Educating the Next Generation of Nurses - Essay Example

Topic: Faculty Interview Introduction A nursing educator is a worthwhile profession. The ability of an educator to shape and mold a future nurse circuitously affects the lives of patients. Educating the next generation of nurses should not be taken for granted as this is an awesome responsibility. A credible and successful nurse educator should have: empathy, genuineness, enthusiasm, expertise, strong student advocacy skills, life long commitment to learning, and never ending quest for excellence. It should be the ambition of every clinical instructor to effectively create, and nurture learning environments of students (All Nurses, 2007). A nurse educator is “combine clinical expertise and a passion for teaching into rich and rewarding careers” (Nurse Educator, 2008). These professionals who worked in the classroom as well as hospital and community settings are responsible for preparing and mentoring nurses in current and future generation. They serve as role models and provide the needed leadership to implement evidence - based practice. Today, scarcity of nurse educators results to high demand of their services as well as increase demand for salaries. Nursing educators’ shortage enhances career prospects as it affords high level of job security providing opportunities for nurses to maintain dual roles as an educator and direct patient care providers (Nurse Educator, 2008). Teaching Load As the Director of the Critical Care Services of TRMC, F.A., RN, MSN, works 8 hours in the hospital, teaching both nurses and student nurses. Her profession establishes both formal and informal power through the functionality of nurses who participate in bed - side care, management and leadership. It is part of her job responsibility to make tough decisions, confront people who need to be confronted, and offer differential rewards based upon individual nurses. Moreover, F.A., RN, MSN stated that as a teacher, the willingness to make the tough, unambiguous choices that will have a positive impact and influence on the welfare of the group and the entire organization is expected from her. Compare and Contrast Nurse educators express a high degree of work satisfaction (Nurse Educator, 2008) and the most rewarding part of their job is seeing their students and future nurses grow in confidence and skill. They consider this as the most rewarding aspects of their job. However, scarcity of nursing educators opened the doors to practice dual roles being an educator and direct patient care providers (Nurse Educator, 2008). Service/professional Organization Involvement F.A. shares that strategic process of thinking, allows for fare more creative and up to the minute leadership decisions based upon organizational changes in behavior. While keeping pace with changing healthcare practices and technology by employing Kanter’s theory of organizational behavior, F.A. and TRMC’s developing strategic thought blueprint affords the healthcare business the opportunity for a flexible contingency plan that is readily transferable to the rapidly emerging events in an increasingly volatile healthcare environment (Fogel & Watt, 2007). With regards to progression and unfolding of her leadership style within her fairly new position as TRMC’s Director of Critical Care Services, F.A. stated that a common theme emerge from the discussion and that is, building a foundation of holistic ideas for organizational change and nursing leadership development. According to F.A., RN, MSN, good leadership involves responsibility to the welfare of the group and the complete healthcare organization. Compare and Contrast F.A. noted that good leadership involves responsibility to the welfare of the group and the complete healthcare organization. However, some people may not agree with all the actions and organizations. F.A. added that trying to get everyone to like you is a nursing leadership mediocrity. According to Carrol (2005), within the strategic thought process of an individual healthcare leader, the healthcare organization and the professional nursing leader will uncover an innovative personality. Scholarly Activities As the TRMC Director of Critical Care Services, F.A. stated that it is her duty to build foundation of holistic ideas for organization change and nursing leadership development and reinforce many different ways one can seek to lead. She added that in order to be effective as a leader, one needs to be flexible to adapt certain situations. Compare and Contrast Due to scarcity of nurses, a growing number of nurse educators teach part - time while at the same time works in a clinical setting. This affords then the opportunity to maintain high degree of clinical competence while at the same time, sharing their expertise with novice nurses (Nurse Educator, 2008). Advising/Counseling Expectations As an educator and a director, F.A. is expected to advice, counsel, and follow - up the new faculty and students. As an educator, F.A. plays a pivotal role in strengthening the nursing workforce, serve as a role model and provide the leadership needed. Compare and Contrast According to MacVaugh, (2007), healthcare executives and leaders are facing dueling needs and expectations from multiple directions for scarcer benefits; however, according to Carrol (2005), a refreshing strategic plan for the innovative nursing leader will summarize the thought processes behind the new age short -term, intermediate, and long - term goals for the organization, and his creative planning will be a look into the organization’s healthier future. (Clark & Krentz, 2006). As a professional nursing leader, one should advocate for the community and population of the patient. Refresh caring within each of healing professions that would positively impact the human and economic consequences of inadequate and ineffective management and professional leadership (Roberts & Vasquez, 2004). Mentoring of New Faculty F.A. indicated that nursing leader symbolizes leadership through his or her willingness to make the tough, unambiguous choices that will have a positive impact and influence on the welfare of the group and the entire TRMC organization. It is part of her duty to mentor the new clinical educator in her department. Compare and Contrast Tomey (2004) stated that people and events needs to be managed; therefore, two aspects of leadership in change are: (a) the way the change is managed, and (b) leadership style. According to Roberts & Vasquez (2004), the style of management will have a tremendous impact on the ways the process is accepted, and embraced or rejected. Academic Salaries and Benefits as Compared to those in the Health Care Industry Health care providers and professional nursing leaders must be willing to make an unfailing commitment to quality. A salary of a nurse depends on her job responsibility. As a