The Nurse Educator as Leader Change Agent and Facilitator of Learning

The Nurse Educator as Leader Change Agent and Facilitator of Learning, Detail your values and how these align with the organization and Explain your beliefs about students and teaching and learning ; Describe the scientific underpinnings that frame your teaching philosophy and Determine how you will know you have been successful; and Describe your commitment to life-long learning and self-improvement.

Introduction – Detail your values and how these align with the organization and Explain your beliefs about students and teaching and learning.

Reviewing my organization’s values with mine, they do match up. The mission they have is to create an academic culture where colleagues and students thrive. I think that is great they mention colleagues as well. My beliefs about students, teaching, and learning are to make it exciting for the students to be able to learn. Make the classroom somewhere they feel they don’t have to be afraid to ask questions and not look down at others. Their future will be taking care of patients and they need to be ready. The classroom should be focused on the specific needs of the students. Teaching should be fun as well. Having someone who does not enjoy their work experience as a teacher should not be in the classroom. According to Hendrickson et al. (2021), joyful moments support faculty, and students and patients may also benefit from this emotion. According to Yeom et al. (2018), someone’s teaching philosophy would include their personal beliefs and ideas about students’ learning and teaching practice.

Main Body – Describe the scientific underpinnings that frame your teaching philosophy and Determine how you will know you have been successful.

Using constructivism would be one way to frame my teaching philosophy. This can be used with students, and more specifically with me as an instructor. I will learn to become a better instructor with each session that I complete. According to (2019), a constructivism game that was made revealed that students can build new knowledge based on prior experience. Using different styles of learning in the classroom will help with the teaching philosophy along with providing goals for the students to achieve. Using behaviorism will also allow students to see the positivity with the instructor and they should follow the same behavior in the classroom. Using evaluations at the end of the session or comparing grades from previous sessions will be ways to view if these changes have been successful. Having another faculty member in the classroom to “audit” how the instructor and students are doing is another way to get feedback.

Conclusion – Describe your commitment to life-long learning and self-improvement.

I have life-long learning and self-improvement commitments that I am working on currently. Completing yearly education and keeping up with being certified in different areas is one way. Reading about new evidence-based practice is something that should be followed lifelong. Completing my DNP is another step I am taking as part of this commitment. Any additional things I can do in the future will be reviewed and tried so I can keep working on my improvements and learning.

Hendrickson, S. G., Roche, M. E., Holland, A., & Sales, A. C. (2021). Valuing Joyful Teaching Moments: Nursing Faculty Experiences in Texas. Journal of Holistic Nursing, 39(2), 164–173. https://doi.org/10.1177/0898010120937849 (Links to an external site.)

Padirayon, L. M., Pagudpud, M. V., & Cruz, J. S. D. (2019). Exploring constructivism learning theory using mobile game. IOP Conference Series. Materials Science and Engineering, 482(1), 12004–. https://doi.org/10.1088/1757-899X/482/1/012004 (Links to an external site.)

Yeom, Y., Miller, M. A., & Delp, R. (2018). Constructing a teaching philosophy: Aligning beliefs, theories, and practice. Teaching and Learning in Nursing, 13(3), 131–134. https://doi.org/10.1016/j.teln.2018.01.004

The Nurse Educator as Leader Change Agent and Facilitator of Learning Example 2

Early during one’s pursuit of nursing education, at some point will be enlightened on Florence Nightingale’s contribution to nursing and the guiding of nursing education. Nursing students were once educated with a curriculum designed by physicians at the bedside with little classroom training by nurse educators with no formal teaching knowledge until Mildred Montag suggested nurses receive training from the community or junior colleges. Montag & Gotkin (1959). As nursing continued to evolve in the late 1900s, so did the way nurses receive their education through basic principles established by the National League of Nursing, listing the primary duty of the nurse educator as the facilitator of learning. (NLN, 2005). Nurse educators today, in addition to having expert knowledge, skills, and the ability to bridge generation gaps among their students, must develop a teaching philosophy stating their beliefs and values aligning with the setting they plan to teach and building a framework for educational practice.  Miller et al., (2018).

Introduction

Being able to influence others positively inspires me to be an educator. My belief in teaching and learning is the educator and the students can learn from each other. The roles of the educator are to be respectful to the student as adult learners and lead the students to the extent of their education and experience. The roles of the students are to respect the educator as the expert and keep an open mind during the educational process. The relationship between the educator and student must have open communication and collaboration for effective education delivery.

Main body

Behavioral learning theory will provide the framework for teaching practice. This theory allows the students to learn by observing and performing the skills required. Billings and Halstead (2020). Clinical instructionmethods will be for the students to see the skill performed, the student will complete the skill, and the student will teach the skill.My approach for assessing students is allowing the student to verbalize concepts learned and observe skills competence. To verbalize an understanding of the course concepts competently is the outcome I want for the students.

Conclusion

Teaching effectiveness will be tested by testing the students’ concepts and skills competence and course satisfaction evaluations. I am committed to lifelong learning and self-improvement through continuing education courses and obtaining the highest level of education and certifications required for educators.

References:

Billings, D., & Halstead, J. (2020). I was teaching in nursing: A guide for faculty (6th ed.). Elsevier. 

Montag, M. L., & Gotkin, L. G. (1959). Community college education for nursing. McGraw Hill Book Company, Inc.

National League for Nursing. (2005). Nurse educator core competencies. http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency (Links to an external site.)

Yeom, Miller, M. A., & Delp, R. (2018). Constructing a teaching philosophy: Aligning beliefs, theories, and practice. Teaching and Learning in Nursing, 13(3), 131–134. https://doi.org/10.1016/j.teln.2018.01.004