Evolving Roles of Nurse Educators in Diverse Environments – C918

Academic Nurse Educator Interview

The interview entails a detailed interview with an academic nurse educator. The interviewee, Renee Shalvoy RN, MSN, works in a large university in Columbus, Ohio as an academic nurse educator. The interview was conducted through a face to face meeting, where I had an opportunity of asking various questions regarding her job and the responsibilities that she executes daily. Renee was highly willing to respond to the asked questions, and I perceived this as a kind gesture considering that she handles different roles within the facility, thus making her very busy. The interview questions were explicitly focusing on the academic nurse educator roles and the components surrounding it.

Part A: EVOLVING ROLES NURSE EDUCATORS DIVERSE ENVIRONMENTS

Interview guide entailing Questions and Answers

  1. What are the qualities most needed to be a successful advanced nurse educator?

An advanced nurse educator has to be an all-around individual since they are molding other leaners into being productive members in the coming years. One has to learn to comply with the existing legal and ethical principles and also act in a professional manner. They have to understand what entails the scope of nursing practice. One has to have a full understanding of the curriculum and implementation process and be part of leadership and management advocacy. One has to have a passion for nursing and teaching. An academic nurse educator has to be a highly skilled communicator and have high intellectual curiosity so that they do not feel intimidated working with other smart people.

Check out another task that our paper writing services have assisted another student on Ali’s interview at Syarikat Zumaju Sdn Bhd

How does having an understanding of the curriculum and implementation process make one a successful nurse educator?

This is a highly essential component in the education industry since one will understand how the new information will impact both the educators and the learners. Thus, they will adopt effective measures to enable them to deliver quality information as per the curriculum guidelines.

  1. Describe challenges to the ANE role as a result of dynamic cultural, political, and economic forces in healthcare and society in general.

These factors pose some adverse effects on ANE roles. For instance, the dynamic culture poses challenges since the ANE has to continually modify their style to fit the learner’s attitudes and lifestyle choices and this can be too much pressure trying to adjust to everyone’s needs and desires. The changing social and employment legislation and academic regulations in the nation result in lower employment rates of the academic nurse educators, and thus, this can discourage both the educators and the learners in pursuing this area. The levels of the income distribution can also pose a challenge since an academic nurse educator may not feel content with their pay in their current area, and this can lower their morale and productivity.

How do nurse educators strive to overcome these challenges?

Despite the many challenges, there is always a way out. One can focus on furthering their education and be highly aggressive, and this will give them a more marketable approach of acquiring well-paying employment opportunities both within multiple environments.

  1. As an ANE, in what ways are you a change agent, and how is this achieved within your organization?

I always ensure that I am aware of the changes in the national patient safety goals, and thus, I equip the learners with proper information which will enhance the patients’ wellbeing while in practice. I also ensure I have up to date information on the changes to the state practice act. The facility also ensures that there is constant training where employees get current updates on how to act ethically and be role models in society.

How has the information acquired been of help to the learners?

A significant number of learners indicates that the information presented by the educators has helped make them practice standard operating procedures which are in line with the current acts and legislation.

  1. Describe your role as an ANE in facilitating student learning in meeting learning outcomes?

My key responsibilities are primarily academic and the key activities that I engage in to ensure the learners meet the set outcomes include teaching and advising the students, conducting academic research and guiding the learners through the process, offering materials that are in line with the current curriculum and assessing educational outcomes. I act as their coach in their own learning process to engage them in self-development.

How do these responsibilities change over time?

The significant changes underline the curriculum part, and thus, that is why an educator has to be updated on the changes in the curriculum so that they can offer proper guidance to the learners. The other elements seem to be constant, but one has to focus on meeting the learners presenting needs that align with their course objectives. The ANE must remain current with nursing practice and ensure that the material being delivered is accurate and also meets the approval of the university.

  1. How has technology transformed nursing education and your role as an educator?

Just like in any other sector, technological evolution yields numerous advantages to the nursing education sector. Technology enables learners to acquire online education, and this is easier since there is the use of web-based and live simulations, reference guides, apps, and electronic textbooks. This eases my role as an educator since it is cheaper to acquire online materials for the students than accessing the hard copies, and also it saves time which could be diverted to other activities. Using technology provides an easier way to stay connected with the students, faster information delivery such as course material assistance, discussions and grade posting.

