Running head: NURSE EDUCATOR ROLE 1

Practicum Proposal for the Nurse Educator Role

Kim M. Garza
Ferris State University











NURSE EDUCATOR ROLE 2

Abstract
This paper is a written description of the proposal for the practicum experience that will
occur this summer 2014, during the final NUR 740 course for the Ferris State University Master
in Nursing Program. The focus of the practicum is to prepare for the entrance into the advanced
nurse specialty role of a nurse educator. This paper describes the academic setting in which a
nurse educator practicum will occur, along with an introduction of an experienced and highly
credentialed preceptor. A chosen goal and objectives are taken from the National League of
Nursings core competencies for nurse educators (2012, Revision). In this paper an in depth
description is shared explaining the application of nursing knowledge, theory, and research from
the Masters in nursing program, while designing an interactive clinical project and other
evidence-based learning strategies to meet the goal and objectives. A list of planned activities is
shared describing the plan to function in the new role as a beginning nurse educator. In addition
an evaluation tool in the form of a rubric has been created to help the preceptor and student
assess how the student actually measures up to the chosen competency, goal, and objectives for
this practicum. A list of references and a bibliography are also shared to help the reader
understand what sources were considered and or used for this proposal.







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Practicum Proposal for the Nurse Educator Role
Nurse educators provide the leadership and scholarship needed to guide students to
succeed as safe, qualified new nurses in an ever changing healthcare system (Halstead, 2007).
Unfortunately, both the National League for Nursing (NLN), and the American Association of
Colleges of Nursing (AACN) report that there is a nursing faculty shortage at a national level due
to several factors (AACN, 2014; NLN, 2010). A couple factors reported to be contributing to the
current and future nursing faculty shortage are lack of qualified faculty applicants and a
significant number of soon to retire nursing faculty currently filling numerous academic roles
(2014; 2010). The Michigan Department of Community Health Task Force on Nursing
Education has also acknowledged a current and future shortage of qualified nursing faculty that
hold a Masters degree or doctorate (2009). Although measures are being taken to address these
issues, the current faculty shortage is negatively affecting student admissions at schools of
nursing (2009). Therefore it is my plan to gain the experience necessary and complete my
education in order to help teach the next generation of nurses.
My nursing background is diverse, with years of experience to share. I have 31 years of
nursing experience that includes; 25 years as a Registered Nurse and 6 years as a Licensed
Practical Nurse (LPN). I have a well rounded nursing career, extending from long term care to
emergency room nursing, to wound healing and research nursing. I graduated from Ferris State
University, with a Bachelor of Science in Nursing (BSN), Summa Cum Laude. I am a current
member of Sigma Theta Tau International Honor Society of Nursing, the Golden Key
International Honour Society, and the Society of Clinical Research Associates. I have a current
Basic Life Support certification, and I am certified by the National Institutes of Health (NIH) as
NURSE EDUCATOR ROLE 4

completing a course for protecting research subjects. However, despite my varied experience,
my professional background lacks the actual experience of working as a nurse educator.
Therefore this practicum will help me to develop my advanced nursing role specialty as a
nurse educator by gaining firsthand experience teaching nursing students in the classroom. I
have reached a time in my life in which I have a desire to give back to society and to nurture the
next generation of nurses. I want others to succeed. It is this stage in life known as generativity
that motivates me to help promote the success of others and the nursing profession (Cherry, n.
d.). Practicing teaching practical nursing students in a classroom is the opportunity in which I
can test my newly learned teaching skills. The purpose of this practicum is to provide me with
the opportunity to gain practical experience as a nurse educator teaching a class in the academic
setting at Davenport University this summer semester 2014; using the National League of
Nursing (NLN), The Scope of Practice for Academic Nurse Educators (2012 Revision), Core
Competency II: Facilitate Learner Development and Socialization (p. 16); and by applying the
knowledge I have learned about teaching nursing from this masters level program at Ferris State
University.
To prepare me for the advanced specialty role of nurse educator I am developing a
written proposal to explain how I will accomplish this practicum experience. Specifically this
written proposal explains how I plan to apply what I have learned in the masters program for
nursing at Ferris State University, and therefore demonstrate that I understand and can perform
in the role of a nurse educator. This paper provides a description of the setting in which this
practicum will take place. Also included in this paper is the description of the practicum goals
and objectives. In addition my preceptor and her qualifications for the role are shared. Lastly
my role in the practicum along with a proposed timeline of activities, and a proposed evaluation
NURSE EDUCATOR ROLE 5

for the practicum experience are described. This written description of the proposed practicum
experience provides the reader with a clear understanding of what will be accomplished during
the 300 hour nurse educator experience this summer.
Setting
I will assist teaching practical nursing students in the classroom at Davenport
Universitys off-site campus in Midland, Michigan. Davenport Universitys main campus is
located in Grand Rapids, Michigan. Courses are offered at the main site, off-site, and online
(Davenport University, 2013). Davenport Universitys mission is to prepare students to excel
in the knowledge-driven environment of the 21
st
century (Mission/Vision/Values, para. 2,
2013). It is a private university that offers higher education in business, technology, and in the
health professions (Davenport University, 2013). The practical nursing program is accredited by
the National League for Nursings Accreditation Commission for Education in Nursing, the
Higher Learning Commission of the North Central Association of Colleges and Schools, and
approved by the Michigan Board of Nursing (Practical Nursing, 2013). Forty-five students are
accepted into the program each year (2013). I will serve my practicum under the area of the
health professions. Specifically I will assist the professor in teaching the subject of leadership
this summer semester 2014 to the practical nursing students in this setting. The class will be
taught over a 12 week period, every Thursday, from 12:30 PM to 4:15 PM.
Goal
My goal is to begin and to grow in the advanced specialty role of nurse educator using
the National League for Nursing, The Scope and Practice for Academic Nurse Educators (2012
Revision), as a framework to meet Core Competency II: Facilitate Learner Development and
Socialization during the Summer 2014 semester (p. 16). I chose this competency because it
NURSE EDUCATOR ROLE 6

meets the needs of the student learning leadership skills as they explore the nursing role in the
healthcare environment (Pepin, Dubois, Girard, Tardif, Ha, 2011). Graduates of the practical
nursing program are expected to act as advocates for patients and their families, while using
effective communication as a healthcare team member (Practical Nursing, para. 1, 2013). Also,
one of the value statements for Davenport University for faculty and students is that they are
expected to demonstrate their learned skills and profession by being accountable, trustworthy,
respectful, and creative, while performing quality work (Davenport University, 2013). Therefore
it is important for me to follow these institutional values and adhere to the NLN Competency II,
in order to best teach leadership skills to these practical nursing students to prepare them for their
role in the workforce. I have four objectives set to help me meet the competency of facilitating
learner development and socialization, and therefore my goal of advancing into the role of nurse
educator. My four objectives are to (a) create a positive learning environment; (b) provide
leadership, guidance, and resources; (c) recognize individual learning styles; and (d) model
professional behaviors (Halstead, 2007).
Objectives
During the 2014 summer semester I will create a learning environment in the classroom
that focuses on socialization in the nursing role and encourages constructive learner reflection
and evaluation of self and others. In addition, I will provide the leadership, guidance, and
resources necessary to help the practical nursing students meet their learning needs and personal
and professional goals. Also, I will recognize the individual learning styles of students and meet
their needs by varying teaching strategies as I monitor learner outcomes. Lastly, I will model
professional behaviors for learners in the nurse educator role by maintaining involvement in my
NURSE EDUCATOR ROLE 7

professional nursing organizations and by sharing my experience of lifelong learning and
personal goals in the nursing profession (Halstead, 2007).
Create a Learning Environment
Socializing students to nursing can be accomplished in a variety of formal teaching
settings. Each learning experience whether it be lecture, lab, clinical, simulation or exercise is
created by the faculty, with the purpose of aiding students into transforming into the role of a
functioning nurse (Perry-Black, 2014). For example although this teaching experience will be
conducted in the classroom, I will incorporate simulations of real life clinical scenarios, where
the nursing students would be able to practice the leadership skills they learn about in class. This
will give me the opportunity to practice the nurse educator competency of facilitating learner
development and socialization (Halstead, 2007, p. 52). I will create practice interactions that
mimic the various situations that nurses may encounter in their profession. Using the teaching
strategy of self-reflection and peer evaluation may help the nursing students seriously
examine the possible effects of positive and negative behaviors and speech (2007, p. 52).
Teaching leadership to student nurses promotes professional development and practice
(ANA, 2010). My focus will be for the nursing students to see leadership as something that is
collaborative and positive in the profession of nursing. I will ensure that the classroom learning
environment remains a constructive and respectful experience (Halstead, 2007). This will be
done by encouraging students to think, ask questions and to question things, because this is how
new knowledge is born and progress is made (2007). I want to assist these nurses to stay in
nursing by nurturing critical thinking skills in practice and by promoting leadership skills from
the beginning of their nursing career (Pepin, Dubois, Girard, Tardif, Ha, 2011).
Provide Leadership, Guidance, and Resources
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I will apply the model, Kolbs Learning Cycle, to help me organize this teaching
experience because it has been used successfully to create the practice standards for nurse
educators working in academic roles (NLN, 2012 Revision, p. 12). This model is comprised of
four parts that are cyclic and address the ongoing process of learning (Muscot & Mollicone,
2012). These parts are identified as: (a) concrete experience, feeling; (b) reflective
observation, watching; (c) abstract conceptualization, thinking (d) active experimentation,
doing (2012, p. 69). These parts meet the need of how adult learners apply new knowledge.
These four parts are ways adults can apply new knowledge to what they already know, as they
engage in learning a subject that is relevant to their needs (Teeley, 2011). In this case learning
leadership skills in nursing is a very important subject that supports a progressive nursing
workforce (Cummings et al., 2010)
Implementing nursing research into the classroom is one way to demonstrate the use of
the above learning cycle. The use of nursing literature guides nursing students to available
resources and encourages them to use them on the road to life-long learning. For example I
could share with the students or follow the program described in one study which examined 56
nursing students responses, as they worked at developing leadership skills using the Clinical
Leadership Education Innovation (CLEI) model (Lekan, Corazini, Gilliss, & Bailey, 2011,
p. 203). The CLEI model uses learning by experience and constructivism to build self-efficacy,
similar to Kolbs Learning Cycle (2011). The various phases of the study were conducted
independently, in the classroom, and in four long term care facilities (2011).
There were four phases to the CLEI model. The independent, first phase of the study
required the students to become knowledgeable about the subjects of heart failure and leadership
using online modules and independent study. The use of pre and post-tests were an optional part
NURSE EDUCATOR ROLE 9

of self-evaluation that could be used with the modules by the learner. The second phase was
conducted in the classroom. Communication skills were practiced using role-play and heart
failure symptoms and assessment were reviewed in depth in the classroom. The third phase was
conducted in the clinical setting. The nursing student was given time to review the patients
chart and assess the patient. The student was then given time to establish a relationship with the
certified nursing assistant (CNA). Next the student was to instruct the CNA regarding the
importance of knowing reportable signs and symptoms of heart failure as compared to the
patients baseline. Feedback from the CNA to the nursing student regarding the patients
symptoms was then requested at the end of the day. The student was then required to discuss
how the patients symptoms could affect the nursing plan of care (Lekan, Corazzini, Gilliss, &
Bailey, 2011).
This leadership exercise emphasized the need for the leader to have current knowledge,
use good communication skills and involve all team members in order to improve patient
outcomes. Phase four required the student nurse to write in a reflection journal about their
leadership experience. The clinical experiences in leadership and self-reflections were shared in
the classroom, followed by peer discussions about communication, goals, outcomes and leading
in the nursing role (Lekan, Corazzini, Gilliss, & Bailey, 2011). I would like to use this model in
the classroom. However, this class does not contain a clinical component. Therefore I will
discuss with my preceptor how I might be able to modify and institute this interactive model in
the classroom to teach leadership.
Recognize Individual Learning Styles
While there are numerous theories and models that describe learning styles for this
proposal, I will refer to Kolbs four types of learners based on Kolbs learning cycle, namely
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(a) divergers, (b) assimilators, (c) convergers, and (d) accommodators (Muscat &
Mollicone, 2012, p. 70).
Divergers prefer to learn by reflecting on actual experience, and observations. This
helps them determine the issues at hand and create options. Assimilators learn first by
observing, followed by reflection, culminating in theoretical concepts or ideas. Convergers
use ideas and theory to experiment in order to learn and solve problems. Using actual
experiences accommodators, experiment and practice to learn. This means they like to learn
through practice and taking risks (Muscat & Mollicone, 2012, p. 70).
Halstead (2007) refers to several studies that examined learning style and its affect on
student outcomes. Although some learners seemed to fit into one category or another and score
higher if they appeared to fit in a certain category, other studies mentioned said the results of
learning styles and outcomes were inconclusive or varied depending on the subject being taught.
Therefore it was recommended to be aware of the various learning styles and for the educator to
use a variety of teaching strategies in order to meet the needs of a diverse body of students
(2007).
One assignment could be the use of case studies to stimulate critical thinking abilities,
cultural awareness, and ethical issues in the class room (Cook, 2011). One advantage to the use
of case studies is that it meets the learning preferences of accommodators, convergers,
assimilators and diverger learners (Bradshaw, 2011). Case studies provide all four types of
learners an opportunity to use their individual learning strengths to become purposeful, outcome
directed thinkers, who problem-solve, using logical reasoning based on accurate knowledge
(Cook, 2011).
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Bradshaw (2011) also recommends that educators adapt their teaching to the learning
situation and the student need. One approach I can use to enhance effective learning and
accommodate various learning styles is to empower the learner by providing them with
opportunities to be involved in their own learning. This can be accomplished by assigning each
student to find and read a nursing research article that specifically addresses the subject being
studied in class. The students then form into small groups. As a group they then select and
review the two most relevant articles and present the research findings, merits and limitations as
it pertains to the subject to the rest of the class. According to Bradshaw (2011) convergers prefer
individual work when learning, while the diverger and assimilator learners enjoy discussions.
Therefore, this project would address the needs of both individual and group learners while
instilling confidence in their abilities to locate evidence for practice and make learning
meaningful (2011). The need to adapt and use varied teaching methods to meet the various
needs of learners will provide direction for the creation of my clinical project.
Clinical project.
With the direction and approval of my preceptor, we will create and administer a learning
assignment for the practical nursing class which incorporates the previously described individual
and group learning activities. The purpose of this interactive clinical project is to help the
nursing students better understand what is expected of them in their role as a practicing practical
nurse upon graduation (Hill & Howlett, 2013). This class is made up of 20 students (A. Pillai,
Personal Communication, March 12, 2014). Six groups comprised of three to four members will
select one of the standards from the National Association of Practical Nurse Education and
Service (NAPNES) which regulates the education and scope of practice for practical nurses
(2009). Each group will be expected to give a 10 to 15 minute presentation to: (a) identify and
NURSE EDUCATOR ROLE 12

define the selected NAPNES standard in their own words, (b) provide rationale for the need of
the NAPNES standard in actual nursing practice, and (c) provide a clinical scenario in which the
NAPNES standard can be utilized or demonstrated.
One of the requirements for this clinical project will be for each group to include at least
two research articles from professional sources pertaining to the selected NAPNES standard.
This requirement provides the student with the opportunity for collaboration as individuals share
what they have found in the literature with their fellow group members. This further gives them
the opportunity to practice critical thinking individually and as a group: (a) as they synthesize the
nursing knowledge they have learned, (b) using the literature they have found, (c) in order to
formulate, explain, and demonstrate how the information fits nursing standards and practice
(Cook, 2011). This assignment will help the student meet the course learning outcome, as noted
in the course syllabus, of demonstrating understanding of the NAPNES practical nurse scope of
practice (NURS195 PN Leader and Manager Capstone, 2013-2014).
Another requirement for this clinical project is for each group member to submit a peer
evaluation using the Team Member Evaluation Form provided at the beginning of the semester.
This assignment also gives the students the opportunity to practice positive communication skills
by giving advice and receiving recommendations from others. It is the intent that this peer
evaluation will highlight to each student the importance of mutual respect and the value of
individual contribution when collaborating on a professional project in their future role as nurses
(Allen & Prater, 2011).
Model Professional Behaviors
Halstead (2007) points out that an educator needs to express and demonstrate that they
value the student. Educators can do this by being attentive, respectful and nonjudgmental toward
NURSE EDUCATOR ROLE 13

them (2007). Much like a parent would nurture their offspring to adulthood, the educator needs
to show similar qualities to help the inexperienced student to grow and succeed as a functional
professional nurse. Much like a parent, educators can model the positive behavior and
interactions of a nursing professional for the student to emulate (2007). In addition, sharing my
learning experiences, professional growth, and nursing affiliations may help students understand
that these goals are reachable for them too (2007). One of the most important things that I would
like to convey as an educator to a student is that I am also a learner and will always be in the
learning role (Bradshaw, 2011). I need to emphasize to the students that all health professionals
must remain current in the profession, and for educators being current means remaining
competent in teaching and nursing (2011).
Preceptor
Aleta Pillai PhDc, RN, who is the Associate Chair for Nursing at Davenport University,
has agreed to let me help teach a class this summer. She will be teaching a summer course in
leadership for practical nursing students. Ms. Pillai has been a nurse for 18 years, with a
background in long term care, medical surgical nursing, and utilization review. She has been
teaching nursing courses at Davenport University for eight years. Classes taught by her include
nutrition, medical terminology, pharmacology, nursing leadership, medical-surgical nursing, and
community nursing. Ms. Pillai has a Masters of Science in Nursing with a focus in education,
and is currently working toward the completion of her dissertation in order to earn a PhD. As an
Associate Chair her role involves overseeing students, faculty, budgets, and adjunct faculty
payroll. This oversight includes dealing with grievances, concerns, and issues with academic
integrity for faculty and students (A. Pillai, Personal Communication, January 15, 2014). Ms.
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Pillais professional office is located at 3555 East Patrick Road, Midland, Michigan, 48642. She
can be contacted via her email or her office phone, during business hours (Appendix A).
Role and Activities
I will be taking an active role assisting in the actual curriculum development and teaching
of the leadership class. To prepare for this I have already been in contact with my preceptor, Ms.
Pillai, and she has asked me to start searching for literature addressing LPN leadership and to
submit ideas for assignments. This has been harder than I had anticipated because most of the
literature I have found so far refers to leadership in the context of advanced practice nurses
(Lekan, Corazzini, Gilliss, & Bailey, 2011; Pepin, Dubois, Girard, Tardif, & Ha, 2011). The
nursing classes at Davenport University are comprised of tests and assignments, with 80% of the
students grade taken from tests (A. Pillai, Personal Communication, February 19, 2014; Muscat
& Mollicone, 2012). Therefore I will be assisting in administering, proctoring and grading tests.
I have ordered the required class text book entitled Success in Practical / Vocational Nursing,
from Student to Leader (7
th
ed.), by Signe S. Hill, in order to help me become familiar with the
content (2013). Becoming knowledgeable with the text will assist me to effectively guide the
students to recognize and use their text as an important resource as they are introduced to
management and leadership skills, which is part of facilitating learning (NLN, 2012 Revision).
Becoming familiar with the text now will also assist me in helping my preceptor develop
learning assignments.
The leadership course will include teaching management theory, conflict resolution, and
effective communication skills, as noted from the NURS195 PN Leader and Manager Capstone
Syllabus (2013-2014). In addition the influence of change, culture, ethics, delegation and the
law will be examined within the LPN standards of practice, according to the National
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Association for Practical Nurse Education and Service (NAPNES) competencies (2009).
Therefore I have obtained current copies of the syllabus and NAPNES in order to better
familiarize myself with the course outcomes, objectives and LPN standard of practice.
Obtaining and becoming familiar with this information is important so that I am teaching
accurate information regarding the role of the LPN as I help socialize them to be an active part of
the health care team (NLN, 2012 Revision).
Using the required text, current nursing literature, and the standard of practice, I will
submit ideas for, and work with my preceptor to design and implement a variety of teaching
strategies that reflect the management and leadership principles that will be introduced in this
class. This will include: (a) simulations of real life clinical scenarios, along with class time for
student reflection and evaluation (Halstead, 2007); (b) using Kolbs Learning Cycle to organize a
learning experience in the classroom, so the students can practice critical thinking, using their
past clinical experiences (Muscot & Mollicone, 2012, Teeley, 2011); (c) developing case studies
to provide the students an opportunity to try to feel, reflect, think and practice the new
knowledge of leadership in their role as practical nurses (Bradshaw, 2011; Cook, 2011); (d)
instituting the use of current nursing research by using a modified version of the CLEI models
four phases to practice collaboration and communication for good patient outcomes in leadership
(Lekan, Corazini, Gilliss, & Biley, 2011); (e) being aware of various learning styles following
the Kolbs four types of learners as I employ the above and other teaching strategies, in order to
meet their various learning needs (2012). In addition I will institute a learning assignment which
combines individual and group learning activities for my clinical project. This assignment
provides another opportunity for the students to practice and demonstrate critical thinking
abilities in the classroom as they apply nursing knowledge with a group presentation (Cook,
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2011). Lastly, I will share my experiences, professional growth and affiliations with the class to
demonstrate that life-long learning is an important part of the nursing profession and attainable
(Halstead, 2007).
Although I work fulltime, I have saved my vacation time for this practicum and I will try
to arrange my schedule in order to make myself available to attend any nurse educator meetings
at the university. Also I will make sure to meet with my preceptor weekly to discuss any
concerns, adjustments or issues that may come up in the classroom. In addition, I will make
sure to make myself available to students by staying 45 minutes after class ends, each week in
order to answer questions or help address individual student learning needs. These are a few
ways that I will gain experience in the nurse educator role this summer semester 2014.
Timeline
Although the practicum experience begins in May 2014, my timeline reflects the ongoing
preparation for the practicum. Therefore much of the work has already begun including the
literature search, collection of the practice standard, and textbook, in order to submit assignment
ideas to my preceptor. There is much work to do, since this is the first time this class is being
taught and the syllabus and course curriculum are still being developed. The clinical project will
be introduced the second week of the class to give the students enough time to complete all the
parts. Half way through the semester, beginning with week six, a group of students will give
their presentation to their classmates. The remaining assignments and tests need to be created
and completed before the beginning of the summer semester. The summer semester 2014 for
Davenport University begins May 15
th
, 2014, therefore I need to be familiar with the course
materials and have the assignments and tests ready by April 30, 2014. The implementation of
the assignments and testing will begin in May and end by August 2014 (Appendix B).
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Evaluation Tool
I will use a rubric to assist my preceptor to help measure my attainment of the nurse
educator competencies and objectives selected for this practicum (Appendix C). Rubrics have
been used to evaluate educational performance for over 50 years (Shipman, Roa, Hooten, &
Wang, 2012). Rubrics are helpful to both the student and the teacher because they provide
detailed guidance of what is expected of the student for the assignment. Therefore the
instructors feedback is more meaningful because it follows systematically how the student
measures up to the written expectations. A rubric is a great communication tool, because if it is
clearly written, it leaves few questions as to what is being evaluated. Some persons consider the
use of rubrics for evaluation as not conducive to student centered learning because it promotes
conformity and standardization (2012, p. 248). However, in the nursing profession, meeting
standards are an important part of demonstrating that expected competencies are being met in
practice (2012). It is important that novice nurse educators learn to meet the essential nurse
educator competencies as outlined by the professional nursing organizations that govern the
practice of that nurse specialty role (Halstead, 2007). Clearly the rubric has proven to be a
reliable tool to use in educational evaluations (2012). Consequently, the rubric is the right tool
for my preceptor and for me to use in evaluating my practicum experience, as it can be clearly
written to capture specific objectives chosen from the Core Competency II for nurse educators
(NLN, 2012 Revision). Using the rubric will help me to gain greater insight as to how I measure
up to the nurse educator requirements.
Conclusion
In summary, in light of the shortage of nursing faculty (AACN, 2014; NLN, 2010), I
have decided to help provide a solution to the nursing faculty shortage, by learning the advanced
NURSE EDUCATOR ROLE 18

