C946 Final Reflection: Evolving Roles in Nursing Education

Student Name

Western Governors University

C946 Nursing Education Field Experience

Prof. Name:

Date

Taking a Position

For this reflection, I supported the American Nurses Association (ANA) position statement concerning Workplace Violence and Incivility. This persistent problem affects nurses across diverse settings, including hospitals, outpatient clinics, and home health care. Its impact on the nursing profession is significant, influencing staff retention, workplace safety, and the quality of patient care. Creating a respectful and safe work environment is professionally essential.

When analyzed through Kingdon’s Multiple Streams Framework, the necessity for reform becomes clearer. The problem stream highlights the rising rates of violence against nurses, which contribute to burnout and increased staff turnover, both linked to unsafe work environments. The policy stream comprises existing evidence-based interventions, such as interprofessional education programs, systematic incident reporting, and strict zero-tolerance policies. The political stream reflects heightened public awareness about healthcare worker safety, particularly spotlighted during the COVID-19 pandemic when essential workers received broad societal support. When these three streams converge, a “policy window” opens, presenting an opportunity for impactful legislative action.

Nurse educators and frontline nurses must collaborate with policymakers and interprofessional partners to advocate for mandatory safety protocols in healthcare facilities. Such mandates may include comprehensive violence prevention programs and ongoing staff training. Consistent enforcement of these policies is critical. While protecting healthcare workers from harm should alone justify intervention, linking workplace violence to patient safety and care quality can strengthen policy advocacy efforts. This reflection demonstrates how advocacy, timing, and empirical evidence, as outlined in Kingdon’s model, drive policy change that safeguards healthcare workers and patients alike.

Final Course Reflection: Nurse Educator Roles

Reflecting on this course, I gained insights into the multifaceted responsibilities of nurse educators beyond traditional classroom teaching. From observing prior instructors, I learned that nurse educators undertake roles such as mentoring students and developing curricula. The tripartite model of teaching, scholarship, and service expands the educator’s role to include active research involvement, peer review, publication contributions, and policy advocacy to advance nursing.

Balancing these expectations requires academic integrity, a concept that has evolved in my perspective. Technological advancements, especially artificial intelligence (AI), present both opportunities and risks to academic honesty. While AI can be a useful tool, it is vital to encourage students to engage in independent work using provided resources to uphold integrity.

Considering my career path, I am drawn to a clinical faculty role within an undergraduate nursing program. I enjoy integrating classroom theory with clinical practice, particularly in intensive care—a field where I have clinical strengths and a passion nurtured by past educators. Advocating for policies supporting nurses’ mental health would be a key priority for me, addressing the high attrition rates caused by burnout. Partnering with interdisciplinary teams such as mental health professionals and nurse leaders would be essential to promote systemic reforms.

To foster my ongoing professional growth, I plan to pursue continued education through certifications, conferences, and possibly an advanced degree. Reflective practice, integrative mentorship, and active learning strategies will support both my development and that of my students, encouraging lifelong learning and professional growth.

C919 – Facilitation of Context-Based Student-Centered Learning

What is the role of the educator as a facilitator?

After reviewing the literature, I recognize the nurse educator’s role as a facilitator—creating an engaging and safe learning environment where students feel comfortable asking questions and expressing uncertainties. This role aligns with Motivational Interviewing (MI) values, especially partnership, emphasizing collaborative engagement. Using active learning and dialogue, facilitators empower students to take ownership of their education and apply theoretical concepts effectively.

What educator role do I identify with the least and why?

The confronter role, which involves challenging students on inconsistencies, is the role I find most challenging. I believe public confrontation may inhibit learning, though I understand its importance in fostering reflection and growth, as highlighted by MI’s evocation value. I plan to use this approach thoughtfully when learners resist certain content or concepts.

Facilitator Attributes and Informing Your Understanding of Nursing Education

Goh (2014) identified five key facilitator attributes: engagement, authenticity, presence, acceptance, and self-awareness. The attribute I find most difficult is self-awareness. While I value reflection, critically assessing my teaching and assumptions is challenging. For instance, my passion for certain topics might cause me to overlook foundational knowledge needs of students.

To transform this challenge into a strength, I intend to incorporate structured reflections after each class. This practice will help me identify teaching patterns and adjust my methods to better support diverse student needs.

