Theoretical Base for Practice Reflection

The academic nurse educator “exhibit[s] advanced theoretical and scientific knowledge

as a basis for specialty practice” (Ferris State University, 2013). In order to prepare graduates for

the ever-changing practice environment, academic nurse educators are expected to ground

curricula, teaching strategies, and evaluation practices "...on sound educational principles, theory

and research" (National League for Nursing [NLN], 2012, pg. 18). I have selected three NLN

standards and three school artifacts that embody the components of the Theoretical Base for

Practice program outcome.

Competency I: Facilitate Learning, states the academic nurse educator is responsible for

"ground[ing] teaching strategies in educational theory and evidence-based teaching practices"

(NLN, 2012, p. 18). Artifact one, Enhancing Teamwork and Collaboration through Simulation

Learning, discusses the role simulation learning can play in enhancing teamwork and

collaboration within the practice environment. Effective communication is the cornerstone of

safe, patient-centered care, however, ideal teamwork and collaboration practices can be difficult

to achieve as many healthcare providers have been educated in silos. The artifact demonstrates

the ability to formulate an evidence-based solution to a significant problem facing healthcare

within the scope of the academic nurse educator role. The rational for utilizing simulation

learning was based upon sound educational principles, various learning theories, and the highest

quality research available.

Competency VII: Engage in Scholarship, states nurse educators are expected to "draw on

extant literature to design evidence-based teaching and evaluation practices" (NLN, 2012, p. 21).

In order to achieve this standard, nurse educators must know how to participate in "...the critique,

utilization, [and] dissemination ... of research" (NLN, 2012, p. 11). Artifact two, A Critique of
Research: Nursing 531, provides a critical appraisal of four research articles. The critique

demonstrates mastery in discerning which pieces of evidence should be translated into practice.

The artifact shows the ability to critique research in terms of reliability, validity, and

generalizability. Critical appraisal is a necessary step in the translation of evidence into practice

and is a skill every academic nurse educator should choose to acquire.

Competency IV: Participate in Curriculum Design and Program Outcomes, states

academic nurse educators are responsible for ensuring curricula is evidence-based, grounded on

strong theoretical principles, and is reflective of the mission, vision, and philosophy of the parent

institution and the profession of nursing as a whole (NLN, 2012). Artifact three, Nursing

Curriculum Development Concept Map, analyzes the nurse educator's role in developing

curricula founded on sound nursing and educational underpinnings. The artifact demonstrates the

ability to incorporate nursing's foundational principles, institutional philosophy and vision

statements, healthcare need, societal trends, and the best available evidence in relation to

teaching and learning practices in the academic setting.

The Theoretical Base for Practice program outcome has been met through the identified

artifacts. Artifact one taught the importance of utilizing the best available evidence and

established learning theories as a base for solving challenging problems within the practice

environment. As an academic nurse educator, it is my responsibility to participate in the process

of finding solutions to complex problems facing healthcare within the scope of my role. Artifact

two helped me understand the importance of critically appraising the evidence for validity,

reliability, and generalizability. Finally, artifact three challenged me to examine the basis for

incorporating evidence-based teaching practices, profession-based foundational principles, and

established theoretical underpinnings into the curriculum design process.

 References

Ferris State University. (2013). Ferris State University School of Nursing organizational

framework. Retrieved from https://ferris.edu/HTMLS/colleges/alliedhe/Nursing/pdfs-

docs/SON-Organizing-Framework-2013.pdf

National League for Nursing [NLN]. (2012). The scope of practice for academic nurse educators

(2nd ed.). New York, NY: National League for Nursing.