Nurse Teacher

Nurse Teacher

Clipboard, Search History, and several other advanced features are temporarily unavailable.

Dashboard
Publications
Account settings
Log out

Advanced

Clipboard

Format

Abstract

PubMed

PMID

Format:

Summary (text)
PubMed
PMID
Abstract (text)
CSV

Subject:

1 selected item: 16629973 - PubMed

Format:

Summary
Summary (text)
Abstract
Abstract (text)

Create a new collection

Add to an existing collection

Name must be less than 100 characters

Unable to load your collection due to an error
Please try again

Unable to load your delegates due to an error
Please try again

Would you like email updates of new search results?

Saved Search Alert Radio Buttons

Yes

No

Frequency:

Monthly
Weekly
Daily

Which day?

The first Sunday
The first Monday
The first Tuesday
The first Wednesday
The first Thursday
The first Friday
The first Saturday
The first day
The first weekday

Which day?

Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday

Report format:

Summary
Summary (text)
Abstract
Abstract (text)
PubMed

Send at most:

1 item
5 items
10 items
20 items
50 items
100 items
200 items

Send even when there aren't any new results

Number of items displayed:

5
10
15
20
50
100

Page navigation

Title & authors

Abstract

Comment in

Similar articles

Cited by

Publication types

MeSH terms

LinkOut - more resources

Affiliation

1 Emergency Nursing, University of Ulster, Londonderry, UK. m.gillespie@ulster.ac.uk

Mark Gillespie et al.

J Clin Nurs .

2006 May .

Format

Abstract

PubMed

PMID

Affiliation

1 Emergency Nursing, University of Ulster, Londonderry, UK. m.gillespie@ulster.ac.uk

Johnson M.
Johnson M.
J Clin Nurs. 2007 Nov;16(11):2178-9; discussion 2180. doi: 10.1111/j.1365-2702.2006.01628.x.
J Clin Nurs. 2007.

PMID: 17931311

No abstract available.

Hsu LL.
Hsu LL.
J Clin Nurs. 2006 May;15(5):619-28. doi: 10.1111/j.1365-2702.2006.01332.x.
J Clin Nurs. 2006.

PMID: 16629971

Gidman J, Humphreys A, Andrews M.
Gidman J, et al.
Nurse Educ Today. 2000 Jul;20(5):401-7. doi: 10.1054/nedt.2000.0478.
Nurse Educ Today. 2000.

PMID: 10895123

Review.

Kelly C.
Kelly C.
Nurse Educ Today. 2007 Nov;27(8):885-92. doi: 10.1016/j.nedt.2006.12.005. Epub 2007 Feb 23.
Nurse Educ Today. 2007.

PMID: 17321013

Neary M.
Neary M.
Nurse Educ Today. 2000 Aug;20(6):463-74. doi: 10.1054/nedt.2000.0458.
Nurse Educ Today. 2000.

PMID: 10959135

Glen S, Clark A.
Glen S, et al.
Nurse Educ Today. 1999 Jan;19(1):12-9. doi: 10.1054/nedt.1999.0605.
Nurse Educ Today. 1999.

PMID: 10222966

Review.

Park SY, Kim JH.
Park SY, et al.
BMC Med Educ. 2022 Sep 12;22(1):673. doi: 10.1186/s12909-022-03728-6.
BMC Med Educ. 2022.

PMID: 36096798
Free PMC article.

Holmström IK, Kaminsky E, Höglund AT, Carlsson M.
Holmström IK, et al.
BMC Nurs. 2021 Dec 2;20(1):240. doi: 10.1186/s12912-021-00762-5.
BMC Nurs. 2021.

PMID: 34852806
Free PMC article.

Ekstedt M, Lindblad M, Löfmark A.
Ekstedt M, et al.
BMC Nurs. 2019 Oct 30;18:49. doi: 10.1186/s12912-019-0375-6. eCollection 2019.
BMC Nurs. 2019.

PMID: 31695575
Free PMC article.

Kaphagawani NC, Useh U.
Kaphagawani NC, et al.
Ann Glob Health. 2018 Apr 30;84(1):100-109. doi: 10.29024/aogh.16.
Ann Glob Health. 2018.

PMID: 30873795
Free PMC article.

Galletta M, Portoghese I, Aviles Gonzales CI, Melis P, Marcias G, Campagna M, Minerba L, Sardu C.
Galletta M, et al.
Acta Biomed. 2017 Jul 18;88(3S):43-50. doi: 10.23750/abm.v88i3-S.6613.
Acta Biomed. 2017.

PMID: 28752832
Free PMC article.

Format:

AMA

APA

MLA

NLM

Send To

Clipboard

Email
Save

My Bibliography
Collections

Citation Manager

[x]

NLM

NIH

HHS

USA.gov

An official website of the United States government

The .gov means it’s official.

Federal government websites often end in .gov or .mil. Before
sharing sensitive information, make sure you’re on a federal
government site.

The site is secure.

The https:// ensures that you are connecting to the
official website and that any information you provide is encrypted
and transmitted securely.

Aim:

To explore and analyse the role of the nurse teacher.

Background:

This paper examines the issue of clinical credibility among nurse teachers which has been ongoing for over a decade. The move of nurse education from colleges of nursing to the Higher Education Institutes was seen in 1992. Since then, nurse teachers have been faced with the need to juggle the roles of teaching, administration, research and clinical support for students. Nursing students within these Higher Education Institutes require more than the traditional theoretical classroom teaching. Nurse teachers have a role beyond this in encouraging students to link theory with practice, and practice with theory. Therein lies a challenge for nurse teachers to ensure they remain credible within the clinical setting and continue to provide education and support, which is firmly grounded in both practice and theory.

Method:

The authors have critically reviewed the evidence related to the role of the nurse teacher in an attempt to identify key concepts and ideas, assumptions, supporting examples and the implications for their role.

Conclusion:

The role of the nurse teacher, it would appear, is a dynamic one that needs to engage actively the needs of the student. Nurses therefore need to be dynamic in their approach in order to respond to both local and global demands and ensure that students become competent, professional, knowledgeable and caring in their approach.

Relevance to clinical practice:

This paper demonstrates the complex and ever changing role of the nurse teacher. This paper attempts to help nurse teachers understand the complex nature of their role.

MeSH
PMC
Bookshelf
Disclaimer

Help
Accessibility
Careers

www.indeed.com needs to review the security of your connection before proceeding.

Did you know companies are using machine learning to help identify and protect against bot traffic?
Requests from malicious bots can pose as legitimate traffic. Occasionally, you may see this page while the site ensures that the connection is secure.
Performance & security by Cloudflare

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
Heels Stocking Mistress
Lady Kinky In Red Boots
Porno Horny Sister

Nurse Teacher

Report Page