How do you ensure that the other nurse educators and learners embrace technology?

Usually, I organize training which can be departmental or for the learners and in most cases, the presentations adopt the online materials. Thus, everyone has come to embrace this concept, unlike the use of the traditional methodologies which may not suit everyone’s needs. We disseminate information in team meetings and “train the trainer” if the material is not known to all in the group.

Part B: EVOLVING ROLES NURSE EDUCATORS DIVERSE ENVIRONMENTS

Renee Shalvoy, having completed a Master’s of Science in Nursing program, qualifies her to teach different courses within the university for students in the Bachelor’s of Science in Nursing Level. This describes what Hunt (2017) argues that a nurse educator has to hold a masters or doctorate to qualify to teach at the university level. Renee teaches at the well-renowned Ohio State University within Columbus, Ohio. The campus boasts a total student population of more than 59,000 learners and the third largest university in America. She describes her working environment as being exciting and one that motivates an individual into improving both their personal and professional lives. The students consist of multi-cultural professional adult learning averaging in their mid 20’s. She instructs in the RN to BSN program at the university where students are admitted to the program at two start dates throughout the year. Coursing are taught in both online and live format in which Renee instructs the live version classes. According to Raziq and Maulabakhsh (2015), an effective work environment can motivate employees into being highly productive, and this will make the organization competitive in the operating industry. She takes the learners through different courses such as the Nursing Fundamentals, Evidence Based Practice and Research, and a certification course to review Oncology Nursing Certification in conjunction with The James Cancer Hospital on the medical campus. Through her exemplary work, experience, and skills, many learners who have passed through her hands have emerged to be reputable employees within various hospitals in the nation.

Renee’s core responsibilities as an academic nurse educator include updating, evaluating, designing, and implementing current and new nursing education programs in collaboration with the faculty group. She also acts as a mentor and advisor to learners and conducts numerous assessments to ensure they are meeting the course objectives. As a faculty member, she ensures that she transfers her valuable skills, experience, and knowledge to the learners who are nurses of the future generations. She helps the learner establish a portfolio to begin the “visual guide” of their education from the beginning to the end, encompassing their experience through projects, research, and clinical sites. Renee’s role is unique. She is a 50/50 salary employee half paid from the academic college and half from The Ohio State University Wexner Medical Center. Aside from academic instruction, Renee works as a nurse educator in collaboration with The James Cancer Hospital outpatient clinic settings to onboard new nurses to the organization. She creates an entire two-month orientation calendar specific to the needs of the new employee. These orientation plans are designed per individual to address professional development in their new role at the cancer hospital and act as a guide for training requirements. These requirements include hospital driven courses in Oncologic Emergencies, Chemotherapy Administration, and Symptom Management which she helps lead.

From the interview, it is clear that a nurse educator has to adopt numerous responsibilities which entail being a leader, educational advocate, engaging in professional development activities, learning facilitator and a high skilled collaborator and communicator. These are essential elements which contribute to the attainment of the set objectives and the establishment of a conducive environment for both the learners and other educators. The presence of all these capabilities helps the educators to be an individual who develops learners with holistic potential who can fit well in various healthcare institutions within the globe.

Before the interview, I had minimal knowledge of the responsibilities and roles of nurse educators aside from teaching in a college setting. From the interview, I fully understand that the academic nurse educator’s responsibilities focus on the holistic development of the learners. It was very interesting to hear that Renee hold a dual role as an educator in the academic and hospital setting. If nurses in training do not receive well-packaged information and resources, we may have practicing nurses who cannot deliver quality healthcare to the patients, and this can hurt the healthcare industry.

Part C: EVOLVING ROLES NURSE EDUCATORS DIVERSE ENVIRONMENTS

Roles and responsibilities of an academic nurse educator in ensuring safe, quality patient care in academic and practice settings.

Nurse educators have the responsibilities of helping the practicing nurses and the students to identify their limitations and strengths and identify the opportunities which can help enhance their strengths and overcome the existing limitations. This will help the learners both in academic and in practice settings, to acquire various skills which will make them more knowledgeable and more confident in the delivery of quality healthcare to patients. Thus, the educators’ role does not only address the academic elements, but it mentors the learners into being productive members with the patients’ interest at heart. The nurse educator themselves must meet yearly competencies within the organization, attend conferences, and remain knowledgeable of the ever-changing nursing care environment in order to deliver evidenced based instruction to the students.

