Informatics and nursing

The impact of informatics and nursing practice has yet to be experienced to its fullest. In most cases, acute care hospitals are the leaders in application of technology for nursing care. Some states are moving toward mandated computer charting, as well as lab and order entry. This is now affecting skilled nursing facilities. Not only are nurses being required to chart by computer, but nursing assistants are now charting each time they deliver physical care to residents, feed, and administer incontinent care or hygiene interventions. The need for nurses to be technology knowledgeable is rising.

Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty (3rd ed). St Louis, MO: Saunders, Elsevier.

The need for nurse educators

The need for nurses by the year 2020 is predicted to be one of the worst shortages we will yet to have experienced in the history of nursing. To reduce this shortage, there is even a greater need for nurse instructors. Campaigns for nurse educators emphasize the influence that experienced nurses can have upon students eager to learn the profession. One instructor can influence thousands.

Bradshaw, M. J., & Loweinstein, A. J. (2011). Innovative teaching strategies in nursing and related health professions (5th ed). Sudbury, MA: Jones and Bartlett.

Incentives for nurse educators

Many are unaware that there are incentives for nurses to become nurse educators. A major loan forgiveness program is available that will repay 85% of a nurse's student loans if they agree to teach full time in a school of nursing. Many states have scholarship funding programs that also offer some financial assistance to students wishing to enter nursing education. For further information:
Nurse education, Retrieved from http://nursingworld.org/MainMenuCategories/Policy-Advocacy/State/2006/education1275...

3 year BSN programs

The possibility of three year BSN programs has been discussed lately as an option. An increasing number of states are looking at stipulating 4 year degree programs be offered on 3 year tracks as a cost saving effort for the future of college education. In a recent poll 58% were not in support of 3 year BSN programs, though many schools offer a fast track option for students with degrees in other areas. The question remains as to the effect these types of degrees would have on meeting educational standards, allowing for reflection, personal growth, and long-term learning, personal time for other obligations, such as part time work.

Smith, S. P. (2012). The future of nursing: Leading change, Nurse Educator, 37(1), 3-5.

The role of simulators

Simulators represent the latest in technological advances for nursing education along with advances in computer technology. Simulators include mechanical manikins that are able to duplicate patients experiencing acute health changes in need of immediate intervention and treament as well as case studies, role playing, and small group projects that address potential scenearios for development of critical thinking skills. Some believe that simulators assist with enhancement of the clinical experience particularly since acute care hospital experience is more llimited due to reduced hospital stays. What is your opinion of this newer approach to nursing education?

Rausen, C A. (2004). Simulation s a teaching strategy for nursing education and orientation in cardiac surgery, Critical Care Nurse, 24(3), 36-51.

Sanford, P. G. (2010). Simulation in nursing education: A review of the research, The Qualittive Re[port, 15(4), 1006-1011.

Bloom's Taxonomy

The future of nursing includes use of finding new ways to incorporate cognitive, affective, and psychomotor skills. The three domains of Bloom's taxonomy will likely be with us into generations to come. Subdivisions of the three domains include:

Cognitive: knowledge, comprehension, application, analysis, synthesis, evaluation, receiving phenomena, responding to phenomena, valuing, organization, internalizing values.

Psychomotor: perception, set, guided response, mechanism, complex covert response, adaptation, origination.

Bloom's taxonomy has been divided into the original domain and a newer domain. The newer domain begins with creating and ends with remembering.

Further information can be found at Bloom's Taxonomy of Learning Domains,Retrieved from http://www.nwlink.com/-conclark/hrd/bloom.html

Welcome to my area of expertise and the future focus of nursing

This pictoral portrayal of my area of expertise is also reflective of the future of nursing practice by the year 2020. Although technology will continue to play a significant role in the practice of nursing, the focus of future nursing practice is predicted to be centered around the largest aging population experienced in the United States due to the baby boomer generation.

The Nursing Process

Another concept that never grows old is the nursing process which was adapted from the world of science. The future of nursing education will likely always rely upon this theory as a basis for patient focused care.

Assessment: Collection and analysis of client data is the first step to delivery of nursing care. It includes physiological datat, psychological, sociocultural, spiritual, economic, adn life-style factors.

Diagnosis: The nursing diagnosis reflects the nurse's clinical judgment in response to the client's actual or potential health conditions or needs. It is the basis for the nurse's plan of care.

Outcomes/Planning: After the assessment and diagnosis are completed and identified, the nurse sets measurable and achievable short- adn long-range goals for theis patient that might include moving from bed to chari at set time intervals, maintaining adequate nutrition by eating more frequent meals, resolving conflict through counseling, or managing pain through adequtate medication.

Implementation: Nursing care is delivered according to the plan of care and care is documented in the client record all for continuity of care.

Evaluation: The client's respose to care is continuously evaluated and the plan of care modified.

The Nursing Process. Retrieved from http://nursingworld.org/EspeciallyForYou/What-is-Nursing/Tools-You-Need/Thenursingp...

Nurse Educator Roles

Nurse educators combine theri clinical abilities with responsibilites related to

• Designing curricula
• Developing courses/progress of study
• Teaching adn guiding learners
• Evaluating learning
• Documenting the outcomes of the educatinoal process

Nurse educators also help students and practicing nruses identify their learning needs, strengths and limitations, and they select learning opportunities that will build on strengths and overcome llimitations. In addition to teaching, nurse educators who work in academic settings have responsibilities consistent with faculty in other disciplines, including:

• Advising students
• Engaging in scolarly work (research)
• Participating in professional associations
• Speaking/presenting at nursin confreences
• Contributing to the academic community through leadership roles
• Engaging in peer review
• Maintaining clinical competence
• Writing grant proposals

A growing number of nurse educators teach part-time while working in a clinical setting. THis gives them the opportunity to maintain a high degree of clinical competence while sharing their expertise with novice nurses. Nurse educators who work in practice settings assess the abilities of nurses in practice and collaborate with them and their nurse managers to design learning experiences that will continually strengthen those abilities.

Nurses for a Healthier Tomorrow, http://www.nurseource.org/nurse_educator.html