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Nursing Roles Grid: Nurse Educators

Nurse Educators (NEs) are qualified professionals capable of transforming the health outcomes of many people. These practitioners should be aware of the eight core competencies of nursing (Iglehart, 2013). They should be conversant with different technologies, medical skills, and health informatics in order to delivery adequate patient care. NEs should undertake different roles in a wide range of healthcare settings (Patterson & Krouse, 2015). The grid presented below outlines the major clinical educator roles in different healthcare settings.

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Role Clinical Educator in a Health Care Agency Clinical Instructor in a Nursing Program Faculty in a Nursing Program Community Health Care Educator
Primary Responsibility Clinical educators can complete various responsibilities in health care agencies. Some of the major responsibilities include:
  • Educating caregivers in order to continue providing evidence-based services to their patients.
  • Equipping patients with quality health information that can result in positive health outcomes.
In a nursing program, a clinical instructor will undertake the following primary roles.
  • Instruct and educate nursing students.
  • Equip students with the best competencies in nursing.
Faculty in a nursing program will undertake a number of roles such as:
  • Ensuring that the developed curriculum is in accordance with the health needs of the targeted population.
  • Guiding nursing students to select the most desirable career options (Naylor & Kurtzman, 2010).
  • Administrative roles in nursing schools.
Community health care educators (CHCEs) play a critical role towards addressing the health challenges affecting many populations (Shaw & Degazon, 2015). They achieve this goal by completing the following responsibilities.
  • Sensitizing members of the community about the best health practices.
  • Supporting various health promotion campaigns and initiatives.
  • Guiding members of the public to engage in healthy lifestyles and dietary intakes.
Identify the settings where this role may be applied This role can be applied in the following settings.
  • Healthcare facility
  • Health clinic
  • Family nursing home
This role is applicable in:
  • Nursing school
  • Healthcare facility
  • Medical clinic
This role can be applied in the following settings.
  • Nursing school
  • Medical school
Community health care educators can work in different settings such as:
  • Community setting
  • Healthcare facility
  • Health promotion program
Education and experience required Education
  • The professional should have a master’s degree in nursing (Lazarte, 2016).
  • A basic degree in nursing is mandatory.

The practitioner should also have the following experiences.

  • Effective communication
  • Lifelong learning
  • Provision of evidence-based care
  • Knowledge of various models and theories in nursing.
A master’s degree is necessary for a clinical instructor.
  • The individual should have provided similar instructions before.
  • He/she should be a competent provider of quality care (Barnsteiner, 2008).
  • The individual should be aware of the best approaches towards promoting positive health outcomes.
This role requires a Nurse Educator with these qualifications:
  • Baccalaureate degree
  • A master’s degree in nursing
  • The professional can also pursue a doctoral degree. This academic qualification will make it easier for the individual to undertake more roles.

The major experiences include:

  • Provision of care
  • Understanding of various health policies and models
  • Ability to develop appropriate content or curriculum.
The major academic qualifications include:
  • Baccalaureate degree in nursing
  • Master’s degree

The individual should also have these experiences:

  • Knowledge of various health promotion models.
  • Ability to understand and monitor the health challenges affecting different communities.
  • Linking theory to practice in healthcare promotion.

Reference List

Barnsteiner, J. (2008). Quality and nursing: moving from a concept to a core competency. Urology Nursing, 28(6), 417-425.

Iglehart, J. (2013). Expanding the role of advanced nurse practitioners: risks and rewards. The New England Journal of Medicine, 368(1), 1935-1941.

Lazarte, F. (2016). Core competencies of beginning staff nurses: a basis for staff development training program. Journal of Advanced Management Science, 4(2), 98-105.

Naylor, M., & Kurtzman, E. (2010). The role of nurse practitioners in reinventing primary care. Health Affairs, 29(5), 893-899.

Patterson, B., & Krouse, A. (2015). Competencies for leaders in nursing education. Nursing Education Perspectives, 36(2), 76-82.

Shaw, H., & Degazon, C. (2015). Integrating the core professional values of nursing: a profession, not just a career. Journal of Cultural Diversity, 15(1), 44-50.

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