NLN Core Competencies Santoya Brissett Western Connecticut State University September 11

NLN Core Competencies
Santoya Brissett
Western Connecticut State University
September 11, 2018
The Academic Nurse Educator (ANE) is tasked with creating learning environments that will inspire and motivate the learner. By diligently following the eight NLN Core Competencies, the ANA is able to achieve this aim while furthering their professional development.

Competency I: Facilitate Learning
The personal attributes of the ANE and the student must be taken into consideration for this has the possibility to facilitate or obstruct learning (Utley, 2011). Benner’s novice to expert model theory can assist with informing my practice as a doctoral prepared academic nurse educator. Benner’s theory provides the characteristics of five levels of nursing competency which include: (a) novice, (b) advanced beginner, (c) competent, (d) proficient, and (e) expert (Utley, 2011). By utilizing methods of instruction such as lecture, discussion, simulation, and case studies, the ANE can utilize their knowledge of the five stages to guide their practice, direct teaching strategies, and facilitate learning.
Competency II: Facilitate Learner Development and Socialization
Particular importance is placed on the ANE with regards to the facilitation of professional attitudes, behaviors, and the development of personal and professional goals (Utley, 2011). The learner is essentially going through a transformation from student to novice nurse as the ANE acts as a guide and mentor (Utley, 2011). As an ANE conducting clinicals with the student in the community setting, I would offer specific instructions on HIPAA and Privacy & Confidentiality as it relates to social media. My goal would be to force the students’ critical thinking about matters applicable to their role as a nurse.Competency III: Use Assessment and Evaluation Strategies
Benner’s novice to expert model could conceptually guide the ANE with simulation assessment and evaluation from a faculty development standpoint. The novice facilitator could initially be paired with a more experienced facilitator to assist with running the mannikin software during a scenario (Thomas & Kellgreen, 2017). Academic Nurse Educators at the competent stage rely on their experience to create new rules and assist with the prioritization of tasks (Thomas & Kellgreen, 2017). There is a shift in thought process as the proficient facilitator begins interpreting assessment findings and other pertinent data. Expert facilitators perform simulations with a fluidity and seamlessness not seen at the other levels and it can be said they have, “Expanded peripheral vision” (Thomas & Kellgreen, 2017).Competency IV: Participate in Curriculum Design and Evaluation of Program Outcomes
The ANE is tasked with several items as it relates to curriculum (a) design, (b) development, and (c) evaluation. When constructing curriculum, the ANE has a duty to ensure it reflects the goals of the practicing institution (Utley, 2011). Because program goals are continuously being evaluated, the ANE engages in curriculum revision and collaboration with others with the ultimate goal of ensuring the student meets program outcomes (Utley, 2011). The ANE can fulfill this core competency by engaging in a review and revision of their institutions curriculum. Chen’s Program Evaluation Theory which consists of six steps can guide the ANE with the evaluation of program outcomes.
Competency V: Function as a Change Agent and Leader
The ANE functions as a change agent and leader through elements of teaching ; research, scholarship, and service responsibilities (Utley, 2011). To accomplish these goals, it is necessary for the ANE to utilize innovation. Rogers’ diffusion of innovation theory is an excellent source. This theory focuses on diffusion which is a process where the innovation is presented and possibly adopted (Utley, 2011). According to Utley (2011), the ANE teaching at the graduate level would likely focus on functioning as a change agent and leader. By utilizing this theory, the ANE can impart change within the organization.

Competency VI: Pursue Continuous Quality Improvements in the Nurse Educator Role
The ANE must be continuously focused on changes within academia. This includes changes in the healthcare environment, subject matter, skillset, and technological changes (Utley, 2011). Additionally, the ANE identifies those areas that can be improved upon in order to enhance their professional development. Such areas include feedback from students and peers, self-reflection, mentoring from faculty, and faculty peer evaluation (Utley, 2011). The ANE’s knowledge and skills are continuously advancing as they move through the stages in Benner’s novice to expert model.Competency VII: Engage in Scholarship
The NLN recognizes that teaching is a scholarly activity, however, scholarship is an integral component to the ANE’s role (NLN, 2012). Scholarship activities are essential to the continued advancement of an academic institution. Boyer’s four elements as it relates to scholarship includes (a) discovery, (b) integration, (c) application, and (d) teaching (Utley, 2011). It is my goal to engage in scholarship activities such as research, manuscripts, and policy development as I progress through Benners novice to expert model.Competency VIII: Function Within the Educational Environment
The institutions mission and goals are at the forefront of this core competency. The ANE is essentially functioning as a member of the multidisciplinary team and collaborates with other members of the team to revamp curriculum (Utley, 2011). By integrating the roles of educator, scholar and collaborator, the ANE can truly fulfill the long-term goals of the institution while inspiring and motivating the learner (Utley, 2011)
National League for Nursing. (2012). The Scope of Practice for Academic Nurse Educators 2012
revision. New York, NY: National League for Nursing.

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