Understanding Culturally Competent Nursing Education

Research from Pakistan (Gul et al., 2014) and Singapore (Goh, 2014) highlights the critical importance of culturally sensitive nursing education. Globally, there is a shift from traditional lectures toward active, student-centered learning strategies. This trend motivates me as an educator to promote critical thinking through culturally relevant research and to provide students with a global nursing education perspective.

Determinants of Learning

How do I assess the learning needs of a diverse group of RN students aged 22 to 58?

A thorough needs assessment is essential before teaching a culturally diverse group. This includes:

Step	Description
Identify the learner	Understand demographic and cultural backgrounds
Choose assessment methods	Use tools like surveys and informal discussions
Gather prior knowledge data	Collect information on previous healthcare experience and learning styles
Analyze knowledge gaps	Determine what learners need to know
Prioritize learning needs	Focus teaching on essential topics aligned with course objectives

I plan to use pre-course surveys and informal discussions to understand students’ prior knowledge, technology comfort, and communication styles.

What types of readiness impact student learning?

Readiness Type	Description
Physical	Health and energy levels affecting engagement
Emotional	Emotional stability, anxiety, and motivation
Experiential	Previous experiences and knowledge base
Knowledge	Current knowledge and ability to process new information

How do learning styles influence teaching strategies?

I will incorporate the VARK learning styles to tailor educational activities:

Learning Style	Description	Teaching Application
Visual	Learning through images and diagrams	Use charts, videos, and graphic organizers
Aural	Learning through listening and discussion	Include lectures and group discussions
Read/Write	Learning through text	Provide reading materials and written assignments
Kinesthetic	Learning through hands-on practice	Use simulations and clinical skill demonstrations

Incorporating these styles allows students to engage with material in ways that suit their learning preferences.

Preparing for Clinical Teaching Responsibilities

What are the responsibilities of a clinical faculty member?

Responsibility	Description
Ensure student safety	Enforce hospital policies and student adherence
Coordinate with nursing program and hospital staff	Align clinical experiences with course goals
Plan clinical learning experiences	Develop clinical objectives and activities
Supervise and evaluate student performance	Observe, document, and provide constructive feedback
Facilitate pre- and post-clinical conferences	Encourage reflection and critical thinking
Uphold academic integrity	Maintain professional and ethical standards
Serve as clinical role model	Demonstrate clinical competence and interdisciplinary teamwork

How should I prepare before clinical begins?

Preparation Step	Action
Review course syllabus and clinical expectations	Understand objectives and evaluation tools
Meet clinical leadership	Clarify policies, available learning opportunities, and preceptors
Familiarize with clinical site	Learn physical layout, equipment, and resources
Review hospital protocols	Understand safety and procedural guidelines
Prepare student orientation materials	Create schedules, maps, and unit guidelines
Communicate expectations	Set standards for dress code and professional behavior

What is a sample first-day orientation schedule for clinical students?

Time	Activity Description
07:00–07:30	Welcome, introductions, course outcomes, and clinical objectives
07:30–08:00	Overview of hospital policies: confidentiality, HIPAA, infection control, safety
08:00–09:00	Tour of hospital and clinical unit
09:00–10:00	Review electronic documentation and charting
10:00–11:00	Discuss student roles, responsibilities, and professional conduct
11:00–11:30	Lunch break
11:30–12:30	Simulations on patient safety practices
12:30–13:30	Introduction to patient assignments and care planning
13:30–14:00	Group discussion on fears and goals
14:30–15:00	Wrap-up and Q&A

This structured schedule helps students transition smoothly into clinical practice.

ANA Best Practices for Civility

The ANA emphasizes collaboration, respect, and professionalism as key to fostering civility. Among various strategies, communication and conflict resolution training stand out as most effective in preventing workplace conflicts. I witnessed this firsthand when a colleague defused a tense situation with a patient’s family member by using skills learned in staff training. The Just Culture framework complements this by promoting transparency and learning from errors rather than punishment, fostering a safer environment.

Conversely, formal codes of conduct often fail due to inconsistent enforcement, allowing incivility like verbal aggression and dismissiveness to persist unchecked. Uniform accountability is essential for the credibility of civility policies. Ultimately, civility is best maintained as an ongoing practice through education, modeling, and consistent policy enforcement.

ANA Position Statement

Reflecting on my experiences, I recall instances of workplace incivility and bullying, which undermined my confidence, especially as a new nurse. These experiences taught me the importance of assertiveness in advocating for patients. Now, as a house supervisor, I encourage open communication and teamwork to foster a civil and supportive environment, improving morale and patient outcomes.

Accountability, as advocated by the ANA’s zero-tolerance stance on workplace incivility, must be enforced consistently. I advise nursing students to anticipate encountering incivility and equip themselves with conflict resolution and communication skills. Surrounding themselves with positive mentors and colleagues also supports professional growth and resilience.

Distractors in the Connected Classroom

Mobile devices, while potential distractions, offer significant educational benefits if used intentionally. They provide quick access to evidence-based resources, medication information, and lecture recordings, enhancing active learning and digital literacy essential for modern nursing practice.

However, challenges include distractions from notifications, reduced critical thinking when students look up answers excessively, and inequitable access to reliable technology. Clear guidelines must be established to promote professional use and minimize negative impacts on learning.

C920 – Contemporary Curriculum Design and Development in Nursing Education

Curriculum Committee Structure: Which model is best?

Model	Advantages	Disadvantages
Single Design Team	Consistency and unified curriculum development	Workload can be overwhelming; limited expertise diversity
Multiple Specialized Committees	Distributes workload; diverse expert input	Challenges in communication and coordination

A hybrid approach with specialized committees overseen by an overarching steering committee balances benefits and challenges.

How can scholarship be integrated into curriculum development?

Dr. Williams can support the curriculum by promoting scholarship as a foundational element, encouraging faculty to base curricula on current evidence-based literature and best practices. Faculty development workshops on nursing education trends and active learning strategies foster innovative curriculum design.

Instructional Design Models and Frameworks

The ADDIE model guides curriculum development through five phases:

Phase	Description
Analysis	Identify learning needs and goals
Design	Develop learning objectives and assessments
Development	Create and assemble learning materials
Implementation	Deliver the course to students
Evaluation	Conduct formative and summative assessments; apply feedback

Strengths include its structured, evidence-based approach and flexibility to incorporate formative feedback. Limitations are rigidity and time demands, which require balancing structure with adaptability.

Building Learning Activities

Philosophical foundations like constructivism and humanism emphasize student-centered learning, critical thinking, and professional growth. Applying transformative learning theory promotes reflective and passionate nursing students ready to advocate for community health and policy change.

Recognizing student diversity in age, experience, and culture guides inclusive teaching. Using culturally relevant case studies and varied engagement methods—both online and in-person—enhances learning and fosters belonging.

Developing Distance Learning

The rise of technology-based education enhances accessibility, flexibility, and digital literacy, vital for nursing professionals navigating electronic health systems. Questions guiding distance learning implementation include how to preserve nursing values like empathy, evaluate outcomes, and resource effective hybrid teaching.

Benefits of technology integration include supporting diverse learning styles and innovative course delivery, while challenges involve inequitable access and increased faculty workload. A balanced approach combining technology with essential in-person interactions ensures comprehensive learning.

C921 – Assessment and Evaluation Strategies for Measuring Student Learning Experiences

What is the importance of assessment according to NLN Core Competencies?

Competency III emphasizes assessment and evaluation as vital for guiding student learning. Using current evidence-based evaluation tools enhances validity and reliability. Employing diverse assessment strategies—such as simulations, written exams, and reflective activities—addresses cognitive, psychomotor, and affective domains.

Feedback should be timely, constructive, and promote reflection, supporting continuous curriculum improvement and student growth. Rubrics and checklists foster transparency and consistency.

Clinical Competence

Reflecting on Benner’s From Novice to Expert model, I identify as an advanced beginner—possessing foundational knowledge and some clinical teaching experience but lacking classroom experience. Progressing toward competency requires building confidence, adapting teaching flexibly, and integrating evidence-based practices through mentorship and reflection.

COPA Model

The Competency Outcomes and Performance Assessment (COPA) model provides a conceptual framework emphasizing thorough assessment of learner needs and environments to design effective learning experiences. This approach ensures that curricula address specific knowledge gaps and utilize appropriate resources.

Using Assessment Data to Guide Nursing Education Content and Strategies

How can nurse educators utilize assessment data effectively?

Nurse educators leverage assessment data to identify critical content areas that require attention in educational settings. For instance, within a skills laboratory, the COPA (Client Oriented, Practical Application) model helps educators pinpoint essential skills needed to safely deliver patient care. After identifying these priorities, educators design learning activities and assessment methods that align with these critical skills to promote student reflection and mastery.

Lenburg’s (1999) eight core practice competencies serve as a foundational guide for creating effective assessments. These competencies encompass:

Core Competencies
Professional
Ethical
Clinical
Communication
Leadership
Critical Thinking
Patient Safety
Systems-Based Practice

What are examples of formative and summative assessment strategies?

Formative assessments include skill check-offs, concept mapping, and reflective journaling. These strategies foster continuous feedback and support skill development. For example, clinical reasoning is assessed by engaging students in case studies where they apply theory and practice patient communication.
Summative assessments typically consist of exams and final performance evaluations that measure overall competency.

Assessment design should be adjusted based on student experience level: novice learners benefit from foundational assessments, while advanced students can be challenged more rigorously. Combining the COPA model with Lenburg’s competencies allows for a comprehensive, student-centered approach that promotes better educational outcomes.

Academic Freedom in Nursing Education

What is academic freedom and how does it apply to nurse educators?

Academic freedom is a fundamental principle in higher education that allows faculty to teach and discuss topics, including research, without external interference. For nurse educators, this freedom fosters innovation in teaching methods and encourages open dialogue about evidence-based practices.

What are the responsibilities and risks associated with academic freedom?

When exercised responsibly, academic freedom enhances critical thinking and creates a dynamic learning atmosphere. However, misuse—such as imposing personal biases or neglecting evidence-based content—can undermine education quality. Educators must avoid presenting personal opinions as facts and should respect multiple viewpoints within curricula.

Violations of policies, accreditation standards, or ethical guidelines also threaten academic freedom. Professional guidelines from organizations like the American Association of University Professors (AAUP) stress that academic freedom must align with evidence-based practices and ethical behavior.

Reflective Practice in Nursing Education

How does reflective practice contribute to professional growth?

Reflective learning supports personal and professional development by enabling individuals to analyze experiences, identify weaknesses, and integrate new knowledge. For example, after clinical rotations, structured journaling helps nursing students pinpoint decision-making challenges and refine clinical reasoning.

How can nurse educators model and promote reflection?

Educators should demonstrate reflection’s value by sharing their own reflective experiences, which promotes critical thinking, self-awareness, and accountability. Incorporating structured debriefings and journaling prompts into curricula encourages students to move from surface-level to deeper critical reflection.

A typical reflective exercise after simulations might include prompts such as:

Reflection Prompts
What went well?
What challenges arose?
How did you respond to those challenges?
What would you do differently next time?

Through reflective practice, students develop adaptability and compassion—key qualities for safe, patient-centered care.

Final Reflection on Assessment and Evaluation Strategies

How has understanding of assessment evolved through this course?

Before the course, assessment was viewed primarily as a measurement of student performance using exams and skills check-offs. The course expanded this view to recognize assessment as an integral, evidence-based component of education that promotes critical thinking across cognitive, affective, and psychomotor domains.

What are key takeaways regarding formative assessments?

Formative assessment data help educators promptly address misconceptions and foster collaboration between instructors and students, thus supporting ongoing growth.

What strategies will be implemented to enhance assessment competency?

Developing evidence-based tools
Incorporating diverse assessment methods
Regular reflection and peer feedback
Ongoing professional development through workshops and literature review

Integrating Technology in Nursing Education

Learner Perspective

Technology provides access to interactive resources like simulation software and online case studies, enhancing understanding of complex nursing concepts. However, technical unreliability and poorly designed discussion forums can hinder learning. Visual learning aids such as infographics and videos align well with some learning preferences.

Educator Perspective

Nurse educators must ethically and purposefully use technology, ensuring it enhances learning without replacing meaningful human interaction. Guidelines on professional conduct, student privacy, and equitable access—especially for students with disabilities or language barriers—are critical.

Technology Self-Assessment and Improvement Plan

Using Kirkpatrick’s Four-Level Model for evaluating training:

Kirkpatrick’s Level	Description	Current Status
Reaction (Level 1)	Learner’s feelings about training	Positive but sometimes overwhelmed
Learning (Level 2)	Knowledge and skills gained	Solid foundation with some gaps (e.g., video creation)
Behavior (Level 3)	Application of skills in practice	Emerging use of collaborative and case study tools
Results (Level 4)	Outcomes such as student engagement and confidence	Improved engagement and confidence

Improvement Plan:

Timeline	Goals
Short-term (6 months)	Learn advanced LMS features, explore accessibility tools, practice instructional video creation
Intermediate (6–12 months)	Monitor student engagement, collaborate with peers, develop hybrid/online modules
Long-term (12+ months)	Pursue professional development in instructional design, contribute to faculty initiatives, explore AI-enhanced simulations

Barriers and Facilitators to Technology Integration

What competencies must nurse educators demonstrate?

