Teaching is a rewarding process and for that and other reasons, nurses often perform as a faculty and advance teachers. “Successful transition into an academic setting requires faculty to develop expertise consistent with the college or university’s specific mission and philosophy” (Penn et al, 2008). The particular case study looks at a new nurse educator and his entrance into the teaching realm. From my personal knowledge base, I consider the nurse we are examining in this study as partially successful in his role as a teacher and faculty member. For one, he has a strong motivation to teach and influence the overall student performance. He is also making it clear that students’ success depends largely on their own hard work and teacher’s assistance.
The positive attribute is that Mr. X fights hard to impose professional values and skills on their students. For another thing, he obviously tries to ensure quality of the learning process. On the other hand, though, Mr. X should have provided his insights on the faculty’s and his clinical expertise as regards the nursing students, beforehand. Also, he had to anticipate that students might be willing to ask all sorts of questions before settling down to role plays in smaller groups. Perhaps Mr. X has not yet decided whether teaching suits all his expectations as a nurse educator. Working in this environment evidently offers benefits and challenges different from the common role of nursing.
References
Penn, B., Wilson, L., & Rosseter, R. (2008). Transitioning From Nursing Practice to a Teaching Role. OJIN: The Online Journal of Issues in Nursing, 13 (3).