specialty role of nurse educator. Although I have many years of nursing experience, I have so
much to learn to function in the role of a nurse educator. This written proposal explains that I
will assist Aleta Pillai, PhDc, RN in teaching a practical nursing leadership course in a classroom
setting at Davenport University, in Midland (Appendix A). This setting allows me to practice
working on meeting the educator Core Competency II: Facilitate Learner Development and
Socialization (NLN, 2012 Revision, p. 16). The four objectives that I have selected to help me
meet this goal are to (a) create a positive learning environment; (b) provide leadership, guidance,
and resources; (c) recognize individual learning styles; and (d) model professional behaviors
(Halstead, 2007).
I will meet these four objectives by applying the learning theory of Kolbs Learning
Cycle and Kolbs four types of learners when formulating teaching strategies, so that I meet the
learning needs of a variety of adult learners (Muscot & Mollicone, 2012). Also the planned use
of my shared experiences, case studies and simulations of clinical scenarios, with time for
student reflection and evaluation will encourage critical thinking and growth, socializing them
into the role as practical nurses (Halstead, 2007). In addition the creation of my clinical project,
which incorporates individual and group work, provides me with the opportunity to help the
students apply nursing knowledge of practice standards to their current practice (Cook, 2011).
An easy to follow timeline has also been developed to help me keep track of where I need
to be as I complete my 300 hour practicum experience (Appendix B). Further, the idea of a
rubric was utilized to create a detailed and clear evaluation tool for my preceptor and I to use, in
order to accurately assess my ability to meet my set goal and objectives (Shipman, Roa, Hooten,
& Wang, 2012) (Appendix C). It is with eager anticipation that I conclude writing this proposal,
NURSE EDUCATOR ROLE 19

as I am very excited to be entering my final phase of preparing to enter the very important, and
exciting, advanced specialty role, of the nurse educator!





















