com/transitioning-clinical-nurse-educator
Lindell, D., Hagler, D., & Poindexter, K. (2015). Your path to becoming a nurse educator. American Nurse Today, 10 (5), 40-42. Retrieved from www.americannursetoday.com
Penn, B., Dodge Wilson, L., & Rosseter, R. (2008). Transitioning from nursing practice to a teaching role. Online Journal of Issues in Nursing,13 (3). http://dx.doi.org/10.3912/OJIN.vol13no03man03
2b.There are many different obstacles and challenges that can arise as a nurse educator. This can vary from person to person. The first challenge that I foresee is the general aspect of teaching a class. I have always been able to talk to anyone about anything but once I try to speak in front of a class I would always get nervous. The nervousness would make me not properly speak on everything that I wanted to. This is something that I will get over after I get used to being in the role of the nurse educator. Sieg (2016) discusses 3 different way to help improve public speaking abilities which include join a speakers association, hiring a speaking coach, and giving lots of speeches. Sieg (2016) states “this not only makes you a better speaker (and keeps you humble) but also exposes you to different audience” (p.1).
Another challenge that I foresee for myself is getting used to grading assignments. I have never once had to grade and assignment so this will be something new for me. One way to help will be with the use of a rubric. Pecka, Schmid, & Pozehl (2014) states “student teaching, learning, and evaluation strategies are frequently driven by educator-developed rubrics” (p. 449).
Sieg, D. (2016). My public speaking journey. Reflections On Nursing Leadership, 42(1), 1-3.
Pecka, S., Schmid, K., & Pozehl, B. (2014). Psychometric Testing of the Pecka Grading Rubric for Evaluating Higher-Order Thinking in Distance Learning. AANA Journal, 82(6), 449-456.