Critical Skills For The Nurse Educator
115
Gail M. Maier, Ph.D., R.N.
Transcript of Critical Skills For The Nurse Educator
Gail M. Maier, Ph.D., R.N.
Summarize the six roles of the nurse educator.
Develop a continuing education program utilizing effective teaching strategies.
Prepare a poster session or presentation for a professional conference.
Integrate appropriate adult learning theories into educational planning.
Design an appropriate evaluation tool for an educational program.
Describe the ethical and legal principles that are essential to your role as a nurse educator.
Understand the principles that underlie their practice
Know how to find, manage and use information
Be comfortable with ambiguity and uncertainty
Be leaders and agents for change Think critically and communicate effectively Function effectively in the face of conflict Manage constant change, including
technological developments
Educator Facilitator Leader Researcher Consultant Change agent
As educator may
Ensure learners are involved in learning process and outcome evaluations
Verify that educational standards are upheld
Assist others to develop, maintain, and refine portfolio throughout career
(Scope and Standards, 2002).
As educator may
Mentor others related to research and using evidence based practice
Develop, plan, and present educational programs
Need to identify appropriate teaching strategies for the learner.
As facilitator may
Help identify learner needs and identify appropriate teaching strategies
Serve as a role model Foster team-making Encourage positive
attitudes Promote life-long
learning(Scope and Standards, 2002).
As Leader
may
Assist with delegating both human and financial resources
Participate in the communication process both horizontally and vertically along an organization’s leadership tier
Demonstrate ethical and legal principles applicable to a variety of situations
(Scope and Standards, 2002).
As Leader
may
Need to assure that provided education aligns with an organization’s mission
Demonstrate professional accountability by keeping competencies up to date, joining professional organizations, and other external activities
Leads by example Mentors others Influencer Attend conferences Continuing education Expand knowledge Asks questions, shares knowledge Networks
Posters Presentations Research Education Ideas Accomplishments
Any time frame 15 minutes ½ hour 1 hour Stand-by and smile
(poster presentation)
At work With colleagues, both in department and out of
department At any event Seminars, conferences, teleconferences Reach out to experts in a specific area Hand out business cards
AsResearcher
may
Help to incorporate new research into practice
Assist new staff develop and refine research skills
Evaluate outcomes and track learner outcomes from provided education
AsResearcher
may
“Integrate relevant research outcomes into nursing professional development practice through effective learning activities” (Scopes and Standards, page 9).
Mentor others by serving as principal investigators, consultants, or collaborators
AsConsultant
may
Serve either formally or informally
Support assimilation of learning into clinical or practice areas
Offer expertiseHelp to: define
problems, identify resources, provide feedback
As Change Agentmust
Be aware of changes in National Patient Safety Goals
Updates or changes in Core Measurements
Be aware of any changes to state Practice Act
“Acquiring new knowledge, behaviors, skills, values, preferences or understanding, and may involve synthesizing different types of information”.
Wikipedia (2009). Facilitator. Retrieved January 30, 2009, from http://en.wikipedia.org/wiki/Facilitator
Learning needs (what the learner needs to learn) Readiness to learn (when the learner is receptive
to learning) Learning style (how the learner best learns)”
Bastable (2003), p. 77.
Focuses on learner directed learning as opposed to educator directed learning
Adults need to know why they need to learn something before they learn it
Adults have a self-concept of being responsible for their own lives…
Adults become ready to learn things they need to know or….cope effectively with their real life situations
Adults come into an educational activity with both a greater volume and a different quality of life experiences
While adults are responsive to some extrinsic motivators (better jobs, salary, pay, the more potent motivators are the intrinsic motivators (desire for increased self-esteem, quality of life, responsibility)
Adults must see a reason to learn something
Adults need to be shown respect. They should be treated as equals in experience and knowledge and should be able to freely voice their opinions
Adults focus on the part of a lesson that will be most useful to them in their job.
