Nurse Educators Describe Their Experiences from Learning to Teaching: Article Review
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. This review of the article titled from learning to teach to
teaching effectiveness: nurse educators describe their experiences. This
research study is from the journal of Nursing Education perspective that was
from Lippincott
Williams and Wilkins Ltd. Publisher that is Scopus website high index 48. The aim of the
study was to understand the lived experience of nurse educators and the
characteristics, traits, practices, and experiences that influenced their
development and competence. (Gardner, 2014).
This review focused on all aspects of the nurse educator experience. As
the author explained the shortage of nurses in the united states that led to a
shortage of nurse educators and nurses with higher degrees who lack
preparation in teaching and learning are often recruited to faculty positions.
(Gardner, 2014). 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). To
investigate the lived experience of nurse educators in higher education who
were nominated as effective teachers by their peers to understand the characteristics,
traits, practices, and experiences of effective nurse educators that influenced
and shaped their development and competence.
https://youtu.be/6V1E_5-hJUk
Review of Literature:
This
research study is focussing on the higher educated nurses who are not prepared
to be teachers, so the characteristics of these teachers must be having full
capacity to give the information to the students and must be in reach with the
knowledge to guide the students when needed to correct way (Gardner, 2014).
Although all nurses have experience in teaching, few are prepared for the
complex role expectations of new faculty. In many cases, teachers in higher
education are viewed as content experts but not necessarily experts in teaching
(Keypath
Education, 2020; Gardner, 2014). First, we must know
whose nurse educator, nurse educators are
registered nurses who have obtained advanced nursing degrees that allow them to
teach the nursing curriculum at colleges and universities, also nurse educators
are professionals with higher degree with professional knowledge and skills
which played essential role in teaching of scientific health care system
(developer, 2021; Gardner, 2014). They
serve as faculty members in both nursing schools and teaching hospitals,
transferring their valuable knowledge, experience, and skillsets to their
students who will ultimately serve as the next generation of nurses.
(RegisteredNursing.org Staff Writers, 2017). Many nurse educators working in
the classroom and teaching, also work in clinical settings. The best nurse
educators will exhibit exceptional leadership qualities, have excellent
communication abilities, and have in-depth, comprehensive knowledge in their
given field
(Bastable,
2019). Nurse educators are responsible for designing,
evaluating, updating, and implementing new and current nursing education
curricula (Bastable, 2019; RegisteredNursing.org
Staff Writers, 2017). These educational professionals act as both advisers and
role models for the students, assisting them in their journeys toward becoming
successful licensed registered nurses. (RegisteredNursing.org Staff Writers,
2017). It has long been recognized that new educators often teach-in the
manner they were taught and are strongly influenced by their own learning
styles. As individuals move through
academic career stages, many develop
additional autonomy, skills, and creativity
(Bastable,
2019; Gardner, 2014). Effective teachers bring together disciplinary
knowledge with how they teach. Such teachers focus on what students need to
know and connect to them in ways that facilitate individualized learning needs.
(Bastable,
2019). Becoming an effective nurse educator requires time, formal or
informal education, and experience (Gardner, 2014). As the history of the role
of faculty in nursing education changed that, Since the 1950s, SBN has
encouraged advanced degrees for faculty teaching in schools of nursing (Harmon,
Dyck and Moran, 2017). In these days Most
of the vacancies (90.7 %) were faculty positions requiring or preferring a
doctoral degree. The top reasons was difficulty finding faculty were
insufficient funds to hire new faculty (65.4 %) and unwillingness of
administration to commit to full time additional full time positions (56.5 %)
(Harmon, Dyck and Moran, 2017). Reported that
faculty shortages at nursing schools across the country are limiting student
capacity. Other current challenges for faculty involve the development of the
knowledge and skills necessary to teach nursing students (Harmon, Dyck and
Moran, 2017). So, because of these difficulties
the country made the nurse educator master programs to be replaced by the newer
role of the master prepared nurse practitioner programs and need 14 certifications
for nurse faculty who aspire to promote excellence in the advanced specialty
role of the academic nurse educator (Harmon, Dyck and Moran, 2017).
Nursing
education is now proposed as a specialty area with standards and a scope of
practice. The National League for Nursing task force charged with developing
competencies for nurse educators identified current gaps in knowledge and outlined
future research priorities (World Health Organization, 2016).
These gaps included a lack of research on the
characteristics of effective versus ineffective teachers in nursing and how one
becomes an effective teacher (Gardner, 2014).
Recent Advances Studies
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
research study implied in nursing education which discuss the difficulties and
solutions 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 research study is informative and discussing the learning and teaching of
nursing faculty and their experience. During critiquing the article there were
many things find that support the research study. The strength of this research
study that is in good sequences and explained in detail about the research
study result and discussion. This research study can open the eye on the
problems faced in nursing education.
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.
Bastable, S. (2019). Nurse
as Educator: Principles of Teaching and Learning for Nursing Practice (5th
ed.). Jones & Bartlett Learning. Retrieved from:
developer. (2021,
February 8). What is a Nurse Educator? The Network Nurse.
https://thenetworknurse.com/what-is-a-nurse-educator/
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
Harmon,K., Dyck, J. A., Moran,V. (2017) Nurse Educator’s Guide to Best Teaching Practice:
a Case-Based
Approach. Cham: Springer, AG Switzerland. ISBN
978-3-319-42539-9 (eBook) DOI 10.1007/978-3-319-42539-9
Keypath Education.
(2020). The role of nurse educators | Global health education.
Globalhealtheducation.com.
https://globalhealtheducation.com/article/role-of-nurse-educators
RegisteredNursing.org
Staff Writers (2017). What is a Nurse Educator? - Becoming a Nurse
Educator. [online] Registerednursing.org.
Available at: https://www.registerednursing.org/nurse-educator/.
Salsali,
M. (2005). Evaluating teaching effectiveness in nursing education:An Iranian
perspective. BMC Medical Education, 5(1).
doi:10.1186/1472-6920-5-29.
World Health
Organization. (2016). Nurse educator core competencies. World Health
Organization. Retrived from: