N²E: Envisioning a process to support transition from nurse to educator

Abstract

Rising health inequities, continuing nursing shortages, and overlooked professional development needs of nurse educators are three important issues facing nursing in Australia. This paper argues for an innovative and proactive strategy that could transform the nurse education workforce into one that is repopulated, reinvigorated and refocused. The problem facing nurse educators, and subsequently affecting nurses' preparation for practice and longevity in the profession, was identified by drawing on findings from the literature, extensive educational experience, and an exploratory study of nurse educators working in universities, colleges and health services. A solution has been devised by drawing together the tenets of critical social theory, transformative learning, communities of practice and social media. Nursing educators, refocused around a social justice agenda, may be the remedy that the Australian Health Care System requires to embark on effective action that can benefit everyone, from the health service staff to our most vulnerable groups in society. This refocusing can be achieved in a structured and strategic process that builds confidence and professional capabilities.

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

“…Nurse educators are a diverse group, consisting of those who work in a health service, as well as those who work in the Tertiary and Further Education (TAFE) and university settings (McAllister, Oprescu & Jones, 2014). The role of the hospital-based nurse educator is pivotal in supporting both experienced and non-experienced nurses to undertake continuing education and apply formal learning to their clinical practice (Conway & Elwin, 2007).…”

“…Role descriptions and boundaries have been found to vary between employing institutions and even between wards and units within the same organisation. There is also a lack of consistency of role responsibilities across a range of different categories of nurses who contribute to the continuing professional development of nursing staff (McAllister, Oprescu & Jones, 2014). …”

“…The hospital-based nurse education service is involved in the planning, design, implementation and evaluation of educational activities for nursing staff, including provision of educational services to meet regulatory and registration requirements (McAllister, Oprescu & Jones, 2014). The nurse education service delivers training to maintain and increase nurses' competence in their delivery of patient care and collaborates in the process of quality improvement and risk management by responding to the need for educational activities (Haggard, 2006a).…”

“…Senior nurse educators are also responsible for human resource management and providing leadership, professional support and guidance for nursing staff (Conway & Elwin, 2007). This guidance may be in the form of assistance and advice given to nurse unit managers or junior nurse educators about their performance at work (McAllister, Oprescu & Jones, 2014).…”

“…Some of the terminology used in W.A. to name the nurse education department within hospitals includes the Learning and Organisational Development Unit, the Education Centre and the Staff Development In Australia, junior nurse educators working within hospitals may be required to undertake a variety of functions as part of their role, including participating in the hospital induction program and managing area-specific orientation for new nursing staff; planning, implementing and evaluating education and training programs to enable staff to achieve and maintain competency in clinical performance; and delivering area-specific and hospital mandatory competencies (McAllister, Oprescu & Jones, 2014). Junior nurse educators also provide clinical support and supervision to nurses who require performance management, assist with the supervision and development of undergraduate nursing students and undertake activities to identify and address nurse training and development needs (Conway & Elwin, 2007).…”