How the academic nurse educator functions within the parent institution

A qualified academic nurse educator can work in a variety of settings like the universities, colleges, and hospitals with affiliated nursing study units. From the interview, it was evident that while at the parent institution, The Ohio State University, the educator is assigned various responsibilities and he/she has to work in collaboration with other departmental units to ensure that the learners are receiving full package information. One role of being the academic educator and the second being the nurse educator for professional development within the hospital setting. While at the parental institution, the educators have to serve in various leadership roles and be mentors to the learners. Mentoring is a vital element in the nursing practice since it helps an individual to identify positive input which can be in place to enhance the delivery of quality healthcare (Singh, Pilkington & Patrick, 2014). As stated before, Renee onboards all new nursing staff entering employment within the outpatient clinics of The James Cancer developing a personalized orientation calendar based on the roles of their clinic. She follows up with bi-weekly one on one meetings and acts as a mentor to their learning. The other 50% of her role to teach academically in a live classroom setting twice a week with the College of Nursing at OSU.

Two external stakeholders vital to the role and responsibilities of an ANE

The two, key external stakeholder in the ANE role and responsibilities include the nursing employers and communities and patients (Kokemuller, 2017). The nursing employers have a great concern on the quality of education that the learners receive and thus they rely on qualified academic nurse educators to equip the learners with relevant skills so that they can deliver effective patient care. Nursing programs must meet requirements for accreditation and meet guidelines to educate the students on foundation nursing evidence based care. The quality of nursing education given by the educators is measured in the pass rate for NCLEX exams taken by the students after graduation. Most hospital systems are requiring a minimum of a Bachelor’s of Nursing degree to become employed within the acute care setting as a registered nurse. Also, the communities and the patients are the highly affected individual by the quality of graduates and nursing programs. Thus, they hope that nurse educators help learners understand the significance of communication, compassion, and care in making the patients comfortable. All instruction given in the university is based off of an evidence based practice model to ensure the standards of care being taught.

Two strategies to facilitate communication with external stakeholders.

The first strategy for facilitating communication with external stakeholders is through the provision of regular updates. This will help them understand what entails the nursing programs on offer and any changes that have been implemented. Marketing of nursing school ratings and accolades makes hiring graduates from these. In today’s society, some schools are frowned upon where as others will guarantee you a job based on the school’s reputation. It is important for employers to look at the whole picture, pass rates, clinical sites, student portfolios, and extracurricular nursing experience. Secondly, it is by listening to the demand of the customer which is the community. Innovation in healthcare is driving the future. This can help in the identification of critical elements which can be incorporated in the curriculum to enhance the delivery of quality services. Incorporating simulations, technology, and real electronic medical devices and records into the learning environment helps to prepare the student nurse for graduation and clinical settings. This helps to advance the content being delivered to the learner and increase the ability to pass national exams.

How the ANE facilitates the development of interprofessional collaborative efforts.

Interprofessional collaboration within the healthcare setting is a vital element which contributes to making effective decisions that boost the delivery of quality healthcare (Sullivan et al., 2015). The academic nurse educators facilitate the development of interprofessional collaborative efforts by ensuring that the learners work in teams while in the study programs. This presents them with an opportunity of making a unified decision that yields positive outcomes. This is essential since the individuals learn to consider and respect the opinion of others. While in the practice areas, the presence of these skills help nurses in working with a general role of delivering the best for the patients instead of being driven by individual motives. The Ohio State University is a prime example of collaboration, the College of Nursing places its students within the Wexner Medical center as their clinical sites. While funded separately, the college and the medical center are both controlled under the University umbrella offering dual benefit for the students.

Part D

Changes in the educational system nationally have become evident in academic institutions, and this is impacting the delivery of quality education. The advanced nurse educators in career college environments may receive students in the program through “accept all” admitting approach who may not necessarily be qualified to pursue the courses, and thus, this can lower the morale of the educators in preparing these learners into being a qualified nurse. These students often fail to pass the NCLEX examination and lower the ratings of these smaller colleges. Additionally, corruption within the nation motivates individuals, even the learners into not complying with the stipulated ethical guidelines which have adverse effects on the future nurse in practice.

