Transitioning from registered nurse to clinical nurse educator in the year of the nurse and midwife

Heathcote, Valerie; Green, Janet

doi:10.5430/jnep.v11n4p52

Cited by 3 publications

(3 citation statements)

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“…Going through the process of struggling to reach success through trial and error can act as a barrier for CNEs to adapt to their role. This can threaten the quality of nursing education (Heatcoat & Green, 2021). On the other hand, programs for teaching capacity can facilitate the role ful llment of CNEs (Hoffman, 2019).…”

Section: Improving Capabilities and Readiness Of Cnesmentioning

confidence: 99%

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Experiences of Hospital Clinical Nurse Educator Role Adaptation: A Meta- Synthesis

Kim

2023

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Background: Hospital clinical nurse educators are becoming important in helping experienced nurses improve their professionalism and facilitating transition of new nurses. Because becoming a nurse educator requires a variety of competencies, hospital clinical nurse educators experience stress and lack of control during the transition from general nurse to educator. Purpose: To synthesize experiences of hospital clinical nurse educators in the process of role adaptation. Method: A qualitative meta‐synthesis was conducted according to thematic synthesis methods of Thomas and Harden. Systematic literature review flow chart of Preferred Reporting Items for Systematic Reviews and Meta-Analysis was used for literature search and selection. Quality appraisal was performed according to Joanna Briggs Institute Qualitative Assessment and Review Instrument. Results:Hospital clinical nurse educator's experience of role adaptation from four studies appeared in a total of seven themes synthesized into the following: 1) getting out of comfort zone to the unknown; 2) unfamiliar relationships in familiar environments; and 3) growing together through teaching and learning. Conclusion: Supports are needed to promote transition of hospital clinical nurse educators to improve the quality of nursing education.

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Section: Improving Capabilities and Readiness Of Cnesmentioning

confidence: 99%

Section: Improving Capabilities and Readiness Of Cnesmentioning

confidence: 99%

Experiences of Hospital Clinical Nurse Educator Role Adaptation: A Meta- Synthesis

Kim

2023

Preprint

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“…Transitioning from practitioner to educator. As with any career change, the transition from practitioner to educator can cause feelings of anxiety, isolation, and uncertainty (Anderson, 2008;Dempsey, 2007;Heathcote & Green, 2021;Jetha et al, 2016;Little & Milliken, 2007;McDermid et al, 2013;Penn et al, 2008;Rodger, 2019). Although specific tasks required of clinical teachers can be learned, the language, culture, and practices of a university can be unfamiliar and difficult to grasp (Penn et al, 2008).…”

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confidence: 99%

Creative Clinical Teaching in the Health Professions

Melrose¹,

Park²,

Perry³

2020

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Constructivist thinking, as espoused by seminal educationalists such as Jean Piaget (1972) and Lev Vygotsky (1978), suggests that knowledge is constructed by learners themselves. Those who view the world through a constructivist lens believe that learners bring valuable existing knowledge to their learning experiences. They view the role of the teacher as building on that knowledge by providing personally meaningful activities.Constructivist teachers also believe that learning will be enhanced by interactions with informed others such as teachers, practitioners, and peers.Therefore, an important aspect of any constructivist teacher's practice is to plan for and facilitate opportunities for helpful social interaction. In clinical teaching environments, instructors who use a constructivist conceptual perspective will create impactful connections individually with students and ensure that opportunities for connections with other students and staff members are possible. Melrose et al. (2013, p. 71) summarize constructivism as a conceptual framework: Constructivist learning environments incorporate consensually validated knowledge and professional practice standards, and competencies are comprehensively evaluated. Students' miscon-1.Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. 2.Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and on a sense of place). 3.Learning involves recognizing the consequences of one's actions. 4.Learning involves generational roles and responsibilities. 5.Learning recognizes the role of Indigenous knowledge. 6.Learning is embedded in memory, history, and story. 7.Learning involves patience and time. 8.Learning requires exploration of one's identity. 9.Learning involves recognizing that some knowledge is sacred and only shared with permission and or in certain situations.

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