NURSING IN EDUCATION

NURSING EDUCATION

Nursing education is a professional education which is

consciously and systematically planned and implemented through
and discipline and aims for harmonious development of the
physical, intellectual, social, emotional, spiritual and aesthetic
powers or abilities of the student in order to render professional
nursing care to the people of all the ages, in all the phases of
health and illness, in a variety of settings, in the best or highest
possible manner.
Nurse education consists of the theoretical and practical training
provided to nurses with the purpose to prepare them for their
duties as nursing care professionals. This education is provided to
nursing students by experienced nurses and other medical
professionals who have qualified or experienced for educational
tasks.
 AIMS OF NURSING EDUCATION
 Harmonious development
 Inculcating the right attitude
 Knowledge and skill aim
 Emphasis on high-tech-high touch approach
 Prepare students to take up a proactive in learning
 Professional development
 Assist in developing promising career
 Social aim
 Citizenship
 To prepare global nurses
 Leadership aim
TRENDS IN NURSING EDUCATION
 Curriculum changes
 Innovations in teaching and learning
 Educational quality assurance
 More reliance on technology
 Emphasis on high-tech-high touch approach
 Preparation for global nurses
 Transitional acceptance
 Ensuring promising career
 Emergence of new specialties
 Increased opportunities for higher studies
 Uniformity and standardization
 Coping with impact of globalization
 GOAL OF NURSING EDUCATION
• Nursing education is the instrument in which students learn
the nursing process, transforming them into an instrument
of care for patients, families and the community, regardless
of ethnicity, poverty or gender.
• The goal of the Nurse Education program is to facilitate
student learning through the assimilation of knowledge,
judgment, skill, and values of the professional nurse.
• Nurse education must be dynamic and responsive in
preparing students for the current and future nursing needs
of people in a changing health care delivery system. 
NURSE EDUCATOR
 Nurse educators are registered nurses (RNs) who
have obtained advanced nursing degrees that
allow them to teach nursing curriculum at
colleges and universities, teaching and helping to
train the future nurses of the world. 
 They serve as faculty members in both nursing
schools and teaching hospitals, transferring their
valuable knowledge, experience, and skill sets to
their students who will ultimately serve as the
next generation of nurses. 
EVOLUTION OF THE TEACHING ROLE OF NURSES
1. In mid-1800’s Health education has long been considered a
standard caregiving role of the nurse.
2. Patient teaching is recognized as an independent nursing function.
3. Nursing practice has expanded to include education in the broad
concepts of health and illness.
4. American Hospital Association (AHA)
 Patient’s Bill of Rights ensures that clients receive complete
and current information.
 Patient education was significant part of the Patient’s Bill of
Rights
5. The Joint Commission (TJC)
 Accreditation mandates require evidence of patient education to
improve outcomes.
6. Healthy People 200, Health People 2010 established educational
programs.
7. Pew Health Professions Commission
 Put forth a set of health profession competencies for the 21st
century
 Many of competencies deal with teaching.
8. In nursing, patient education has long been a major component.
9. Florence Nightingale was the ultimate educator.
10. National League for Nursing Education (NLNE), now the
National League for Nursing(NLN)
 Observed in 1918 that health teaching is an important
function within the scope of nursing practice.
11. American Nurses Association (ANA)
 Responsible for establishing standards and qualifications for
practice, including patient teaching.
12. International Council of Nurses (ICN)
 Endorses health education as an essential component of
nursing care delivery.
13.State Nurse Practice Acts
 Universally include teaching within the scope of nursing
practice
 Nursing career ladders often incorporate teaching
effectiveness as a measure of excellence in practice.
ROLES OF THE NURSE EDUCATOR
1. Educator
- Ensures learner involved in learning process and
outcome evaluations
- Develop, plan, and present educational programs
- Need to identify appropriate teaching strategies for
the learner.
2. Facilitator
- help identify learner needs and identify appropriate teaching
strategies
- Serve as role model
- Foster team-making
- Encourage positive attitudes
- Promote life-long learning
3. Leader
- Participate in the communication process both
horizontally and vertically along an organization’s
leadership tier
- Demonstrate ethical and legal principles and applicable
to a variety of situations
- Need to assure that provided education aligns with an
organization’s mission
- Demonstrate professional accountability by keeping
competencies up to date, joining professional
organizations, and other external activities
4. Researcher
- help to incorporate new research into practice
- Assist new staff develop research skills
- Evaluate outcomes and track learner outcomes from provided
education
- Integrate relevant research outcomes into nursing professional
development practice through effective learning activities
- Mentor others by serving as principal investigators, consultants or
collaborators
5. Consultant
- serve either formally or informally
- Support assimilation of learning into clinical or practice areas
- Offer expertise
- Help to: define problems, identify resources, provide feedback

