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Kathleen Poindexter - One of the best experts on this subject based on the ideXlab platform.
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a national qualitative study of the motivators and outcomes of Nurse Educator certification
Nursing education perspectives, 2020Co-Authors: Deborah Lindell, Debra Hagler, Kathleen PoindexterAbstract:AIM This qualitative study sought to describe motivators and outcomes of academic Nurse education certification. BACKGROUND Several studies have explored perceptions of the value of Nurse Educator certification (CNE). However, there is a gap in understanding motivators and outcomes of certification as a Nurse Educator. METHOD As part of a larger, web-based, mixed-method study, a national sample of certified and noncertified nursing Educator administrators and faculty responded to nine open-ended questions. The inductive content analysis approach was used to identify constructs and themes. RESULTS From an overall sample of 721 participants, three constructs and associated themes emerged. CONCLUSION Motivators for pursing CNE align with previously reported intrinsic values. Participants seek extrinsic rewards as well. Educator outcomes include enhanced teaching and expanded roles. Student outcomes were less clear. Further study of outcomes of CNE is recommended to promote recognition of academic nursing education as an advanced nursing specialty.
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Measuring the Value of Academic Nurse Educator Certification: Perceptions of Administrators and Educators.
The Journal of nursing education, 2019Co-Authors: Kathleen Poindexter, Deborah Lindell, Debra HaglerAbstract:Background Certification is one option for validating the professional competence of academic Nurse Educators. The relative value associated with such certification has not yet been established. Method Psychometric analysis of a new Perceived Value of Certification Tool for Academic Nurse Educators (PVCT-ANE) was conducted. Certified Nurse Educators (CNE) and noncertified Nurse Educators and nursing program administrators responded to an online survey using the PVCT-ANE. Results A sample of 718 Nurse faculty members and administrators from 48 states in the United States participated. Academic Nurse Educator certification was valued by Nurse Educators and administrators as representing specialized knowledge, attainment of a professional standard, Educator competence, and professional credibility. Value statements associated with satisfaction and professional accomplishments were rated higher than statements associated with professional recognition and marketing. Conclusion The PVCT-ANE is useful for assessing how different groups perceive the value associated with academic Nurse Educator certification. [J Nurs Educ. 2019;58(9):502-509.].
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Integrating your experience and opportunities to prepare for Nurse Educator certification.
Nurse educator, 2014Co-Authors: Debra Hagler, Kathleen Poindexter, Deborah LindellAbstract:Abstract Certification is accepted as a universal affirmation of expertise. Nurse Educators validate and demonstrate expertise in nursing education by earning the Certified Nurse Educator credential offered through the National League for Nursing's Academic Nurse Educator Certification Program. Educators can prepare to achieve success in certification by reviewing eligibility requirements, creating an individual preparation plan, and using integrated, evidence-based learning strategies.
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novice Nurse Educator entry level competency to teach a national study
Journal of Nursing Education, 2013Co-Authors: Kathleen PoindexterAbstract:Expert Nurse clinicians who are transitioning into academic positions after successful clinical careers often find they are unprepared to assume their new Educator roles. Although nursing clinical expertise may be a necessary expectation, this knowledge is not sufficient to assume a Nurse Educator position. The purpose of this study was to identify essential entry-level Nurse Educator competencies, as reported by Nurse administrators of accredited prelicensure nursing programs in the United States. Responses were categorized according to the type of academic institution housing the prelicensure nursing program and type of entry-level Nurse Educator position. A total of 374 program administrators representing 48 states participated, for a 44% response rate. The results indicate that administrators expect entry-level Nurse Educators to acquire teaching competencies prior to obtaining an entry-level position. Expected proficiency levels of competencies differed based on the position type and the academic setting.
Teresa Shellenbarger - One of the best experts on this subject based on the ideXlab platform.
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interpreting the nln jeffries framework in the context of Nurse Educator preparation
Journal of Nursing Education, 2012Co-Authors: Patricia K Young, Teresa ShellenbargerAbstract:The NLN Jeffries Framework describing simulation in nursing education has been used widely to guide construction of human patient simulation scenarios and serve as a theoretical framework for research on the use of simulation. This framework was developed with a focus on prelicensure nursing education. However, use of human patient simulation scenarios is also a way of providing practice experiences for graduate students learning the Educator role. High-fidelity human patient simulation offers Nurse Educator faculty a unique opportunity to cultivate the practical knowledge of teaching in an interactive and dynamic environment. This article describes how the components of The NLN Jeffries Framework can help to guide simulation design for Nurse Educator preparation. Adapting the components of the framework-which include teacher, student, educational practices, design characteristics, and outcomes-helps to ensure that future faculty gain hands-on experience with Nurse Educator core competencies.