NURSE EDUCATOR ROLE 20

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th
ed.). St. Louis, MO: W. B. Saunders Co.
Lekan, D. A., Corazzini, K. N., Gilliss, C. L., & Bailey, Jr., D. E. (2011). Clinical leadership
development in accelerated baccalaureate nursing students: An education innovation.
Journal of Professional Nursing, 27(4), 202-214. doi:10.1016/j.profnurs.2011.03.002
Michigan department of community health task force on nursing education. (2009). Final report
and recommendations. Retrieved from
http://www.michigancenterfornursing..org/mimages/TFNEFN/Rpt09.Pdf
Mission, Vision, Values. (2013). Retrieved from http://www.davenport.edu/human-
resources/davenport-who-we-are/mission-vision-values
Muscat, M., & Mollicone, P. (2012). Using Kolbs learning cycle to enhance the teaching and
learning of mechanics of materials. International Journal of Mechanical Engineering
Education, 40(1), 66-78. Retrieved from http:dx.doi.org/10.77227/IJMEE.40.1.10
National Association for Practical Nurse Education and Service. (2009). Standards of practice
and educational competencies of graduates of practical / vocational nursing programs
(2009). Retrieved from http://napenes.org/
National League for Nursing. (2012 Revision). The scope and practice for academic nurse
educators. New York: National League for Nursing.
National League for Nursing (2010). 2010 NLN nurse educator shortage fact sheet. Retrieved
from http://www.nln.org/governmentaffairs/Pdf/Nurse

NURSE EDUCATOR ROLE 22

NURS195 PN Leader and Manager Capstone (2013-2014). [Syllabus]. College of Health
Professions, Davenport University, Midland, Michigan, U. S. A.
Pepin, J., Dubois, S., Girard, F., Tardif, J. & Ha, L. (2011). A cognitive learning model of
clinical nursing leadership. Nurse Education Today, 31, 268-273.
doi:10.1016/j.nedt.2010.11.009
Perry-Black, B. (2014). Professional nursing: Concepts & challenges (7
th
ed.). St. Louis, MO:
Elsevier Saunders.
Practical Nursing. Retrieved on February 3, 2014 from http://www.davenport.edu/college-health-
profession/programs-and-degrees/practical-nursing
Shipman, D., Roa, M., Hooten, & Wang, Z. J. (2012). Using the analytic rubric as an evaluation
tool in nursing education: The positive and the negative. Nurse Education Today, 32,
246-249. doi:10.1016/j.nedt.2011.04.007
Teeley, K. H. (2011). Multimedia in the classroom: Creating learning experiences with
technology. In M. J. Bradshaw & A. J. Lowenstein (Eds.), Innovative teaching strategies
in nursing and related health professions (5th ed.), (pp. 293-308). Sudbury, MA: Jones
and Bartlett Publishers.







NURSE EDUCATOR ROLE 23



NURSE EDUCATOR ROLE 24

Appendix B
NURS 730 Practicum Proposal Planning Guide
Purpose Statement: The purpose of this practicum is to provide me with the opportunity
to gain practical experience as a nurse educator teaching a class in the academic setting at
Davenport University this summer semester 2014; using the National League of Nursing (NLN),
The Scope of Practice for Academic Nurse Educators (2012 Revision), Core Competency II:
Facilitate Learner Development and Socialization (p. 16); and by applying the knowledge I
have learned about teaching nursing from this masters level program at Ferris State University.

Goal Objectives Activities Timeline
Goal 1: I will
develop in the
advanced specialty
role of nurse educator
by using the NLN
competency II:
Facilitating learner
development and
socialization as a
framework to help
teach nursing students
leadership this 2014
Summer semester.







1.1 Create a
learning environment
in the classroom that
focuses on
socialization in the
nursing role and
encourages
constructive learner
reflection and
evaluation of self and
others.


1.2 Provide the
leadership, guidance,
and resources
necessary to help the
nursing students meet
their learning needs
and personal and
professional goals.












1.1 Design and
implement simulations
of real life clinical
scenarios that reflect
the management &
leadership principles
introduced in class,
providing time for
student reflection and
evaluation during class
discussion.


1.2 Obtain and
review required
textbook, course
syllabus and the
NAPNES standard of
practice to prepare for
the educator role for
teaching this class.

1.2a Search the
literature addressing
LPN leadership.

1.2b Submit ideas
for assignments based
on the nursing
literature.

1.2c Use Kolbs
Learning Cycle to
1.1 Begin March
1, 2014 designing,
implement beginning
May 15, 2014,
complete July 31,
2014.







1.2 Begin
February 23, 2014,
completed before
beginning of class
May 15, 2014.



1.2a Begin
January 13, 2014,
ongoing, complete ,
July 31, 2014.

1.2b Begin
February 23, 2014
ongoing, complete
July 31, 2014.

