teacher
DESCRIPTION
Qualities, roles and responsibilities of a teacherTRANSCRIPT
PRESENTED BY : MS.LAVANYAA JAYA KIRUBAI.SMSC. NURSING 1ST YEAR.
TEACHER –ROLE& RESPONSIBILITES,
FUNCTIONS,CHARACTERISTICS,COMPETENCIES &
QUALITIES
“A good teacher is like a candle-it consumes itself to light the way for others”
TERMINOLOGY ROLE: The characteristic and expected
social behaviour of an individual. RESPONSIBILITY: Taking care of your
duties. CHARACTERISTIC: A feature that helps to
identify, tell apart, or describe recognizably; a distinguishing mark or trait.
COMPETENCE: A specific range of skill, knowledge, or ability.
CONT. . FUNCTION: The action for which a
person or thing is particularly fitted or employed.
QUALITY:The ongoing process of building and sustaining relationships by assessing, anticipating, and fulfilling stated and implied needs.‘
PASSION: the energy that comes from bringing more of YOU into what you do.
DEFINITION
TEACHING : It is concerned with growth
and development of whole personality
of the student-her mind, spirit, character
and effective behaviour.
It is a mixture of art and science.
DEFINITION A nurse educator is a nurse
who teaches and prepares licensed practical nurses (LPN) and registered nurses (RN) for entry into practice positions.
-Wikipedia
ROLES OF TEACHER / EDUCATOR.
ROLES OF NURSE EDUCATOR
ADMINISTRATOR ROLE
INSTRUCTIONAL ROLE
INSTRUCTIONAL ROLE Planning and organising courses Creating and maintaining a desirable group climate Adapting teaching and instructional materials. Motivating and challenging students to pursue & sustain learning activities.
CONT. .Teaching consisting of a complex
role: Supplying information Explaining ,clarifying,& interpreting Demonstrating & explaining
procedure, a process or exhibiting materials
Serve as guie for student projects Supervise student’s performance Evaluate teaching and learning
outcomes.
FACULTY ROLEAs a staff member of
organizational hierarchy-chaiman/dean or member of one or more committees like currriculum,board of examiners, etc.
Counselor of studentsResearcherResource person to outside
groupsRepresentative to professional nursing organizationsPublic health relation agent.
INDIVIDUAL ROLE Personal role Teacher role
ADMINISTRATOR ROLE Maintenance of records of students
progress. Provision of reference for students. Participate in time table planning Attending and contributing to all
educational meetings. Attending educational social functions as required. Conducting different committee meetings.
MODERNISING NURSING CAREERSSECURING THE FUTURE OFNURSE EDUCATOR ROLES
PREFERRRED FUTURE OF NURSE EDUCATORS WOULD BE:
More attractive & flexible career opportunities with creative employment models & working practices.
Improved strategic relationship, robust workforce planning and coherent national frameworks for health & social care education.
Career pathways can be aligned with PG clinicians*& delivery of contemporary health care.
Review of funding for education & staff development.
Greater recognition & reward for the specialized knowledge& preparation required for practice.
RESPONSIBILITIES
Socially Responsible
Teacher
Teacher of High Values and Morality
Teacher Managing
Identity Crises
Learner centered teacher
Openness of a Teacher
Accountability
Professionalism
Teacher with the Best Talent
Good Communicat
or
Content Management
Skills
Teacher with
Knowledge
Management
Qualities
Teacher with
Leadership
Qualities
Nursing Teacher
in Progres
sion
FUNCTIONS OF NURSE EDUCATOR Explaining, informing initiating,directing &
administering Unifying group Giving security Clarifying attitudes,beliefs &
problems Diagnosing learning problems Making curriculum material Evaluating ,recording and
reporting Enriching community activity Arranging & organizing
classroom Participating in educational
institutional activities Participating in professional
life.
