National League for Nursing Nurse Educator Core Competencies
The National League for Nursing (NLN) identifies eight competencies for nurse educators to achieve during their education. As the NLN states, meeting these competencies promotes excellence for those in the role of the nurse educator. The NLN Nurse Educator Core Competencies were achieved throughout course work completed while working towards a master's degree in nurse education at the University of Mary. A description of the competencies and how each were met throughout a master's program are listed including links to relevant coursework completed for each competency.
The one competency that is a strength for me is engaging in scholarship. I love to learn and pass that knowledge on to others, and I know to do so, I have to keep learning. This does not necessarily mean we have to continue to attend college, but to seek out other ways to obtain knowledge and stay abreast within the nursing profession. In the nurse educator role, I feel it is important to know how far nursing has come and to keep educating ourselves on new skills and procedures. Additionally, nurse educators must also keep educating themselves on teaching strategies.
The second competency of strength for me is facilitating learner development and socialization. One of the classes I currently teach in my role is a preceptor course for nurses. Within that content, we discuss the importance of engaging learners and making them feel safe in their learning environment. The key is to help the learner develop and build relationships so that a sense of trust and security exists along with shared responsibility.
The two NLN competencies that are limited for me and continuing to emerge are pursuing continuous quality improvement and functioning as a change agent. I am currently working as a clinical RN Nurse Educator, a role that is new to me, and I find it difficult to see how the role of the nurse educator can carry it out. I understand, however, that I cannot connect it yet in my current practice, nor do I see it come easy to others in my department. For both quality improvement and being a change agent, I find it difficult due to the various processes, committees, and approvals changes need to go through before they can be implemented. As we have learned throughout grad school, this is part of research and implementation, but I still have difficulty with how many steps have to occur. For instance, I am currently in charge of a pilot for a Resuscitation Quality Improvement (RQI) project in my region (Fargo). I came into the project, which has been going on for months, during the piloting phase in which our facility received an RQI cart. The program itself is brilliant, and I stand behind it completely. I am in charge of taking the cart to the different campuses and having staff use it and evaluate it. While this is certainly an important role, I am unable to identify how I can ensure this quality improvement tool launches within our facility. I recognize that I am contributing to it, but still find difficulty as I feel I have a very small voice. The nurse educator role in quality improvements and being a change agent within a large organization, to me, is difficult, but I will continue to ask others for guidance in doing so and learning how I can have a bigger voice.
Competency I: Facilitate Learning
Through various assignments, knowledge of and techniques to facilitate learning were gained. Course work concentrated on developing an understanding of helping students learn and achieving desired learning outcomes through the cognitive, affective, and psychomotor domains. A majority of assignments focused on creating personal objectives from each of these domains to further meet the competency of facilitating learning including the creation of objectives for each educational experience. Developing and fine tuning those objectives in each learning domain built a foundation of understanding the importance of incorporating each of these domains in learning objectives for learners.
Competency II: Facilitate Learner Development and Socialization
A nurse educator is responsible for bringing nursing education to nursing students and nurses. A nurse truly has someone's life in his or her hands every single day. In addition to having a strong foundation in regards to nursing skills, critical thinking, and medical knowledge, nurses need to be strong-willed, honorable, positive, and speak out for what they believe is right for the patient. Nurse educators must be competent in a variety of learning theories, methods, and strategies to facilitate learner development in order to achieve that.
Competency III: Use Assessment and Evaluation Strategies
Coursework throughout the master's in nurse education program included gaining knowledge of the various assessment and evaluation strategies that can be used as nurse educators. The importance of understanding how to use these strategies as well as the importance of assessment and evaluation are crucial in the role of a nurse educator. This competency was met through studying various assessment and evaluation strategies while also applying those strategies in multiple settings with peers, nurse educators, and students.
Competency IV: Participate in Curriculum Design and Evaluation of Program Outcomes
Curriculum design and evaluation of program outcomes were explored including the importance of both of these crucial components to nursing programs. Curriculum design and evaluation of program outcomes are necessary responsibilities for nurse educators in today's growing health care to help students be prepared with the knowledge and skills they will need to perform in their roles as nurses. This competency was met through assessing a baccalaureate nursing program and its outcomes along with identifying the key concepts for curriculum design while considering standards set forth by accrediting bodies.
Competency V: Function as a Change Agent and Leader
Various aspects of leadership were studied as part of the nurse educator track in the master's program at the University of Mary. This included functioning in the role of a change agent in both education and health care. Six different topics encompassing leadership were studied in depth and 80 hours of leadership experiences were completed to meet this competency. Strategic planning within an organization was also explored as a group project.
Competency VI: Pursue Continuous Quality Improvements in the Nurse Educator Role
Staying up to date with current nursing practices and standards are essential to the nurse educator role. Doing so allows the nurse educator to promote the importance of key components like evidence-based practice to learners. This competency was met through discussing concepts with experienced nurse educators, observing educators, and completing coursework to further expand upon developing as a nurse educator.
Competency VII: Engage in Scholarship
Research built the foundation of nursing and continues to allow it to expand and evolve into the practice it is today and what it will be in the future. It is important that nurse educators have a strong knowledge base of carrying out research including the contributions it makes to nursing. In addition to undertaking the task of carrying out research for a thesis to earn a master's of nursing, this competency was met through becoming knowledgeable in research, including the importance of evidence-based practice in nursing.
Competency VIII: Function Within the Educational Environment
Various components outside of education impacts the role of the nurse educator. Throughout coursework, different forces were identified and studied in order to be a more well-rounded nurse educator. As a nurse educator, it will be important to continue to stay abreast of these forces as they continue to evolve and impact nursing education and the practice of nursing.