Nurse Educators Describe Their Experiences from Learning to Teaching
Introduction:
The most important aspect in teaching and practice is to be competently understand and
learn about the teaching topics which helped to provide better teaching style and improve
students understanding specially in medical and health science fields which needs deep
knowledge about the topic which can be practiced later in the clinical areas and dealing
with the patients. (Gcawu & van Rooyen, 2022). As Gcawu & van Rooyen, (2022)
described that planning for teaching need self-preparation, facilitate the students, orienting
the students, planning the teaching program, evaluate the students when providing their
feedback, and work based on the assessment.
Recent Advances Related to the Topic
There were many research studies tackling the same idea about nursing faculties and education. As a research study done by Salsali, (2005) about Evaluating teaching effectiveness in nursing education: An Iranian perspective, discussed the determination the perceptions of Iranian nurse educators and students regarding the evaluation of teaching effectiveness in university-based programs, that was an exploratory descriptive design was employed. 143 nurse educators in nursing faculties from the three universities in Tehran, 40 undergraduate, and 30 graduate students from Tehran University composed the study sample. In addition, deans from the three nursing faculties were interviewed. A researcher-developed questionnaire was used to determine the perceptions of both faculty and students about evaluating the teaching effectiveness of nurse educators, and an interview guide was employed to elicit the views of deans of faculties of nursing regarding evaluation policies and procedures (Salsali, 2005). Data were analysed using parametric and nonparametric statistics to identify similarities and differences in perceptions within the Iranian nurse educator group and the student group, and between these two groups of respondents. The result of the study showed that while faculty evaluation has always been a major part of university-based nursing programs, faculty evaluation must be approached more analytically, objectively, and comprehensively to ensure that all nursing educators receive the fairest treatment possible and that the teaching-learning process is enhanced. And recommended the educators and students stressed that systematic and continuous evaluation, as well as staff development, should be the primary goals for the faculty evaluation process. Also, another research study about Matters of Change: Nurse Educators’ Experiences Transitioning to a New Curriculum: A Qualitative Approach that done by Balcom, Kuhnke and Roy, (2021). The aim of this study was to explore nurse educators’ perceptions of change as they transitioned from a traditional baccalaureate BSN program to a concept-based curriculum. That the nurse’s faculties with high degree and experience can change the teaching and learning and will affect on curriculum of the university or school that they are teaching in it and recommended to support the teaching faculties to ward improvement of the teaching and learning to improve the effectiveness of teaching and learning (Balcom, Kuhnke and Roy, 2021).
Implication in nursing education:
This article implied in nursing education which discuss the difficulties toward understanding the factors that shape the development of confidence and competence in effective nurse educators may provide guidelines for more effective socialization, mentoring, and faculty development programs for nurses who aspire to careers in nursing education (Gardner, 2014). Also, recommended the educators and students stressed that systematic and continuous evaluation, as well as staff development, should be the primary goals for the faculty evaluation process which can enhanced the learning and teaching in nursing speciality (Gardner, 2014).
Conclusion:
In conclusion, this article is informative and discussing the learning and teaching of nursing faculty and their experience that is very important in education. The nursing faculties must understand the difficulties and problems faced and how to solve these problems in professional and systematical ways.
References:
Balcom, S., Kuhnke, J.L. and Roy, L. (2021). Matters of
Change: Nurse Educators’
Experiences Transitioning to a New Curriculum: A
Qualitative Approach. Quality Advancement in Nursing Education - Avancées en
formation infirmière, 7(2). doi:10.17483/2368-6669.1261.
Gardner,
S.S. (2014). From Learning to Teach to Teaching Effectiveness: Nurse Educators
Describe Their Experiences. Nursing Education
Perspectives, 35(2), pp.106–111. doi:10.5480/12-821.1.
Gcawu, S. N., & van Rooyen, D. (2022). Clinical
teaching practices of nurse educators: An
integrative
literature review. Health SA Gesondheid, 27(27). https://doi.org/10.4102/hsag.v27i0.1728
Salsali,
M. (2005). Evaluating teaching effectiveness in nursing education:An Iranian
perspective. BMC Medical Education, 5(1). doi:10.1186/1472-6920-5-29.