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Nurse Educator Simulation: Preparing Faculty for Clinical Nurse Educator Roles
Clinical Simulation in Nursing, 2012Co-Authors: Teresa Shellenbarger, Taylor EdwardsAbstract:Abstract Simulation use continues to expand in nursing education, specifically at the undergraduate level. Graduate nursing students can also benefit from simulation activities. Faculty need to consider the use of simulation to help graduate nursing students enrolled in clinical Nurse Educator programs learn how to address clinical teaching issues. Graduate Nurse Educator students' exposure to clinical teaching issues may be limited; therefore, simulation provides a realistic, safe environment for students to practice the development of the teacher role. This manuscript provides ideas for planning, implementation, and suggestions for simulation technology use in the training of Nurse Educators for their role in clinical teaching.
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transition of a bedside clinician to a Nurse Educator
Medsurg nursing : official journal of the Academy of Medical-Surgical Nurses, 2007Co-Authors: Alicia L Culleiton, Teresa ShellenbargerAbstract:Career opportunities exist in nursing education for medical-surgical Nurses. However, Nurses need to understand the role, responsibilities, and the work requirements of a nursing faculty member. Steps for planning and assuming a career as a nursing faculty are provided.
Leena Salminen - One of the best experts on this subject based on the ideXlab platform.
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Use of Social Media By Nurse Educator Students: An Exploratory Survey.
The open nursing journal, 2017Co-Authors: Mari Lahti, Heidi Haapaniemi-kahala, Leena SalminenAbstract:BACKGROUND Information and Communication Technology (ICT) opens up new possibilities for introducing innovative teaching and learning methods to deliver education in different educational areas. Use of internet and social media has grown rapidly and is a key way in how Nurses and Nurse Educator students find information. However, the evidence is still lacking how Nurse Educator students use social media. OBJECTIVE The aim of this study is to describe Nurse Educator students' use of social media and the ways in which their educational needs are related to social media. METHOD The data were collected using a structured questionnaire that included one open question. Altogether, 49 Nurse Educator students completed and returned the questionnaire (response rate 96%). The quantitative data were analysed using statistical programme SPPS and content analysis. RESULTS While many Nurse Educator students reported using the tools of social media, others claimed that they do not use social media at all. Facebook was most common (53% use it every day) and YouTube (17%) the second most common form of social media used to support daily living. The participants reported using YouTube (6% use it every day) and Facebook (4%) most often as support in their studies. They reported using Second life as virtual reality form of social media, the least. The most common educational needs of Nurse Educator students include receiving more in-depth information about how to use social media, as well as more practice in using it. CONCLUSION In the future, the education of the Nurse Educator students should include even more in-depth information about the forms of social media and about the advantages of using it in teaching. The education should encourage Nurse Educator students and provide them with more possibilities to train and make use of the benefits of social media as support in their daily lives and studies. There is need for more robust evidence of social media use in Nurse Educator students education.
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using blogs for facilitating and connecting Nurse Educator candidates
Nurse Education Today, 2016Co-Authors: Evridiki Papastavrou, Lotta Hamari, Pilar Fuster, Natalja Istomina, Leena SalminenAbstract:Abstract Background Social media includes blog applications, which can be used as online journals or diaries that encourages interaction and collaboration within an online community. The aim of this study was to explore and describe the use of blog writing as learning journals during a short course for Nurse Educator candidates about social media. Method A qualitative descriptive design was used. The participants were Nurses, Bachelor, Master's and Doctoral students who intended to follow a career in education (N = 24, female n = 21, male n = 3, Mean age 37) from four different countries of the European Union. The blogs written during the course were used as a data collection method and the data was analyzed with qualitative content analysis. Results A total of 260 blogger posts and 372 peer comments were analyzed. Four main categories emerged from the analysis: 1) Course content, new knowledge, and changed views, 2) Reflection and critical thinking, 3) Encouraging and peer support and 4) Expressing feelings, experiences, and expectations. Conclusion Blogs are potential learning spaces in short courses in Nurse Educator education, especially in sharing feelings and experiences, enhancing an encouraging atmosphere, critical thinking, and reflection.
