NLN Core Competency I: Facilitate Learning
Facilitation of learning is possibly the most important NLN competency, this is because the focal point and goal of teaching is to educate and facilitate learning among the students taught. Halstead (2007) explains that the “nurse educator’s role in facilitating learning is complex, multifaceted, and includes an appreciation of the interwoven nature of teaching and learning” (p. 18). This is indeed true due to the fact that not every learner will learn the same. It is necessary for the academic nurse educator (ANE) to develop their own personal teaching style that incorporates a multimodal approach to engage and enhance the learning of all students. It is also to be noted, that it is advised that the instructor demonstrate practical and clinical knowledge of the content to be taught and to “understand the content they are teaching as well as the pedagogical issues related to teaching a practice discipline,” (Halstead, 2007, p. 18).
The development of a personal teaching style is important as the nurse educator seeks to be an effective educator. According to Young & Shaw (1999) the traits of teaching styles that actualized enhanced student performance included a motivational approach to motivate students to do their personal best, the creation of a safe and comfortable teaching and learning atmosphere, and effective communication. Other traits pertaining to the face to face interactions between students and instructors that enhance student learning, according to Halstead (2007), include compassion, caring, patience, and sensitivity. It is necessary for the instructor to have a humanistic approach with students to facilitate and enhance learning in a safe environment.
Utilizing the competency statements from Halstead (2007), I am currently meeting this standard in the following ways:
“Practice skilled oral, written, and electronic communication that reflects an awareness of self and others, along with an ability to convey ideas in a variety of contexts,” (Halstead, 2007, p.18). Effective and professional communication are paramount in any professional career, especially in teaching. As education is morphing into more online settings, the ability to skillfully communicate in a non-judgmental, non-threatening manner is paramount. Not only is education moving in a more technological direction, but healthcare is continually changing due to new technology. Prior to becoming a unit educator I was naïve to the amount of emails and written communication I would have not only with the staff, but with leadership as well. Taking it upon myself to enroll in a course about effective writing in the professional world, taught me to get my point across and maintain appropriate email etiquette while still making the emails interesting to the intended recipient.
“Shows enthusiasm for teaching, learning, and nursing that inspires and motivates students” (Halstead, 2007, p. 18). I heard once that if individuals are not engaged within the first 2 minutes of a classroom setting, they are 80% more likely to be disengaged for the entirety of a class/course. I have never checked the validity of this statement; however, hearing this did change my delivery and approach to presentations I give. I realized that I must show that what I am teaching I must be excited about and convey enthusiasm to the learners. I have found that if I am enthusiastic about the message I have to share, the learner is engaged and more motivated to learn.
“Maintains the professional practice knowledge based needed to help learners prepare for contemporary nursing practice” (Halstead, 2007, p. 18). Keeping up-to-date with the advancements in healthcare maintains credibility when teaching a course or an objective. It provides a frame of reference that the teacher can make connections within their practice. An example I will provide is recently I was coaching a group of nurses on an electronic medical record that was rolling out. Having been an expert in the area I was teaching in, I was able to draw from frames of reference we had for how what we currently document on paper would incorporate into the new documentation system. Keeping up-to-date with professional practice knowledge not only maintains credibility, but will assist the teacher to better create a multi-modal teaching approach to better engage and motivate the learner.
To increase my competency of facilitating learning, I will develop my own personal teaching style that utilizes a variety of “teaching strategies appropriate to learner needs, desired learner outcomes, content, and context,” (Halstead, 2007, p. 18). Adult students have varying learning styles, and no one person will learn exactly as another. Creating a multi-modal approach to educating is imperative to effectively engaging, educating, and stimulating critical thinking. As part of my career goals, within a year I plan to work a second position PRN as a nurse clinical instructor. As I work as a clinical instructor I will be able to hone in on my personal teaching style and become proficient and knowledgeable on the various learning styles that enhance learning among the students I will teach. Working with my mentor, I will also take time for myself once a week to reflect on my teaching style and strategies to determine if they are effective. Teachers are here to help the student succeed, thus the willingness to improve and utilize self-reflection and receive feedback to facilitate learning is an attribute that an effective educator must possess. Being both mentored, as well as having the privilege to mentor has taught me so much about the importance of feedback from my peers, colleagues, staff (students), as well as leadership and the influence educators have on the education or influence education of those individuals.
References
Halstead, J. A. (2007). Nurse educator competencies: Creating an evidence-based practice for nurse educators. New York, NY: National League for Nursing.
Young, S., & Shaw, D. (1999). Profiles of effective college and university teachers. The Journal of Higher Education, 70(6), 670-686.
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