The Nurse As A Nurse Educator

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New nurse educators are not only challenged to develop individual teaching styles; they must additionally identify strategies to prepare students to function in a complex medical environment. A nurse who is proficient in clinical practice is not necessarily proficient in teaching clinical skills to others and new nurse educators transforming into their new role often discover they are not as prepared as they would hope to be. In order to accommodate the needs of the adult learner, nurses need to be prepared for the roles and responsibilities of teaching; therefore, it is essential that novice nurse educators receive purposeful preparation for their new role as educator (Billings & Halstead, 2012). Cangelosi, Crocker, and Sorrell state, “teaching is not a natural byproduct of clinical expertise, but requires a skill set of its own” (2009, p.371). Refining this skill set, occurring as the nurse transitions from a nurse in clinical practice to a nurse educator, is a difficult task; as nurses move from a known area of practice, where they have gained expertise, to a new one, they become novices again. This is defined by Patricia Benner (1984), as five stages of skill acquisition known as the Dreyfus Model, explaining the major transition of the expert clinician entering practice as a novice educator. During this time period, novice educators often compare their experiences to that of undergraduate students entering clinical practice. In addition to experiencing

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