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ethical principles in the work of Nurse Educator a cross sectional study
Nurse Education Today, 2016Co-Authors: Leena Salminen, Minna Stolt, Riikka Metsämäki, Jenni Rinne, Anne Kasén, Helena LeinokilpiAbstract:Abstract Background The application of ethical principles within the teaching profession and nursing practice forms the core of the Nurse Educator's professional ethics. However, research focusing on the professional ethics of Nurse Educators is scarce. Objectives To describe ethical principles and issues relating to the work of Nurse Educators from the perspectives of both Nurse Educators themselves and nursing students. Design A descriptive study using cross-sectional data and content analysis. Settings Nursing education program involving students from nine polytechnics in Finland. Participants Nursing students (n = 202) and Nurse Educators (n = 342). Methods Data were derived from an online survey, with two open-ended questions: Nursing students and Nurse Educators were asked to name the three main ethical principles that guide the work of Nurse Educators and also to describe ethical issues involved in the work. Results Students most often named professionalism, justice, and equality as the main ethical principles for a Nurse Educator. Nurse Educators considered justice, equality, and honesty as the main ethical principles. The content analysis showed that professionalism and the relationship between Educator and student were the key categories for ethical issues as perceived by nursing students. Nursing students most often identified inequality between the Nurse Educator and nursing student as the ethical issue faced by the Nurse Educator. Conclusions Nursing students and Nurse Educators differed somewhat both in their views of the ethical principles guiding an Educator's work and in the ethical issues arising in the work.
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Ethical principles in the work of Nurse Educator—A cross-sectional study
Nurse education today, 2015Co-Authors: Leena Salminen, Minna Stolt, Riikka Metsämäki, Jenni Rinne, Anne Kasén, Helena Leino-kilpiAbstract:Abstract Background The application of ethical principles within the teaching profession and nursing practice forms the core of the Nurse Educator's professional ethics. However, research focusing on the professional ethics of Nurse Educators is scarce. Objectives To describe ethical principles and issues relating to the work of Nurse Educators from the perspectives of both Nurse Educators themselves and nursing students. Design A descriptive study using cross-sectional data and content analysis. Settings Nursing education program involving students from nine polytechnics in Finland. Participants Nursing students (n = 202) and Nurse Educators (n = 342). Methods Data were derived from an online survey, with two open-ended questions: Nursing students and Nurse Educators were asked to name the three main ethical principles that guide the work of Nurse Educators and also to describe ethical issues involved in the work. Results Students most often named professionalism, justice, and equality as the main ethical principles for a Nurse Educator. Nurse Educators considered justice, equality, and honesty as the main ethical principles. The content analysis showed that professionalism and the relationship between Educator and student were the key categories for ethical issues as perceived by nursing students. Nursing students most often identified inequality between the Nurse Educator and nursing student as the ethical issue faced by the Nurse Educator. Conclusions Nursing students and Nurse Educators differed somewhat both in their views of the ethical principles guiding an Educator's work and in the ethical issues arising in the work.
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Nurse Educator competence: a study of Norwegian Nurse Educators' opinions of the importance and application of different Nurse Educator competence domains.
The Journal of nursing education, 2002Co-Authors: Kristin Ørmen Johnsen, Heid Svenkerud Aasgaard, Astrid Klopstad Wahl, Leena SalminenAbstract:Abstract This article presents results from a study focusing on Norwegian Nurse Educators' opinions of the importance and application of different Nurse Educator competence domains. The sample consisted of all Nurse Educators in Norway (N = 828). The Ideal Nursing Teacher Questionnaire was used to assess Nurse Educator competence. The questionnaire was returned by 348 Nurse Educators, yielding a response rate of 42%. Results show both teacher competence and nursing competence were rated more important than evaluation skills, personality factors, and relationship with students. Correlation analyses (Pearson's r) between the ratings of how important the Educator assessed the statement of a good teacher and whether the statement was applied in practice showed in general few and weak relationships. Multivariate classification analyses (ANCOVA), controlling for age, showed teachers who have more than 10 years experience in education report the relationship with student domain as more important than those with shorter careers in education. Determination of the relative importance and application of different competency domains in nursing education has implications for graduate level nursing curriculum development, as well as for professional development activities for Nurse Educators.
Wanda Bonnel - One of the best experts on this subject based on the ideXlab platform.
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a Nurse Educator teaching with technologies course more than teaching on the web
Journal of Professional Nursing, 2005Co-Authors: Wanda Bonnel, Karen Wambach, Helen R ConnorsAbstract:This article describes a Web-based "teaching with technology" course that is part of the online Nurse Educator Certificate at University of Kansas (Journal of Professional Nursing . 2003;19:347-353). Challenges and strategies in developing and implementing the course, first in a Web-enhanced format and then in a Web-based format, are presented. Selected online activities and assignments are shared. Evaluative comments from students are included in this article and indicate that the course helps new Educators focus on thoughtful and appropriate selection of how and where technology should be integrated to meet educational goals.
