week 2 discussion answers
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week2discussionanswersssss.docxThe role of the nurse educator, whether within academia or the hospital setting is the same: to inform those who perform healthcare services on patients with the best practices and latest knowledge. They provide support, guidance, stimulate and facilitate learning in a variety of settings (Gcawu & Van Rooyen, 2022). As such, to keep up to date with the latest and best practices, the educator must continue to research current issues, problems and trends. Often times nurse educators keep up to date via organizations, symposiums, news letters, and research articles. Within the nurse educator realm, once a change requirement is identified, several skills sets are required. Data analysis and research literacy are two skills that are valuable to ensure that evidence-based studies are adequate the proper. Communication as well as collaboration is valuable to ensure that processes are set into place with the proper channels. Within academia, that could mean working with the dean or school board to change curriculum to reflect the latest trends. Within the hospital setting, that could mean working with administrators, managers and nurses to role out education.
Gcawu, S., & van Rooyen, D. (2022). Clinical teaching practices of nurse educators: An integrative literature review. Health SA = SA Gesondheid, 27, 1728. https://doi.org/10.4102/hsag.v27i0.1728
While registered nurses are the backbone of healthcare, nurse educators are the foundation (Regis College, 2022). When we think of a nurse educator, we are led to believe that they primarily focus facilitating learning, encourage collaboration, and act as mentors in clinical practice. However, nurse educators may also be involved in hospital research, designing curricula, and researching specific issues, problems and trends in the nursing field. Nurse educators play a vital role in mentoring student nurses to help develop evidence-based practice skills, access research products, and to participate in research projects (Mthiyane, 2018).
"Evidence-based practice teaching and learning has become an important function for nursing education. Research is used as an instrument in developing new teaching and learning strategies. Nurse educators are guided by evidence-based practice in teaching and on research reports. Evidence-based practice in learning is also based on research, meaning that students learn by using research findings. Research-based teaching and learning encourages and stimulates critical thinking for students" (Mthiyane, 2018).
A nurse educator is responsible for being up to date with the most current evidence based practice, but also to pass that knowledge on to their students and teach them the newest research. Their knowledge and skill is what helps prepare the next set of future nurses. Nurses must be able to implement the new changes in practice in their teachings to help manage the changes that is based on research. Nurse educators should have more resources and accessibility to evidence based practice and journal articles, as this would allow them to read on the most current EBP.
Nurse educators should be required to have the following competencies and skillsets: academic and research competencies, nursing practice and knowledge, certain personal traits such as a professional attitude and good relationships with students, pedagogical competencies, and management skills (Satoh, 2020). Requiring this for all educators will help keep the consistency and quality of learning being taught and implemented.
References
Mthiyane, G. N., & Habedi, D. S. (2018). The experiences of nurse educators in implementing evidence-based practice in teaching and learning. Health SA. https://doi.org/10.4102/hsag.v23i0.1177
Regis College. (2022). Nurse Educators: Roles and Responsibilities. https://www.regiscollege.edu/blog/nursing/what-is-a-nurse-educator#:~:text=Nurse%20educators%20primarily%20teach%20prospective,Instructing%20hospital%20research
Satoh, M., Fujimura, A., & Sato, N. (2020). Competency of Academic Nurse Educators. SAGE open nursing, 6, 2377960820969389. https://doi.org/10.1177/2377960820969389
