Nurse Taught

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Nurse Taught
RegisteredNursing.org Staff Writers | Updated/Verified: Oct 11, 2022
Nurse educators are registered nurses (RNs) who have obtained advanced nursing degrees that allow them to teach nursing curriculum at colleges and universities, teaching and helping to train the future nurses of the world. They serve as faculty members in both nursing schools and teaching hospitals, transferring their valuable knowledge, experience, and skill sets to their students who will ultimately serve as the next generation of nurses. Many nurse educators, in addition to 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. Nurse educators are responsible for designing, evaluating, updating, and implementing new and current nursing education curriculum. These educational professionals act as both advisers and role models for the students, assisting them in their journeys toward becoming successful licensed registered nurses.
Nurse educators must have top tier communication skills, possess excellent critical thinking abilities, and have a solid clinical background. Additionally, nursing education professionals must have comprehensive and substantive knowledge in their particular area of instruction. It's essential that nurse educators possess the capacity to convey that knowledge to their neophyte nursing students. Nurse educators should exhibit an intense commitment to lifelong learning, exercise leadership abilities, and be committed to the scholarly progression of the nursing discipline. Lastly, nursing education professionals should have a strong knowledge base in theories of teaching, learning, and evaluation, be able to design curricula and programs that reflect sound educational principles, be able to assess a student’s needs, be innovative, and thoroughly enjoy teaching.
Those looking to become nurse educators will first need to attend college or university and earn a Bachelor's of Science in Nursing (BSN) degree. Upon obtaining a BSN degree, the National Council Licensure Examination (NCLEX-RN) can be taken. Once this exam has been passed, the graduate is eligible for licensure as a registered nurse (RN) .
After earning a BSN and becoming a licensed registered nurse (RN), the next step on the path to becoming a nurse educator is to obtain an advanced degree. Advanced degrees can come in the form of a Master's of Science in Nursing degree (MSN) , a Doctor of Nursing Philosophy ( Ph.D. ), or a Doctor of Nursing Practice (DNP) .
MSN university programs are offered both online and in traditional classroom settings. MSN coursework is more advanced than classes taken during bachelor's degree programs. These post-baccalaureate programs seek to build upon the knowledge that nurses have gained via their undergraduate curriculum.
For individuals who are particularly interested in the academic side of nursing, there are Doctor of Nursing Philosophy (Ph.D.) programs. Doctor of Nursing Philosophy programs seek to teach students not only research tactics and leadership, but public policy as well. Additionally, some universities offer MSN/Ph.D. dual degree programs.
According to the American Association of College of Nursing , prospective nurse educators who seek a career at the highest level at colleges or universities should obtain some doctoral degree in nursing. Individuals who have completed Doctor of Nursing Practice (DNP) or Doctor of Nursing Philosophy (Ph.D.) programs will be best suited to become nurse educators. Nursing Ph.D. programs will heavily emphasize research, while DNP programs mainly focus on clinical practice.
Most employers hiring nurse educators will require applicants to have their nursing license along with a minimum of a Master's of Science in Nursing (MSN), and anywhere from two to five years of experience in a clinical setting.
Individuals who are interested in becoming a Certified Nurse Educator (CNE) must take and pass the National League of Nursing (NLN) certification exam.
To be eligible to sit for the certification examination you must have the following:
Nurse educators can be found working in a variety of settings, all of which offer nursing classes. Most often you will find nurse educators working in academic contexts; however, some nurse educators work in health care settings as staff development officers or clinical supervisors. The following examples are common workplaces where nurse educators are found:
A diabetes nurse educator is a nurse who specializes in the care and management of patients with diabetes. They can be registered nurses, advanced-practice nurses , or nurses working in an expanded role. They can manage patients with both Type I and Type II diabetes, as well as women with gestational diabetes . Diabetes education can be one on one with patients, or via a group class.
They teach patients the causes, pathophysiology, and symptoms of diabetes as well as hypo and hyperglycemia. Patients need to understand these concepts to remain compliant with treatment and follow-up. Patients need to learn how to assess their extremities, especially the feet, for wounds, lacerations, and ulcers as diabetes can affect healing. They need to get routine eye exams to check for retinopathy.
Diabetes nurse educators must also reach patients about the importance of diet and nutrition. Patients must learn to count carbohydrates and read food labels. They also need to learn to log their blood sugars and food to find out how they respond to the foods they choose. Patients must also learn about medications used for diabetes. They must learn timeframes in which the peak effect of the medication takes place, and what signs and symptoms of hypoglycemia are, and how to avoid "bottoming out." Insulin-dependent diabetics especially need close monitoring-they must learn about the different types of insulins along with their onset of action.
