Teacher

Qualities, roles and responsibilities of a teacher

1. PRESENTED BY : MS.LAVANYAA JAYA KIRUBAI.S MSC. Nursing 1 st year . TEACHER – ROLE& RESPONSIBILITES, FUNCTIONS, CHARACTERISTICS, COMPETENCIES & QUALITIES

2. “A good teacher is like a candle-it consumes itself to light the way for others”

3. TERMINOLOGY ROLE: The characteristic and expected social behaviour of an individual. RESPONSIBILITY: Taking care of your duties. CHARACTERISTIC: A feature that helps to identify, tell apart, or describe recognizably; a distinguishing mark or trait. COMPETENCE: A specific range of skill, knowledge, or ability.

4. CONT. . FUNCTION: The action for which a person or thing is particularly fitted or employed. QUALITY: The ongoing process of building and sustaining relationships by assessing, anticipating, and fulfilling stated and implied needs.‘ PASSION: the energy that comes from bringing more of YOU into what you do.

5. DEFINITION TEACHING : It is concerned with growth and development of whole personality of the student-her mind, spirit, character and effective behaviour . It is a mixture of art and science.

6. DEFINITION A nurse educator is a nurse who teaches and prepares licensed practical nurses (LPN) and registered nurses (RN) for entry into practice positions. - Wikipedia

7. ROLES OF TEACHER / EDUCATOR.

8. ROLES OF NURSE EDUCATOR

9. INSTRUCTIONAL ROLE Planning and organising courses Creating and maintaining a desirable group climate Adapting teaching and instructional materials. Motivating and challenging students to pursue & sustain learning activities.

10. Cont. . Teaching consisting of a complex role: Supplying information Explaining ,clarifying,& interpreting Demonstrating & explaining procedure, a process or exhibiting materials Serve as guie for student projects Supervise student’s performance Evaluate teaching and learning outcomes.

11. FACULTY ROLE As a staff member of organizational hierarchy - chaiman /dean or member of one or more committees like currriculum,board of examiners, etc. Counselor of students Researcher Resource person to outside groups Representative to professional nursing organizations Public health relation agent.

12. INDIVIDUAL ROLE Personal role Teacher role

13. ADMINISTRATOR ROLE Maintenance of records of students progress. Provision of reference for students. Participate in time table planning Attending and contributing to all educational meetings. Attending educational social functions as required. Conducting different committee meetings.

14. MODERNISING NURSING CAREERSSECURING THE FUTURE OFNURSE EDUCATOR ROLES PREFERRRED FUTURE OF NURSE EDUCATORS WOULD BE: More attractive & flexible career opportunities with creative employment models & working practices. Improved strategic relationship , robust workforce planning and coherent national frameworks for health & social care education. Career pathways can be aligned with PG clinicians*& delivery of contemporary health care. Review of funding for education & staff development. Greater recognition & reward for the specialized knowledge& preparation required for practice.

15. RESPONSIBILITIES

16. FUNCTIONS OF NURSE EDUCATOR Explaining, informing initiating,directing & administering Unifying group Giving security Clarifying attitudes,beliefs & problems Diagnosing learning problems Making curriculum material Evaluating ,recording and reporting Enriching community activity Arranging & organizing classroom Participating in educational institutional activities Participating in professional life.

17. DESIRED Characteristics of Effective Nurse Educators

18. CHARACTERISTICS INSTRUCTIONAL ABILITY /COMMUNICATION SKILLS INTERPERSONAL SKILLS PERSONALITY TRAITS ACCESSIBILITY NURSING COMPETENCE /PROFESSIONALISM EVALUATION PROCEDURES

19. Instructional Ability/ Communication Skills Communicates effectively; breaks down content in a down-to-earth manner Clear goals, expectations, deadlines, desired outcomes Organized Knowledgeable of course materials Interacts with students Enthusiastic, energetic, eager Well-prepared Self-confident Creative

20. Interpersonal Skills Encouraging demeanour Friendly attitude Mentoring approach Motivational Supportive Respectful Receptive to people and ideas Open minded, objective, non-judgmental

21. Personality Traits Attentive Nurturing Demonstrates concern about students Flexible, easy-going manner Sense of humour

22. Accessibility Approachable, welcoming Has designated office hours

23. Nursing Competence/ Professionalism Good role model Dedicated Clearly enjoys nursing and teaching Skilled clinician

24. Evaluation Procedures Provides study guides/ outlines Provides timely, constructive, and specific feedback Gives tests that reflect course objectives, lecture materials, and study guides

25. COMPETENCIES OF NURSE EDUCATOR

26. 1 Implements a variety of teaching strategies appropriate to learner needs • Grounds teaching strategies in educational theory and evidence-based teaching practices • Recognizes multicultural, gender, and experiential influences on teaching and learning • Engages in self-reflection and continued learning to improve teaching practices that facilitate learning • Uses information technologies skillfully to support the teaching-learning process • Practices skilled oral, written, and electronic communication that reflects an awareness of self and others • Models critical and reflective thinking COMPETENCY 1: FACILITATE LEARNING

27. • Creates opportunities for learners to develop their critical thinking • Shows enthusiasm for teaching , learning, and nursing that inspires and motivates students • Demonstrates interest in and respect for learners • Uses personal attributes (e.g., caring, confidence, patience, integrity and flexibility) that facilitate learning • Develops collegial working relationships with students, faculty colleagues, and clinical agency personnel to promote positive learning environments • Maintains the professional practice knowledge base needed to help learners prepare for contemporary nursing practice • Serves as a role model of professional nursing

