The clinical nurse educator as leader

Characteristics of an effective nursing clinical instructor: The state of the science

“…In analysing the results, there were some concepts that were isolated and not well supported by the literature. Those included being a role model, leader (Adelman‐Mullally et al., ), evaluator (Salsali, ) or mentor. Allen et al.…”

Nurse educators in Australia: High job satisfaction despite role ambiguity

“…Although individual nurse educators may be cognisant of the perceived threat to their identity, they often neglect to recognise the importance of articulating their practice and professional and organisational contribution to promote their specialty role and practice. [2,4,11] This was evident in their selfassessment of competency where there was limited evidence of their contribution to research and scholarship. Nurse educators could readily address this through conference presentations, writing for publication and active participation in professional organisations.…”

“…[1] Nurse education in clinical practice is widely acknowledged as an imperative because of the opportunities it affords students and graduate nurses to link theory to practice and continually develop competence and expertise. [1][2][3][4] These factors highlight the importance of education in the clinical practice setting -not merely for undergraduate students but for nurses as lifelong learners. [1,5] Varying roles and scope of practice within the nursing workforce further influence the demand for effective clinical education supporting knowledge and skill development.…”

“…[4,10,11] In some countries, the role may comprise a shared appointment between a hospital and university where the focus is on facilitating students or may be primarily hospital based within a ward, specialty, or across a group of hospitals. [2,4] Differing titles have been applied to various nurse educator roles. In the United Kingdom, the 'practice educator' role focuses on teaching and assessing students and graduates in clinical practice and supporting staff in clinical practice.…”

Students’ Assessment and Self-assessment of Nursing Clinical Faculty Competencies

“…1,2 CF exemplify various models including role modeling, providing a safe environment, helping students learn, challenging the system or status quo, and seeking relational integrity. 3 Student evaluation of faculty is an important element in developing quality programs and for accreditation in many well-developed countries across the world. Students are strongly influenced by the characteristics of their CF, 4 therefore making CF competencies, self-awareness, motivation, and desire to teach and support important elements of clinical practice.…”