1. Orientation for the New Nurse Educator
Dawn Whiteside, MSN, RN, CNOR, RNFA

2. Instructor Dawn Whiteside, MSN, RN, CNOR, RNFA
Nurse Manager, Credentialing and Education Development, CCI

3. Disclaimer
This speaker has obtained funding from CCI to present this educational session.

4. Objectives
Identify responsibilities of the nursing professional development specialist
Create a competency based orientation program for the new perioperative nurse educator
Develop an accurate job description that reflects the new educator role

5. Responsibilities Nursing Professional Development Specialist
Evidenced-Based Practice
Orientation
In-Service Education
Continuing Education
Career Development
Role Transition
Research
Academic Partnerships

6. Qualifications BSN (minimum) CNOR Current or future certification
Certification as NPD specialist
Certified Nurse Educator (NLN)

7. Transitions Move from staff nurse to educator Novice to Expert-Benner
Schoening’s Nurse Educator Transition Model (Anne Shoening, 2013)
Anticipation/expectation
Disorientation
Information seeking
Identity formation

8. Benner Novice Advanced beginner
No experience in the role in which the person is expected to perform
Must be given rules to guide performance
Advanced beginner
Demonstrate marginal level of performance
Experience enough situations to understand the meaning of the role

9. Benner Competent Proficient Same role for two to three years
Role determined by perspective and contemplation of problems from a abstract and analytical view
Proficient
Able to see big picture versus pieces to achieve goals
Based on experience

10. Benner Expert Intuitive when addressing situations
No wasteful time on finding resolutions
Large amount of experience
“Experience,…,does not refer to the mere passage of time or longevity.”-Benner

11. Schoening Anticipation/Expectation
Starts with decision to become a nurse educator
Decision usually based on past experience with students and teaching
Anticipates having impact and influence on next generation of nurses
Expectation related to positive interactions with students and career progression

12. Schoening Disorientation Absence of structure Lack of mentorship
Adjusting to new role of educator-student versus nurse-patient
Role ambiguity

13. Schoening Information seeking
Seek information due to lack of structured training during disorientation phase
Self-direction
Informal and formal activities
Seek out peers/mentors
Actively seek out teaching development activities

14. Schoening Identity formation Feel and think like an educator
Role of nurse and educator are combined
Focus on the learning process
Learner focused versus content focused

15. Orientation Structured Adequate length to gradually learn new role
Utilize a mentor
Competency based
NLN core competencies of nurse educators

16. NLN Core Competencies Facilitate learning
Facilitate learner development and socialization
Use assessment and evaluation strategies
Participate in curriculum design and evaluation of program outcomes
Function as a change agent and leader

17. NLN Core Competencies
Pursue continuous quality improvement in the nurse educator role
Engage in scholarship
Function within the educational environment

18. Competency (sample) Create competency based on NPD role
Create competency based on NLN Core Competencies
Create competency based on job description

19. Job Description (sample)
Job Summary
Minimum Requirements
Skills
Physical Requirements
Organizational Requirements
Age-Specific

20. Orientation (sample) New hire Transition from staff to educator
Add competencies and role description into orientation program

21. Questions