Changes in nurse education: Being a nurse teacher

Carr, Graham

doi:10.1016/j.nedt.2006.12.006

Cited by 28 publications

(18 citation statements)

References 8 publications

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“…No ensino de enfermagem isso não é diferente. Essa é uma realidade em escolas públicas como em escolas particulares, e envolve tanto a administração quanto o ensino (Carr, 2007). Talvez devido a esses fatos, os professores declararam dominar moderadamente essa competência.…”

Section: Compreensão Da Administração De Programasunclassified

Competências Andragógicas Dos Docentes Enfermeiros Que Atuam Na Graduação Em Enfermagem Paulistana

Draganov

Sanna

2016

Trab. educ. saúde

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Resumo O objetivo foi avaliar o nível de desempenho do enfermeiro docente nas competências essenciais para a educação de adultos, na perspectiva andragógica. Estudo descritivo, comparativo, transversal, quantitativo, foi desenvolvido com 226 docentes enfermeiros que atuavam em vinte cursos de graduação em enfermagem. Utilizou-se estatística descritiva, testes não paramétricos e software Minitab® 16. A população tinha predominantemente entre 46-55 anos, era majoritariamente do gênero feminino, formou-se em escola pública e cursou especialização, mestrado e menos da metade também doutorado. Os professores se consideraram aquém do nível que deveriam ter para a educação de adultos, encontravam-se distantes do ideal para as competências que almejavam alcançar e declararam domínio maior para facilitar a aprendizagem do que para desenvolver e administrar programas de educação de adultos. Concluiu-se que o nível de desempenho dos docentes foi homogêneo, não havendo diferenças significativas na comparação dos resultados com as características da população. Palavras-chave educação superior; docentes de enfermagem; modelos educacionais. AbstractThe aim was to evaluate the level of performance of the teaching nurse in core competencies in adult education from the andragogical perspective. This descriptive, comparative, cross-sectional, quantitative study was carried out with 226 teacher nurses working at twenty undergraduate nursing courses. Descriptive statistics, nonparametric tests and the Minitab® 16 software were used. The population's age ranged, predominantly, from 46 to 55 years, they were mostly female, had graduated from public schools and attended specialization and master's degree courses; fewer than half held doctorates. The professors considered themselves below the level they should be at for adult education, distant from the ideal for the skills they sought to achieve, and stated they had more control to facilitate learning than to develop and manage adult education programs. It was concluded that the professors' performance levels were homogeneous, with no significant differences when comparing the results with the population's characteristics.

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Section: Compreensão Da Administração De Programasunclassified

Competências Andragógicas Dos Docentes Enfermeiros Que Atuam Na Graduação Em Enfermagem Paulistana

Draganov

Sanna

2016

Trab. educ. saúde

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“…Nurse educators are instrumental in the preparation of the future nurse workforce, yet without sufficient training, support and leadership the nurse educator can be easily influenced by a number of competing factors (Carr, 2007). The pressure of the current economic climate, changing government policy and the over-emphasis on competency and skills training can force the nurse educator to become reactive, trying to meet constantly conflicting demands, rather than proactively planning comprehensive training with predetermined outcomes that align with organisational plans (McAllister, Oprescu & Jones, 2014).…”

Section: Nurse Educator Rolementioning

confidence: 99%

“…This pressure on nurse educators from competing demands is supported by Carr (2007), who undertook a study at one London healthcare facility to examine changes within nurse education. Through interviews with nurse educators, it was identified that nurse education was being affected by four key influences, including the government, health trusts, universities and the Nursing Council, each of which had contradictory visions of the nurse educator role and responsibilities.…”

Section: Nurse Educator Rolementioning

confidence: 99%

“…Through interviews with nurse educators, it was identified that nurse education was being affected by four key influences, including the government, health trusts, universities and the Nursing Council, each of which had contradictory visions of the nurse educator role and responsibilities. Among these competing pressures, the major driving force affecting nurse education was found to be government plans for the health services to achieve set performance targets (Carr, 2007).…”

Section: Nurse Educator Rolementioning

confidence: 99%

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An investigation of nurse education service models in acute care metropolitan hospitals across Australia

Keane

Alliex

2018

Nurse Education in Practice

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“…O'Driscoll et al (2010) suggested that this has diminished the lecturers' connection with practice and detached academic education from clinical practice. Carr (2007) found that the longer nurse lecturers worked in university, the likelihood of maintaining clinical practice expertise was significantly reduced. Mallik and Hunt (2007) also suggested that nurse lecturers have weak links to practice and as they spend less time in the Page 6 of 16 clinical setting they become out of touch with current clinical practice (Ousey & Gallagher, 2010).…”

Section: Introductionmentioning

confidence: 98%

In touch to teach: Do nurse educators need to maintain or possess recent clinical practice to facilitate student learning?

Leonard

McCutcheon

Rogers

2016

Nurse Education in Practice

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In recent years UK university-based nurse educators have seen a reduction in their responsibilities for nursing students' practice-based assessments. Many university-based nurse educators feel that this lack of input into students' clinical assessments leaves them open to criticism as they are perceived to be less "in-touch" with clinical practice and that their knowledge to teach nursing students is diminished as a result. This paper examines and debates some interpretations of the term "recent clinical practice" and challenges the misconception among many in the profession, as well as government and professional bodies, that university-based nurse educators require recent clinical practice to effectively teach students and enhance the student learning experience in the academic university setting.

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Changes in nurse education: Being a nurse teacher

Cited by 28 publications

References 8 publications

Competências Andragógicas Dos Docentes Enfermeiros Que Atuam Na Graduação Em Enfermagem Paulistana

Competências Andragógicas Dos Docentes Enfermeiros Que Atuam Na Graduação Em Enfermagem Paulistana

An investigation of nurse education service models in acute care metropolitan hospitals across Australia

In touch to teach: Do nurse educators need to maintain or possess recent clinical practice to facilitate student learning?

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