DESIRED CHARACTERISTICS OF
EFFECTIVE NURSE EDUCATORS
CHARACTERISTICS
INSTRUCTIONAL ABILITY
/COMMUNICATION SKILLS
INTERPERSONAL SKILLS
PERSONALITY TRAITS
ACCESSIBILITY
NURSING COMPETENCE
/PROFESSIONALISM
EVALUATION PROCEDURES
INSTRUCTIONAL ABILITY/ COMMUNICATION SKILLS
Communicates effectively; breaks down content in a down-to-earth manner
Clear goals, expectations, deadlines, desired outcomes
Organized Knowledgeable of course materials Interacts with students Enthusiastic, energetic, eager Well-prepared Self-confident Creative
INTERPERSONAL SKILLS
Encouraging demeanour Friendly attitude Mentoring approach Motivational Supportive Respectful Receptive to people and ideas Open minded, objective, non-judgmental
PERSONALITY TRAITS
Attentive Nurturing Demonstrates concern about students Flexible, easy-going manner Sense of humour
ACCESSIBILITY
Approachable, welcoming Has designated office hours
NURSING COMPETENCE/ PROFESSIONALISM
Good role model Dedicated Clearly enjoys nursing and teaching Skilled clinician
EVALUATION PROCEDURES
Provides study guides/ outlines Provides timely, constructive, and specific
feedback Gives tests that reflect course objectives,
lecture materials, and study guides
COMPETENCIES OF NURSE EDUCATOR
COMPETENCY 1: FACILITATE LEARNING
COMPETENCY 2: FACILITATE LEARNER DEVELOPMENT & SOCALIZATION
COMPETENCY 3: USE ASSESSMENT & EVALUATION STRATEGIES
COMPETENCY 4: PARTICIPATE IN CURRICULUM DESIGN & EVALUATION OF PROGRAM OUTCOMES
COMPETENCY 5: FUNCTION AS CHANGE AGENTS AND LEADERS
COMPETENCY 6: PURSUE CONTINUOUS QUALITY IMPROVEMENT IN THE NURSE EDUCATOR ROLE
COMPETENCY 7: ENGAGE IN SCHOLARSHIP
COMPETENCY 8: FUNCTION WITHIN THE EDUCATIONAL ENVIRONMENT
1 Implements a variety of teaching strategies
appropriate to learner needs • Grounds teaching strategies in educational
theory and evidence-based teaching practices • Recognizes multicultural, gender, and
experiential influences on teaching and learning
• Engages in self-reflection and continued learning to improve teaching practices that facilitate learning
• Uses information technologies skillfully to support the teaching-learning process
• Practices skilled oral, written, and electronic communication that reflects an awareness of self and others
• Models critical and reflective thinking
COMPETENCY 1: FACILITATE LEARNING
• Creates opportunities for learners to develop their critical thinking
• Shows enthusiasm for teaching, learning, and nursing that inspires and motivates students
• Demonstrates interest in and respect for learners
• Uses personal attributes (e.g., caring, confidence, patience, integrity and flexibility) that facilitate learning
• Develops collegial working relationships with students, faculty colleagues, and clinical agency personnel to promote positive learning environments
• Maintains the professional practice knowledge base needed to help learners prepare for contemporary nursing practice
• Serves as a role model of professional nursing
Identifies individual learning styles and unique learning needs Of multicultural, educationally disadvantaged, physically challenged, at-risk, and second degree learners
Provides resources to diverse learners that help meet their individual learning needs
Engages in effective advisement and counseling strategies that help learners meet their professional goals
Creates learning environments that are focused on socialization to the role of the nurse and facilitate learners’ self-reflection and personal goal setting
COMPETENCY 2: FACILITATE LEARNER DEVELOPMENT & SOCALIZATION
Recognizes the influence of teaching
styles and interpersonal interactions
on learner outcomes
Assists learners to develop the ability
to engage in thoughtful and
constructive self and peer evaluation
Uses extant literature to develop evidence-based assessment and evaluation practices
Uses a variety of strategies to assess and evaluate learning in the cognitive, psychomotor, and affective domains
Implements evidence-based assessment and evaluation strategies that are appropriate to the learner and to learning goals
Provides timely, constructive, and thoughtful feedback to learners
Demonstrates skill in the design and use of tools for assessing clinical practice
COMPETENCY 3: USE ASSESSMENT & EVALUATION STRATEGIES
COMPETENCY 4: PARTICIPATE IN CURRICULUM DESIGN & EVALUATION OF PROGRAMOUTCOMES
Ensures that the curriculum reflects institutional philosophy and mission, current nursing and health care trends, and community and societal needs
Demonstrates knowledge of curriculum development including identifying program
outcomes, developing competency statements, writing learning objectives, and selecting appropriate learning activities and evaluation strategies
Bases curriculum design and implementation decisions on sound educational principles, theory, and research
• Revises the curriculum based on assessment of program outcomes, learner needs, and societal and health care trends
• Implements curricular revisions using appropriate change theories and strategies
