Faculty Interview Research Paper
Faculty Interview
Fidelia Edoziem
HSN/548-Role of the Health Care/Nursing Educator
April, 28th 2015
Stephanie Vaughn, PhD RN CRRN.
Faculty Interview with M, Fields. Nurse educator is someone who can inspire others to work together in pursuit of a common goal. An effective educator possess integrity, courage, initiative and ability to handle issues (Koch, 2014). This individual is admired in their efforts to think critically, set goals and skillfully communicate and collaborate at all times (Johansen, 2012).
An interview was conducted with M, who works at University of California Los Angeles- Advanced Practice-Nursing (APN) program as a lecturer. She has been a nurse for almost 35 years and began teaching career at UCLA in 1982 where she worked as a nurse educator. Both patient/family education and staff development were her focus. These students are learning to become nurse practitioners or clinical specialists in acute care. After school they work in specific areas such as emergency, trauma, neurology, cardiac surgery or cardiology, which is M, F’s personal area of expertise (M Fields, personal communication, April 28, 2015).
M, Field’s Role as a Faculty
As a …show more content…
graduate she specialized in cardiology. As she waited to see how her career would advance she decided to maintain her clinical skills. So she went to the medical center and asked the head of cardiology if she could see patients in the clinic. She started working with a cardiologist whose specialty was congenital heart disease. The doctor was attempting to start a new program in this extremely specialized field. This caught her interest so she volunteered and he educated her about congenital heart disease. This became the focus of her research program and clinical practice and completely changed her career path (M Fields, personal communication, April 28, 2015).
M, F research was on women with complex Cardiac Heart Disease and their reproductive outcomes. She also spent time in a transitional care program that cares for pediatrics with CHD. This program prepares them to live with their condition as they move into adulthood. Because of advances in healthcare these children are able to survive past childhood, which allowed the number of adults surpass the number of children with the disease. This population needed to be educated and ready to face the challenges that the disease presents in adult life (M Fields, personal communication, April 28, 2015).
Back when she was in the acute care program at UCLA students graduated as acute care nurse practitioners. These days the certifying bodies require graduates to be population-based rather than specialty-based (Kock, 2014). This means that our department is now focused on adults with a subspecialty in acute care. After graduation they can choose to attain more specialized training. M, F confessed that they are always aware of what’s going on in practice and are quick to adjust to those changes accordingly. She mentioned that they’ve also had to introduce gerontology into their curriculum due to the aging population and that they were careful to not just teach about the diseases of aging but to also educate their students on approaches to the concerns and needs of the patients and their loved ones. Preparation for Faculty role
The two ways for BSN prepared nurses to earn their DNP are as follows. One can go the Healthcare Systems route, which gets nurses ready for roles that support clinical practices. These roles are administrative, informatics and organizational leadership. The other option is through a pathway that promotes care more directly. This process prepares graduates to be nurse practitioners within Advanced Practice Areas of their interest (Johansen, 2012).
Comparison/Literature Review Challenges have always been a part of nursing education. Imagine a world without a computer, copy machine or even email. The only tools they had were textbooks, slides, and transparencies made by their own hands. All of their correspondence came from the lecture hall. It was truly difficult. Now is a different story. The lecture is still an important part of school but here now is the power of the internet, with its videos and other multimedia. These new technologies have really changed teaching and learning for the better. Simulation dummies are essential for teaching student’s central line insertion or intubation. Due to the advances of these dummies, such as having a high response to stimuli, able to recreate scenarios of patients suffering from stridor or other uncommon symptoms. This gives the student a chance to practice his or her decision-making skills in this instance. Broadcast has quickly become monumental in education (Johansen, 2012).
In comparison, the educational outcome for this new technology seems very promising. Early studies have shown that this kind of learning will help educators produce better clinician for the workforce (Penn, 2008). This is just one example of how new technology can improve the medical field. In advanced-level nursing, it is important that the doctoral prepared nurse educator applies complex knowledge to fast changes in the healthcare field. The challenges faced should be used to improve teaching methods. The role of the nurse educators vary greatly depending on the track in which they are teaching. Technology is one of the most important factors when structuring an effective curriculum. Styles of learning are greatly dependent on the types of platforms available and this has always been the case since artificial lighting made it possible for humans to learn past sundown (Johnson, 2012). With new inventions comes a shift in the way we take in information and this is why curriculums must keep up with the pace of technology if they are ever to be successful in preparing students for the modern world. The invention of the internet has changed learning forever.
Computers and education are permanently bound, and any educational structure must incorporate them into their plan. Nearly every job in the real world uses some form of computer and it is imperative for students to familiarize themselves with this shift. The internet makes it possible for students to not have to associate learning in a classroom, as courses can be attended in any environment, whether it be at home or in the library. Without the physical confines students have much more enthusiasm for their subjects (Koch, 2014). This can make the teacher’s job easier and the student’s assignments more rewarding as the software programs take novel approaches toward
subjects.
Conclusion
The goal of a good nurse educator should be to always inspire students. The ability of the students to work together toward a common interest should be the most important element. Nurse educator is someone that is able to communicate, collaborate with others, and set goals effectively. As long as the teacher is willing to stay relevant by not only researching but taking part in the clinical setting, he or she will be ready to make the necessary changes that future holds for Nursing. References
Johansen, B. (2012). Leaders make the Future: Ten New Leadership Skills for an Uncertain World. San Francisco: Berrett-Koehler.
Koch, L. F. (2014 April). The nursing education 's role in e-learning: A literature review. Nurse Education Today, 34(1), 1382-1387
Penn, B (2008). Mastering The Teaching Role – a guide for educators. Philadelphia: F.A. Davis Company
Fidelia Edoziem
HSN/548-Role of the Health Care/Nursing Educator
April, 28th 2015
Stephanie Vaughn, PhD RN CRRN.