1.2c Begin
February 23, 2014
NURSE EDUCATOR ROLE 25















































organize a learning
experience in the class
room using their past
clinical experiences
and case studies as a
way to feel, reflect,
think and practice the
new knowledge of
leadership in their role.





































and complete July
31, 2014.












































NURSE EDUCATOR ROLE 26














1.3 Recognize
individual learning
styles of students and
meet their needs by
varying teaching
strategies as I monitor
learner outcomes.


























1.2d Institute the
use of current nursing
research by using the
CLEI models four
phases (a modified
version to adapt to the
classroom) to practice
collaboration and
communication for
good patient outcomes
in leadership.


1.3 I will be aware
of various learning
styles following Kolbs
four types of learners
and employ a variety of
teaching strategies in
order to meet the needs
of the learner and
learning situation by
involving the learner in
a variety of ways (ie,
discussion, case-
studies, individual
reading or research
assignments, group
work, journaling and
lecture with power
point.

1.3a Clinical
project is: As an
instructor I will help
develop, guide and
evaluate of an
interactive group
project for the practical
nursing students: I will
help divide the class
into small groups of 3
to 4. Each group to
select one of the
NAPNES standards &
give a 10-15 min
1.2d Begin
February 23, 2013
and July 31, 2014.










1.3 Begin
developing teaching
strategies February
23, 2014, implement
starting May 15,
2014, complete July
31, 2014.












1.3a Decided on
clinical project by
March 19, 2014.
1.3a1 Helped
develop team
evaluation form by
April 30, 2014.
1.3a2 Helped
develop grading
rubric by April 30,
2014.
1.3a3 Help
provide list of
student resources to
NURSE EDUCATOR ROLE 27














1.4 Model
professional behaviors
for learners in the
nurse educator role by
maintaining
involvement in my
professional nursing
organizations and by
sharing my experience
of lifelong learning
and personal goals in
the nursing
profession.



presentation to the
class. They will also
submit a team
evaluation form.


1.3b I will meet
weekly with my
preceptor in order to
discuss concerns,
issues or need for
teaching adjustments.

1.4 I will share my
learning experiences
and professional
growth and affiliations
as appropriate in class
to encourage and set a
good example for
professional nursing.




1.4a I will be
available to the
students to listen and
guide them so they can
be successful in their
own professional goals.

support evidence
based nursing
knowledge- ongoing
by July 31, 2014


1.3b Begin May
15, 2014, complete
July 31, 2014.




1.4 Begin May
15, 2014, complete
July 31, 2014.









1.4a Begin May
15, 2014, complete
July 31, 2014.







NURSE EDUCATOR ROLE 28

Appendix C
MSN Student Nurse Educator Evaluation Tool
Meets
Expectations

Needs
Improvement

Did Not Meet
Expectations

Demonstrates
growth toward the
advanced specialty
role of nurse educator
by using NLN
competency II:
Facilitating learner
development &
socialization.
By the end of the
end of the semester met
all four objectives
By the end of the
teaching semester met
two to three objectives
By the end of the
semester met at least
one objective
Objective 1:
Creates a positive
learning environment
Assignments and
class time reflect that
the learning
environment focused on
socialization in the
nursing role which was
constructive &
encouraged student
self and peer reflection
& evaluation 75% of the
time.
Assignments and
class time reflect that
the learning
environment focused on
socialization in the
nursing role which was
constructive &
encouraged student
self and peer reflection
& evaluation 50% of the
time.
A few assignments
and class time reflected
a learning environment
focused on socialization
in the nursing role and
which was constructive,
encouraging student
self & peer reflection &
evaluation.
Objective 2:
Provides leadership,
guidance, and
resources
Assists students to
meet their learning
needs, personal, &
professional goals by
demonstrating
leadership using
evidence based nursing
knowledge & guidance
toward critical thinking,
while helping students
find and assimilate
evidence based nursing
resources at all times in
the classroom.
Assists students to
meet some of their
learning needs,
personal, & professional
goals when
demonstrating
leadership. Uses
evidence based nursing
knowledge & guidance
toward critical thinking
while helping students
find and assimilate
evidence based nursing
resources 50% of the
time in the classroom.
Demonstrates some,
but misses a lot of
opportunities to
demonstrate leadership,
provide guidance;
demonstrates little effort
when assisting students
with resources in
learning.
Objective 3:
Recognizes individual
learning styles

Monitors learning
outcomes weekly and
varies teaching
strategies as necessary
to improve outcomes, as
allowed by preceptor.
Meets weekly with
preceptor to address any
Monitors learning
outcomes and meets
with preceptor only
50% of the time,
missing some
opportunities to adjust
teaching strategies in
order to address
Rarely engages in
assisting preceptor with
addressing individual
student learning needs
with assignments or in
the classroom.
NURSE EDUCATOR ROLE 29

teaching learning issues
in the classroom.
individual learner needs.
Objective 4:
Models professional
behaviors
Shares nursing
experiences for teaching
purposes. Shares
personal growth
professionally and
professional affiliations
with the students to
highlight the meaning of
their attainment. Makes
self available to the
students before and after
class, each week, to
listen to and encourage
the students toward
success in nursing.
Help them meet their
goals and help them to
consider the many
options in the nursing
profession available to
them.
Participates in some
professional sharing, but
misses some
opportunities to
demonstrate
professional nurse
educator leadership by
not always being
involved in the needs of
the students in the
classroom. Makes self
available to the students
some of the time.
Rarely speaks about
the many options
available to students in
nursing, shows little
interest in the students
and their learning needs.
Does not reach out to
the students to help or
guide them as they work
at becoming nurses.
Does not make self
available to listen to and
assist students.

