Discussion: Describe the role of the nurse educator in providing a safe and positive learning environment. Provide an example of how you would integrate GCU’s mission and Christian worldview to promote a positive learning environment. Include discussion on how to prepare future nurse educators to promote civil behaviors and respond to uncivil behaviors in the practice setting

Discussion: Describe the role of the nurse educator in providing a safe and positive learning environment. Provide an example of how you would integrate GCU’s mission and Christian worldview to promote a positive learning environment. Include discussion on how to prepare future nurse educators to promote civil behaviors and respond to uncivil behaviors in the practice setting

Discussion: Describe the role of the nurse educator in providing a safe and positive learning environment. Provide an example of how you would integrate GCU’s mission and Christian worldview to promote a positive learning environment. Include discussion on how to prepare future nurse educators to promote civil behaviors and respond to uncivil behaviors in the practice setting

Describe the role of the nurse educator in providing a safe and positive learning environment. Provide an example of how you would integrate GCU’s mission and Christian worldview to promote a positive learning environment. Include discussion on how to prepare future nurse educators to promote civil behaviors and respond to uncivil behaviors in the practice setting.

Discuss two or three ways that the clinical nurse educator can facilitate learning in the clinical setting.

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Nurse Educator

DQ 1

            Nurse educators are important professionals in the nursing field who, besides performing other crucial functions in the healthcare sector, assist in providing a safe and positive learning environment for nursing students. They are qualified personnel under the nursing council and are mandated to provide students with knowledge in their clinical experience and academic work. A positive and safe learning environment allows students to grow holistically in their profession and acquire as much clinical and academic knowledge as possible (Tsimane & Downing, 2020). Proper guidance of the students by their nurse educators helps mold them into the finest future professionals and upgrades the nursing system by providing quality education.

            Nurse educators can create a safe and positive learning environment by teaching the students in a way that suits their needs so that they are not distracted from the lectures. Also, the nurse educator can involve the students in formulating the correct ways of classroom interactions that are acceptable to all the participants. It assists in removing fear among the students and makes them engage freely in class discussions (Tsimane & Downing, 2020). Furthermore, the nurse educator can help instill positive attributes in their students, such as critical thinking, problem-solving, and accountability. Such attributes create increased self-awareness among students and encourage deep interest in learning. They can also mentor their students by encouraging them with their coursework and clinical practice. Nurse educators can be role models to their students by creating a positive image that their students can emulate and become better healthcare providers.

            Furthermore, nurse educators integrate appropriate and acceptable codes of conduct for the students to enhance positive classroom and clinical interactions. Positive behavioral expectations among the learners create a positive learning environment since they will only do activities aligned with their professional needs (Tsimane & Downing, 2020). Students who behave well can be given special awards so that others can be positively influenced to behave the same. Besides, nurse educators can create a positive learning environment by enhancing positivity in every aspect of the training. Positivity can be created by creating positive and friendly relations with their students using an appropriate tone during their interactions. 

As a nurse educator, I would integrate GCU’s mission and Christian worldview in promoting a positive learning environment by encouraging a holistic approach when dealing with students. In line with GCU’s mission, the aim is to provide an education system that is all round and satisfies the needs of the students academically and spiritually. It helps the students navigate the challenges they encounter in their training process. A holistic teaching approach will also enable the students to provide holistic care to their patients in various clinical settings, resulting in improved quality of care. In line with the Christian worldview, I would encourage the students to serve their patients fully without divided attention as a service to one God.

            It is essential to prepare future nurse educators correctly since they will assist in passing the knowledge to future generations. The preparation process requires that the nurse educators are fully aware of the civil behaviors required of them and how to respond to uncivil behaviors in clinical settings. A curriculum should be developed to teach nurse educators that stress the ethical code of conduct, such as integrity and accountability that promotes a conducive and secure working environment (Mlambo et al., 2021). Professionalism should be held to the highest standards. The curriculum should address uncivil behaviors such as conflict by outlining the appropriate steps to take in cases of conflict in clinical settings (Clark, 2019). It will reduce incivility and creates an environment that enhances the provision of quality care to patients.

References

Clark, C. M. (2019). Fostering a culture of civility and respect in nursing. Journal of Nursing Regulation, 10(1), 44-52.https://doi.org/10.1016/S2155-8256(19)30082-1

Mlambo, M., Silén, C., & McGrath, C. (2021). Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature. BMC nursing, 20, 1-13.https://link.springer.com/content/pdf/10.1186/s12912-021-00579-2.pdf?pdf=button

Tsimane, T. A., & Downing, C. (2020). A model to facilitate transformative learning in nursing education. International Journal of Nursing Sciences, 7(3), 269-276. https://doi.org/10.1016/j.ijnss.2020.04.006

DQ 2

There are several ways through which a clinical nurse educator can facilitate learning in the clinical setting. First, the clinical nurse educator encourages self-reflection of the students in their clinical practice to increase their awareness of themselves and the knowledge acquired (Tsimane & Downing, 2020). Self-reflection helps the student be open-minded to the complex situations encountered in clinical settings, resulting in their increased thirst for knowledge. The nurse educator, thus, inspires the students to learn more and more. Moreover, the clinical nurse educator can facilitate learning by providing immediate feedback to the students on the questions raised by the students. It acts as a form of communication that encourages the students to freely discuss their challenges in their academic and clinical environment(Tsimane & Downing, 2020). Prompt feedback is a constructive process that helps connect the nurse educator and their students in both clinical and academic settings.

Nurse educators can engage the students by making them use their cognition effectively to think critically about the various cases in the clinical and academic environment. Nurse educators can also encourage their students to be real to their course and show commitment to enable them to engage in the training fully (Waryold et al., 2021). Encouraging cooperation among students is also another way through which nurse educators can facilitate learning in clinical settings. Student cooperation enables them to share common knowledge and develop a common vision that will lead to improved healthcare quality. Also, nurse educators can instill the virtue of self-drive among the students so they can operate independently without depending on their tutors. Self-drive will make the students active in the academic and clinical field, thus, gaining more skills and knowledge (Waryold et al., 2021). Finally, they can assist in bringing out the best in their students in terms of their abilities to encourage positive growth.

References

Tsimane, T. A., & Downing, C. (2020). A model to facilitate transformative learning in nursing education. International Journal of Nursing Sciences, 7(3), 269-276. https://doi.org/10.1016/j.ijnss.2020.04.006

Waryold, J. M., Holliday, K., & Rodriguez, E. (2021). Metacognition in nurse practitioner students: How nurse educators can best serve their students. Journal of Applied Social Psychology, 51(12), 1170-1175.https://doi.org/10.1111/jasp.12770