In years past, nurse educators developed curricula and taught the course material, while ensuring nurses demonstrated competency at the given skill or concepts. As technology has advanced, more online trainings are springing up in the clinical setting. However, there are pros and cons to this advancement in clinical learning.
Online learning is quick and cost-effective. Fewer nurse educators are needed to teach dozens of staff members clinical concepts. Competency is usually determined by passing an online exam, and completion is easily tracked electronically, which makes it easier for managers and nurse leaders to ensure all staff is trained. Moreover, staff complete online modules when they are able, rather than attending a class, which helps ease the burden of staffing coverage.
Conversely, online education has removed the hands-on approach to teaching. Students are unable to interact with an instructor, ask questions, and seek clarification of the content. While online learning is convenient, many nurses find they rush through the material as they must squeeze the courses in during their busy shift. Online learning lacks the practical approach to education - watching a procedure is far different than performing the procedure.
While nurse educators are still used in hospitals, sometimes they are used to develop online learning programs rather than leading classroom training.
Nurse educators teach nursing students. They are responsible for designing, implementing, evaluating, and revising educational programs for nurses. Nurse educators may teach general nursing classes, or they might focus on specialized areas of nursing, like pediatric nursing, psychiatric nursing, or nursing informatics. Nurse educators may teach courses included in formal academic programs leading to a degree, or in continuing education or credential/certificate programs. At some point in a nurse educator's career, they will be expected to create a new nursing course or update an old course. It is for this reason that nurse educators are expected to be at the leading edge of clinical nursing practice. They must always stay current and up-to-date regarding the latest nursing trends, methods, developments, and technologies that are available. To achieve this, most nurse educators continue to work as professional nurses in their field and continue to actively participate in the larger nursing community through various professional nursing organizations. To be effective at their jobs, nursing education professionals need to have both excellent leadership skills and an in-depth knowledge of their field.
Some common roles and duties of a nurse educator include, but aren't limited to, the following:
Nursing education is a career that is in extremely high demand. The U.S. Department of Labor announced that 1 million new and replacement RNs would be needed by 2020. The American Association of Colleges of Nursing reported that almost 65,000 qualified applicants were turned away from nursing schools last year due to a shortage of nurse educators.
According to the U.S. Bureau of Labor Statistics , between the years 2014 and 2024, post-secondary nursing teachers are expected to see a 19% growth in employment—an above average growth rate. In May 2015, the average annual salary for nursing educators and instructors was $73,150. However, this number greatly depends on the amount of clinical and teaching experience a nurse educator has and the particular location of employment. Teachers working during the academic year are paid their annual salary over a nine-month period. Compensation for summer teaching is usually paid separately from the main school year.
Annual salaries tend to rise for nurse educators who complete a doctorate and for individuals in charge of administrative or leadership responsibilities at academic institutions. Additionally, nurse educators can earn extra money by caring for patients.
Because an experienced nurse can make more money caring for patients than they can teaching, nursing schools are quickly moving to offer higher, more competitive salaries to attract more nurses into education.
Extreme shortages in nursing educators have prompted government agencies, professional groups, and some nonprofit organizations to launch campaigns that encourage young people to choose a career in nursing education.
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As a nurse, you are the patients’ advocate; you are their lifeline. We live in a world where productivity is priority number one. It is all about the numbers. Doctors are pressured to see “x” number of patients per day. This push leads to poor patient care and, sometimes, medical errors. Nurses have a unique opportunity to counter balance this issue.
It is our responsibility to pick up on that drop in blood pressure, that hypoactive bowel pattern, that increase in respiration rates. Our patients look to us to listen to their concerns, assess their complaints and be the voice that someone will respond to. Our job is all encompassing in regards to the patient’s well-being. I never realized the impact I could have on a person’s life until one day when I encountered a previous patient out in public. He told me that he thought of me as his angel. He praised me on the care I provided him and appreciated how I advocated for his concerns. He truly felt that I was the main catalyst in his recovery. So bottom line, be your patients’ lifeline. We are so much more to them then “the nurse.”
Nurses are taught to work efficiently. I was taught to be efficient in every phase of patient care. For example, when planning my cares in an isolation room, I was taught that it was most efficient if I planned ahead for all care that I would be providing during a given “trip” inside. Once in full isolation garb (personal protective equipment or PPE), it certainly was not efficient to realize that I forgot something and have to take off all my PPE to go collect the missing items.