Novice to Expert
Needs for orientation will vary
Characteristics in clinical skills will be according to level of theory
Approach to education should be individualized
Novice – 0-6 months
Advanced Beginner 6 months to 2 years
Competent 2-4 years
Proficient – 4-5 years
Expert 5—7 years
Incidence of Illiteracy Be careful of subjectivity Trouble
◦ Writing Reading OR Both? At Risk Clues to Watch for Standardized Tests
Use multiple teaching methods Provide basic information Allow learner to restate or demonstrate Provide positive feedback frequently Use repetition when necessary Ask individual how you can best help
Well established reliability Available since the 1920s. Extroversion - Introversion Sensing - Intuition Thinking - Feeling Judgment - Perception Uses 4 letter acronym to define personality type
Bastable, S. B. (2003). Nurse as Educator. Sudbury, MA.
Converger – prefers abstract conceptualization and active experimentation. Detached, work with objects rather than with people. Practical problem solvers.
Diverger – prefers concrete experience and reflective observation. Generate ideas, displays emotions. Imaginative, and see big picture
Assimilator – prefers abstract conceptualization and reflective observation. Bring together diverse items into a whole, something into a whole, sometimes overlooking practical aspects.
Accommodator – prefer concrete experience and active experimentation. Intuitive, risk takers, trial and error problem solving. Carry out plans and adapt to change…
Linguistic Logical-Mathematical
Spatial Musical
Bodily Kinesthetic Interpersonal Intrapersonal
Appears to be in Broca’s area, on L side of brain
Highly developed auditory skills Think in words, like to write, tell stories,
spell accurately, enjoy reading, can recall dates, names, and places
Learn best by verbalizing, hearing, or seeing words
Word games/word associations are great tools to use
Involves both sides of the brainRight side deals with concepts; left side
remembers symbolsExplore patterns, categories, have
relationshipsCan think logically with a high degree of
abstraction
Question many things—ask where, what and when
Can compute in their heads, learn by computers, and do experiments to clarify things they don’t understand.
Enjoy strategy games such as chess or checkers
Related to the right side of the brain Learn by images and pictures; enjoy things such as
building blocks, jigsaw puzzles, and daydreaming Like to draw or do other art-like activities Can read charts and diagrams and may actually learn
better with visual methods such as videos or photographs
Related to right side of brainCan be found singing a tune, telling you when
a note Is off-key, playing musical instruments; dancing, and keeping time rhythmically
Sensitive to soundsMay learn best with music playing in the
background
Includes the basal ganglia and cerebellum of the brain structures
Learn by processing knowledge through bodily sensations
Learn by moving or acting thing out
Have difficulty sitting for long period of timeGood at athletic sports; great fine motor skillsUse of people’s behaviors or movements
come easily for this group of learners
Involves prefrontal lobes of brain
Able to notice others’ feelings, tend to have many friends, and are gifted in the social skills
Learn best in groups and gravitate toward activities that involve others
Also involves prefrontal lobes of brain Have strong personalities and tend to prefer an inner
surrounding of emotions and are often alone, rather than being surrounded by individuals
Learn quietly and privately – even in an individual setting
Self-confident/self-directed; independent; self-paced with introduction
Learning need is the difference between what is known currently and what is needed to be known for optimal performance
Identified by Staff Identified by Patients Identified by “near miss” New National Patient Safety Goals
Unit request related to new equipment, new procedure, change in practice
New nurse may need reinforcement in a particular area
Maybe new individual on unit – experienced nurse, but not experienced to our particular policy or procedure or with particular piece of equipment
To address unit needs To improve benchmark scores To make unit more cohesive or work
better as a team
Possible performance improvement for individual
To improve certain scaled score such as Press Gainey
Possibly in response to an incident report
ReceivingRespondingValuing
Organization Characterization
Feelings, Values, Attitudes
ImitationManipulationPrecision
ArticulationNaturalization
Motor Skills
Learner characteristics Desired outcomes Available time and materials Resources available Size of group Skills of group Adult learning characteristics
Vary experiences for learning Experiences, however, must be consistent
with learning Must consider audience and learning
styles
Critical thinking:◦ higher ordered intellectual activity that goes
beyond the simple acquisition of knowledge◦ Critical thinking skills:
Collecting and analyzing information Problem-solving Generating new ideas Evaluating options Making decisions
Importance of reading comprehension◦ directly correlated to changes in critical thinking
and successful progression through nursing education
◦ Facilitate and guide reading assignments
Case studies Questioning Simulation Role playing Concept mapping
Benefits◦ Work through problem situations◦ Generates hypotheses◦ Discuss real life situations◦ Promotes reflection and dialogue
Potential uses◦ Clinical conferences with students◦ Clinical discussions with Nurse interns and
residents◦ Combine with use of Facebook or Twitter
Focus on the most important concepts to be learned
Consider alternative responses Learning environment needs to be open,
safe and non-threatening All students should be engaged Summarize key points
General guidelines:◦ Learning environment must be relaxed◦ Learner should be encouraged to ask questions◦ Questions need to be prepared ahead of time◦ Carefully word questions◦ Do not praise answers too quickly ◦ Be aware of non-verbal behavior
Concrete: asks for recall of specific information. Lower level thinking required.
