This paper examines the multifaceted role of the academic nurse educator through a structured interview and reflective analysis. Drawing on both primary interview data and scholarly sources, it covers the core competencies and qualifications required of nurse educators, their responsibilities as change agents and collaborators, and their engagement with internal and external stakeholders. The paper also addresses the challenge of cultural competence in nursing education, presenting evidence-based solutions including increased faculty diversity and curriculum reform. A final reflective section outlines the author's personal philosophy and anticipated transition into the nurse educator role, emphasizing scholarly engagement, professional integrity, and commitment to diversity and collaborative practice.
What would you consider your main role in the training of skilled professionals in the nursing realm — specifically in formal academic settings?
My main role is to equip nursing students with the relevant nursing skills. In doing so, I draw on not only my academic expertise but also my clinical experience. To effectively fulfill their mandate, future nurses must have their learning properly facilitated within the nursing program faculty. I consider myself a key stakeholder in the facilitation of that learning.
Why do you refer to yourself as a "stakeholder"?
Because I do not function alone. I work in close collaboration with others in this role.
What are some of the qualifications that someone should have to successfully serve in your role?
First and foremost, to be allowed to teach nursing curriculum in an institution of higher learning or a teaching hospital, you must hold an advanced nursing degree. Next, you must have the prerequisite experience as well as the necessary skill sets that make it possible for you to implement nursing education curriculum.
What are some of those skills?
Some of the skills I have found critical in this role include excellent communication abilities, strong leadership capabilities, the ability to help learners see the bigger picture, the ability to function well in team settings — given that this is a collaborative effort — and superior organizing and planning skills.
From research, I have gathered that in addition to facilitating student learning, academic nurse educators are also actively involved in leading change toward nursing education improvement. Could you please expound on this latter role?
Yes, that is actually very correct. As faculty members in nursing schools, we are also champions of change with regard to the further improvement of nursing curriculum. We have a key role to play in the transformation of education systems for posterity. This is a particularly important role because, as is the case in any other profession, nursing practice demands keep changing. We must be alive to this reality and align learning with these new demands in professional settings.
Could you please give an example of such a change?
Yes. Today, there is an increased need to ensure that nursing students are equipped with practical cultural competency skills. This is especially true given that the world has become a global village and clinical settings are increasingly reflective of that reality. Because nursing students are likely to encounter and interact with persons from diverse backgrounds, there is a need to ensure that nursing education curriculum integrates and evaluates cultural competency — particularly with regard to developing a better understanding of, and ability to handle, diversity.
What is the job outlook for the nurse educator role?
I am convinced that the role of nurse educator will be even more important in the future. Skilled nurses will continue to be in high demand across the world. As retired registered nurses exit the workforce, skilled personnel will be needed to fill the roles left vacant.
How is that a boom for nursing educators? It appears that the trend you just mentioned will largely favor those who would wish to go into active practice.
Who will be educating the additional nurses needed to avert shortage in the future? (Laughter.) We are going to need more skilled and competent teachers to ensure the supply of the next generation of skilled professionals. Further, more nurse educators will be needed to help in the continued development of the system in which nursing education takes place.
Nursing happens to be a collaborative role. Is this also the case for the nurse educator role?
"Team-based approaches and joint research efforts"
The relevance of quality education cannot be overstated in efforts to assure the competence of the next generation of healthcare professionals. Without the relevant skills, capabilities, and knowledge, nurses cannot effectively execute their mandate in clinical settings — especially when it comes to the delivery of quality and safe patient care. Nurse educators are essential to the appropriate and adequate preparation of future nurses. As Ezzeddine (2017) notes, nursing educators ought to ensure that they "encourage students to develop the critical thinking skills essential in the nurse's ability to identify current or potential problems or risks that impact upon patient safety" (p. 47). In practice settings, nurse educators are, among other things, advocates for ongoing professional development. According to Utley (2010), in such settings, nurse educators actively foster "staff in their continual growth and development to improve care decisions by serving as role models for evidence-based decision making" (p. 112).
Within the parent institution, the nurse educator takes the lead in providing effective leadership. The nurse educator ensures the delivery of contemporary nursing education and participates in assessing how effectively the institution disseminates nursing education. The nurse educator also functions as a change agent, seeking to advance and encourage best practices by, among other things, helping to formulate procedures and policies meant to advance nursing competence.
A number of stakeholders are instrumental to the responsibilities and role of a nurse educator. As identified in the interview, these include peers, program faculty and administrators, practicing nurses in various clinical and healthcare settings, and the students themselves. Two particularly vital external stakeholders are practicing nurses in clinical and healthcare settings and professional associations such as the American Nurses Association (ANA). Professional organizations such as the ANA provide extensive opportunities for continuing education. The nurse educator must keep up with emerging trends and new knowledge in the field in order to build personal competence and pass on relevant information and skills to students. Practicing nurses in diverse clinical and healthcare settings, on the other hand, can offer valuable insights regarding the changes, adjustments, and inclusions that ought to be made to curriculum to ensure that learners are equipped with practical skills for success in real-life clinical settings. These perspectives can further reinforce the nurse educator's role as an educational advocate.
Various strategies can be deployed to promote communication with external stakeholders. These include publishing articles in nursing journals and attending seminars and workshops that bring together nurses from diverse practice settings. By contributing articles to nursing publications, the nurse educator invites varied perspectives from peers and promotes further discussion on issues of relevance to nursing education. Feedback gathered through this channel can be vital to the nurse educator's role and responsibilities. Attending seminars and workshops provides a more direct opportunity to communicate with peers and other professionals, facilitating the exchange of ideas and viewpoints on a wide range of issues relating to nursing education.
A nurse educator can facilitate the development of interprofessional collaborative efforts by embracing a team-based approach. This means recognizing that the role requires the input of various internal stakeholders — such as program faculty — and the perspectives of external stakeholders, such as practicing nurses in diverse clinical and healthcare settings. According to Utley (2010), the orientation of a nurse educator should be that of a team player. Additionally, the nurse educator can advance interprofessional collaboration by actively contributing to continuing research on issues of relevance to nursing education. For instance, a nurse educator could work jointly with peers to investigate the future skills needed for effective nursing practice in real-world settings.
The interview with the nurse educator identified two significant challenges in nursing: the need for culturally competent care and the shortage of nurses. This section focuses on the need for culturally competent care.
"Faculty diversity and curriculum reform as solutions"
"Author's professional goals, values, and transition plan"
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