Proficiency in learning management and simulation systems
Ethical and inclusive practices for accessibility
Designing engaging, varied learning experiences
Evaluating technology effectiveness through feedback and data

What are common barriers?

Limited budgets and resources
Varied digital literacy
Time constraints
Resistance to change among faculty and students

What motivates successful integration?

Demonstrating technology’s role in patient safety
Recognizing professional advancement
Sharing success stories to illustrate benefits

Providing technical support, motivation, and adaptability encourages nurse educators to lead innovation.

The Centrality of Caring in Nursing Education

How is caring demonstrated in nurse education?

Caring involves modeling respect, compassion, empathy, and active listening in every student interaction. Creating a safe, dignified learning environment shows students that caring is foundational to nursing practice.

How can educators promote caring in students?

Reinforce caring as a core professional competency
Use reflective practices to explore values and biases
Integrate service-learning opportunities to experience compassionate care firsthand

Academic-Practice Partnerships in Nursing

What benefits do academic-practice partnerships provide?

These partnerships bridge academic preparation and clinical practice, enhancing nursing education and patient outcomes through shared goals, respect, and collaboration.

How can partnerships be effectively cultivated?

Maintain clear communication between academic and clinical leaders
Establish joint goals and transparent decision-making processes
Value the unique expertise of academic faculty and clinical staff equally

Quarterly meetings and preceptor training on evidence-based practice exemplify effective partnership practices.

Workforce Planning and Data Utilization

Why is workforce data critical in nursing education?

With many nurse educators nearing retirement, comprehensive data collection—covering demographics, qualifications, workload, and pipeline metrics—is vital to prevent faculty shortages.

How does this data support advocacy?

Evidence-based workforce data informs hiring decisions and supports policy reforms such as salary adjustments and loan forgiveness, aligning with Institute of Medicine recommendations.

Personal Academic Progression

What is the significance of ongoing education for nurses?

Continuous learning enhances nursing competence and patient outcomes in a rapidly evolving healthcare landscape.

What are personal goals for academic progression?

Complete Master of Science in Nursing (MSN)
Engage in certifications, conferences, and professional organizations
Develop clinical knowledge and mentoring skills (short-term)
Pursue leadership roles and policy advocacy (long-term)

Encouraging Interprofessional Collaboration (IPC)

Why is IPC important?

IPC ensures patient-centered care by leveraging the expertise of diverse healthcare professionals, reducing errors, and enhancing decision-making.

How can nurse educators foster IPC?

Use simulations, case studies, and team projects
Promote interprofessional rounds in clinical settings
Facilitate online collaboration with structured communication guidelines
Integrate reflective journaling on team dynamics

Applying Change Theories in Nursing Education

What role do change theories play in technology integration?

Change theories provide structured frameworks that help anticipate and manage resistance to new systems. For example, Lewin’s Change Theory involves:

Stage	Description
Unfreezing	Preparing students and faculty for change by explaining reasons and benefits
Changing	Implementing hands-on training, pilot programs, and tutorials
Refreezing	Providing ongoing support, feedback, and recognition to solidify the change

Using such frameworks reduces stress and facilitates smoother transitions.

Final Reflection: Emerging Trends and Challenges

The course expanded understanding of nursing education trends such as workforce shortages and technological advances. It highlighted the nurse educator’s responsibility to balance academic rigor with flexibility, embrace innovation, and foster lifelong learning. Ongoing professional development and networking will support adapting to evolving healthcare needs.

Clinical Practice Field Experience Reflection

What skills and gaps were identified during clinical practice?

Strengthened skills: curriculum design, evaluation, simulation development, feedback delivery
Gaps: shortage of qualified preceptors, inconsistent evidence-based teaching application, limited clinical support

How do competencies help address these gaps?

Mastery of curriculum development, teaching, and mentorship fosters consistency and supports student learning despite resource constraints. Advocacy for academic-practice partnerships is essential to expand clinical opportunities.

References

American Association of University Professors (AAUP). (n.d.). Academic freedom and tenure: Statement of principles.
Institute of Medicine. (2011). The future of nursing: Leading change, advancing health. National Academies Press.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). Berrett-Koehler Publishers.
Lenburg, C. B. (1999). The competencies needed by nursing students for safe patient care. National Council of State Boards of Nursing.
National Advisory Council on Nursing Education and Practice. (2021). Recommendations for nursing education and workforce.
AACN-AONE. (2012). Guiding principles for academic-practice partnerships.