Documente Academic
Documente Profesional
Documente Cultură
Sarah Scobie
SUNY Delhi
Kirsty Digger
February 9, 2017
CERTIFICATION FOR NURSE EDUCATOR 2
Abstract
This paper will delineate the certification for nurse educator role in exploring several aspects of
this position. To promote successful student outcomes it is essential for nurse educators to be
highly organized as health care continues to advance both technologically and in complexity of
care provided. Nursing programs are required to remain current and relevant to maintain
accreditation standards. The certification for nurse educator role is an examination that promotes
nurse educators to be leaders within the field through completing this specialty (National League
for Nurses, 2017). The eligibility and role responsibilities will be disseminated for the
certification for nurse educator process. Specific role challenges and legal/ethical aspects of this
advance practice nurse will be discussed. Aspects regarding curriculum development and
working within a collaborative team is essential for building and maintaining a successful
nursing program. Entering the role as a novice educator has specific challenges, just as
remaining current in practice once the novice transitions into an experienced educator. Wittman-
Price stated through teaching we can touch more patients then ever possible with our own two
This paper will explore the advanced practice role of the certification for nurse educator
(CNE). Discussion of the multiple role responsibilities and conflicts that certified nurse
educators face will be evaluated. The completion of the CNE establishes an area of specialty
expertise within nursing education (National League for Nurses [NLN], 2017). This educator
role requires effective collaboration and teamwork to facilitate student education. The diverse
and ever-changing health care system requires that the CNEs remain involved in lifelong
learning process to remain current in the standards of practice. Complex legal and ethical issues
Despite Florence Nightingale being accredited for disease reduction during the Crimean
War, the creation of the nursing program following the war was influential as one of the first
programs with formal nurse training (Masters, 2015). Through this type of nursing program the
profession began to attain a higher respect and recruitment into the field of nursing. Nursing
education is a specialty which is essential in producing competent nurse graduates. The nurse
educator faces challenges in new delivery methods that incorporate technology and advanced
simulation.
Masters (2015) identified that the first formal nursing schools in the United States (US)
opened in 1862 and were largely modelled after the nursing schools in London. The transition
within nursing education from more traditional values to acceptance of evidence-based practices
(EBP) disseminates current professional nursing practice. Kerry and Mullen (2014) identify that
a severe shortage of nursing faculty both current and is projected to increase, which directly
impacts amount of accepted students. Shortages within education have occurred due to the
CERTIFICATION FOR NURSE EDUCATOR 4
number of retiring educators and a lack of adequate numbers entering the field of nursing
education. In 1977 the accreditation standards for certification programs was established with
the initial 174 educators taking the first CNE examination in 2005 (NLN, 2017). In 2009 the
CNE examination became certified and is currently recognized as a specialty certification (NLN,
2017).
The initial Certification for Nurse Educators (CNE) was created in 2005 and renewed in
2014 (NLN, 2017). For a nurse educator to complete the CNE a Masters or doctoral degree in
nursing education and current employment in non-hospital based nursing education is required
(NLN, 2017). This certification is valid for five years and renewable through accepted
professional education or re-taking the examination (NLN, 2017). For NLN members the
examination cost is 400 dollars and for non-NLN members the cost is 500 dollars (NLN, 2017).
Nursing education has transitioned into further improving the education role and
have the potential to deter students from seeking a career in education associated with the cost of
this advanced education. Promoting and recruitment into nursing education is essential to
continue to attain the number of educators required for the number of nurses required for the
future.
Wittmann-Price, Godshall, and Wilson (2016) discuss for a nurse educator to successfully
complete the certification process preparation must include these areas (a) facilitation of
learning, (b) facilitate learner socialization, (c) assessment strategies, (d) curriculum
development with evaluation, (e) quality improvement, and (f) engage in scholarship. Practice
examinations are available prior to completing the examination through the NLN website. The
CERTIFICATION FOR NURSE EDUCATOR 5
CNE examination does not evaluate education program effectiveness and seeks to assure that all
Role responsibilities for the CNE include (a) being an innovative leader in the field of
education, (b) curriculum development, (c) determining if professional role aligns with the
theory supported by the institution in which the CNE works, and (d) lifelong and continual
identifies limitations exist regarding how nurse educator knowledge and skills are acquired.
Mentoring and collaboration are identified as an integral component in success within nursing
education (Louie, 2015). Mentors providing guidance and insights when transitioning into the
participation on committees on campus are essential in being an integral part of the school or
university.
Billings and Halstead (2015) discuss that approval of the official curriculum must be
includes considerations of the student demographic, learning styles, and the integration of
providing theory components that consider diverse learning styles, and knowledge of
nursing educators are expected to promote change within a diverse and complex healthcare
system. Promotion of change is essential in continuing both academic growth and the self-
Scholarship and research are essential components in being a leader in nursing education.
Changes in curriculum and skills evaluation require research that assures the change in practice
into learner-centered academics and the enhanced education maintained through certification
allow for the novice educator to have a smoother transition into practice.