(Halstead, 2007)
Preceptor Evaluation and Comments:_____________________________________________









MSN Student Self- reflection and
Evaluation:________________________________________

NURSE EDUCATOR ROLE 30


























NURSE EDUCATOR ROLE 31

Appendix D
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Retrieved from http://www.aacn.nche.edu/media-relations/Faculty
American Nurses Association. (2010). Scope and standards for nursing professional
development. Washington, DC: American Nurses Association.
Corazzini, K., Anderson, R. A., Mueller, C., Thorpe, J. M., McConnell, E. S. (2013). Licensed
practical nurse scope of practice and quality of nursing home care. Nursing Research,
62(5), 315-324. doi: 10.1097/NNR.0b013e31829eba00
Cummings, G. G., MacGregor, T., Davey, M., Lee, H., Wong, C. A., Lo, E., Stafford, E.
(2010). Leadership styles and outcome patterns for the nursing workforce and work
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Fleming, S., McKee, G., Huntley-Moore, S. (2011). Undergraduate nursing students learning
styles: A longitudinal study. Nurse Education Today, 31, 444-449.
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Gallagher, A., & Tschudin, V. (2009). Educating for ethical leadership. Nurse Education Today,
30, 224-227. doi: 10.1016/j.nedt.2009.11.003
Gerard, S., Grossman, S., & Godfrey, M. (2012). Course strategies for clinical nurse leader
development. Journal of Professional Nursing, 28(3), 147-155.
doi:10.10.1016/j.profnurs.2011.11.012
Halstead, J. A. (2007). Nurse educator competencies: Creating an evidence-based practice for

NURSE EDUCATOR ROLE 32

nurse educators. New York, NY: National League for Nursing.
Hill, S. S. (2013). Success in practical / vocational nursing: From student to leader (7
th
ed.). St.
Louis, MO: W. B. Saunders Co.
Huynh, T., Alderson, M., Nadon, M., & Kershaw-Rousseau, S. (2011). Voices that care:
Licensed practical nurses and the emotional labour underpinning their collaborative
interactions with registered nurses. Nursing Research and Practice, 1-10. doi:
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Lekan, D. A., Corazzini, K. N., Gilliss, C. L., & Bailey, Jr., D. E. (2011). Clinical leadership
development in accelerated baccalaureate nursing students: An education innovation.
Journal of Professional Nursing, 27(4), 202-214. doi:10.1016/j.profnurs.2011.03.002
Maas, N. A., & Flood, L. S. (2011). Implementing high-fidelity simulation in practical nursing
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Muscat, M., & Mollicone, P. (2012) Using Kolbs learning cycle to enhance the teaching and
learning of mechanics of materials. International Journal of Mechanical Engineering
Education, 40(1), 66-78. Retrieved from htt:dx.doi.org/10.77227/IJMEE.40.1.10
National Association for Practical Nurse Education and Service. (2009). Standards of practice
and educational competencies of graduates of practical / vocational nursing programs
(2009). Retrieved from http://napenes.org/
National league for Nursing. (2012 Revision). The scope and practice for academic nurse
educators. New York: National League for Nursing.
National League for Nursing (2010). 2010 NLN nurse educator shortage fact sheet. Retrieved
from http://www.nln.org/governmentaffairs/Pdf/Nurse
NURSE EDUCATOR ROLE 33

NURS195 PN Leader and Manager Capstone (2013-2014). [Syllabus]. College of Health
Professions, Davenport University, Midland, Michigan, U. S. A.
Pepin, J., Dubois, S., Girard, F., Tardif, J. & Ha, L. (2011). A cognitive learning model of
clinical nursing leadership. Nurse Education Today, 31, 268-273.
doi:10.1016/j.nedt.2010.11.009
Shipman, D., Roa, M., Hooten, & Wang, Z. J. (2012). Using the analytic rubric as an evaluation
tool in nursing education: The positive and the negative. Nurse Education Today, 32,
246-249. Doi:10.1016/j.nedt.2011.04.007
Teeley, K. H. (2011). Multimedia in the classroom: Creating learning experiences with
technology. In M. J. Bradshaw & A. J. Lowenstein (Eds.), Innovative teaching strategies
in nursing and related health professions (5
th
ed.), (pp. 293-308). Sudbury, MA: Jones
and Bartlett Publishers.
Walker, R., Cooke, M., Henderson, A., & Creedy, D. K. (2011). Characteristics of leadership
that influence clinical learning: A narrative review. Nurse Education Today, 31 743-756.
doi:10.1016/j.nedt.2010.12.018
Wittenberg-Lyles, E., Goldsmith, J., Richardson, B., Hallet, J. S., & Clark, R. (2012). The
practical nurse: A case for comfort communication training. American Journal of
Hospice & Palliative Medicine 30(2), 162-166. doi:10.1177/1049909112446848