Reflections of a nurse educator

[ariellegreenlee]

In 2013, I began clinical teaching at University of Detroit Mercy. As an educator, it is my goal and passion to facilitate learning and to ensure each student's academic success in a supportive and caring learning environment. A true statement by Prato et al. (2011) Nurse educators have a responsibility to teach the future nurses, and an opportunity to promote patient outcomes.” Instructing undergraduate students has allowed me to become a part of the learning process in the most influential way. To guarantee the learning environment is most conducive to learning, I create a clinic environment that promotes open dialog, allows for student engagement, and takes time for self-reflection.

I have worked with multiple cohorts of highly motivated students. Each student presents with different goals, unique needs, and ways they learn best. One area of consistency is the high level of stress resulting secondary to a high level of expectation placed on the student and the often-unpredictable clinical practice environment. Understanding the nature and causes of students' stress is a prerequisite to creating supportive learning environments called for by nursing education leaders” (Prato et al. 2011). As stress increases, learning decreases. The overall atmosphere for learning is largely determined by the clinical instructor and the type of learning climate created. As a clinical instructor, I see the importance of open dialogue between the student and myself. Taking students aside to discuss the disease process of their specific patient, nursing plans of care, and ultimate goals they have for their patient is extremely beneficial. Students are able to elaborate and examine their thought processes and further develop their plans of care. Furthermore, creating a learning environment that allows for open dialogue allows the student to actively contribute resulting in an overall sense of empowerment.

It is my role as a clinical faculty member to guide students in their engagement with patients, family, and other professional team members. A level of trust is first established with the student by remaining available and approachable. I see it extremely important to support students, both psychologically from a stress standpoint, and functionally while they deliver care. I always teach” students rather than critically evaluate” them during clinical procedures. Further, providing positive feedback after a performance allows the student to feel competent and increase self-efficacy. I also take a proactive approach by establishing reasonable clinical requirements, create learning goals early on, providing timely feedback, and preparing the students for their clinical experience.

The faculty-student relationship is paramount in nursing students' education and socialization. Found in the literature, sharing one's learning experiences has been shown to promote collaboration, foster interpersonal relationships, and creates new knowledge (Sedgwick & Rougeau, 2010(. As faculty, I thoroughly read each student's written reflections. I often find note-worthy aspects within the reflections that indicate a higher level of learning the student is often not aware of. For example, a student recently wrote, I fell into one of the prioritization setting traps, the squeaky wheel….where the nurse feels compelled to respond to whatever need has been vocalized the loudest” (Anders, 2014). This was a reflection on the importance of prioritization, an area where most nurses experience difficulty. Discussing this experience together, the student was able to better understand the implications of her care and further explore alternatives.

I feel very fortunate for the time I have spent with students and the positive feedback I've received. I will forever be grateful for the students, which have continued to keep in contact and continue to update me as they study for the NCLEX and start applying for jobs. I have kept photographs of each cohort I've had the pleasure of working with and given copies to the students upon graduation. Without a doubt, I have found what I am most passionate about, and that is to dedicate my expertise towards the education of future nurses.

References

Anders, I. (2014). Personal Communication. November 15, 2014.

Prato, D.D., Bankert, E., Grust, P., & Joseph, J. Transforming nursing education: a review of stressors and strategies that support students' professional socialization. Advances in Medical Education and Practice, 2011:2, 109–116.

Sedgwick, M.G. & Rougeau, J. (2010). Points of tension: a qualitative descriptive study of significant events that influence undergraduate nursing students' sense of belonging. Rural and Remote Health, 10: 1569