du Plessi (2014) indicates that changes and budget cuts across the different education system, and thus, the nursing training is not an exemption. It results in adverse effects such as developing individuals that fail to agree to the stipulated ethical guidelines. Friedrich (2017) states that inadequacy is evident across the nation in different healthcare institutions and even in the training facilities and thus it poses challenges to global health efforts since it does not support the attainment of the set health goals. Timmons et al. (2016) indicate that underdeveloped educational plans is an evident issue in nursing training, and this can hurt the quality of nurses graduating since they may fail to deliver effective patient care. Thus, not only in America are their nursing programs with deficits. Smaller technical or career colleges offering LPN and RN associate degree programs often struggle with funding, pass rates, and quality education. The turnover rate for nurse educators is high due to pay and dissatisfaction in the workplace. This leads to decreased quality of instructed material and continuity of nurse educators causing a negative impact on the NCLEX pass rate for the school. If accredited, the State Board of Nursing may site the school, holding student admissions, calling for an improvement action plan, and threaten to pull the accreditation.

The nursing training institutions can ensure that all the enrolling students present original documents that support their validity to pursue the programs including past courses taking and financial responsibility. Additionally, there can be marketing campaigns within the states which educate the public on the local college ratings and pass scores of the NCLEX. If performing well, schools need to market their accolades. Heavier screening for entrance into the college needs to be addressed to limit those underperforming learners from entering a program they may not be successful in passing.

 

Part E

In my transition to the ANE role, I will incorporate teaching by applying in a nursing college facility where I will practice the acquired evidence based knowledge I have from my nursing experience. During this period, I will have an opportunity to fully understand the areas that I can specialize in so that I can be highly productive and effective at creating my lesson plans for the course material. I believe that if one has prior experience, specialization of that knowledge is easier to deliver the material to the learner.

I will search for job postings for the nursing scope of education guidelines my MSN-Education includes. This will make me understand the ethical principles and guidelines that govern nursing education. I will conduct an assessment of my values and those of the nursing education and ensure that they align well so as not to impair my delivery of services. I believe that each nursing domain has its unique norms and thus I will look for a mentor in nursing education area who will present me with an in-depth overview of the critical elements in this area and one who will guide me through my professional development journey. Each college of nursing is different from associate degree to BSN. BSN programs tend to have more textbook reasoning and research focused whereas associate degree programs provide more foundational nursing education. My personal interest is to become a nurse educator at community college ad instruct in 2-year nursing degrees. The culture of this atmosphere is students looking to get their career started and a stepping stone to where they want to take their nursing degree in the future. Ethically I will guide the students to be life-long learners and develop themselves professionally to practice as a safe effective nurse. I will act as a leader to the students to help them on the right track in their studies and passing the NCLEX. Today’s culture everyone wants to go back to school to become a nurse practitioner. I will assure these students to follow their passion and help them gain satisfying careers even if they choose to remain a nurse at the bedside.

I believe that the academic environment that will enhance my transition to the ANE role is one that encourages teamwork and where one can make some inquiries on a given issue without being judged.  The environment should embrace persons with all personalities and encourage persons to expand their capabilities and potentials to different nursing roles like being facilitators, leaders, and implementing changes.

References

du Plessis, P. (2014). Corruption in Education–Stealing the Future. Mediterranean Journal of Social Sciences5(23), 1308.

Friedrich, M. J. (2017). Corruption Poses Critical Challenge to Global Health Efforts. Jama318(15), 1431-1431.

Hunt, D. D. (2017). The new nurse educator: Mastering academe. Springer Publishing Company.

Kokemuller, N. (2017). Who are the Key Stakeholders involved in Nursing Programs? Retrieved from https://careertrend.com/facts-7488416-key-stakeholders-involved-nursing-programs.html

Raziq, A., & Maulabakhsh, R. (2015). Impact of working environment on job satisfaction. Procedia Economics and Finance23, 717-725.

Singh, M. D., Pilkington, F. B., & Patrick, L. (2014). Empowerment and mentoring in nursing academia. International journal of nursing education scholarship11(1), 101-111.

Sullivan, M., Kiovsky, R. D., Mason, D. J., Hill, C. D., & Dukes, C. (2015). Interprofessional collaboration and education. AJN The American Journal of Nursing115(3), 47-54.

Timmons, S., Evans, C., & Nair, S. (2016). The development of the nursing profession in a globalized context: A qualitative case study in Kerala, India. Social Science & Medicine166, 41-48.

Is this the question you were looking for? If so, place your order here to get started!