6. Change agent
- updates or changes Core
- Be aware of any changes to state Practice Act
CHARACTERISTIC/QUALITIES
OF A NURSING EDUCATOR
1. Appropriate education
2. Teaching skills
3. Ability to work with others
4. Expertise
5. Assessment skills
6. Love of nursing
7. Communication skills
8. Skills beyond the clinical setting
 THE EDUCATION PROCESS
Education Process- A systematic, sequential, planned course of action on the part of
both the teacher and learner to achieve the outcomes of teaching and learning.
Teaching/Instruction- A deliberate intervention that involves sharing information and
experiences to meet the intended learner outcomes.
Learning- A change in behaviour that can be observed or measured, and that can
occur at any time or in any place as a result of exposure to environmental stimuli.
Patient Education- The process of helping clients learn health- related behaviours to
achieve the goal of optimal health and independence in self-care.
Staff Education- The process of helping nurses acquire knowledge, attitudes, and
skills to improve the delivery of quality care to the consumer.
 ASSURE MODEL

Analyze the learner

State the objectives
Select instructional methods and materials
Use instructional methods and materials
Require learner performance
Evaluate/revise the teaching plan
 Lack of time

Absence of third-
Low priority status
party
of client education
reimbursement

Factors
interfering with
Negative influence Lack of confidence
the health
of environment and competence
professional’s
ability to teach

Questionable
Lack of motivation
effectiveness of
and skill
client education

Documentation
difficulties
 Lack of time
(rapid discharge or
episodic care)

Stress of illness
Literacy problems

Factors
interfering with Readiness to learn
Negative influence issues (motivation
the learner to
of environment and adherence)
process
information
Complexity,
Extent of needed fragmentation, and
behavior change inconvenience of
healthcare system

Lack of support from Denial of learning

health professionals needs
or significant others
NURSING EDUCATION THEORIES
 Gardner’s Multiple Intelligence

According to Howard Gardner (1983), people have nine

different kinds of intelligence which determine how they relate
with the world. Each person has their own combination and
strengths of the various types of intelligences. These differences
determine how an individual can best learn (Bastable, 2008). 
 Behaviorism
 
Views knowledge as something to be acquired, which is found outside
and independent of the learner. The learner is passive and responds to
environmental conditions (stimuli and reinforcement) which are
manipulated by the educator to direct learning and change.

Behaviorists view instruction as the process of providing knowledge

(Boghossian, 2006). This was the prevailing educational theory 20
years ago.  The traditional lecture is an example of a 
behaviorist teaching strategy.
 Humanistic learning theory 

Is based on the assumption that all people are unique and want to
grow in a positive way. The learner chooses what they need to
learn in order to realize their potential, positive growth, and
improved self-concept. The instructor acts as a facilitator instead of
an authority, allowing freedom of choice and respect for the
learner. Maslow’s theory of the hierarchy of needs is a major
influence in the humanistic learning theory (Bastable, 2008).
Reference
Bastable, S. (2019): Nurse As Educator: Principles of
Teaching and Learning For Nursing Practice. 5th ed
Jones and Bartlett Publishers, Burlington Massachusetts