Nursing Profession: Nursing Education Research Paper

Pages: 7 (2540 words)  ·  Bibliography Sources: 6  ·  File: .docx  ·  Level: Master's  ·  Topic: Health - Nursing

SAMPLE EXCERPT . . .
The implication is that besides having minimal chances of developing inter-professional collaboration with person, the 'few' available nurse educators have to serve larger student populations, and work longer hours, all of which translate to falling job satisfaction levels.

Questions Arising

The stated problem led me to develop a set of questions;

Wouldn't it be better to just stop preparing advanced practice nurses or clinical specialists in masters programs?

Do nurse educators really have to be competent clinicians?

Why can't the research requirements governing academic tenure, promotion, and even appointment be abolished to give room for more educators?

In the light of this crisis, wouldn't it be appropriate to reduce the significance placed on the development of a scientific basis for the practice?

I approached one of my professors in a bid to find answers to the four questions above. The responses he gave have been summarized in the next subsections. To further give substance to his responses, I also conducted additional research on the subject matter.

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It would not be appropriate to stop preparing advanced practice nurses or clinical specialists in masters programs. As a matter of fact, the relevance of availing opportunities for further professional development cannot be overstated. This response is supported in numerous other quarters, in which case many are of the opinion that we could increase opportunities for them "to pursue preparation as educators," given that most master's and doctoral graduates take up education roles in service and academic settings, upon graduation (NLM, 2002).

Research Paper on Nursing Profession: Nursing Education Assignment

It is paramount that nurse educators be competent clinicians. We definitely cannot change that; but we can change the degree of significance we place on either role, so that more attention is given to the teaching aspect. Nurse educators ought to have knowledge about person evaluation, learning, and teaching. Furthermore, those practicing in academic settings ought to have skill and knowledge on how to be an effective faculty member, how to assess program outcomes, and how to develop curricula, among other things (NLM, 2002).

It would be disastrous to abolish the standard research requirements for admission or promotion; we cannot afford to compromise the quality of our education system. All we can do in this regard is stop assuming; i) that anyone holding a particular credential is qualified to teach; and ii) that people learn to be educational leaders through trial-by-fire and on-the-job techniques. The art of teaching is only learnt through planning and deliberate role-preparation (NLM, 2002). To this end, the academic community needs to pay more attention to faculty development, and to the concept of excellence (NLM, 2002).

Reducing the importance placed on the development of scientific bases would not help much given that this is a practice discipline, with a relatively 'young' body of knowledge. As an alternative, we could start giving more attention to the development of the science of nursing education through the use of what NLM refers to as evidence-based teaching and research that informs about how to design curricula programs, and facilitate/evaluate learning (NLM, 2002). Moreover, more support could be given to educators whose specialty happens to be pedagogical because this is the group that contributes more to the dissemination of nursing education information, utilization, and ongoing development (NLM, 2002).

In the question of whether or not the crisis had affected the satisfaction he derived from his job, and perhaps caused him to reevaluate his values; the professor affirmed that every discipline has problems of its own. To this end, the thought that another profession would perhaps meet one's expectations better than nursing did is lacking of basis because after all, what changes is the profession, and not the individual values and beliefs. What one needs to do to ensure that they maintain professionalism, and that their practice remains in harmony with their value system is to have a personal philosophy identifying, clarifying, and prioritizing values.

My Philosophy as a Nurse Educator

The nursing profession is a gift -- an opportunity to touch and make a difference in people's lives, in ways they would never have done on their own. Identify, clarify, prioritize, and then act on those things that matter most -- career, society, community, church, friends, and family. As a nurse educator, there will be numerous choices; choose wisely, in recognition that the well-being of those things that matter are affected by your choices. Have time for yourself but also for others; because you wouldn't be the person you are without them. Grow both professionally and personally; nurture health in others as much as you do in yourself; always make the effort, speak up, stand up, and make a difference.

Conclusion

Nursing schools have been experiencing faculty shortages for a considerably long period of time. With nursing school enrolments increasing, the need for more nursing faculty is becoming more profound; yet there is a very small pool of qualified professionals to meet the rising demand. Three phenomena have been blamed for the looming crisis, which is threatening to destabilize the quality of care; i) many retiring faculty members; ii) finite graduate programs offering nursing education specialties; and iii) declining graduate program enrolments. This only implies that the 'few' available educators serve larger student populations, and perhaps work longer hours. These impact negatively on job satisfaction and have been put forth as the reasons why most nurse educators are reexamining their values in search of meaning and balance in the work setting. What stands out, however, is that having a personal philosophy is the only sure way for one to maintain professionalism, and ensure that their practice remains in harmony with their value system.

References

Masters, K. (2014). Role Development: In Professional Nursing Practice (3rd ed.). Sudbury, MA: Jones and Bartlett Learning.

McAllister, M.M. (2012). Challenges Facing Nursing education in Australia. Journal of Nursing Education and Practice, 2(1), 20-27.

NLN. (2002). The Voice for Nursing Education. The National League for Nursing. Retrieved 18 June 2014 from http://www.nln.org/aboutnln/PositionSTatements/prepofnursed02.htm

Redman, R.W. & Lenburg, C.B. & Walker, P.H. (1999). Competency Assessment: Methods for Development and Implementation in Nursing Education. The Online Journal of Issues in Nursing, 4(2), Manuscript 3. Retrieved 18 June 2014 from http://www.nursingworld.org/nursingcompetencies

Resop Reilly, J.E., Fargen, J. & Walker-Daniels, K.K. (2011). A Public Health Nursing… [END OF PREVIEW] . . . READ MORE

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