When making a patient’s bed, I was taught to make the bed completely on one side and then move to the other side to finish. This approach saves steps on those feet that will be tired by the end of the shift.
Those are things I was taught, but here is what I learned:
Efficiency is important but not if caring takes a back seat. Of course, it is important to plan ahead when caring for patients in isolation. But, I’ll always remember my patient on neuro rehab who was a quadriplegic and had been in isolation for what seemed like months. His family lived too far away to visit more often than on weekends. After efficiently working through my regular cares, he asked if I could wash his hair. I thought, “Really? You mean I have to take off all this stuff and go gather the equipment for a bedside shampoo, gown up again and plan on another half hour?” Then it hit me: This man was relying on me for all his needs. The least I could do was wash his hair and do so gladly. When I went back in the room and began the shampoo, he told me it was his first shampoo in literally ages. He didn’t want to rely on me, and I certainly wouldn’t have traded places with him for anything. Efficiency? It went out the window that day, but caring landed squarely in the front seat, hopefully to stay.
From the time I was very little, I was taught by my parents to give 110 percent to everything that I attempted in life. My grandmother was a nurse, and I wanted to be just like her. When I started nursing school, I quickly realized it would take 110 percent of perspiration to achieve an 80 percent academically!
When I started working as a nurse, I tried to do everything perfectly at a 110 percent. After my first mistake, I was broken-hearted and felt like a failure. I figured I needed to step up my “trying.” It was not until I was working as a new FNP that my collaborating physician talked some sense into me. He welcomed me and told me immediately that I would learn from him and he would learn from me. No one is perfect; we all make mistakes — it’s how you learn from those mistakes that makes all the difference.
And then I realized, I don’t have to be perfect, I just have to try my best. I won’t always be right, and that’s okay. What a relief! It was okay for me to tell my patients that I was not exactly sure what was going on, that I could give suggestions and also refer them to a specialist — and that was not only acceptable but anticipated.
When I chose to become a nurse, I had never worked in a hospital or any other part of health care. I was 19 years old and had decided to switch from social work to nursing. I was amazed at how happy that made my mom and dad! I guess they really wanted me to be assured of a job.
I chose a diploma school, so I finished in three years and was offered a job on a busy medical surgical floor. My “ah-ha” moment came soon after I started working as a real nurse. I remember that it hit me after an extremely busy day as I was reporting off to the next team of nurses. The job did not feel like “work” to me. During high school, I had worked in a factory and as a waitress in a truck stop. Those were work. Nursing wasn’t anything like those jobs. I felt a sense of accomplishment at the end of each day. Even on the days when I realized that I hadn’t taken a break in eight hours, I was happy and content. Wow, nursing was not just a job and a paycheck, it was an adventurous and fulfilling career!
I graduated from an ADN program when I was 19 years old and took a position in a busy critical care unit at a university medical center. Those patients were so sick and had so many needs physically and emotionally. Along with those patients came their distraught families. It was a challenge for me as a young, new RN. But, those patients and their families taught me so much! I loved learning about all the pathophysiology, pharmacology and treatments for those patients, and I continue to relish that component of my practice.
But back to those patients and their families — my biggest lesson was learning that the needs of those patients and families were not always what we, the nurses, thought. Their crisis may not have seemed like a crisis to us, but to them, it was and it was very real. As nurses, we have to work to build relationships with our patients and their families by listening to them and supporting them. For all my love of the science of nursing, the best part is truly those relationships and meeting those needs of my patients and their families.
Nursing has always been a good career for me. I have worked in hospitals, health departments and offices, as well as traveled and stayed home with children. I have worked days and nights, full-time, part-time and sometimes just weekends. I have always had a job when I needed one and have always loved the jobs and the people. Nurses are good people.
I had the opportunity to attend graduate school. I dreamed of being a staff educator yet lacked the expertise. I enjoyed the classes and was fascinated with those on educational theory. My advisor asked me one day if I would like to stay in school a few more years and work on a doctoral degree. Would I like to do what she does — teach nursing? “Oh my,” I thought, “I couldn’t teach nursing.” I had only worked part-time and weekends while raising children.
“Okay,” she said, “I guess you are only half as smart and only know half as much as those nurses who work full-time.” Point made. I stayed in school, completed my doctoral degree and obtained my first job as an educator. I am a good nurse, and I did have knowledge and skills to share. It took a teacher and mentor to support and guide me. Now, I am here to pay it forward.
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