Running head: SELF-EVALUATION

Core Competency Self-Evaluation Hannah Dowling University of South Florida

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Core Competency Self-Evaluation As a Masters-prepared Nurse Educator, I plan on meeting all eight of the National League of Nursings Core Competencies of Nurse Educators, at least partially if not completely, within the first two years of teaching. Currently, my teaching experience includes three and a half years of as needed teaching Nurse Refresher courses which covered basic RN skills, EKG interpretation, and IV Starts/Central Line Refresher course. All of the courses were 6 hours and included lecture time as well as hands-on skills. I also had the experience of working as a substitute instructor for a LPN program for approximately six months, both in the classroom and the clinical setting. Lastly, I have gained experience in the last two semesters of the MSN program as a student teacher in the classroom, online (web), and clinical areas. Competency 1 Facilitate Learning First and foremost, the Nurse Educator has the responsibility of assisting students through the learning process; and also to encourage learning in a variety of environments and from various sources. The graduate program at USF has taught me the technical aspects of becoming an educator how to develop and evaluate objectives, how to write a syllabus and test questions, and how to formulate a rubric. It is not my belief that a University can make a good teacher that is, a person who has a wealth of knowledge and can pass on that knowledge to others with ease and grace. Rather, a higher learning institution can form and mold a moderately good teacher into a well-trained educator. The technical aspects of becoming an educator are just as important as innate skill; and I expect that my teaching skills and what I have learned in the past three years will blend together to help my students achieve success. As in all areas of healthcare, education should be based in evidence-based practice, and I plan on teaching in this manner. During my teaching practicums, I have been able to test a variety of teaching methods from

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hands-on skill demonstration to lecture, from interactive lectures with questions to case study presentations. Students have told me that they enjoy my teaching style and enthusiasm, and I have found that changing the way in which information is presented keeps students interested while they meet objectives. Developing critical thinking skills is indispensable to nursing students, and can be done in a variety of ways in the classroom, simulation lab, and the clinical setting. By taking a personal interest in each students success, by showing each student respect and a professional attitude, I believe I will be able to prepare each nursing student for practice as a Registered Nurse and instill in them the confidence that is expected. Competency 2 Facilitate Learner Development and Socialization While I have studied the theory and implications of individual learning styles, I have not had adequate opportunity to study how it affects students in the classroom or clinical area. It will take time and experience to be able to utilize each students learning abilities in a way that allows the group to complete learning objectives simultaneously. In dealing with challenging students, at-risk, and physically challenged students, I plan on making an individual learning plan for each such student I encounter, to share that plan with the student, and update the plan as necessary. Some students with physical disabilities require hardly any changes, whereas others may require a lot of accommodation. All institutions have policies in place to assist such students; such as those who need more time to take exams or use assistive devices. As part of the syllabus, the students will be notified that assistance is available if needed, and to speak to myself or another instructor as soon as possible. I do feel comfortable with international, seconddegree, and adult learners, as I have had experience myself in each one of these categories and am familiar with helpful resources for these groups. Technology available to students at this time (that was not available five, or even ten, years ago) can be immensely helpful to some students,

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and will be recommended as needed. Even such a simple task as using a blank calendar (written or typed), and making a note of when each assignment is due for the semester can make a difference in a students progress and grades. As part of each clinical semester, students will be expected to set goals for themselves, in addition to meeting goals set by the program or course requirements, and will evaluate their progress on a weekly basis. This fosters honest and realistic self-evaluation between students, and encourages the educator to self-evaluate their teaching style and its effectiveness. Competency 3 Use Assessment and Evaluation Strategies The method by which a students knowledge or skill is evaluated differs based on multiple factors, and I have had the opportunity to use many different evaluation strategies in my teaching practicums. The importance of a well-constructed and appropriate rubric has been made clear, and as such, a rubric will be central to each assignment the students are given. When given clear instructions and steps that must be taken, students can better understand their obligation and their learning needs. In the clinical area, the students watch the skill being done, and then perform the skill while being assessed by an instructor. After each skill performed, the student is taken aside and the skill is discussed what was done correctly, what was not done correctly (if anything), the rationale for each step, and improvements to take next time. As a clinical educator, I have found that watching the students interact with patients, families, and nurses over a period of weeks gives quite a good indication as to their competency and confidence, and ability to practice as a safe nurse. In the classroom, I have had a lot of opportunity to grade papers and perform skills check-offs. When grading papers, there is a fine line between make suggestions for improvement and becoming an overbearing or mean instructor, and I will ensure that all of my comments are constructive and help students become better writers. As demonstrated by my

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classroom preceptor, it is custom in nursing education to use data from students exams to determine whether each test item is valid by monitoring percentage of students who marked the item correct. This practice is used in most Universities, and it will become a part of my practice also. When grading assignments in the clinical or classroom, I always tell students at the time of submission the time frame in which they can expect a grade or my comments to be available to them. In most cases, it is between a few days to a week, and students are encouraged to contact me if they do not receive feedback within the specified time frame. Furthermore, students will be notified if there is an emergency situation that will delay my being able to grade their assignments. Competency 4 Participate in Curriculum Design and Evaluation of Program Outcomes The evolution of nursing eduation depends largely on the ability and willingness of the nurse educator to constantly evaluate the curriculum and outcomes of a nursing program and compare those outcomes to the needs of the current healthcare arena. In many higher education institutions, the process of curriculum change is slow and laborious; mediated by many staff members, program directors, committees, and educators. While participating in staff meetings during my teaching practicum, I was able to understand a small part of how individual courses are reviewed and changed in response to student or faculty requests, how requests for textbook changes occur, and how the process of improvement for the program works. Staying abreast of changes in the acute care environment is mandatory for nurse educators, and I will be able to do so while functioning as a clinical instructor in the hospital and hearing the thoughts of staff nurses and others working in direct patient care. As a student, I developed a syllabus and assignments for a course in Oncology and Hospice nursing. I believe the course would be valuable to many BSN students because of the large volume of elderly patient who have a