Abstract: asks to classify and draw conclusions about information as they attempt the understand the area under consideration.
Creative: demands reorganization of concepts into unique patterns.
Remembering: lowest level; simple recall of facts (who, what, define, describe, indicate)
Understanding: explains an answer to demonstrate understanding (compare/contrast, illustrate, estimate)
Applying: asks for solutions and use of information (apply, test, consider, solve)
Analyzing:seek to apply the information to new setting by using induction, deduction and logic (support your statement, identify assumptions, supporting evidence)
Evaluating: includes valuing of the information; incorporate beliefs and opinions to make a judgment (defend, judge, evaluate)
Creating: developing new ideas and creative thinking (propose a plan, formulate a method, develop a means)
“When you first examined the situation, what data seemed significant and why?”
“If and how do these data relate to any prior knowledge or experience you have on the subject?”
“What are the major hypotheses regarding the larger nursing problems that you identified?”
Clinical Scenarios replicated in a lab-like situation Can be costly Safe environment; place where learners can
practice over and over without patient harm
Used to bring out feelings and attitudes Helps audience to understand how others
may feel in a given situation Develops interpersonal skills Develops leadership skills
Sometimes, it may be difficult to get volunteers to participate
Not all will like this method of learning Should be used in conjunction with
another method Use of “scripts” can help
Technique of illustrating connections between ideas and concepts
Promotes reflective thinking Reflective thinking:
◦ Analyzing, synthesizing and evaluating what was done during patient care
◦ Making decisions about what to do the same or differently the next time
1. Analysis of the patient database – identification of relevant variables.
2. Integrate basic knowledge, past experiences, patterns seen in similar situations, institutional policies – preliminary plan of care
3. Individualizing a plan of care4. Incorporate published guidelines5. Incorporate nursing and interdisciplinary
research6. Interconnecting lines show relationships
Role-modeling is a powerful tool the preceptor can utilize in assisting the novice nurse to critically think
Dialogue enhances critical thinking – preceptors need to be taught how to ask higher level questions
The preceptor needs to help the novice nurse “think out loud.”
Effective for large groupsCan be effective for any type of learnerNeed classroomMay use pretest and post-test to determine
if learning has occurredOrganized and stepwiseEffective for those who are better listeners
Evaluation may be based on lecturer rather than content
Audiovisual aids are important to consider as adjuncts to teaching – be careful not to overuse
Discourages interactionCan “lose” audience if not done effectivelyNeed many breaks
Can be very effective Need effective facilitator to keep everyone
on track Discussion offers the best opportunity for
everyone to participate Allows students to learn from each other
Needs to be managed Can overwhelm someone who is shy Can become “one sided” if not everyone
participates Can bring out some unintended emotions
Works well when content is not new Allows focus on areas of challenge The more discussion that can be
generated, the better. Can increase learner participation
Unclear questions may be confusing to participant
Can stimulate discussion, but can also get off track easily
Utilize technology (Turning Point with “clickers”
With return demonstration Make sure objective is clear May take some participants longer than others
to complete objective; which may cause some frustration
Small groups are best to observe return demonstrations
May take longer time periods for completion of objective
Small groups are best to observe return demonstrations
May take longer time periods for completion of objective
Could have participants check each other off
Requires pre-test and post-test typically, as well as evaluation of content
May isolate learner Is not conducive to all learning styles or abilities Requires certain literacy level
Learner is able to do packet of information on his/her own time.