• Creates and maintains community and clinical partnerships that support educational goals
• Collaborates with external constituencies throughout the process of curriculum revision
COMPETENCY 5: FUNCTION AS CHANGE AGENTS AND LEADERS
• Participates in interdisciplinary efforts to address health care and educational needs locally, regionally, nationally, or internationally
• Evaluates organizational effectiveness in nursing education
• Implements strategies for organizational change
• Provides leadership in the parent institution as well as in the nursing program to enhance the visibility of nursing and its contributions to the academic community
• Promotes innovative practices in educational environments
• Develops leadership skills to shape and implement change
COMPETENCY 6: PURSUE CONTINUOUS QUALITY IMPROVEMENT IN THE NURSE EDUCATOR ROLE
Demonstrates a commitment to life-long learning
• Recognizes that career enhancement needs and activities change as experience is gained in the role
• Participates in professional development opportunities that increase one’s effectiveness in the role
• Balances the teaching, scholarship, and service demands inherent in the role of educator and member of an academic institution
• Uses feedback gained from self, peer, student, and administrative evaluation to improve role effectiveness
• Mentors and supports faculty colleagues
COMPETENCY 7: ENGAGE IN SCHOLARSHIP • Exhibits a spirit of inquiry about teaching
and learning, student development, evaluation methods, and other aspects of the role
• Designs and implements scholarly activities in an established area of expertise
• Disseminates nursing and teaching knowledge to a variety of audiences through various means
• Demonstrates skill in proposal writing for initiatives that include, but are not limited to, research, resource acquisition, program development, and policy development
• Demonstrates qualities of a scholar: integrity, courage, perseverance, vitality, and creativity
COMPETENCY 8: FUNCTION WITHIN THE EDUCATIONAL ENVIRONMENT
Uses knowledge of history and current trends and issues in higher education as a basis for making recommendations and decisions on educational issues
• Identifies how social, economic, political, and institutional forces influence higher education in general and nursing education in particular
• Develops networks, collaborations, and partnerships to enhance nursing’s influence within the academic community
• Determines own professional goals within the context of academic nursing and the mission of the parent institution and nursing program
TOP 10 QUALITIES OF A GREAT NURSE EDUCATOR
#10: Patience
#6: Social Skills
#8: Dedicati
on
#9: Emotion
al Intellect
# 7: Adaptabi
lity
#5: Positive Attitude
#2: Humor
#3: Confiden
ce
#4: Critical
Reflection
#1: Passion
QUALITIES IN GENERAL Respect for the student’s maturity
& sense of responsibility Stimulating Assignments Subject matter content Time management Personal attributes
JOURNAL International Journal of Nursing Education
Scholarship Vol. 7 (2010)/ Issue 1 / Articles Learner-Centered Characteristics of Nurse
Educators A qualitative research design was used to address
the research question. Themes that emerged were placed under the concepts of power, role of teacher, responsibility of learner, and philosophy of evaluation guided by Weimer's (2002) conceptual framework of a learner-centered philosophy of teaching. Themes and meaning units derived from the study helped to generate textual and structure statements that represent the characterizations of learner-centered nurse educators.
JOURNAL OF NURSING EDUCATION THE CLINICAL INSTRUCTOR ROLE IN NURSING EDUCATION: A
STRUCTURED LITERATURE REVIEW
Abstract A structured literature review was conducted to understand
clinical instructors’ perceptions of their role and the factors that facilitate and constrain their teaching in undergraduate nursing programs. The literature published in English between 2000 and 2011 was searched, and data were extracted from 15 articles that met the inclusion criteria. The analysis identified four themes—characteristics of the role, characteristics of effective clinical teaching, influence of the clinical context on the role, and influence of the academic context on the role. Clinical instructors are portrayed as needing to be good educators, as well as excellent clinicians. However, they often lack formal education and professional development opportunities related to the role and must draw on their individual personal and professional experiences to guide their teaching to meet the demands of both the clinical and academic contexts in which they simultaneously work.
REFERENCES Mujibul hasan,Technology In Teacher
Education,APH Publication -2004,NewDelhi. Diane M.Billings,Teaching In Nursing-A
Guide For Faculty,3rd edition,2009,Elsevier publication,st.louis.
K.P.Neeraja,Textbook Of Nursing Education, 7th edition, Jaypee publication, Delhi.
www.nursetogether.com www.healio.com www.pubmed.com www.google.com