Faculty Interview with M, Fields. Nurse educator is someone who can inspire others to work together in pursuit of a common goal. An effective educator possess integrity, courage, initiative and ability to handle issues (Koch, 2014). This individual is admired in their efforts to think critically, set goals and skillfully communicate and collaborate at all times (Johansen, 2012).
An interview was conducted with M, who works at University of California Los Angeles- Advanced Practice-Nursing (APN) program as a lecturer. She has been a nurse for almost 35 years and began teaching career at UCLA in 1982 where she worked as a nurse educator. Both patient/family education and staff development were her focus. These students are learning to become nurse practitioners or clinical specialists in acute care. After school they work in specific areas such as emergency, trauma, neurology, cardiac surgery or cardiology, which is M, F’s personal area of expertise (M Fields, personal communication, April 28, 2015).
M, Field’s Role as a Faculty
As a …show more content…
graduate she specialized in cardiology. As she waited to see how her career would advance she decided to maintain her clinical skills. So she went to the medical center and asked the head of cardiology if she could see patients in the clinic. She started working with a cardiologist whose specialty was congenital heart disease. The doctor was attempting to start a new program in this extremely specialized field. This caught her interest so she volunteered and he educated her about congenital heart disease. This became the focus of her research program and clinical practice and completely changed her career path (M Fields, personal communication, April 28, 2015).
M, F research was on women with complex Cardiac Heart Disease and their reproductive outcomes. She also spent time in a transitional care program that cares for pediatrics with CHD. This program prepares them to live with their condition as they move into adulthood. Because of advances in healthcare these children are able to survive past childhood, which allowed the number of adults surpass the number of children with the disease. This population needed to be educated and ready to face the challenges that the disease presents in adult life (M Fields, personal communication, April 28, 2015).
Back when she was in the acute care program at UCLA students graduated as acute care nurse practitioners. These days the certifying bodies require graduates to be population-based rather than specialty-based (Kock, 2014). This means that our department is now focused on adults with a subspecialty in acute care. After graduation they can choose to attain more specialized training. M, F confessed that they are always aware of what’s going on in practice and are quick to adjust to those changes accordingly. She mentioned that they’ve also had to introduce gerontology into their curriculum due to the aging population and that they were careful to not just teach about the diseases of aging but to also educate their students on approaches to the concerns and needs of the patients and their loved ones. Preparation for Faculty role
The two ways for BSN prepared nurses to earn their DNP are as follows. One can go the Healthcare Systems route, which gets nurses ready for roles that support clinical practices. These roles are administrative, informatics and organizational leadership. The other option is through a pathway that promotes care more directly. This process prepares graduates to be nurse practitioners within Advanced Practice Areas of their interest (Johansen, 2012).
Comparison/Literature Review Challenges have always been a part of nursing education. Imagine a world without a computer, copy machine or even email. The only tools they had were textbooks, slides, and transparencies made by their own hands. All of their correspondence came from the lecture hall. It was truly difficult. Now is a different story. The lecture is still an important part of school but here now is the power of the internet, with its videos and other multimedia. These new technologies have really changed teaching and learning for the better. Simulation dummies are essential for teaching student’s central line insertion or intubation. Due to the advances of these dummies, such as having a high response to stimuli, able to recreate scenarios of patients suffering from stridor or other uncommon symptoms. This gives the student a chance to practice his or her decision-making skills in this instance. Broadcast has quickly become monumental in education (Johansen, 2012).
In comparison, the educational outcome for this new technology seems very promising. Early studies have shown that this kind of learning will help educators produce better clinician for the workforce (Penn, 2008). This is just one example of how new technology can improve the medical field. In advanced-level nursing, it is important that the doctoral prepared nurse educator applies complex knowledge to fast changes in the healthcare field. The challenges faced should be used to improve teaching methods. The role of the nurse educators vary greatly depending on the track in which they are teaching. Technology is one of the most important factors when structuring an effective curriculum. Styles of learning are greatly dependent on the types of platforms available and this has always been the case since artificial lighting made it possible for humans to learn past sundown (Johnson, 2012). With new inventions comes a shift in the way we take in information and this is why curriculums must keep up with the pace of technology if they are ever to be successful in preparing students for the modern world. The invention of the internet has changed learning forever.
Computers and education are permanently bound, and any educational structure must incorporate them into their plan. Nearly every job in the real world uses some form of computer and it is imperative for students to familiarize themselves with this shift. The internet makes it possible for students to not have to associate learning in a classroom, as courses can be attended in any environment, whether it be at home or in the library. Without the physical confines students have much more enthusiasm for their subjects (Koch, 2014). This can make the teacher’s job easier and the student’s assignments more rewarding as the software programs take novel approaches toward
subjects.
Conclusion
The goal of a good nurse educator should be to always inspire students. The ability of the students to work together toward a common interest should be the most important element. Nurse educator is someone that is able to communicate, collaborate with others, and set goals effectively. As long as the teacher is willing to stay relevant by not only researching but taking part in the clinical setting, he or she will be ready to make the necessary changes that future holds for Nursing. References
Johansen, B. (2012). Leaders make the Future: Ten New Leadership Skills for an Uncertain World. San Francisco: Berrett-Koehler.
Koch, L. F. (2014 April). The nursing education 's role in e-learning: A literature review. Nurse Education Today, 34(1), 1382-1387
Penn, B (2008). Mastering The Teaching Role – a guide for educators. Philadelphia: F.A. Davis Company