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blended roles preparing the advanced practice Nurse Educator clinician with a web based Nurse Educator certificate program
Journal of Professional Nursing, 2003Co-Authors: Wanda Bonnel, Karen A. Wambach, Carol Starling, Karen TarnowAbstract:Changing demographics, a nursing shortage, and various societal changes underscore the need for Nurse Educators and new Nurse Educator programs. This article describes a Web-based Nurse Educator program designed to prepare advanced practice Nurses for faculty roles while simultaneously preparing them as clinicians. Guided by adult education theory and self-directed learning theory, the Web-based Nurse Educator Certificate (four Web-based Nurse Educator courses including a teaching practicum) has been developed and offered to clinical master's and postmaster's students. This article also describes student work with mentors, interactive Web-based teaching strategies, portfolios, graduate competencies, and initial evaluative data. In the first two years of the program, 48 students have taken at least one course in the Nurse Educator Certificate program and eight students have completed it. A Web-based Nurse Educator certificate program, as part of a clinical master's or postmaster's program, has the potential to help meet the faculty shortage.
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Nurse Educator shortage new program approach
The Kansas nurse, 2003Co-Authors: Wanda Bonnel, Carol StarlingAbstract:The nursing shortage is here and now. Nursing faculty are againg and retiring, enhancing the current and projected faculty shortage. A skilled clinician is not automatically a skilled Educator; the different roles involve different skill sets. The Nurse Educator Certificate for advanced practice clinicians offers one answer to the looming shortages. The new web-based Educator certificate provides flexibility for students preparing to meet the rapidly changing healthcare needs of our population. Students benefit from an opportunity to improve their Educator skill set in a convenient mode from their hoem communities.
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Blended roles: preparing the advanced practice Nurse Educator/clinician with a web-based Nurse Educator certificate program
Journal of professional nursing : official journal of the American Association of Colleges of Nursing, 2003Co-Authors: Wanda Bonnel, Carol K Starling, Karen A. Wambach, Karen TarnowAbstract:Changing demographics, a nursing shortage, and various societal changes underscore the need for Nurse Educators and new Nurse Educator programs. This article describes a Web-based Nurse Educator program designed to prepare advanced practice Nurses for faculty roles while simultaneously preparing them as clinicians. Guided by adult education theory and self-directed learning theory, the Web-based Nurse Educator Certificate (four Web-based Nurse Educator courses including a teaching practicum) has been developed and offered to clinical master's and postmaster's students. This article also describes student work with mentors, interactive Web-based teaching strategies, portfolios, graduate competencies, and initial evaluative data. In the first two years of the program, 48 students have taken at least one course in the Nurse Educator Certificate program and eight students have completed it. A Web-based Nurse Educator certificate program, as part of a clinical master's or postmaster's program, has the potential to help meet the faculty shortage.
Bridget R. Roberts - One of the best experts on this subject based on the ideXlab platform.
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Mentoring: A Nurse Educator survey
Teaching and Learning in Nursing, 2010Co-Authors: Connie Hubbard, Kathleen A. Halcomb, Brenda Foley, Bridget R. RobertsAbstract:Mentoring promotes success throughout the careers of Nurse Educators. This pilot study discusses findings from a survey administered at the 18th Annual Nurse Educator Conference in the Rockies. Facilitators of and barriers to mentoring were identified by participants and clustered into themes by researchers. The findings are useful to associate degree nursing programs because issues surrounding the Nurse Educator shortage are addressed. Strategies to develop effective mentoring programs to assist in recruiting and retaining qualified Nurse Educators are discussed.
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Implementing supportive strategies to retain Nurse Educators
Teaching and Learning in Nursing, 2007Co-Authors: Kathleen A. Halcomb, Amy L. Gregg, Bridget R. RobertsAbstract:Abstract The Nurse Educator shortage directly affects the nursing shortage. To adequately prepare future Nurses, academia needs to retain qualified Nurse Educators. Many factors affect the Nurse Educator shortage, including retirement and competition for qualified nursing Educators with clinics and the private sector, as well as dissatisfaction with the multiple stressors and expectations in the academic setting. Academia should implement supportive strategies to aid in the retention of Nurse Educators.
