Nurse Educator Manual: Essential Skills and Guidelines for Effective Practice

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Nurse Educator Manual: Essential Skills and Guidelines for Effective Practice

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Nurse Educator Manual: Essential Skills and Guidelines for Effective Practice

Adrianne E. Avillion, D.Ed, RN    

Great for new educators and seasoned educators alike
This manual has everything a new nurse educator needs. Developed by a nursing education specialist—the Nurse Educator Manual helps new educators hit the ground running.

This resource has comprehensive, ready-to-use tools to:

  • Assess staffs’ learning needs
  • Plan curricula
  • Create dynamic education programs
  • Lead staff training sessions
  • Evaluate education program techniques and effectiveness


With the Nurse Educator Manual, you will:

  • Build a foundation of skills and concepts to help you become a master instructor
    Apply adult-learning principles and receive tips for planning orientations, inservices, continuing education, and more!
  • Revitalize your existing training programs
    Be prepared to meet new challenges  and utilize evidence-based teaching strategies
  • Design exciting new training programs
    Incorporate computer-based activities, evidence-based teaching techniques, and effective ways to educate multi-generational and culturally diverse learners.


Intended Users:

  • Directors of Education
  • Staff Development Specialists
  • Nurse Managers
  • Directors of Nursing
  • Directors of Human Resources
  • Vice Presidents of Nursing
  • Chief Nursing Officers


Table of contents

The Nurse Educator Manual is divided into 14 specialized sections. Read through from beginning to end or select the most pertinent topic that fits your immediate need.

  1. Correlating values, vision, and mission statements with educational programming
  2. Qualifications and job descriptions
  3. Applying the principles of adult learning
  4. Collecting and analyzing education needs assessments data
  5. Planning and Implementation of Education
  6. Recordkeeping
  7. Learning styles
  8. Planning education for multi-cultural and multi-generational
  9. Strategies for dealing with the resistant learner
  10. Tips for planning orientation, inservice, and continuing education
  11. Quality improvement and evaluation of education effectiveness
  12. Writing test items
  13. Overview of a staff development business plan
  14. Ethical scenarios in staff development


Learning Objectives

  • Describe historical events that influenced the evolution of staff development
  • Analyze historical trends and use data to plan education programs
  • Define mission, vision, and values
  • Describe the components of staff development mission, vision, and values statements
  • Plan educational activities that support the mission, vision, and values of the organization and the staff development department
  • Describe qualifications for the staff development specialist
  • Write competency-based job descriptions for the staff development specialist
  • Identify the principles of adult learning
  • Apply the principles of adult learning to his or her staff development practice
  • Identify sources for the identification of learning needs
  • Gather data for the identification of learning needs
  • Analyze data to prioritize learning needs
  • Identify objectives for education activities
  • Identify effective program delivery methods
  • Select appropriate teaching strategies
  • Facilitate learner participation in educational activities
  • Discuss the types of records the staff development department must maintain
  • Write a policy for the confidentiality of educational records
  • Differentiate among the three basic learning styles: visual, auditory, and kinesthetic
  • Incorporate teaching methods that facilitate learning for persons of each learning style
  • Incorporate cultural diversity into learning activities
  • Identify common cultural factors that influence participants’ behaviors
  • Describe the common characteristics among specific generations of learners
  • Plan and implement learning activities that meet the needs of multi-generational learners
  • Discuss issues that trigger resistance to learning
  • Evaluate education offerings during which resistance is evident
  • Describe ways to defuse the resistant learner
  • Develop orientation strategies that reduce the time and number of staff required to orient employees
  • Implement a mechanism for inservice training that facilitates the delivery of "just in time" training
  • Design continuing education programs that meet learner needs and adhere to accrediting agency standards
  • Identify learner satisfaction
  • Measure knowledge acquired as a result of a specific learning activity
  • Evaluate changes in job performance as a result of a specific learning activity
  • Assess the impact of education on organizational effectiveness
  • Measure return on investment (ROI) from specific learning activities
  • Identify the components of a well-written test question
  • Discuss tactics to avoid when writing test questions
  • Write test questions that measure knowledge, comprehension, application, and analysis
  • Discuss the components of a business plan
  • Identify specific elements of the business plan that demonstrate the value of staff development to the organization
  • Describe staff development ethical dilemmas
  • Propose solutions to staff development ethical dilemmas

 

About the Author

Adrianne E. Avillion, DEd, RN,is the president and owner of Avillion’s Curriculum Design in York, PA. She specializes in designing continuing education programs for healthcare professionals and freelance medical writing. Avillion also offers consulting services in work redesign, quality improvement, and staff development.

Faculty Disclosure Statement

HCPro Inc. has confirmed that none of the faculty/presenters, planners, contributors, or their partners/spouses have any relevant financial relationships to disclose related to the content of this educational activity.

Continuing Education:

If you would like to find out about the availability of nursing contact hours on this or any other HCPro nursing book, please visit our Continuing Education information page, here.

Published: May 2007