PRESENTED BY : MS.LAVANYAA JAYA KIRUBAI.SMSC. NURSING 1ST YEAR.

TEACHER –ROLE& RESPONSIBILITES,

FUNCTIONS,CHARACTERISTICS,COMPETENCIES &

QUALITIES

“A good teacher is like a candle-it consumes itself to light the way for others”

TERMINOLOGY ROLE: The characteristic and expected

social behaviour of an individual. RESPONSIBILITY: Taking care of your

duties. CHARACTERISTIC: A feature that helps to

identify, tell apart, or describe recognizably; a distinguishing mark or trait.

COMPETENCE: A specific range of skill, knowledge, or ability.

CONT. . FUNCTION: The action for which a

person or thing is particularly fitted or employed.

QUALITY:The ongoing process of building and sustaining relationships by assessing, anticipating, and fulfilling stated and implied needs.‘

PASSION: the energy that comes from bringing more of YOU into what you do.

DEFINITION

TEACHING : It is concerned with growth

and development of whole personality

of the student-her mind, spirit, character

and effective behaviour.

It is a mixture of art and science.

DEFINITION A nurse educator is a nurse

who teaches and prepares licensed practical nurses (LPN) and registered nurses (RN) for entry into practice positions.

-Wikipedia

ROLES OF TEACHER / EDUCATOR.

ROLES OF NURSE EDUCATOR

ADMINISTRATOR ROLE

INSTRUCTIONAL ROLE

INSTRUCTIONAL ROLE Planning and organising courses Creating and maintaining a desirable group climate Adapting teaching and instructional materials. Motivating and challenging students to pursue & sustain learning activities.

CONT. .Teaching consisting of a complex

role: Supplying information Explaining ,clarifying,& interpreting Demonstrating & explaining

procedure, a process or exhibiting materials

Serve as guie for student projects Supervise student’s performance Evaluate teaching and learning

outcomes.

FACULTY ROLEAs a staff member of

organizational hierarchy-chaiman/dean or member of one or more committees like currriculum,board of examiners, etc.

Counselor of studentsResearcherResource person to outside

groupsRepresentative to professional nursing organizationsPublic health relation agent.

INDIVIDUAL ROLE Personal role Teacher role

ADMINISTRATOR ROLE Maintenance of records of students

progress. Provision of reference for students. Participate in time table planning Attending and contributing to all

educational meetings. Attending educational social functions as required. Conducting different committee meetings.

MODERNISING NURSING CAREERSSECURING THE FUTURE OFNURSE EDUCATOR ROLES

PREFERRRED FUTURE OF NURSE EDUCATORS WOULD BE:

More attractive & flexible career opportunities with creative employment models & working practices.

Improved strategic relationship, robust workforce planning and coherent national frameworks for health & social care education.

Career pathways can be aligned with PG clinicians*& delivery of contemporary health care.

Review of funding for education & staff development.

Greater recognition & reward for the specialized knowledge& preparation required for practice.

RESPONSIBILITIES

Socially Responsible

Teacher

Teacher of High Values and Morality

Teacher Managing

Identity Crises

Learner centered teacher

Openness of a Teacher

Accountability

Professionalism

Teacher with the Best Talent

Good Communicat

or

Content Management

Skills

Teacher with

Knowledge

Management

Qualities

Teacher with

Leadership

Qualities

Nursing Teacher

in Progres

sion

FUNCTIONS OF NURSE EDUCATOR Explaining, informing initiating,directing &

administering Unifying group Giving security Clarifying attitudes,beliefs &

problems Diagnosing learning problems Making curriculum material Evaluating ,recording and

reporting Enriching community activity Arranging & organizing

classroom Participating in educational

institutional activities Participating in professional

life.

DESIRED CHARACTERISTICS OF

EFFECTIVE NURSE EDUCATORS

CHARACTERISTICS

INSTRUCTIONAL ABILITY

/COMMUNICATION SKILLS

INTERPERSONAL SKILLS

PERSONALITY TRAITS

ACCESSIBILITY

NURSING COMPETENCE

/PROFESSIONALISM

EVALUATION PROCEDURES

INSTRUCTIONAL ABILITY/ COMMUNICATION SKILLS

Communicates effectively; breaks down content in a down-to-earth manner

Clear goals, expectations, deadlines, desired outcomes

Organized Knowledgeable of course materials Interacts with students Enthusiastic, energetic, eager Well-prepared Self-confident Creative

