The Evolution of Defined Competencies for the Novice Nurse Educator

Simmons, Larry E.

doi:10.1097/01.nep.0000000000000817

Cited by 3 publications

(7 citation statements)

References 1 publication

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“…This certification is for nurses (such as parttime adjunct faculty, clinical instructors, or preceptors) who teach students in the clinical environment and don't have the responsibilities associated with the full scope of the role. 2 Although these nurse educators have a role associated with a nursing program, they help students learn various aspects of the clinical environment. 3 The CNEcl also requires renewal every 5 years, which requires documentation of professional development activities or retaking the exam.…”

Section: Types Of Certifi Cations For Nurse Educatorsmentioning

confidence: 99%

“…If you teach part-time, are clinical faculty, or are a new nurse educator faculty, you might be concerned if you even qualify for certification. The good news is that there are newly offered academic nurse educator certifications by the NLN, which have expanded opportunities for those with varied years of experience, educational backgrounds, and role responsibilities 2. CNE certification has further benefits, such as that the title validates your role competency and expertise, it increases opportunities for career advancement, and it sets you apart as a leader and role model.…”

Section: The Benefits Of Certificationmentioning

confidence: 99%

“…The third type of certification is the Certified Academic Clinical Nurse Educator (CNEcl). This certification is for nurses (such as part-time adjunct faculty, clinical instructors, or preceptors) who teach students in the clinical environment and don't have the responsibilities associated with the full scope of the role 2. Although these nurse educators have a role associated with a nursing program, they help students learn various aspects of the clinical environment 3.…”

Section: Types Of Certifications For Nurse Educatorsmentioning

confidence: 99%

“…Facilitate Learning; Facilitate Learner Development and Socialization; Use Assessment and Evaluation Strategies; Participate in Curriculum Design and Evaluation of Program Outcomes; Function as a Change Agent and Leader; Pursue Continuous Quality Improvement in the Academic Nurse Educator Role; Engage in Scholarship; and Function within the Organizational Environment and the Academic Community 2…”

Section: Step 2: Understand the Test Blueprintmentioning

confidence: 99%

See 3 more Smart Citations

Practical steps to CNE certification success

Burk,

Brown

2024

Nursing Made Incredibly Easy!

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Section: Types Of Certifi Cations For Nurse Educatorsmentioning

confidence: 99%

Section: The Benefits Of Certificationmentioning

confidence: 99%

Section: Types Of Certifications For Nurse Educatorsmentioning

confidence: 99%

Section: Step 2: Understand the Test Blueprintmentioning

confidence: 99%

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Practical steps to CNE certification success

Burk,

Brown

2024

Nursing Made Incredibly Easy!

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“…9 The 8 competencies identified by the NLN support what an expert educator should embody. Although each author described the competencies, 21,[26][27][28][29][30][31][32][33] little support was provided on how programs or educators can operationalize these competencies except for Davis et al 31 With minimal guidance on how to incorporate the competencies into practice, the interpretation is left to the reader. In addition, evidence as to how these competencies impact learner outcomes and preparedness for practice is absent.…”

Section: Vague Operationalizationmentioning

confidence: 99%

A Scoping Review of Nurse Educator Competencies

Wells-Beede

Sharpnack²,

Gruben³

et al. 2023

Nurse Educ

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ver the last decade, nursing has seen a significant decrease in the preparation of newly graduated students from nursing programs to enter practice. Kavanagh and Szweda 1 reported in 2017 that a mere 23% of newly graduated nurses were competently prepared for residency programs. In 2021, new graduate nurse preparedness had not improved and, in fact, had significantly dropped from 23% of nurses prepared to transition to practice to 9%. 2 Scholars have been advocating for a revolutionary change in nursing education to meet the increasingly complex demands in health care for many years. Benner and colleagues 3 had called for a radical transformation of nursing education over a decade ago that included an emphasis on clinical reasoning and integrating knowledge into the context of practice.Considering these reports and a need to better measure clinical judgment to determine whether entry-level nurses can provide safe and quality care, the National Council of State Boards of Nursing (NCSBN) updated the National Council Licensure Examination (NCLEX). The new examination will incorporate a case study approach to evaluate the critical thinking and clinical judgment skills of new nurses through the Next Generation NCLEX (NGN) project in April 2023. 4 Concurrently, the American Association of Colleges of Nursing (AACN) 5 developed The Essentials: Core Competencies for Professional Nursing Education in 2021, outlining essential competencies expected of graduates of baccalaureate, master's, and doctor of nursing practice (DNP) programs to meet the changing demands of the nursing profession using a competency-based approach to nursing education. 5 The AACN's Essentials provides a progressive framework of domains and competencies needed to practice nursing professionally and competently in the 21st century. 5 A competency-based approach can facilitate the synthesis and transfer of knowledge to clinical practice in an increasingly diverse and global

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How Registered Nurses Learn with Virtual Patient Cases to Enhance Continuous Professional Development: A Qualitative Study in Primary Healthcare Settings in Low- Income Regions

Nyiringango,

Fors,

Tumusiime

et al. 2024

Preprint

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Background Virtual Patients (VPs) are interactive computer simulations replicating real-life clinical scenarios. While primarily utilized in training healthcare students, VPs have also shown potential in improving the clinical reasoning skills of in-service healthcare providers like nurses in primary healthcare settings. Aim This study aimed to explore the opinions and perceptions of registered nurses regarding how Virtual Patients enhance learning for Continuous Professional Development (CPD) in primary healthcare settings, specifically at health centers in Rwanda. Methods The study employed a qualitative interpretive description design. Twelve nurses from six different health centers who have engaged in four virtual patient cases as continuous professional development exercises over a one-week period participated in individual and focus group interviews. The research employed inductive thematic analysis as its chosen method of analysis. Results The interview and focus group results indicate how nurses learn using VP cases for continuous professional development, which are categorized into three themes related to learning (motivates learning, enhancing clinical reasoning, and providing a safe learning environment) and two themes that report the feasibility and future predictions of using Virtual Patient case for learning among nurses working at health centers (primary health setting). Conclusion The results of this study indicate that VP cases can enhance the learning of practicing nurses for continuous professional development. The participants in this study acknowledge that engaging with VP cases allowed them to learn by reflecting on their daily practice and self-assessing when comparing their decisions with those of experts in VP cases.

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The Evolution of Defined Competencies for the Novice Nurse Educator

Cited by 3 publications

References 1 publication

Practical steps to CNE certification success

Practical steps to CNE certification success

A Scoping Review of Nurse Educator Competencies

How Registered Nurses Learn with Virtual Patient Cases to Enhance Continuous Professional Development: A Qualitative Study in Primary Healthcare Settings in Low- Income Regions

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