director, F.A. enjoys financial success and additional benefits as an educator and a clinician. A healthcare and nursing leaders may appreciate financial success if they achieve their patient care quality goals. In supporting this perspective, health care providers and nursing leaders would enormously benefit from a proficient environment and compelling career satisfaction which establish working circumstances that attract effective strategic management and leadership style individuals to healthcare management and leadership as a calling (Erlen, 2001). Compare and Contrast Watson (2006) notes that “any profession that loses its value becomes heartless; any profession that becomes heartless becomes soulless. Any profession that becomes heartless and soulless, becomes worthless,” (p. 88). Faculty Contract Issues F.A. had been tenured at another university for some time, but when she accepted her current position, she requested tenure since that was the rank she had at another facility. It was granted. She spoke of how tenure is a major investment by the institution and that they do not take it lightly. They want to insure their faculty will continue to serve the institution and uphold the responsibilities as designated by the institution. It probably takes the full six years to prove oneself in service and scholarship to the institution. It is like climbing the clinical or professional ladder. It takes time to find the right mix of activities one is willing to partake in and take responsibility as an active member. Compare and Contrast Nurse educators typically work in academic setting on a nine - month period. Salaries may vary depending on rank, education, and institution. The most lucrative positions are in doctorally prepared public nursing institution faculty (Nurse Educator, 2008). Professional development requirements Certification requirements/credentials Professional development is an important tool in developing the morale of a teacher. Educational requirements, credentials, and licenses should be obtained. As an educator, F.A. finished her BSN degree and became a registered nurse. F.A. finished her MSN in a few years. Compare and Contrast Nurse educator must be a registered nurse with advanced education. They teach clinical course corresponding to their clinical expertise; however, these educators serve in a variety of roles including Instructional or Administrative Nurse Faculty, Clinical Nurse Educator, Staff Development Officer and Continuing Education Specialist among others (Nurse Educator, 2008).       Faculty clinical practice expectations F. A., RN, MSN stated that, “a professional nursing leader symbolizes leadership through his or her willingness to make the tough, unambiguous choices that will have a positive impact and influence on the welfare of the group and the entire TRMC organization.” She added that the healthcare organization and nursing leader uncovers an innovative personality. As an Innovator, it is expected that she will actively search for the problem source for identification, and an innovative personality will actively seek out the answer for the situation in question. Compare and Contrast F.A. stated that the most effective form of leadership is “one that is flexible and adapts a situation.” Roberts and Vasquez (2004) stated that different situations and different people will require divergent styles. Describes the preparation needed for that role in the academic setting. The power of nursing leaders is parallel to the number of years of experience regarding the whole host of fields of nursing roles and positions (Roberts & Velasquez, 2004). As an educator, F.A. finished her BSN degree and became a registered nurse. She worked for years in this field and finished her MSN in a few years. She studied continued education program for nurses inclusive of formal academic programs leading to a degree or certificate, informal continuing education programs in order to meet her learning needs. As an educator, F.A. is a critical player assuring quality educational experiences, which prepares her for a diverse and ever changing health care environment. Compare and Contrast Nurse educators combine their clinical abilities with responsibilities. In addition, these nurse educators working in academic setting contain responsibilities that are consistent with faculty in other disciplines (Nurse Educator, 2008). In addition, Roberts & Vasquez (2004) suggests that the comprehension of power held by a single nurse and uncovering ways to help nurses realize both formal and informal power is imperative. Conclusion In conclusion, nursing educators’ shortages provides a strong nursing outlook for nurses aiming for teaching careers. This shortages of educators, enhances career prospects. These educators critically plays in assuring quality educations experiences that prepares the workforce of nurses for an ever - challenging, diverse health care environment. Nursing educators are the leaders documenting the outcomes of programs in education guiding the strength of their students through the learning process (Nurse Educator, 2008). References Carrol (2005). Keeping your [sic] practice OUT of the “PITS.” Ophthalmology Management 9[4], [no page number]. Retrieved February 23, 2008 from the Journal at OVID research database. Clark, C.S. & Krentz, S.E. (2006, November). Avoiding the pitfalls of strategic planning. Healthcare Management, 60[11], 63 - 67. Retrieved February 22, 2008 from ProQuest Database. Erlen, A. (2001). The nursing shortage, patient care, and ethics. Orthopedic Nursing, 20(6), 61- 65. Retrieved February 22, 2008 from the Journals at OVID research database. Fogel, LA. & Watt, J.M. (2007). A critical cause: 10 [sic] steps to improve CAH financial performance. Healthcare Financial Management, 61(5), 80-85. Retrieved February 22, 2008, from the ProQuest Database. MacVaugh. T.W. (2007). Complex organizational issues require complex situation. Hospital Materials Management, 32[4], 12. Retrieved February 23, 2008 from EBSCOhost research database. Roberts, D.W., & Vasquez, E. (2004). Power: An application to the nursing image and advanced practice. AACN: Clinical Issues: Advanced Issues in Acute Critical Care, 15(2), 196 - 204. Retrieved February 21, 2008 from OVID research database. Tomey, A.M. (2004).Guide to nursing management and leadership (7th ed.). St. Louis, MO: Mosby Elsevier. Watson, J. (2006). Caring theory as an ethical guide to administrative and clinical practices. JONA’s Healthcare Law, Ethics, and Regulations.8[3], 87 - 93. Retrieved February 22, 2008 from the Journals at OVID research database. (2008). A Comparison BSN versus ADN Faculty Role. Retrieved February 21, 2008 from http://allnurses.com/forums/f300/comparison-bsn-versus-adn-faculty-role-255197.html (2008). Nurse Educator. Retrieved February 22, 2008 from http://www.nursesource.org/nurse_educator.html Read More