INTERPERSONAL SKILLS

Encouraging demeanour Friendly attitude Mentoring approach Motivational Supportive Respectful Receptive to people and ideas Open minded, objective, non-judgmental

PERSONALITY TRAITS

Attentive Nurturing Demonstrates concern about students Flexible, easy-going manner Sense of humour

ACCESSIBILITY

Approachable, welcoming Has designated office hours

NURSING COMPETENCE/ PROFESSIONALISM

Good role model Dedicated Clearly enjoys nursing and teaching Skilled clinician

EVALUATION PROCEDURES

Provides study guides/ outlines Provides timely, constructive, and specific

feedback Gives tests that reflect course objectives,

lecture materials, and study guides

COMPETENCIES OF NURSE EDUCATOR

COMPETENCY 1: FACILITATE LEARNING

COMPETENCY 2: FACILITATE LEARNER DEVELOPMENT & SOCALIZATION

COMPETENCY 3: USE ASSESSMENT & EVALUATION STRATEGIES

COMPETENCY 4: PARTICIPATE IN CURRICULUM DESIGN & EVALUATION OF PROGRAM OUTCOMES

COMPETENCY 5: FUNCTION AS CHANGE AGENTS AND LEADERS

COMPETENCY 6: PURSUE CONTINUOUS QUALITY IMPROVEMENT IN THE NURSE EDUCATOR ROLE

COMPETENCY 7: ENGAGE IN SCHOLARSHIP

COMPETENCY 8: FUNCTION WITHIN THE EDUCATIONAL ENVIRONMENT

1 Implements a variety of teaching strategies

appropriate to learner needs • Grounds teaching strategies in educational

theory and evidence-based teaching practices • Recognizes multicultural, gender, and

experiential influences on teaching and learning

• Engages in self-reflection and continued learning to improve teaching practices that facilitate learning

• Uses information technologies skillfully to support the teaching-learning process

• Practices skilled oral, written, and electronic communication that reflects an awareness of self and others

• Models critical and reflective thinking

COMPETENCY 1: FACILITATE LEARNING

• Creates opportunities for learners to develop their critical thinking

• Shows enthusiasm for teaching, learning, and nursing that inspires and motivates students

• Demonstrates interest in and respect for learners

• Uses personal attributes (e.g., caring, confidence, patience, integrity and flexibility) that facilitate learning

• Develops collegial working relationships with students, faculty colleagues, and clinical agency personnel to promote positive learning environments

• Maintains the professional practice knowledge base needed to help learners prepare for contemporary nursing practice

• Serves as a role model of professional nursing

Identifies individual learning styles and unique learning needs Of multicultural, educationally disadvantaged, physically challenged, at-risk, and second degree learners

Provides resources to diverse learners that help meet their individual learning needs

Engages in effective advisement and counseling strategies that help learners meet their professional goals

Creates learning environments that are focused on socialization to the role of the nurse and facilitate learners’ self-reflection and personal goal setting

COMPETENCY 2: FACILITATE LEARNER DEVELOPMENT & SOCALIZATION

Recognizes the influence of teaching

styles and interpersonal interactions

on learner outcomes

Assists learners to develop the ability

to engage in thoughtful and

constructive self and peer evaluation

Uses extant literature to develop evidence-based assessment and evaluation practices

Uses a variety of strategies to assess and evaluate learning in the cognitive, psychomotor, and affective domains

Implements evidence-based assessment and evaluation strategies that are appropriate to the learner and to learning goals

Provides timely, constructive, and thoughtful feedback to learners

Demonstrates skill in the design and use of tools for assessing clinical practice

COMPETENCY 3: USE ASSESSMENT & EVALUATION STRATEGIES

COMPETENCY 4: PARTICIPATE IN CURRICULUM DESIGN & EVALUATION OF PROGRAMOUTCOMES

Ensures that the curriculum reflects institutional philosophy and mission, current nursing and health care trends, and community and societal needs

Demonstrates knowledge of curriculum development including identifying program

outcomes, developing competency statements, writing learning objectives, and selecting appropriate learning activities and evaluation strategies

Bases curriculum design and implementation decisions on sound educational principles, theory, and research

• Revises the curriculum based on assessment of program outcomes, learner needs, and societal and health care trends

• Implements curricular revisions using appropriate change theories and strategies