Effective test creation that promotes higher levels of critical thinking and incorporate
education. The ability to statistically evaluate the tests through scores and student review is an
additional task present for nurse educators. CNEs that have transitioned more into expert
educators are frequently expected to be mentors and professional role models for novice
educators.
have expanded in nursing education as well as recruitment due to the identified educator
shortage. Novice nurse educators need strong mentors and collaboration to become successful to
fulfill this complex role (Louie, 2014). The expansion of the education provided in preparation
for this role has become more inclusive of education specific components. Wittmann-Price et al
(2016) identifies that the CNE examination assesses the readiness and level of understanding
associated with becoming a leader within the nurse educator field. Adelman-Mullally et al
(2013) identify that nursing educators who are transformative leaders have the ability to guide
students towards individual goals and are accepting of necessary curriculum changes.
CERTIFICATION FOR NURSE EDUCATOR 7
The CNE and the changes present in educational requirements, have improved the overall
preparation of the expert clinician transitioning into the novice educator role (Wittmann-Price
et al., 2016, p. 2). The research supports the enhanced level of education required for the
advanced practice role of nurse educator by improving the preparedness for transition into the
educators who were not prepared specifically in education, often applied a trial and error of what
forms of pedagogy would lead to successful outcomes. Oermann and Gaberson (2016) identify
that both formative and summative evaluation of students is essential in assessment and
measuring student outcomes. The formative evaluation through tests provide grades but when
these questions encourage critical thinking or higher tiers of Blooms Taxonomy it enhances
An identified challenge for any advanced practice nursing role includes the (a)
dominance of the medical profession, (b) care based on medical models, (c) lack of
respect/understanding for advanced practice nursing roles, and (d) insufficient nursing education
(Kleinpell et al., 2014). Nursing educators face many challenges with the faculty shortage
impacting the ability to graduate the number of nurses required to care for the population needs.
Experienced faculty have the potential to struggle with the perpetual changes and technology
consideration for CNEs. The online learning environment does not allow for the non-verbal
and colloquial expressions would avoid potentially offending a student. Assessment of the venue
CERTIFICATION FOR NURSE EDUCATOR 8
and the student population requires experience within the educator role to promote successful
outcomes. CNEs have to consider the perspectives of others as individual professionals and
encourage students to positively embrace viewing a topic from a different perspective. The
online education also opens the door to further risk of plagiarism and cheating, which is
Louie (2015) surveyed nurse educators and out of the responses noted that 42 educators
have completed the CNE and 232 educators had not taken the CNE. Of the nurse educators
surveyed 121 had completed a doctorate degree in nursing education. This data supports that the
CNE may not frequently be a goal for new graduates in the field of nursing education. Kerry and
Mullen (2014) further identified that credentialing needs to be more universal for all advanced
CNEs within the current educator role includes challenges in areas of continuing
professional development, large teaching loads, and limited career options (Kerry & Mullan,
2014). A challenge for CNEs include the promotion continued nursing education and how to
instill this in graduates. Recruitment into nursing education is an identified challenge due to the
reduction in salary and high level of responsibility associated within this role (DeNisco &
Barker, 2013). Improved diversity within the nursing education population would be an asset
within nursing education. Diversity and enhanced community program involvement would
transition the student experience level from hospital-based focus which is present in current
Ethical considerations for a CNE include (a) professional and cultural competence, (b)
awareness of individual biases, (c) assessment and identification of students who will not be
CERTIFICATION FOR NURSE EDUCATOR 9
successful in meeting client needs, and (d) recognizing when a client or student scenario is
unsafe or unethical. Ethics plays a vital role in nursing education and educators often act as
positive leader for developing competent nursing students. Cultural competence and
professionalism are essential in a CNEs success in practice. Certain faiths or religions have
specific boundaries in place regarding caring for members of the opposite sex. The standards of
the religion versus the professional role of the nursing student is an area in which legal counsel
difficult student arises and utilizing a different educator to assess this student provides additional
The identification of students that struggle academically or are limited in critical thinking
abilities within practicum, is another ethical concern for CNEs. As educators it is awarding to
have successful and competent graduates. Recognition and evaluation of students who cannot
successfully meet objectives, also has both legal and ethical impacts. Nursing students and their
families invest a large amount of time and money into education, documentation of poor student
growth in practice is important to building graduates that will be competent in practice of clients.
Plagiarism and cheating is another aspect that educators face in which more and more technology
has become available to students. CNEs need to assure that students are aware of what
constitutes cheating/plagiarism at the beginning of courses to assure that the students are aware
of the expectations.
CERTIFICATION FOR NURSE EDUCATOR 10
Family Educational Rights and Privacy Act (FERPA) is designed to protect privacy of
students (United States Department of Education, 2015). When a student is not progressing
within a nursing program or is having personal conflicts while in school, parents or loved ones
will attempt to get information from nurse educators. The sharing of information is illegal
without consent from the student to allow this information to be shared. Community members,
employers, or other nurses that are within the community have the potential to ask regarding a
students progress and this information also would violate the students rights as provided within
FERPA.
Delineation of the advanced practice nurse role was informative in that the specialty of
obtaining a CNE is essentially confirming that a nurse educator is prepared for all essential roles
within this nursing specialty. The impact potential for a CNE on both the employed institution
and the field of nursing education has vast possibilities. The examination is affordable and
certification. The legal and ethical considerations require a mentor for a nursing educator to
attain competence. Mentoring of novice educators is essential in both educator retention and
recruitment into this diverse role. Knowledge regarding areas of scholarship, assessment,
evaluation, and strong communication abilities are essential in the CNE role.
CERTIFICATION FOR NURSE EDUCATOR 11
References
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National League for Nurses. (2017). Certification for nurse educators. Retrieved from
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