Title: Role of Nurse Educator
Number of sources: 5
Health care is a continually evolving field driven by various changes. Nurse educators need an understanding of changes in health care and the driving forces behind them in order to create a relevant and contemporary curriculum. The purpose of this assignment is to describe the role of the nurse educator and to identify internal and external influences on curriculum development and how those changes influence the role of the nurse educator.
In a 1,000-1,250 word essay, describe various aspects of the role of a nurse educator and the internal and external influences driving curriculum development. Include the following in your essay:
Summarize the role of a nurse educator in curriculum development according to the National League for Nursing Nurse Educator Competencies.
Explain how the nurse educator role changes in different settings (e.g., classroom, clinical, bedside, or simulation).
Explain how nursing education theories influence the nurse educator role. Provide specific examples.
Explain what curriculum is and summarize the curriculum design process.
Identify three internal and three external influences on curriculum development. Describe how they play a role in curriculum development.
This assignment requires 4-6 cited sources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Sample Research Paper
Role of Nurse Educator
Nurse educators play a crucial role in facilitating learning, curriculum design, enhance quality improvement, and engage in scholarship work. Nurse educators have a responsibility to ensure evidence-based practice in the curriculum development process. The purpose of the important role of nurse educators is to create resources such as curriculum to improve the quality of patient care. The paper will explore the ever-changing roles according to National League for Nursing. The National League for Nursing explores the roles of nurses, the education theories, and the curriculum design process, internal and external factors affecting the curriculum design process (Schumacher & Risco, 2017). An explanation of the nurse educators in the development process will be examined to enhance the quality of the outputs in the education process.
Role of a Nurse Educator in Curriculum Development
The National League for Nursing (NLN) indicates that the competencies of nurses including facilitating learning, curriculum design, enhance quality improvement, and engage in scholarship work (Silva et al., 2018). The competencies according to NLN formulate the standard practice for nurse educators. Nurse educators have a responsibility to ensure evidence-based practice in the curriculum development process (Silva et al., 2018). For example, the nurse educator should create, apply, assess, and review academic programs. Nurse educators should serve in different positions in the learning environment such as faculty members and providing learning in hospitals and schools both online and physical classes (Silva et al., 2018). The nurses will work in nursing schools as staff responsible for staff development and supervisors in the nursing department. Nurse educators should provide learning to students in the class classroom, trainee nurses in the clinical field and, bedsides.
How Nursing Education Theories Influence the Nurse Educator Role
Nursing theories affect the learning approaches that nurses will apply in the delivery of knowledge to students. Some of the nursing education theories include Piaget’s theory and cognitive development theory (Hanfstingl et al., 2019). According to Piaget’s theory, students learn through explanatory learning as compared to description and learning. For example, the theory shows that the best learning occurs when students express what is in their minds. The theory encourages students to use critical thinking in their learning process (Hanfstingl et al., 2019). Another theory is the cognitive learning theory which encourages educators to understand the mind of the learners (Summers et al., 2017). According to the theory, it is important to understand how the brain processes information and processes information.
The learning theory will encourage students to discuss what they learn, help students to reflect on what they learn, ask students to reflect on their lessons, and ask students to justify and explain their learning (Barton et al., 2019). The hands-on approach is crucial for the learners. For example, a nurse educator should provide real examples to help the learners connect what they learn with the real world. The approach helps the students to build their learning on previously learned knowledge and ideas (Raymond et al., 2018). The theories will influence the tactics that the nurse educators will use in delivering knowledge to the students in the nursing department (Barton et al., 2019). One of the challenges is that the application of the nursing theories will take time and requires a trained workforce (Barton et al., 2019). Nurse educators will determine the best approaches they can use to ensure effective learning for the nurse students.
Curriculum and Curriculum Design Process
Nurse educators’ participation in the curriculum design process improves the quality of learning. The purpose of engaging the curriculum design process is to provide knowledge and experience in the nursing field (Neville-Norton & Cantwell, 2019). The curriculum development process involves organizing lessons, assignments, and materials to improve the quality of each course. The learning should provide a real touch with the evidence and experiences in the present world (Neville-Norton & Cantwell, 2019). For example, the philosophy, mission, and goals of the learning should produce students who can handle the role of a nurse. The curriculum design process should be amenable to students to ensure easy application of the lessons.