28. Identifies individual learning styles and unique learning needs Of multicultural, educationally disadvantaged, physically challenged, at-risk, and second degree learners Provides resources to diverse learners that help meet their individual learning needs Engages in effective advisement and counseling strategies that help learners meet their professional goals Creates learning environments that are focused on socialization to the role of the nurse and facilitate learners’ self-reflection and personal goal setting COMPETENCY 2: FACILITATE LEARNER DEVELOPMENT & SOCALIZATION

29. Recognizes the influence of teaching styles and interpersonal interactions on learner outcomes Assists learners to develop the ability to engage in thoughtful and constructive self and peer evaluation

30. Uses extant literature to develop evidence-based assessment and evaluation practices Uses a variety of strategies to assess and evaluate learning in the cognitive, psychomotor, and affective domains Implements evidence-based assessment and evaluation strategies that are appropriate to the learner and to learning goals Provides timely, constructive, and thoughtful feedback to learners Demonstrates skill in the design and use of tools for assessing clinical practice COMPETENCY 3: USE ASSESSMENT & EVALUATION STRATEGIES

31. COMPETENCY 4: PARTICIPATE IN CURRICULUM DESIGN & EVALUATION OF PROGRAMOUTCOMES Ensures that the curriculum reflects institutional philosophy and mission , current nursing and health care trends, and community and societal needs Demonstrates knowledge of curriculum development including identifying program outcomes, developing competency statements, writing learning objectives, and selecting appropriate learning activities and evaluation strategies Bases curriculum design and implementation decisions on sound educational principles, theory, and research

32. • Revises the curriculum based on assessment of program outcomes, learner needs, and societal and health care trends • Implements curricular revisions using appropriate change theories and strategies • Creates and maintains community and clinical partnerships that support educational goals • Collaborates with external constituencies throughout the process of curriculum revision

33. COMPETENCY 5: FUNCTION AS CHANGE AGENTS AND LEADERS • Participates in interdisciplinary efforts to address health care and educational needs locally, regionally, nationally, or internationally • Evaluates organizational effectiveness in nursing education • Implements strategies for organizational change • Provides leadership in the parent institution as well as in the nursing program to enhance the visibility of nursing and its contributions to the academic community • Promotes innovative practices in educational environments • Develops leadership skills to shape and implement change

34. COMPETENCY 6: PURSUE CONTINUOUS QUALITY IMPROVEMENT IN THE NURSE EDUCATOR ROLE Demonstrates a commitment to life-long learning • Recognizes that career enhancement needs and activities change as experience is gained in the role • Participates in professional development opportunities that increase one’s effectiveness in the role • Balances the teaching, scholarship, and service demands inherent in the role of educator and member of an academic institution • Uses feedback gained from self, peer, student, and administrative evaluation to improve role effectiveness • Mentors and supports faculty colleagues

35. COMPETENCY 7: ENGAGE IN SCHOLARSHIP • Exhibits a spirit of inquiry about teaching and learning, student development, evaluation methods, and other aspects of the role • Designs and implements scholarly activities in an established area of expertise • Disseminates nursing and teaching knowledge to a variety of audiences through various means • Demonstrates skill in proposal writing for initiatives that include, but are not limited to, research, resource acquisition, program development, and policy development • Demonstrates qualities of a scholar: integrity, courage, perseverance, vitality, and creativity

36. COMPETENCY 8: FUNCTION WITHIN THE EDUCATIONAL ENVIRONMENT Uses knowledge of history and current trends and issues in higher education as a basis for making recommendations and decisions on educational issues • Identifies how social, economic, political, and institutional forces influence higher education in general and nursing education in particular • Develops networks, collaborations, and partnerships to enhance nursing’s influence within the academic community • Determines own professional goals within the context of academic nursing and the mission of the parent institution and nursing program

37. Top 10 qualities of a great nurse educator

38. QUALITIES IN GENERAL Respect for the student’s maturity & sense of responsibility Stimulating Assignments Subject matter content Time management Personal attributes

39. JOURNAL International Journal of Nursing Education Scholarship Vol. 7 (2010)/ Issue 1 / Articles Learner- Centered Characteristics of Nurse Educators A qualitative research design was used to address the research question. Themes that emerged were placed under the concepts of power, role of teacher, responsibility of learner, and philosophy of evaluation guided by Weimer's (2002) conceptual framework of a learner- centered philosophy of teaching. Themes and meaning units derived from the study helped to generate textual and structure statements that represent the characterizations of learner- centered nurse educators.

40. JOURNAL OF NURSING EDUCATION The Clinical Instructor Role in Nursing Education: A Structured Literature Review Abstract A structured literature review was conducted to understand clinical instructors’ perceptions of their role and the factors that facilitate and constrain their teaching in undergraduate nursing programs. The literature published in English between 2000 and 2011 was searched, and data were extracted from 15 articles that met the inclusion criteria. The analysis identified four themes—characteristics of the role, characteristics of effective clinical teaching, influence of the clinical context on the role, and influence of the academic context on the role. Clinical instructors are portrayed as needing to be good educators, as well as excellent clinicians. However, they often lack formal education and professional development opportunities related to the role and must draw on their individual personal and professional experiences to guide their teaching to meet the demands of both the clinical and academic contexts in which they simultaneously work.

41. references Mujibul hasan, Technology In Teacher Education, APH Publication -2004,NewDelhi. Diane M.Billings, Teaching In Nursing-A Guide For Faculty, 3 rd edition,2009,Elsevier publication,st.louis . K.P.Neeraja, Textbook Of Nursing Education, 7 th edition, Jaypee publication, Delhi. www.nursetogether.com www.healio.com www.pubmed.com www.google.com