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Competency 1 – Facilitate Learning

Nurse educators are responsible for creating an environment in classroom, laboratory, and
clinical settings that facilitates student learning and the achievement of desired cognitive,
affective, and psychomotor outcomes. To facilitate learning effectively, the nurse educator:
•Implements a variety of teaching strategies Utilized power point, discussion, post test and
appropriate to learner needs, desired learner model arm for presentation of IV patency class
outcomes, content, and context.
• Grounds teaching strategies in educational Based teaching strategy on Gagne’s learning
theory and evidence-based teaching practices. theory

• Recognizes multicultural, gender, and In clinical with students and in work practice, I
experiential influences on teaching and learning. recognize and respect the experience and
learning needs of students and co workers.
Recognized the diverse group of students in
developing the presentation for IV patency
• Engages in self-reflection and continued learning Present enrollment in MSN program, self
to improve teaching practices that facilitate directed approach to research re: teaching
learning. methods Elicited feedback from peers
regarding presentation of IV lesson
• Uses information technologies skillfully to Use of IT for research purposes, to prepare IV
support the teaching-learning process. patency class and the creation of e-portfolio
• Practices skilled oral, written, and electronic Scholarly papers, videotaped presentation used
communication that reflects an awareness of self to assess my own knowledge and ability to
and others, along with an ability to convey ideas communicate what I have learned
in a variety of contexts.

• Models critical and reflective thinking. Designed a class presentation based on the
theory of Gagne to stimulate the critical
thinking skills built on basic knowledge for the
assessment of patency and complications from
IV therapy
• Creates opportunities for learners to develop In the clinical setting, assisted clinical
their critical thinking and critical instructors to develop critical thinking skills
reasoning skills using care plans, assisted in the grading of
preps and reviewing with the students and in
IV patency presentation I started with basic
information and built a foundation on which to
build knowledge re complications
• Shows enthusiasm for teaching, learning, and In classroom and clinical settings, I
nursing that inspires and motivates students. demonstrate interest and enthusiasm in my
roles as student and teacher
• Demonstrates interest in and respect for I am respectful of learners and their individual
learners. learning needs
• Uses personal attributes (e.g., caring, confidence, In the clinical and classroom settings, I am
patience, integrity and flexibility) that facilitate caring, supportive and patient with the students
learning. promoting comfort levels to facilitate a
nurturing learning environment
• Develops collegial working relationships with I have worked with other students to create
students, faculty colleagues, and clinical agency group presentations, with clinical instructors
personnel to promote positive learning and classroom instructors, and maintain a
environments. respectful and positive working relationship
with hospital staff.

• Maintains the professional practice knowledge Main current learning requirement (ceu’s),
base needed to help learners prepare for attend seminars and inservices
contemporary nursing practice.
• Serves as a role model of professional nursing. Behave professionally in all areas of practice
Competency 2 – Facilitate Learner Development and Socialization
Nurse educators recognize their responsibility for helping students develop as nurses and
integrate the values and behaviors expected of those who fulfill that role. To facilitate learner
development and socialization effectively, the nurse educator:
• Identifies individual learning styles and unique At present, I have been able to help those
learning needs of international, adult, students I have worked with in clinical identify
multicultural, educationally disadvantaged, learning needs.
physically challenged, at-risk, and second In my presentation, I used a variety of teaching
degree learners. tools to accommodate the learning needs of the
• Provides resources to diverse learners that help Presented to a small but diverse group class.
meet their individual learning needs. Some of us were adult learners, some were not
• Engages in effective advisement and counseling I have had the opportunity to assist the clinical
strategies that help learners meet their students in development of learning needs as
professional goals. applies to clinical skills and completing care
Help open discussion post presentation to
determine experience of class.
• Creates learning environments that are focused Have acted as mentor to newly hired nurses, in
on socialization to the role of the nurse and which we met weekly to discuss the learning
facilitate learners’ self-reflection and personal goal needs and goals and then whether they were met
setting. or not.
In the class presentation, a question/answer
forum opened to encourage group discussion and
invitation to practice with model extended
• Fosters the cognitive, psychomotor, and In clinical settings, and with IV patency class
affective development of learners. presentation provided skill/information sets
ranging from basic to complex and used a model
for hands on experience to stimulate the
cognitive, psychomotor and affective
development of learners
• Recognizes the influence of teaching styles and In observing the clinical student, the classroom
interpersonal interactions on learner student and newly hired nurses, I have come to
outcomes recognize that each individual has individual
learning styles. In the classroom IV lesson, used
a variety of teaching methods and evaluated the
effectiveness by way of post quiz (all students
achieved 100%)
• Assists learners to develop the ability to engage In simulation lab, assisted with the observers
in thoughtful and constructive self and peer ability to assess what she has observed and to
evaluation. communicate in a constructive and supportive
In classroom presentation, students encouraged
to give feedback and constructive evaluation of
teaching method, presentation, and whether
outcomes were met
• Models professional behaviors for learners Presently limited to enrollment in MSN program
including, but not limited to, involvement
in professional organizations, engagement in
lifelong learning activities, dissemination of
information through publications and
presentations, and advocacy.

