Saturday, September 7, 2019

Role Of A Nursing Faculty Member Essay Example for Free

Role Of A Nursing Faculty Member Essay Introduction The basic role of a nursing faculty member is to teach nursing skills to students effectively. The knowledge, skills and values acquired by the learners must be put into clinical practice. It is therefore the duty of the faculty member to impart practical skills to the students. There has been a debate on the most suitable method of teaching clinical medicine. Most arguments have shown that the effectiveness of the clinical teaching is determined by the end results. Teaching being a skill it requires specialized strategies for its positive desired end results. A faculty should be organized in hierarchy to enable proper allocation of duties; therefore the roles of the faculty member are very diverse and practical. ROLE OF A NURSING FACULTY MEMBER The aim of teaching is equip a student with knowledge and skills that are consumable. A good education program is deemed to be the one is able to satisfy both individual and societal needs. The changes in health care delivery systems, demographic trends, technological advances and developments in higher education influence the competencies needed for professional nursing practice. (Garberson Oermann 2007) The main developments in the teaching of nursing allude to the philosophical perspective in which the program goal and objectives based on the content are developed followed by the teaching evaluation process. The current strategies of teaching nursing focus much on the end results as such there is more focus given to an individual’s needs, learning activities, learning style, which has improved the quality of the end results. In a situation where teaching is based on the end result, the faculty member then should commence the teaching by identifying the end results rather than the intention of the teaching. Some of this en d results expected after the teaching process include knowledge, skills, professional attitudes behavior and values. Good clinical learning activity is achieved by enabling the students to be able to transfer acquired knowledge into real life situations. The knowledge (theory) acquired should be put into practice. Researches geared toward curriculum reforms are very important to a nursing faculty member in order to accommodate the fast changes in health are important. Nurse teachers should focus on giving students tangible skills based on facts. The ability to solve clinical is an important recipe to clinical teaching and learning. Most of the clinical problems require the student to be creative this necessitates the teacher to equip the student with necessary skills on how to solve practical new clinical problems according to the context. Therefore essentially critical and creative skills mind is in order to be abreast with the current challenges in health care that will help one work more effectively in the real life situations. The care services should spread evenly within a particular environment this is in the view that medical has grown to be a very vital service to be offered to people of all calibers in the world. PREPARATION NEED FOR THE ROLE The nursing faculty member and students in academic nursing must choose a healthy learning center to assist in acquisition of practical skills. The teacher therefore is expected to assign duties and responsibilities to the students within a given period of time. A faculty member should put in place different roles important in guiding the students in their learning activities. The major of the teacher is to empower the students with skills within and outside the clinical context that will enhance delivery of quality services to patients. Proper planning of the clinical activities requires a teacher to have more knowledge. A nursing faculty member should be able to organize the students into groups in order to improve the guiding of the cognitive skills that are crucial for problem solving. Typically students’ utilization of resources increases with the implementation of problem-based learning as students are challenged to research answers of learning issues. Resources for information include faculty experts, consultants, text, journal and a computerized data retrieval system as well as field and clinical experience. Lowestein and Bradshaw (2004). The subtler role of a nursing faculty member is to monitor the  Ã‚   learning atmosphere. The students acquire clinical skills positively this nurtures them towards working independently. Research has shown that when one works independently is likely to double the skills in the field specialized (DeYoung, 2003). The outcome of should be able to reflect need oriented especially the needs of the patients should be give priority. Evaluation is a very important criterion for establishing the knowledge and competence acquired by the student. Therefore suitable criteria for evaluation should be established and feedback given appropriately after each evaluation. Problem solving strategy has been found a very helpful learning strategy among students as it gives maximum outcomes. For a nurse to acquire necessary clinical expertise in understanding the multiplicity of factors that interplay in a give situation, the must impart research based techniques in a student. This can be done through giving the student  Ã‚   research tasks to be done especially those relating to patients. The implication here is that the student will have the opportunity to integrate the knowledge learnt with the past and present experiences and use it to solve anything new in future. A faculty member may be involved in clinic care activities in the process of ensuring quality assurance. In this event the teacher is acting as a role model to the students. There are diverse roles of a nursing faculty member among them include: administration, nursing education program course coordination conducting research and serving as a consultant among other functions (Gaberson, Oermann, 2007). Therefore the understanding of situation of clinical learning activities start with proper preparation in the part of the teacher, this is usually achieved by setting goals and objectives to be achieved. The goals and objectives determine the methods to be used in teaching process.   The teacher should be able to evaluate the extent to which a particular student is prepared before being assigned a duty to execute especially when they given a private client to attend to in the assigned clinical duties (Barnum, Karlene Kerfoot, 1995). Conclusion The nursing faculty member should equip the students with theoretical skills that can bring about positive learning process and the desired outcomes. The knowledge imparted on a student should have utilitarian value on an individual, the knowledge should enable them impact their patients positively. The roles that the nursing faculty member does are beneficial to the institution as well as the student. Positively the faculty member gives care services to the patients what might be called in-service function. It should be noted that nursing is a labour intensive activity, which requires commitment, it requires a 24-hour ongoing service and as such individual should be prepared to face this challenges appropriately. References: Arlene J. Lowestein, Martha J. Bradshaw. (2007) Fuszard’s innovative teaching strategies in  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   nursing. Jones Bartlett publishers. Barbara Stevens Barnum, Karlene M. Kerfoot (1995). The nurse as executive   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Aspen publishers. DeYoung, S. (2003). Teaching strategies for nursing educators. Upper Saddle River, N.J.: Prentice Hall Health. Kathleen B. Gaberson, Marilyn H. Oermann. (2007). Teaching strategies in nursing. Aspen publishers.

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