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S P R I N G , 2 0 1 5
THE ROLE OF NURSE
EDUCATOR
HISTORICAL PERSPECTIVES
• Phase One: Colonial period with British influence.
The role of faculty was to teach
• Phase Two: The Common Good (nation building), to
serve society
• Phase Three: Development of science: the research
university
HISTORICAL PERSPECTIVES OF
NURSING EDUCATION
• Apprentice model
• Community college
• University setting
• The history of nursing is intertwined with the history of
nursing education and nursing’s quest for a professional
identity. (Allen, 2006) Education has been vital in providing
the knowledge, skills, and ability to give quality care to our
patients,
elevating nursing to a profession and gaining the respect of
other professions
RIGHTS OF FACULTY
• Self governance
• Faculty Senate
• Peer review
• Rank and Promotion
• Continuing Contract or Tenure
• Effective teaching is the gold standard
• Value added: grants, publications, research
FACULTY ROLE
• Appointment
• Rank
• Evaluation process
• Teaching paradigm to a learning paradigm
• Learning mentors
• Nursing Faculty Role
• What are unique challenges nurse faculty face in
academia?
SCHOLARSHIP
• The American Association of Colleges of Nursing
defines scholarship in nursing as “those activities
that systematically advance the teaching,
research, and practice of nursing through rigorous
inquiry that
• (a) is significant to the profession,
• (b) is creative,
• (c) can be documented,
• (d) can be replicated or elaborated, and
• (e) can be peer-reviewed through various methods"
(AACN, 1999, p. 2).
SCHOLARSHIP OF DISCOVERY
• Inquiry that produces the disciplinary and
professional knowledge that is at the very heart of
academic pursuits (Boyer, 1990)
• Nursing: takes an expanded view of health by
emphasizing health promotion, restoration, and
rehabilitation as well as commitment to caring and
comfort (AACN, 1998)
• Empirical research
• Historical research
• Theory development and testing
• Philosophical inquiry and analysis
SCHOLARSHIP OF INTEGRATION
• The scholarship of integration focuses on making
connections across disciplines and advancing
knowledge through synthesis to bring new insights
into original research
• Building bridges across disciplines to share
knowledge and insights
• Peer review
SCHOLARSHIP OF APPLICATION
• Putting knowledge to use in addressing
consequential problems; action flowing from a
faculty member’s expertise
• These actions inform body of knowledge and
contribute to accumulated expertise (wisdom)
SCHOLARSHIP OF TEACHING
• Aristotle's view that teaching is the highest form of
understanding
• Teaching transforms knowledge, extending it
through students who are critical and creative
thinkers long after learning has occurred.
• Farmer & Frenn (2009)/Lerret and Frenn (2011)
• Student centered
• Engaging
• Current and knowledgeable
TEACHING COMPETENCIES
• Curriculum development, teaching, applying principles
of teaching/learning, assessment and evaluation of
outcomes, using information resources
• Professional Practice
• Relationships with Students and Colleagues
advocate for students, advising, respect, a sense of caring, role model,
mentoring junior faculty, helping others, respecting the views of others
• Service and Faculty Governance
• Scholarship

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The role of nurse educator

  • 1. S P R I N G , 2 0 1 5 THE ROLE OF NURSE EDUCATOR
  • 2. HISTORICAL PERSPECTIVES • Phase One: Colonial period with British influence. The role of faculty was to teach • Phase Two: The Common Good (nation building), to serve society • Phase Three: Development of science: the research university
  • 3. HISTORICAL PERSPECTIVES OF NURSING EDUCATION • Apprentice model • Community college • University setting • The history of nursing is intertwined with the history of nursing education and nursing’s quest for a professional identity. (Allen, 2006) Education has been vital in providing the knowledge, skills, and ability to give quality care to our patients, elevating nursing to a profession and gaining the respect of other professions
  • 4. RIGHTS OF FACULTY • Self governance • Faculty Senate • Peer review • Rank and Promotion • Continuing Contract or Tenure • Effective teaching is the gold standard • Value added: grants, publications, research
  • 5. FACULTY ROLE • Appointment • Rank • Evaluation process • Teaching paradigm to a learning paradigm • Learning mentors • Nursing Faculty Role • What are unique challenges nurse faculty face in academia?
  • 6. SCHOLARSHIP • The American Association of Colleges of Nursing defines scholarship in nursing as “those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that • (a) is significant to the profession, • (b) is creative, • (c) can be documented, • (d) can be replicated or elaborated, and • (e) can be peer-reviewed through various methods" (AACN, 1999, p. 2).
  • 7. SCHOLARSHIP OF DISCOVERY • Inquiry that produces the disciplinary and professional knowledge that is at the very heart of academic pursuits (Boyer, 1990) • Nursing: takes an expanded view of health by emphasizing health promotion, restoration, and rehabilitation as well as commitment to caring and comfort (AACN, 1998) • Empirical research • Historical research • Theory development and testing • Philosophical inquiry and analysis
  • 8. SCHOLARSHIP OF INTEGRATION • The scholarship of integration focuses on making connections across disciplines and advancing knowledge through synthesis to bring new insights into original research • Building bridges across disciplines to share knowledge and insights • Peer review
  • 9. SCHOLARSHIP OF APPLICATION • Putting knowledge to use in addressing consequential problems; action flowing from a faculty member’s expertise • These actions inform body of knowledge and contribute to accumulated expertise (wisdom)
  • 10. SCHOLARSHIP OF TEACHING • Aristotle's view that teaching is the highest form of understanding • Teaching transforms knowledge, extending it through students who are critical and creative thinkers long after learning has occurred. • Farmer & Frenn (2009)/Lerret and Frenn (2011) • Student centered • Engaging • Current and knowledgeable
  • 11. TEACHING COMPETENCIES • Curriculum development, teaching, applying principles of teaching/learning, assessment and evaluation of outcomes, using information resources • Professional Practice • Relationships with Students and Colleagues advocate for students, advising, respect, a sense of caring, role model, mentoring junior faculty, helping others, respecting the views of others • Service and Faculty Governance • Scholarship