Information must be well-organized, thorough, worthwhile, and comprehensive.
May be time consuming to produce Educator should provide feedback to learner
Allows more learners from a variety of settings Provides learner with more freedom Removes some “barriers to learning” for learner Strategies vary depending on software used
◦ Webinars offer ability to interact with others◦ Webcast offers ability to view a recording of lecture◦ Podcast offers audio recording of lecture
Can be used for affective or cognitive domain May be rather time consuming Can be used for graduate and undergraduate
levels May be time-consuming Requires clear objectives learning goals
Preparation is critical Always have a back-up plan Use a variety of aids, depending on
objectives and audience Be sure aid is appropriate for audience size
Relatively inexpensive and not used as frequently
Easy to make, easy to reproduce Can be made during presentation Can be sent through copy machine
Series of images Easy to make and store Show procedure Check knowledge Easy to rearrange Relatively inexpensive
Readily available Cost effective Can be mounted or portable Works well with small group discussion
Utilize a “scribe”
Cost effective Easy to use; easy to transport Easy for students to use in presentations Writing space may be limited Can use only with small groups
Limited durabilityWriting may be illegibleComes in a variety of sizesFor presentations, get professionally
made
Number of usesRecord previous live events for later
viewingEvaluation of learner or instructionAugment another strategy (e.g. lecture)
Multiple copies easily madeShould offer opportunities for feedback
Provides other references Learner can maintain self-pace Materials are easy to produce and revise Must consider the variety of reading levels
of learners Consider electronic communication to
participants
Wide selection of backgrounds, graphics, and colors
Information easily updated Easily stored Allows for more consistency among
different groups of learners
Some learners today have been overtaxed with PowerPoint ®
Death by PowerPoint! Never rely on only 1 type of strategy
Veracity – pertains to truth telling; provides the basis for trust in any relationship.
Non-Malfeasance – not doing harm or evil
Beneficence – the state of doing or producing good
RN and LPN practice acts Must be able to articulate differences
and explain clearly, although each individual should also know their limitations
Must be up to date on latest changes National Patient Safety Goals…
Must keep these documents in locked area Specific time frames to keep certain specific
documents In-services Competencies Probationary time frame Challenging orientation
Scope and Standards for Nursing Professional Development Governed by the National Nursing Staff Development Organization (NNSDO): www.nnsdo.org
Certified in Professional Development National League for Nursing (NLN) governs
those standards for all schools of nursing, including RN and LPN: www.nln.org
American Association of Colleges (AACN) is the “national association for baccalaureate and higher degree nursing education institutions” (AACN, 2009).
Offers resources such as white papers, news releases, and a connection to obtain certification.
The website is www.aacn.nche.org
Confidentiality Engaging in gossip
Educational Records
Case Studies
Since you are using material for education, you may make a many copies of anything that you want without permission….
You need permission to use music to assist with the learning process
If you have written an article for a journal, you may make as many copies as you want, since it is your article.
The use of another’s original words or ideas as though they were your own
Can you use someone else’s works who may have died without permission?
Credibility How to get permission
Evaluation is the systematic assessment of the worth or merit of some object
http://www.socialresearchmethods.net/kb/intreval.htm
Ongoing evaluation as education process occurs
Education can improve as it is provided Allows immediate feedback from learner Evaluation can address objectives, physical
facilities, teaching and learning methods and/or overall experience
This evaluation occurs directly after educational activity
The learner must consider whether or not specifically stated objectives were met
Limited specifically to the objectives and directly to the content that was provided
Simply asked…. Did behavior change Cannot be immediately assessed More labor intensive to measure data Evaluation occurs in the future
Overall impact of education on institution as whole or on community
ROI May use extensive resources, especially beyond
those of a “nurse educator”
Must reflect evaluation that is intended Keep simple Stay with the objectives Use previously designed model/method if
applicable
Literature search may be helpfulInstrument must reflect that which is being
measuredImpacted by type of evaluation, resources
Level 1: Reaction
Level 2: Learning
Level 3: Behavior
Level 4: Results
