Expected Competencies of Nurse Educators

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Expected Competencies of Nurse Educators

• Debra C. Davis, D.S.N., RN
• Subcommittee Chair

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CCEN Ad hoc Committee Members

• Catherine Dearman, Ph.D. University of South
  Alabama
• Anna Easter, Ph.D University of Arkansas for
  Medical Sciences
• Barbara Johnson, Ph.D. Hinds Community College
• Elizabeth Stullenbarger, D.S.N. University of
  Central Florida
• Barbara G. Williams, Ph.D University of Central
  Arkansas
• Selma Verse, M. Ed. Palm Beach Community College
• Debra C. Davis, D.S.N. University of South
  Alabama
• Jean A. Kelley, Ed.D. Consultant

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PURPOSE

• Develop a document to guide the educational
  preparation for Nurse Educators
• core values
• core knowledge
• competencies
• certification

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PROCESS

• Committee represented all levels of Nursing
  Education in the SREB region and D.C.
• Consensus Building Process
• Explicated professional values for the Nurse
  Educator
• Identified 3 roles with corresponding core
  knowledge and 35 competencies

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HISTORY

• Appropriate educator preparation
• Focus of graduate preparation
• Faculty shortage concerns

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ASSUMPTIONS

• Preparation should match needs of the institution
• Preparation occurs at the graduate level in
  nursing
• Preparation includes competence in clinical
  practice (advanced generalist or specialist)

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Nurse Educator Values
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Professional Graduate Education Ideology

• Advanced preparation in one or more fields
• Mastery of common core of knowledge
• Independent Study
• Active Scholarship and Research
• Understanding of Problems, Issues, Trends

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Graduate Education Values

• Leadership
• Independence
• Accountability
• Open-mindedness
• Competency
• Interdisciplinary Approach

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Professional Ideology

• fund of knowledge
• methods of inquiry
• standards of practice
• ethics or set of values
• work setting
• recruitment expectation
• competency expectation

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Professional Nursing Values (AACN)

• Integrity
• Social Justice
• Lifelong Learning

• Caring
• Altruism
• Autonomy
• Human Dignity

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NURSE FACULTY COMPETENCY STATEMENTS

• Kitchens, Stullenbarger, Burge (1989)
• 43 competency statements
• Teacher Role
• Service Role
• Researcher Role

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NURSE FACULTY COMPETENCIES

• Ideal and Extant Competencies of Faculty as
  Reported by Administrators of Schools of Nursing
• (Kitchens, Stullenbarger, Burge, 1989)

• Competencies of Novice Nurse Educators
• (Davis, Dearman, Schwab, Kitchens, 1992)

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Nurse Educator Roles

• Teacher
• Scholar
• Collaborator

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Competencies

• 20 Teacher Role Competencies
• 9 Scholar Role Competencies
• 6 Collaborator Role Competencies

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Teacher Role

• Curriculum development
• Clinical teaching
• Classroom teaching
• Virtual teaching
• Management of learning environment

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Teacher Role Core Knowledge

• Learning theory
• Teaching strategies
• Technology
• Evaluation theory
• Clinical competence
• Cultural competence
• Communication skills

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Teacher Competencies

• 1. Deliver client care proficiently.
• 2. Use appropriate theoretical frameworks and
  tools to further students socialization into the
  role of professional nursing.
• 3. Help learners use resources effectively in
  coordinating clients health-care needs.
• 4. Help learners recognize the impact of
  societal forces on health-care delivery to
  individuals and groups.
• 5. Provide clinical supervision for learners.

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Teacher Competencies

• 6. Maintain appropriate academic records.
• 7. Incorporate technology into curricula and
  educational programs.
• 8. Assess the programs need for future planning.
• 9. Develop curricula based on the mission,
  philosophy, and framework of the program and
  institution.
• 10. Define instructional objectives and content
  consistent with overall curricular goals.

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Teacher Competencies

• 11. Organize content and learning experiences
  according to accepted principles of learning.
• 12. Plan appropriate learning experiences.
• 13. Design instructional strategies, learning
  materials and educational technology to achieve
  learning goals.
• 14. Prescribe appropriate teaching/learning
  interventions based on analyses of learners
  needs.
• 15. Use appropriate evaluation instruments to
  assess learning and achievement of goals.

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Teacher Competencies

• 16. Involve learners in selecting, planning and
  evaluating learning experiences.
• 17. Use information from program evaluations in
  planning instruction and improving the process.
• 18. Communicate effectively.
• 19. Enact best practices in nursing education.
• 20. Serve as an intellectual role model and
  mentor for students.

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Scholar Role

• Scholarship of
• Teaching
• Discovery
• Application
• Integration

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Scholar Role Core Knowledge

• Methods of inquiry
• Communication
• Mentoring
• Issues, trends
• Status of Research

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Scholar Competencies

• 1. Help learners interpret and apply research in
  nursing practice.
• 2. Use current research findings and scholarly
  works in nursing to improve nursing education.
• 3. Recognize opportunities for conducting
  research in nursing.
• 4.Promote nursing scholarship in academic and
  practice settings.

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Scholar Competencies

• 5. Use knowledge gained through clinical
  practice to maintain and improve nursing
  curricula.
• 6. Demonstrate commitment to research.
• 7. Disseminate knowledge of best practices in
  nursing education and research.
• 8. Demonstrate proficiency in scholarly writing.
• 9. Serve as an intellectual role model and
  mentor for students as they learn to become
  scholars.

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Collaborator Role

• Peers
• Students
• Administrators
• Internal and external groups
• Communities

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Collaborator Core Knowledge

• Theories
• Group
• Leadership
• Communication
• Negotiation
• Organization
• Systems
• Change
• Problem-solving
• Public policy

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Collaborator Competencies

• 1. Consult with others within and outside the
  discipline.
• 2. Take the lead in establishing strong links
  among educational institutions, clinical
  institutions and the community.
• 3. Use broad frameworks to build effective
  relationships within and among groups to enhance
  nursing education.
• 4. Communicate effectively with peers, students,
  administrators, communities and others to
  facilitate the enactment of best practices in
  nursing education.

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Collaborator Competencies

• 5. Work with others to promote nursing and
  health care in political or legislative agendas.
• 6. Explain the nursing curriculum to various
  constituencies- peers, students, administrators,
  regulatory agencies and other health-related
  disciplines.

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Certification

• Level I
• Nurse Educator, Board Certified (NE,BC)
• Level II
• Nurse Educator Advanced, Board Certified (NEA, BC)

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Level I Nurse Educator

• Description of Practice
• Assist implement curriculum
• Design courses
• Plan learning experiences
• Enhance teaching through scholarship

• Eligibility
• RN licensure
• Masters in Nursing or higher
• Graduate preparation in advanced clinical and
  nursing education
• Minimum 500 hours practice in advanced clinical
  and nursing education

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Level II Nurse Educator Advanced

• Description of Practice
• Provide formal Leadership
• Design curricula
• Collaborate in decision making
• Original scholarship

• Eligibility
• Level I certification
• 5 or more years experience as a Nurse Educator
• Minimum 1500 hours practice as nurse educator
• Minimum 60 CEU within past 5 years

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Comments and Questions