National League for Nursings Competencies for Nurse Educators

Competency 1- Facilitate Learning and the Associated Behaviors

Throughout this practicum I have completed a self-evaluation based on the National League for
Nursing (NLN) core competencies for nurse educators. At this time I feel I am skilled at
modeling self-reflection and critical thinking, which demonstrates that I continually strive to
improve my teaching practice. Furthermore, I respect my students and demonstrate concern
about their learning. Finally, I am a patient, flexible, caring person and this is reflected in how I
work with the students. Prior to the practicum my confidence in teaching with simulation was
somewhat lacking. However, due to the time I spent with the students and my preceptor I feel
much more confident. Another component of this competency is the utilization of evidencebased educational theory and strategies. Guimond, Sole, and Salas (2011) believe that properly
designed simulation experiences have the potential to improve the ability to assess,
communicate, and make interventions prior to the occurrence of a medical error. Through my
active involvement with simulation I have accomplished this, as Guimond, Sole, and Salas
(2011) believe that properly designed simulation experiences have the potential to improve the
ability to assess, communicate, and make interventions prior to the occurrence of a medical error.
Competency 2: Facilitate Learner Development and Socialization
My clinical practicum, has provided me ways to facilitate the students skills and critical thinking
in a simulated, nonthreatening environment. This is accomplished by using current scenarios
developed by the NLN and/or adapting the scenarios to fit the students learning styles and
actions. Student learning outcomes for each semester are assessed and evaluated by the use of
rubrics which helps to provide objectivity in an area that could be subjective. Benefits of using
simulation to teach and assess nursing students includes the provision of safe and nonthreatening
environments for learning; appeals to visual, auditory, and kinesthetic learners; and promotes
critical thinking. Simulation can also lead to affective changes in students attitudes and /or
behaviors which provide progress in their ability to socialize, build confidence and trust with
patients and families, plus the ability to work with others on the health care team. The student is
able to participate and see the importance of the nursing role. I received feedback from students
and peers that indicate I am a positive role model for professionalism in the class room and
clinical situations.
Throughout my clinical practicum I have assessed learning styles. These assessments helped me
to enhance learning as well as add cultural diversity to the simulation scenarios. This will help
me to focus on guiding the students to reflect on their learning experiences by journaling.
Students are asked to reflect on their learning experiences which continue to assess critical
thinking and judgment. Critical thinking skills, professionalism, and the nursing process are
embedded in simulation scenarios. The practicum has allowed me to incorporate cultural
diversity into simulated situations as well as in classroom experiences.
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Competency 3 - Use Assessment and Evaluation Strategies

