Nurse Educator Case Study
Two Case Studies are provided below, one from the practice and one from higher education. Referencing a scope and standards book or journal nursing article for either professional development or academic nurse educators (faculty), answer the questions posed at the end of each Case Study from the perspective of a nurse educator in either a professional development role or a faculty role. Case Study for Professional Development Specialists: The professional development specialist is working with an interdisciplinary committee to teach nurses in the hospital about implementation surrounding evidence-based practices (EBP). A brief presentation is developed by a sub-committee. The presentation reviews EBP in terms of history, purpose, professional mandates, statistics, and strategies. Mixed reactions are received from the committee ranging from wording changes to strategy changes. (1) An interdisciplinary colleague on the committee questions the use of this presentation to achieve buy-in saying, "They do not need to know all this. Just tell them what they need to do." (2) A nursing committee member disputes the need to actually implement or present information from the Nurse Practice Acts (NPA) saying, "This is real life. The NPA is just a guideline anyway." (3) A nurse leader questions whether the presentation should be aimed at nurse leadership or nurses saying "Nurses at the bedside don't have time for this." Questions: What could the professional development specialist say to each of these three (3) committee members in response to their statements? Reference the role of the professional development specialist. Case Study for Academic Nurse Educators (faculty). The academic nurse educator is working with an interdisciplinary curriculum committee to teach senior nursing students about implementation surrounding evidence-based practices (EBP). A brief presentation is developed by a sub-committee. The presentation reviews EBP in terms of history, purpose, professional mandates, statistics, and strategies. Mixed reactions are received from the committee ranging from wording changes to strategy changes. (1) An interdisciplinary colleague on the committee questions the use of this presentation to achieve buy-in saying, "They do not need to know all this. Just tell them to follow the policy and procedures manual." (2) A nursing committee member disputes the need to actually implement or present information from the Nurse Practice Acts (NPA) saying, "This is real life. The NPA is just a guideline anyway." (3) A nurse leader questions whether the presentation should be aimed at graduate students or pre-licensure nurses saying "Nurses in direct patient care don't have time for this." Questions: What could the academic nurse educator say to each of these three (3) committee members in response to their statements? Reference the role of the academic nurse educator (faculty).