Competency 3 – Use Assessment and Evaluation Strategies

Nurse educators use a variety of strategies to assess and evaluate student learning in
classroom, laboratory and clinical settings, as well as in all domains of learning. To use
assessment and evaluation strategies effectively, the nurse educator:
• Uses extant literature to develop evidence- In the IV patency presentation, I researched a
based assessment and evaluation practices. variety of teaching and learning theories.
Utilized Gagne’s theory that knowledge is
cumulative to in the classroom lecture.
• Uses a variety of strategies to assess and To meet the cognitive, psychomotor and
evaluate learning in the cognitive, affective domains of learning, I used multiple
psychomotor, and affective domains teaching tools (lecture/discussion, photos, a
model arm and a learning hierarchy concept

• Implements evidence-based assessment and I used a presentation, consisting of basic

evaluation strategies that are appropriate knowledge and built on that basic knowledge
to the learner and to learning goals. to present a more complex knowledge set. The
pictures served as visual aids. And I used a
model arm so students could “get a feel”
• Uses assessment and evaluation data to The students were invited to ask questions,
enhance the teaching-learning process. initiate discussion and “practice” on the model
• Provides timely, constructive, and thoughtful At the conclusion of the presentation, a quiz
feedback to learners. was given, and the answers discussed.
• Demonstrates skill in the design and use of The presentation was videotaped and feedback
tools for assessing clinical practice. regarding the presentation obtained
Competency 4 – Participate in Curriculum Design and Evaluation of Program
Nurse educators are responsible for formulating program outcomes and designing curricula
that reflect contemporary health care trends and prepare graduates to function effectively in
the health care environment. To participate effectively in curriculum design and evaluation
of program outcomes, the nurse educator:

• Ensures that the curriculum reflects A curriculum was developed for the “Caritas
institutional philosophy and mission, current College of Caring”. Our mission and
nursing and health care trends, and community philosophy was to provide current nursing
and societal needs so as to prepare graduates for trends (medical) in a caring manner to not just
practice in a complex, dynamic, multicultural a patient but to his/her
health care environment. environment/community
• Demonstrates knowledge of curriculum I specifically created a “Disaster Preparedness”
development including identifying program course to include course description, a
outcomes, developing competency statements, syllabus, objectives and evaluation methods
writing learning objectives, and selecting
appropriate learning activities and evaluation
• Bases curriculum design and implementation I based my course on research I had done
decisions on sound educational principles, regarding the lack of knowledge around
theory, and research. disaster preparedness and the need for it. I also
looked at the inclusion of disaster preparedness
courses offered in other universities
• Creates and maintains community and clinical Participated in a disaster drill at a local
partnerships that support educational community hospital to assess how they were
goals. prepared to handle disasters
• Collaborates with external constituencies I also participated in limited FEMA disaster
throughout the process of curriculum revision. traiing to see what their training consisted of
Competency 5 - Function as a Change Agent and Leader
Nurse educators function as change agents and leaders to create a preferred future for nursing
education and nursing practice. To function effectively as a change agent and leader,
the nurse educator:
• Models cultural sensitivity when advocating for Act as change agent to successfully “unfreeze”
change. the current norm in curriculum to add disaster
preparedness to curricula.
• Integrates a long-term, innovative, and creative Presented evidence of need to include this
perspective into the nurse educator role. course based on research, advocate for need to
move into current and future needs of nursing
for the community
• Participates in interdisciplinary efforts to Align with supporters of change both in faculty
address health care and educational needs and outside sources (other college faculties,
locally, regionally, nationally, or internationally. government agencies) to motivate, and prepare
current faculty for change (movement)
• Evaluates organizational effectiveness in Demonstrate the lack of knowledge in
nursing education. emergency preparedness through participation
in a local community hospital disaster drill
• Implements strategies for organizational Present course outline, outcomes, methods in
change which achievement could be made, in theory,
practice and cost.
• Provides leadership in the parent institution as Implement changes needed to add course,
well as in the nursing program to enhance the integrate values of needed change to current
visibility of nursing and its contributions to the trends to the nursing community and the
academic community. community in general (refreeze)
• Promotes innovative practices in educational Add drills to curriculum as “clinical
environments. experience” Invite guest speakers from
government agencies to address disaster
• Develops leadership skills to shape and Maintain high standards, act with integrity,
implement change. support and respect with other leaders,
maintain current knowledge.
Competency 6 - Pursue Continuous Quality Improvement in the Nurse Educator Role
Nurse educators recognize that their role is multidimensional and that an ongoing commitment to
develop and maintain competence in the role is essential. To pursue continuous quality
improvement in the nurse educator role, the individual:

• Demonstrates a commitment to life-long Enrolled in MSN program

• Recognizes that career enhancement needs and Research what I need or will need to
activities change as experience is gained in the accomplish my goal of becoming a clinical
role nurse educator
• Balances the teaching, scholarship, and service Maintain scholarship with acting as graduate
demands inherent in the role of educator and assistant
member of an academic institution.
• Uses feedback gained from self, peer, student, Use all feedback given to work toward
and administrative evaluation to improve role improvement in my work, related to
effectiveness. scholarship and professional work
• Mentors and supports faculty colleagues.
Competency 7 – Engage in Scholarship
Nurse educators acknowledge that scholarship is an integral component of the faculty role,
and that teaching itself is a scholarly activity. To engage effectively in scholarship, the nurse

• Draws on existent literature to design Engaged in writing a scholarly paper about the
evidence-based teaching and evaluation learning and teaching needs of students and
practices. faculty
• Exhibits a spirit of inquiry about teaching and Explored theorists methods for teaching
learning, student development, evaluation effectively so students can learn effectively
methods, and other aspects of the role.
• Designs and implements scholarly activities in Used what I found in the research to develop a
an established area of expertise. presentation “IV patency” . A variety of
teaching tools was used based on the theories
of learning to facilitate the needs of different
• Disseminates nursing and teaching knowledge Presented the methods learned from the theory
to a variety of audiences through various means. in the scholarly paper to present and evaluate
• Demonstrates skill in proposal writing for Have not written proposal
initiatives that include, but are not limited to,
research, resource acquisition, program
development, and policy development.
• Demonstrates qualities of a scholar: integrity, I have maintained professional and academic
courage, & perseverance. integrity and perserverance at all times.