The third core competency for nurse educators has six components. I believe I have best
achieved the component of using multiple strategies for assessment and evaluation of the
students learning. The literature to support evaluation methods in the laboratory and clinical
setting is lacking, and why it is best to use multiple methods to assess the students learning
(Halstead, 2007). Methods I used throughout the practicum include journal entries, use of the
clinical evaluation tool, and especially, use of concept map plans of care. The use of concept
maps is probably the one evaluation method that has been studied the most. The capstone project
for my Doctorate of Nursing Practice (DNP) degree included research in the area of concept
maps and finding a way to more objectively grade them. My results demonstrated the need for a
rubric and the establishment of inter-rater reliability (IRR). I am pleased to say we continue to
extensively use concept maps, the rubric, and establish IRR each semester.
Competency 4 - Participate in Curriculum Design and Evaluation of Program Outcomes
I developed part of the curriculum for the simulation experiences during my clinical practicum.
The compiled data was presented to the curriculum committee and received faculty approval.
Simulation has been used in the DSU program for eleven years, but no one had taken the
opportunity to write the student learning outcomes and objectives, specific lesson plans, and
objectives for each simulation experience. To begin this process I reviewed the nursing program
student learning outcomes, which are derived from the institutional philosophy and mission,
current trends in nursing, and the needs of the community.
As the chairman of the evaluation committee I am directly responsible for the collection of data
in an ongoing manner for the systematic evaluation plans for the Associate Degree of Nursing
(ADN) program and the Registered Nurse to Baccalaureate of Science in Nursing (RN-BSN)
program. I realize this does not pertain to my practicum, but as it is something I was actively
involved in during my practicum and a part of competency four, I felt the need to include this. At
all times I ensure the curriculum is continuously reviewed as determined by the systematic plan
of evaluation. At the February BSN faculty meeting revision of the RN-BSN program curriculum
was completed and approved. Lewallen (2014) states that having a systematic evaluation plan is
not only required for accreditation, it is required for any program that strives for excellence in
teaching and graduate satisfaction.
Competency 5 -Function as a Change Agent and Leader
This past week I had the opportunity to attend a Clinical Consortium meeting. A representative
from each local nursing program met with the education staff from the local hospital to work out
the clinical schedule for the next semester. During the course of the meeting there was
collaboration and thinking outside the box to ensure each institution was able to provide the best
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clinical education for their students. We brainstormed to find ways to make the clinical
experience appropriate for the students while struggling with the changes that routinely occur in
the health care system. This competency was also met during my clinical practicum as the
curriculum was placed in a format and accepted for inclusion into the ADN curriculum, which
will provide consistency for each semester.
Competency 6 -Pursue Continuous Quality Improvement in the Nurse Educator Role
In thinking about this competency I believe I met several components. First, I have demonstrated
a commitment to lifelong learning my entire nursing career. I also participate in professional
development opportunities to increase my effectiveness as a nurse educator. Due to the expense
involved in national level seminars, I usually attend one as a nurse educator every other year. In
addition to this I attend webinars online and complete continuing education through online
formats and journal articles. Additionally, by completing the Post Masters Certificate in Nursing
Education I am showing my commitment to becoming a skilled nurse educator. Finally, Dixie
State University opened a Center for Excellence in Teaching last fall and I have attended
multiple sessions. In addition to learning and professional development, I use feedback gained
from self, peer, student, and supervisory evaluations to improve my effectiveness as a nurse
educator. I received formative evaluation at the end of each simulation session from my
preceptor. When I finished my clinical hours I also received a summative evaluation from my
preceptor.
Competency 7 -Engage in Scholarship
One way in which I met this competency is by using existing literature to guide me as I
developed the student learning outcomes and objectives for the simulation experiences. For
example, Guimond, Sole, and Salas (2011) highlighted the principles of simulation based
training, as developed by Gagne and Rohwer, which I followed. For the first principle, I
thoroughly analyzed the simulation based experiences which assisted me in targeting outcomes
that were specific to the students learning needs. Additionally, by reading the literature related to
simulation experiences I have exhibited a spirit of inquiry, and was also able to improve the
quality of my teaching and learning for the students (Halstead, 2007). Furthermore, I have
demonstrated qualities of being a scholar, which is a pre-requisite to scholarly teaching (Billings,
2013). Qualities I have demonstrated throughout my practicum include: being honest and reliable
by assuming responsibility for the quality of my work, and serving as a role model for students in
the use of evidence.
Competency 8 -Function Within the Educational Environment
During my practicum I became more aware of how economic and institutional forces effect the
nursing department. Since Dixie State Universitys transition from being a Community College
to University, the University has faced several challenges. One challenge of the transition was
the need to create new baccalaureate programs. This meant hiring new faculty to staff and get
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these programs functioning, as well as the workload decrease from 15 to 12 semester hours for
full time faculty. Another force that has effected the nursing department is the significant
increase in enrollment for the University, which has created a back log of students trying to
take the prerequisite and general education courses required to graduate. As long as this problem
exists the chances of the nursing department expanding and adding a masters program is remote.
During my clinical practicum, I realized the nursing departments two high fidelity simulation
mannequins are not well utilized, which is due to a lack of faculty. Additional need has been
placed on the budget for years without results.

References
Billings, D. M. (2013). Engaging in the scholarship of teaching. In the R. Wittmann-Price, M.
Godshall & L. Wilson (Eds.), Certified Nurse Educator (CNE) Review Manual (2nd ed.)
(281-292). New York: Springer Publishing Company.
Guimond, M. E., Sole, M. L., & Salas, E. (2011). Getting ready for simulation-based training: A
checklist for nurse educators. Nursing Education Perspectives, 32(3), 179-185.
Halstead, J. A. (2007). Nurse educator competencies: Creating an evidence-based practice for
nurse educators. New York: National League of Nursing.
Hamner, J. B., & Bentley, R. W. (2003). A systematic evaluation plan that works. Nurse
Educator, 28(4), 179-184.
Kuhar, M. J., & Cross, D. (2013). Collegial ethics: Supporting our colleagues. Science and
Engineering Ethics, 19(3), 677-684. DOI: 10.1007/s11948-012-9364-9.
Lewallen, L. P. (2015). Practical strategies for nursing education program evaluation. Journal of
Professional Nursing, 31(2), 133-136.
Patterson, K., Greeny, J., McMillian, R., & Switzler, A. (2012). Crucial conversations, tools for
talking when stakes are high (2nd ed.). New York: McGraw-Hill.