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diagnosis of cancer, who have received treatment, and/or are entering hospice care. This topic is only briefly touched-upon in nursing school, yet reflects a large portion of care given in acute care hospitals. Any changes in course content, outcomes, textbooks, or changes in any other way will always be approved by the necessary bodies and will stay consistent with the requirements of the institution. Competency 5 Function as a Change Agent and Leader Nurse educators function as leaders for the students they teach, for the institution who employs them, for the local community, as well as all of the nursing students to come in the future. It is imperative that every nursing educator advocate for advancement in the nursing profession in whatever way they can. I do not expect to call myself a change agent or a leader until I have become a competent educator, but I certainly look forward to advocating for improvements in healthcare and healthcare education wherever it is needed. Education of nurses begins long before they enter the halls of a nursing school it begins with the desire to learn and to help others. In many areas of the country, qualified students are turned away from nursing programs due to financial or other concerns, and this problem is one I wish to address. By encouraging young students (such as middle school and high school students) to focus on their education and by showing them the benefits of an education, there may be a greater chance that nursing schools admit the best students, not just the ones who can pay. The need for nurse educators is great also, and frequently cited as a reason for a shortage of bedside nurses. It is my belief that nurses working in acute care do not understand the job role of a nurse educator including its benefits and the opportunity for personal growth. It will be my personal mission to recruit nurses who are already good teachers and would make great nurse educators, and therefore enhance nursing education in my area.

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Competency 6 Pursue Continuous Quality Improvement in the Nurse Educator Role Graduating from University as a Bachelor-prepared Registered Nurse, one may think that time in the classroom is over. I take comfort in knowing that the learning process will never be over; in fact, it has just begun. By earning a Masters degree in Nursing Education, I have proven to myself and others that I am committed to bettering myself and am committing myself to furthering the profession of Nursing. I will welcome any offers of career changes or new roles, so long as they allow me to spend adequate time with my family, and will allow for personal and professional growth. I look forward to the challenge of determining how to be the best teacher, scholar, co-worker, and role model I can be; and I plan on using multiple professional resources to aid me in this task. I also know that it takes time and experience and adjust to a new role and to excel at it. It will also take time to learn the ethics, morals, and legal language of an academic institution, and how those apply to the daily operation of an academic environment. I plan on using my strong background and experience as an Oncology Nurse to guide ethical, legal, and moral decisions as appropriate. At the end of each semester (or each teaching instance, in the role of a staff nurse educator), I will ensure that each student has the opportunity to anonymously complete a faculty evaluation. Student evaluations are of utmost importance as a faculty member, and suggestions and comments will be given great consideration and necessary changes made. Any feedback from administration and co-workers will be welcomed also. Competency 7 Engage in Scholarship In my practice as a Surgical Intensive Care Unit Nurse, evidence-based practice is discussed with my colleagues on a daily basis. As part of the Professional Nursing Advancement Program for Registered Nurses at the hospital system where I am employed, I had the opportunity to identify a need for research related to central line infections. The current practice

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of my ICU colleagues is not substantiated in the literature or in the hospitals policy and procedure manual, and therefore needs to be researched. I have submitted a research proposal to the Nursing Research Council and Fellowship program, and plan on applying for grants to fund my research. As a member of the American Association of Critical-Care Nurses (AACN), I receive bi-monthly nursing journals which detail practice alerts, changes in best practice, and results of the latest research studies that pertain to critical care nursing. After discussing select articles with fellow staff nurses, I laminate some of the articles and post them in the break room for everyone to read. As an educator, I plan on continuing my quest for knowledge and answers through research and evidence-based practice. I hope to instill my interest in research in my students, and allow them to explore the possibilities within healthcare through research. With time and experience, I expect that my skill at writing proposals and policies will improve, with the help of a dedicated and experienced colleague who is willing to proofread and critique my work. Competency 8 Function within the Educational Environment Currently, I have not had the opportunity to understand how my role as an educator within an institution will be impacted by social, economic, institutional, and political forces. As a nurse educator working within an institution, I will be required to spend time becoming acquainted with the policies and procedures of the institution, as well as the students and their needs. By attending staff and faculty meetings, meeting with Administration, other faculty members (preferably more experienced than myself), and with students, I will be able to make an assessment of the academic community. It is my understanding that as an educator within a College or University environment, I may be required to teach different courses each semester, and they may vary from one semester to the next. I plan on embracing each course and treating

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each one individually, while striving to encourage students to reach their maximum potential. I look forward to participating in extra-curricular activities with students and faculty; either those that are required or suggested; such as Nursing symposia, benefits and fundraiser, other student activities and fairs, or any service activities in the community that would be beneficial to the students. It is a goal of mine to climb the ladder of academia and eventually hold a position as a leader within a Nursing education program. As I always have, I will continue to treat my colleagues and students with respect and professionalism, to take each complaint or problem seriously and work towards a solution, and to make appropriate changes when constructive criticism is brought to my attention. No matter what geographic area of the world I find myself teaching in, I will make it a priority to encourage the students to know their community, and encourage the community to welcome the students. This can be achieved through free community fairs (such as offering free blood pressure checks), encouraging a strong partnership with local hospitals and clinics, and ensuring nursing graduates and well-equipped to function as a nurse and therefore, make the community proud of their reputation.