• Creates and maintains community and clinical partnerships that support educational goals

• Collaborates with external constituencies throughout the process of curriculum revision

COMPETENCY 5: FUNCTION AS CHANGE AGENTS AND LEADERS

• Participates in interdisciplinary efforts to address health care and educational needs locally, regionally, nationally, or internationally

• Evaluates organizational effectiveness in nursing education

• Implements strategies for organizational change

• Provides leadership in the parent institution as well as in the nursing program to enhance the visibility of nursing and its contributions to the academic community

• Promotes innovative practices in educational environments

• Develops leadership skills to shape and implement change

COMPETENCY 6: PURSUE CONTINUOUS QUALITY IMPROVEMENT IN THE NURSE EDUCATOR ROLE

Demonstrates a commitment to life-long learning

• Recognizes that career enhancement needs and activities change as experience is gained in the role

• Participates in professional development opportunities that increase one’s effectiveness in the role

• Balances the teaching, scholarship, and service demands inherent in the role of educator and member of an academic institution

• Uses feedback gained from self, peer, student, and administrative evaluation to improve role effectiveness

• Mentors and supports faculty colleagues

COMPETENCY 7: ENGAGE IN SCHOLARSHIP • Exhibits a spirit of inquiry about teaching

and learning, student development, evaluation methods, and other aspects of the role

• Designs and implements scholarly activities in an established area of expertise

• Disseminates nursing and teaching knowledge to a variety of audiences through various means

• Demonstrates skill in proposal writing for initiatives that include, but are not limited to, research, resource acquisition, program development, and policy development

• Demonstrates qualities of a scholar: integrity, courage, perseverance, vitality, and creativity

COMPETENCY 8: FUNCTION WITHIN THE EDUCATIONAL ENVIRONMENT

Uses knowledge of history and current trends and issues in higher education as a basis for making recommendations and decisions on educational issues

• Identifies how social, economic, political, and institutional forces influence higher education in general and nursing education in particular

• Develops networks, collaborations, and partnerships to enhance nursing’s influence within the academic community

• Determines own professional goals within the context of academic nursing and the mission of the parent institution and nursing program

TOP 10 QUALITIES OF A GREAT NURSE EDUCATOR

#10: Patience

#6: Social Skills

#8: Dedicati

on

#9: Emotion

al Intellect

# 7: Adaptabi

lity

#5: Positive Attitude

#2: Humor

#3: Confiden

ce

#4: Critical

Reflection

#1: Passion

QUALITIES IN GENERAL Respect for the student’s maturity

& sense of responsibility Stimulating Assignments Subject matter content Time management Personal attributes

JOURNAL International Journal of Nursing Education

Scholarship Vol. 7 (2010)/ Issue 1 / Articles Learner-Centered Characteristics of Nurse

Educators A qualitative research design was used to address

the research question. Themes that emerged were placed under the concepts of power, role of teacher, responsibility of learner, and philosophy of evaluation guided by Weimer's (2002) conceptual framework of a learner-centered philosophy of teaching. Themes and meaning units derived from the study helped to generate textual and structure statements that represent the characterizations of learner-centered nurse educators.

JOURNAL OF NURSING EDUCATION THE CLINICAL INSTRUCTOR ROLE IN NURSING EDUCATION: A

STRUCTURED LITERATURE REVIEW

Abstract A structured literature review was conducted to understand

clinical instructors’ perceptions of their role and the factors that facilitate and constrain their teaching in undergraduate nursing programs. The literature published in English between 2000 and 2011 was searched, and data were extracted from 15 articles that met the inclusion criteria. The analysis identified four themes—characteristics of the role, characteristics of effective clinical teaching, influence of the clinical context on the role, and influence of the academic context on the role. Clinical instructors are portrayed as needing to be good educators, as well as excellent clinicians. However, they often lack formal education and professional development opportunities related to the role and must draw on their individual personal and professional experiences to guide their teaching to meet the demands of both the clinical and academic contexts in which they simultaneously work.

REFERENCES Mujibul hasan,Technology In Teacher

Education,APH Publication -2004,NewDelhi. Diane M.Billings,Teaching In Nursing-A

Guide For Faculty,3rd edition,2009,Elsevier publication,st.louis.

K.P.Neeraja,Textbook Of Nursing Education, 7th edition, Jaypee publication, Delhi.

www.nursetogether.com www.healio.com www.pubmed.com www.google.com