Nurse Infection

The additional course work enhances the student’s professional development, prepares the new nurse for a broader scope of practice, and provides the nurse with a better understanding of the cultural, political, economic, and social issues that affect patients and influence health care delivery.” (American Association of Colleges of Nursing (American Association of Colleges of Nursing [AACN], 2012, p. 1)

In addition, I have learned that patient safety is at the forefront of nursing and the ability to think outside of the box. Before I had started the nursing program, if I was asked about patient safety my first thoughts would be, what could I do to the prevent the patient from falling, since then I have come to realize that patient safety encompasses so much more. At last my last clinical we had care of the a gentleman who spoke no English, he would just look at us and smile, If it won’t for the use of the interpreter I can see how this patient care would have been affective.

The webinar titled “Succeeding as a Nurse Educator” was presented by Diane Billings, EdD, RN, FAAN. The three objectives for the webinar were to be able to “differentiate between the roles of faculty appointment: teaching, service, and scholarship; implement strategies for working smarter, not harder; and develop a career plan for success as a nurse educator” (Billings, 2013).

My chosen practicum will be teaching in the skills/simulation lab at NCMC. This paper will outline how the experience will enhance my knowledge and develop skills necessary to fulfill the role of nurse educator. The goals, objectives, and timeline will be discussed in this paper. The project that will be developed during the practicum experience will be a debriefing philosophy and evaluation tool to assess student learning with emphasis on critical thinking skills.

In my current role as a nurse educator I feel the desire to pursue my dream of obtaining a master’s degree, specializing in nursing education. It has been 27 years since I have sat in the student chair in a classroom; therefore, I anticipate a number of challenges and barriers to overcome. In this paper I will present and describe three challenges that I expect to be faced with over the next two years. I will also discuss the strategies I plan to use to address these challenges.

Nurse educators (NEs) possess competencies such as facilitation of learning, fostering development of the learner, socialize the learner to integrate behaviors and values within the nursing profession, use of assessment and evaluation strategies, develop and

Since the capstone project started early on beginning of the Doctor of Nursing Practice (DNP) program, I was able to discuss and work personally with Dr. Spicer as my practice mentor in selecting the appropriate topic for my project. Dr. Spicer was very involved in choosing my second option for new capstone project # 1 related to simulation lab and faculty teaching and learning. The patient simulation laboratory (SIM lab) uses state-of-the-art equipment that provides students and faculty with the opportunity to tackle real-life scenarios in a safe and supported environment. Further, I learned that active learning involves the faculty through participation and investment in exploring content knowledge in all phases of the learning process. It requires educational activities that provide faculty with the opportunity to engage actively in courses and respond to the learning situation.

Healthcare and the nursing profession are continually changing, and curriculum will have to evolve to ensure that nursing students are being taught the most relevant information. Iwasiw and Goldenberg (2015) illustrated curriculum work, change, and faculty development as an intertwining and infinite process. Nurse educators and faculty need to participate in curriculum design, implementation and evaluation otherwise nursing education does not change and progress is limited (Iwasiw and Goldenberg, 2015). The National League of Nursing (2016) identifies participation in curriculum design and evaluation of program outcomes as a nurse educator core competency that entails the responsibility of preparing graduates to work in the health care field

Each of us participated in the creation, design and each with a designated role in the education that was presented to the nursing students on the day of skills fair. The students experienced interactive game play, in the form of NCLEX style questions designed to test and build on their knowledge of safety and infection control. They were given opportunities to demonstrate skills of nursing, such as sterile gloving, properly applying a quick release restraint knot, PPE donning and removing, plus all challenges were performed in teams aimed at practicing collaboration. The atmosphere was positive; the energy level was high and it appeared that most students enjoyed our presentation. During the presentation we requested feedback from each student in the form of a questionnaire, which resulted in positive feedback/remarks from the nursing students indicating that we were successful with our teaching

A Nurse Educator’s curriculum is based off of objectives made by national organizations such as the Accreditation Commission for Education in Nursing and Commission on Collegiate Nursing Education that the school is required to teach. It consists of professional standards,

While, balancing work, family life, and education can be extremely challenging, the ability to obtain an advanced degree and practice at a level that allows one to utilize evidence and research is a reward that can only be achieved through education. The Masters of Nursing (MSN) program at American Sentinel University (ASU) has been a journey that is worth embarking. Further, an education that is explicitly curtailed to a speciality program, can enhance one’s ability to be an expert in the area of practice. The MSN speciality track of the infection prevention and control (IPC) at ASU was crucial in helping this author to

Through my practicum experience involving the triage system, instruction of clinical nursing, and creation, implementation, and evaluation of triage scenarios at the Department of Veterans Affairs Medical Center Emergency department, I developed useful knowledge and gained valuable and practical skills that helped to build a strong foundation for myself as a nurse educator. The following discussion details my practicum experience with regards to what could be considered the highlights or most important components.

Academic nurse educators engage in a number of roles and functions, each of which reflects the core competencies of nursing faculty. Those competencies include the following: 1) facilitate learning, 2) facilitate learner development and socialization, 3) use assessment and evaluation strategies, 4) participate in curriculum design and evaluation of program outcomes, 5) function as a change agent and leader, 6) pursue continuous quality improvement in the nurse educator role, 7) engage in scholarship, and 8) function within the educational environment

Throughout my long nursing career and various positions starting from bedside nurse to currently outpatient role as a diabetes educator, the most enjoyment in my profession derives from educating patients, caregivers, nursing students along with nursing colleagues. Moreover, my experience as a student was extraordinary due to most excellent teachers I came across. With this in mind, a decision to become master's degree nurse educator became very comfortable especially knowing that I might be able to reciprocate what I have received.

Over the past three and a half years of undergraduate education, I have received a very comprehensive education that has prepared me to function as a professional nurse after graduation next week. I have appreciated and truly enjoyed taking courses both within and outside of the University of Southern Maine nursing curriculum, and don’t believe I am able to count the ways in which this education has challenged me to become an enhanced learner and well-rounded person. I have identified three courses that have brought me to the role I will now assume as a professional baccalaureate-prepared nurse: one of which is a core course; another, a non-nursing course; the last, a non-clinical nursing course,