The curriculum development process involves various steps including gathering information, design, building content, and evaluation. The first step of gathering information involves identifying the learners, what they know, what they should know, and tools for delivering the knowledge (Chan et al., 2019). Designing stage involves identifying the objectives. The objectives of the learning process should be clear, specific, measurable, achievable, realistic, and timely. The purpose is to ensure the learning process will occur and achieve specific objectives (Chan et al., 2019). The third stage is building the content to generate a workable instruction kit. The learning process is to ensure students have materials they can use to improve the knowledge. The last step is the evaluation process which involves analyzing the outcomes and identifying the quality outcomes (Chan et al., 2019). Evaluation involves establishing the viability of the curriculum to achieve the students’ learning.
Internal and External Factors Influencing Curriculum Development.
Internal and external factors influence the process and quality of curriculum development. The internal factors include lifestyles, aspirations, memory, attitudes, and self-concepts (Ebadi et al., 2020). The design process must acknowledge culture, religion, and cultural traditions. Culture and ideologies are important in the development process. For example, learning in multicultural regions will involve considering the culture of various ethnic groups (Ebadi et al., 2020). Learning will involve addressing the challenges in providing healthcare in multicultural groups.
The external factors include public patterns, opinions, and statistical trends. Other external factors include staffing trends, nurse competencies, and leadership trends. Health policy trends, altering the healthcare needs, and patient requirements (Ebadi et al., 2020). The factors influence the curriculum development process. For example, staffing has become a challenge in the healthcare sector. Nurse educators have a responsibility to develop knowledge and strategies to address the problem in the healthcare sector (Labrague et al., 2018). Technology is an important trend that learners should understand. For example, technology such as diagnostic tools, electronic health records, and telemedicine should be included in the curriculum development (Schumacher & Risco, 2017). External and internal factors are thus essential in the curriculum development process.
The healthcare sector has several challenges and nurses can improve the response to the problems. The National League for Nursing explores the roles of nurses, the education theories, and the curriculum design process, internal and external factors affecting the curriculum design process. Nurse educators have a responsibility to modify and develop a curriculum to improve the practices. Research and curriculum design involves various steps including gathering information, design, building content, and evaluation. Various factors affect the learning process including clinical settings, learning theories, external, and internal issues. A classroom environment affects the learning environment thus requiring nurse educators to play an important role. The nursing theories that can affect the learning process include Piaget’s theory and cognitive development theory. The role of the nurse educators in the learning process will improve positive outcomes and patient satisfaction.
Labrague, L. J., McEnroe–Petitte, D. M., Fronda, D. C., & Obeidat, A. A. (2018). Interprofessional simulation in undergraduate nursing program: An integrative review. Nurse Education Today, 67, 46-55.
Nagle, Lynn M. “The role of the informatics nurse.” Introduction to nursing informatics. Springer, Cham, 2021. 295-315.
Silva, J. L. G., & Oliveira-Kumakura, A. R. D. S. (2018). Clinical simulation to teach nursing care for wounded patients. Revista brasileira de enfermagem, 71, 1785-1790.
Summers, J. A. (2017). Developing competencies in the novice nurse educator: An integrative review. Teaching and Learning in Nursing, 12(4), 263-276.
Raymond, C., Profetto-McGrath, J., Myrick, F., & Strean, W. B. (2018). Balancing the seen and unseen: Nurse educator as role model for critical thinking. Nurse Education in Practice, 31, 41-47.
Schumacher, G., & Risco, K. (2017). Nurse practitioner program curriculum development: a competency-based approach. The Journal for Nurse Practitioners, 13(2), e75-e81.
Chan, Z. C., Cheng, W. Y., Fong, M. K., Fung, Y. S., Ki, Y. M., Li, Y. L., … & Tsoi, W. F. (2019). Curriculum design and attrition among undergraduate nursing students: A systematic review. Nurse Education Today, 74, 41-53.
Hanfstingl, B., Benke, G., & Zhang, Y. (2019). Comparing variation theory with Piaget’s theory of cognitive development: more similarities than differences?. Educational Action Research, 27(4), 511-526.
Barton, G., Bruce, A., & Schreiber, R. (2018). Teaching nurses teamwork: Integrative review of competency-based team training in nursing education. Nurse education in practice, 32, 129-137.
Coventry, T. and Russell, K.P., 2021. The clinical nurse educator as a congruent leader: A mixed method study. Journal of Nursing Education and Practice, 11(1).
Neville-Norton, M., & Cantwell, S. (2019). Curriculum Mapping in Nursing Education: A Case Study for Collaborative Curriculum Design and Program Quality Assurance. Teaching and Learning in Nursing, 14(2), 88-93.
Ebadi, N., Ranjdoust, S., & Azimi, M. (2020). Suggestion Pattern for Task-Based Curriculum design in Nursing Master’s Degree according to Aker. Journal of Nursing Education, 9(1), 21-30.
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