Core Competencies of Nurse Educators

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Introduction

The provision of quality and affordable health care services to patients is an indispensable aspect in the modern world. Nurse educators, practitioners and administrators have different roles that ensure they perform their duties properly. It is necessary to explain that each of these stakeholders should play their roles properly and ensure they promote efficiency, accountability and transparency. They must work together to promote all measures established to ensure health care facilities and workers function properly. Core competency refers to the ability of an individual to perform various duties according to the required standards. This essay compares and contrasts the core competencies of clinical and non-clinical advanced roles.

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Differences

Non-Clinical- Educators

Nursing has two broad categories that include the clinical and non-clinical roles. Non-clinical advanced roles refer to the function of nurses that are not associated directly with offering disease management services to patients. The roles of a nurse educator include the following. Nurse educators must ensure they implement teaching strategies that will meet learners’ needs and produce the expected outcomes based on the nursing content and context (National League for Nursing, 2005).

The individual must interpret various nursing concepts and explain theoretical perspectives and their application in the provision of quality health care services. The educator must identify and know how to manage cultural and gender influences to ensure they have positive influences on learning. Nurse educators are change agents and leaders because they evaluate the effectiveness of nursing education in promoting the provision of quality health care services (National League for Nursing, 2005). In addition, the individual must seek to improve the quality of nursing education through pursuing additional training. Nurse educators must participate in scholarship by writing academic papers that will be used to train nurse students, design and implement scholarly activities in a health care training facility (National League for Nursing, 2005).

Administrators

Nurse administrators must communicate and build the relationship between all health care stakeholders to ensure there is provision of quality health care services and nurses work in healthy environments. They must have knowledge about heath care environments and ensure the policies, objectives, mission and vision are achieved (The American Organisation of Nurse Executives, 2011). Thirdly, they must provide leadership and ensure there are smooth transition, replacement and addition of staff in a health care facility. They should ensure there is professional conduct in delivering health care service to patients and supervise the quality of services offered by nurses (The American Organisation of Nurse Executives, 2011).

Clinical Advanced Roles

The main core competency of nurse practitioner is using scientific research and data to improve advanced nursing practices, integrate knowledge and develop new practice approaches that are in line with theoretical and practical aspects of nursing (The National Organisation for Nurse Practitioner Faculties, 2012). The practitioner should assume leadership roles to initiate change, foster collaboration with stakeholders and participates in organisations to improve health outcomes of a population.

Thirdly, the individual should use research, academic and experience knowledge to improve the quality of services offered in health care facilities (The National Organisation for Nurse Practitioner Faculties, 2012). The practitioner should practice inquiry competencies by integrating research knowledge with practical activities to improve health outcomes, generate knowledge and provide leadership skills to other nurses. He should apply technological knowledge to ensure there is quality and timely delivery of quality services. The practitioner should observe the policies and ethical issues that guide the delivery of health care services to produce the expected outcomes. Lastly, the individual should demonstrate independency, accountability, transparency and decision making skills without necessarily relying on others for help (The National Organisation for Nurse Practitioner Faculties, 2012).

Similarities

Nurse educators, administrators and practitioners work independently and jointly to ensure the welfare of patients is promoted. They should follow similar policies and codes of conduct that guide their relationships and how they relate with stakeholders. These professionals to ensure they seek regular and additional training to improve their knowledge and understanding of various issues affecting the provision of health care services. The use of information technology is an important aspect that boosts the quality of services they offer in health care facilities; therefore, they have the obligation of ensuring that they understand the application of various technological aspects in offering their services.

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Accountability, transparency and commitment to work are competencies that should be exhibited by these professionals to ensure they offer quality services. There is the need for them to use scientific knowledge, research and principles to ensure they make informed decisions that will safeguard the welfare of all stakeholders in the nursing environment. There is the need for proper and punctual communication to ensure there is knowledge sharing and a united approach to solving issues that affect this profession. Lastly, nurse educators, administrators and practitioners should work within the boundaries of their job specifications to ensure they do not interfere with the functions of other staff in health care facilities.

Conclusion

Nurse educators, administrators and practitioners have different orioles that ensure the provision of quality health care services is not compromised. Each of these stakeholders should play their roles properly to ensure there is coordination and cooperation amongst them. The role differentiation of these professionals ensures all aspects of health care provision are addressed.

References

National League for Nursing. (2005). Core competencies of nurse educators with task statements. Washington, D.C: The National Academies Press.

The American Organization of Nurse Executives. (2011). The AONE nurse executive competencies: Communication, knowledge, leadership, professionalism and business skills. Chicago: The American Organization of Nurse Executives.

The National Organization for Nurse Practitioner Faculties. (2012). Nurse practitioner core competencies. Washington, D.C: The National Organization for Nurse Practitioner Faculties Press.

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NursingBird. (2022, April 5). Core Competencies of Nurse Educators. Retrieved from https://nursingbird.com/core-competencies-of-nurse-educators/

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NursingBird. (2022, April 5). Core Competencies of Nurse Educators. https://nursingbird.com/core-competencies-of-nurse-educators/

Work Cited

"Core Competencies of Nurse Educators." NursingBird, 5 Apr. 2022, nursingbird.com/core-competencies-of-nurse-educators/.

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NursingBird. (2022) 'Core Competencies of Nurse Educators'. 5 April.

References

NursingBird. 2022. "Core Competencies of Nurse Educators." April 5, 2022. https://nursingbird.com/core-competencies-of-nurse-educators/.

1. NursingBird. "Core Competencies of Nurse Educators." April 5, 2022. https://nursingbird.com/core-competencies-of-nurse-educators/.


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NursingBird. "Core Competencies of Nurse Educators." April 5, 2022. https://nursingbird.com/core-competencies-of-nurse-educators/.