Advanced Nursing Practice

This article discusses the role of a nurse educator in advanced nursing practice. It covers the competencies that influence nursing practice and ways to promote the nursing profession. The article also highlights the importance of ethical decision making, direct care activities, and advanced practice role of guidance and coaching in nursing.

Running head: ADVANCED NURSING PRACTISE 1
Advanced Nursing Practice
Author
Institution

ADVANCED NURSING PRACTISE 2
Advanced Nursing Practice
Nurse educator is a person who works or has earlier worked as a trainer in a health care
facility or teaches a nursing school. He may teach in classroom or clinical settings. He need to
be equipped with knowledge on nursing diagnosis clinical practices and medications. Nursing
educators in collaboration with employees and supervisors set improvement aims to accomplish
educational goals and give appropriate information in order to realize such goals. Nurse educator
also helps in identifying errors, give a process, and give a way out of risks to their clients,
(Dobrowolska, et al. 2015) He can deal with nurses who are not experienced where he teaches
them common steps and also can work with nurses who are experienced to facilitate training in
case of a new update or an arising technology to be applied in nursing.
Nurse educators ensure that the student they coach is prepared for an occasionally
changing healthcare surrounding. They come up with the academic programs at their institutions
with respect to the state's regulations referring to nursing guidelines. Nurse educators also
evaluate the workability of the programs and revise them as required. They teach in formal
academic programs and also continuing education programs for nurses who gradually graduate.
(Hinderer, Jarosinski, Seldomridge, & Reid, 2016). During the late 1970s, issues of nursing
shortages was high and was expressed in public meaning there was the need for more nurses who
would work at various fields. There needed to have enough and registered nurses of many types
to ensure enough future availability of various nurses in the field.
Before one is regarded as a nurse educator, at a minimum, one must be a registered nurse
with a license that is valid and experience of several years. Many nurse educators have already
acquired master’s degree in nursing, Doctorate is also of key importance in teaching in many
universities (Barbe, 2015).One must also want to get degree or post master’s certificate in the

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field of education and also certification in the area which you are specializing. You must have
good communication skills, have skills to speak in, an easy rapport with people and be able to
explain clearly the complex concepts to your students. Nurse educators are certified by the
national league for nursing (Barbe, 2015). The NLNs nurse certification program comes up with
nursing education as area of specialty to practice and creating means for faculty to demonstrate
their experience in this role.
The main role of a nurse educator is teaching. Nursing educators mostly work in
both clinical settings and classrooms; teach new students of nursing as well as those that
continuing with education courses. So as to be efficient their roles they must have the best
leadership skills and inner knowledge of their fields. Many educators in nursing will mostly also
act as advisers and role models, helping students along their learning so as to become successful
nurses (Kelton, 2014). They designs, implements, evaluates, and revises educational programs
for nurses. A nurse educator, in other words, acts as a coach and mentor to their student.
Nurse educators in an educational setting are responsible for designing,
implementing, evaluating and revising academic and continuing education programs for nurses.
These include formal academic programs that lead to certificate or a degree, or more informal
education programs that aims to meet individual learning needs. These are leaders who document
the results of the education programs and lead students in the learning process. They teaches
students who have graduated from high school who wishes to study nursing, nurses who are
advancing their degrees and the already ones working as nurses who wishes to expand their
knowledge.
Nurses always have sizable influence on the health system. As they come across many
states of affairs today, it is advisable to come up with a way to promote and enable their

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profession. Promoting their image is also of importance because of their professional status.
There are numerous ways of coming up with and raising the standards of their image. These
promotion ways includes implementing the market principles, social media and the use internet
may also be applied.
There are Central and core competencies that influence the practice of nursing which
includes; Ethical decision making in nursing is of key role because the nurses know to manage
those decisions accordingly so that clients’ ethical rights are honoured without compromising the
moral conscience of the nurses (Cooley & De Gagne, 2016). Direct care activities in nurses are
crucial it uses system thinking, clinical judgment, and accountability in providing evidence in a
higher level than the care situations by the expert registered nurses. Advanced practice role of
guidance and coaching equips the students with quality care delivery to health services (Kelton,
2014). They are key roles that aid in the process of treatment to a patient. Coaching mostly deals
with empowering the sick patients to adjust to their needs in health and guidance raise
concentration, envisage, execute to maintain a compartment in different ways, manage diseases
situation as it prepare patients for various changes.
Nursing has encountered a wide growth in the scope of its changing role as a major force
in health. In many cases nurses are more introspective about their knowledge as practicing
professionals and seriously evaluate the system of delivering health. In order to come up with a
workable solution a nurse has to consult various practitioners on the patients' condition (Yakimo,
Kurlowicz, & Murray, 2004).

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References
Barbe, T. (2015). Preliminary psychometric analysis of the modified perceived value of
certification tool for the nurse educator. Nursing education perspectives, 36(4), 244-
248.
Cooley, S. S., & De Gagne, J. C. (2016). Transformative experience: Developing competence
in novice nursing faculty. Journal of Nursing Education, 55(2), 96-100.
Dobrowolska, B., McGonagle, I., Jackson, C., Kane, R., Cabrera, E., Cooney‐Miner, D., ... &
Kekuš, D. (2015). Clinical practice models in nursing education: implication for
students' mobility. International nursing review, 62(1), 36-46.
Hinderer, K. A., Jarosinski, J. M., Seldomridge, L. A., & Reid, T. P. (2016). From expert
clinician to nurse educator: outcomes of a faculty academy initiative. Nurse
educator, 41(4), 194-198.
Kelton, M. F. (2014). Clinical Coaching–An innovative role to improve marginal nursing
students' clinical practice. Nurse education in practice, 14(6), 709-713.
Yakimo, R., Kurlowicz, L. H., & Murray, R. B. (2004). Evaluation of outcomes in
psychiatric consultation-liaison nursing practice. Archives of Psychiatric
Nursing, 18(6), 215-227.