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Analysis of the Clinical Educator Role in Hospital Setting
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Analysis of the
Clinical Educator Role
in Hospital Setting
Date 1
Presented by: Janice Lucila
NURS 624 Teaching in Health Disciplines
Athabasca University
Professor Shannon Lanctot-Shah
March 23, 2022
The analytical artefact I chose to explore is the role of the clinical educator in the hospital setting. I chose this topic because of my recent transition from a bedside nurse to an educator. By the end of this presentation, we are able to articulate the educator role in the hospital setting.
Introduction
- Personal Perception of the Role
- Roles & Responsibilities of the Educator
- Challenges of the New Educator
- The New Perspective of the Role
Learning
Objectives
Perception of the Role
Perception
What is my perception of the role?
Perception
I am passionate about teaching because I want to be a part of the journey to mold future and current nurses to be the best practitioners and provide the utmost quality of care to our patients. My perception of the role is like an iceberg concept where I think I understand the role, but there is so much more to learn about the role. My perception of the role was to facilitate on-boarding orientation, be the resource, and teach the evidence-based practice to the staff. As I navigate my role, there is more to the role than being a facilitator and resource to the staff.
Who are the learners?
Learners
• Staff Nurses
• Student Nurses
• Personal Support Workers (PSW)
• Educators
• Leadership
• Administration
• Allied Health Team
• School Agencies
(Melrose et al., 2015; Walsh University, 2018)
Teaching Philosophy
Philosophy & Theory
My teaching philosophy is motivated in providing the best care to our patients; therefore, I strive to incorporate theory and current evidence-based practice in teaching. I integrate Parse’s theory of being present with patients, staff members, students, and allied health in order to transcend the professional relationship (Nursing Theory, 2020).
Teaching-Learning Theories
• A variety of health disciplines are my learners and incorporating invitational theory with a humanistic approach is embedded in my practice. Invitational theory means inviting learners to actively participate in their learning, while the humanistic approach shows compassion, authenticity, cultural humility, and mutual respect (Melrose et al., 2020).
Theories
In addition, the humanistic approach to teaching-learning focuses on critical thinking, the application of knowledge, and the individual’s interpretation of the learning experience (Page-Cutrata & Bradley, 2020). Incorporating these two theories helps my practice in becoming a better educator as I can be relatable, reliable, approachable, and trustworthy. By being present and visible on the unit, I gained credibility as an educator.
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Roles & Responsibilities
There are many hats that the educator wears. The educator role is important in the nursing faculty settings, clinical settings, community settings, and hospital settings. The following are the roles and responsibilities of the educator in the hospital setting.
Educators & Nurses
Nurses
Nurses are regulated health professionals such as registered nurses, registered practical nurses, and nurse practitioners (CNO, n.d.). Also, student nurses are captured here.
Clinical educator in the hospital setting is to support working staff and students through experiential learning (Global Health, 2020). Experiential learning is learning by doing or hands-on learning that can integrate the cognitive, emotional, and physical functions (Melrose et al., 2013). A few examples of experiential learning are mock code blue, hands-on practice on a new pain pump, or lunch & learn of a new chest tube system.
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Clinical educators support the nurses’ success by serving a variety of roles, including preceptor, teacher, clinical expert, policy and curriculum design, nurse mentor, leader, and clinical resource (Ma et al., 2021). The educator is well-versed in navigating the organization’s intranet and finding resources such as the nursing practice manual, policy manager, and clinical educators' shared drive.
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Clinical educators deliver evidence-based practices (EBP) in creative ways. One strategy is microlearning strategies, to which educator implements and focuses on specific content from which learners can acquire knowledge or skills (Lee-Fiedler, 2021). An example of microlearning is the monthly educator update sent to the staff that is relevant to the unit needs.
Another example of microlearning strategies is providing mini quizzes for self-directed learning packages. Evidence-based practice is imperative in-patient care, and the educators' flexibility and responsiveness to current education needs reduce hospital-acquired complications (Coventry & Russell, 2020). Quality education is the foundation for developing competent health workers equipped with the knowledge, attitudes, and skills necessary to deliver quality care (WHO, 2016; Brownes et al., 2020).
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Clinical educators assist staff nurses in engaging in continuing professional development and ongoing work-based education to decrease the risk potential of stagnant practice, which can negatively affect patient outcomes (Thornton, 2018). Educators can stimulate critical thinking through scaffolding techniques by questioning, facilitating, and problem-solving to enable nurses to be active lifelong learners (Thornton, 2018).
Clinical educators collaborate with professional practice to provide the most accurate and current information for patient care. Nurse professional development is a specialized practice that facilitates the professional role development and growth of nurses and other healthcare personnel along the continuum from novice to expert (Harper et al., 2019). Professional practice ensures nursing quality, provides structures for nursing decisions, and professional development through engagement with educators and bedside nurses (Baron et al., 2021).
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Educator & New Hires
New Hires
In my organization, the educator role includes preparing onboarding orientation to new hires of nurses, PSWs, and unit clerks. Onboarding orientation includes preparing an orientation calendar, arranging appropriate mentors, emailing resources and expectations, and arranging check-in dates with the educator and managers. In addition, educators enroll new hires to the mandatory organization orientation such as central nursing orientation, PSW orientation, unit-specific orientation, crisis intervention training, gentle persuasion approach for dementia care, and computer day.
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Clinical educators have an impact in shaping new nurses through role-modelling and influencing their practice through EBPs (Ross & Kerrigan, 2020). For example, reinforcement of bringing the computer on wheels at the bedside when documenting vital signs, assessments, and during medication administration. This is one strategy to improve workflow and efficiency by removing the redundancy of charting.
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Due to the pandemic, clinical educators had to shift to virtual in delivering content. Nurse educators and learners had to adapt from in-person to online (Haslam, 2021), which added layers of concerns and anxiety (Drach-Zachavy et al., 2022). Also, educators utilize various modalities such as online teaching, group discussion, case-based learning, workshops, forums, blogs, and social media to foster a healthy learning environment and promote a higher level of thinking (Ma et al., 2021).
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Arranging appropriate mentors for the new hires is imperative during the orientation period. Partnering inexperienced nurses with more experienced colleagues is ideal. Encouraging a supportive environment can positively affect the new hire and, therefore, have an effect on the retention of nurses (Maben & Bridges, 2020).
Checking in the progression of the new hires is an essential part of the clinical educator role that can be in-person during their shift or in virtual setting (Peneza et al., 2021). Learners require and expect feedback on their performance and must have opportunities for informal discussions (Melrose et al., 2021). Furthermore, check-in strategies must be approachable and authentic, show understanding, validate concerns, provide information about reaction and coping, give positive and constructive feedback (Maben & Bridges, 2020).
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- The clinical educator’s appraisal of readiness to practice of the new hire is imperative in releasing them to independent practice. It is important to note that an educator's ongoing support and visibility are important to the new hires (Thornton, 2018).
- The clinical educator leadership attributes include being approachable, supportive, clinically competent, setting direction, honest, and having integrity (Coventry & Russell, 2020).
Educator & Multidisciplinary Team
Multidisciplinary Team
Clinical educators collaborate with doctors, physiotherapists, occupational therapists, wound specialists, social workers, speech-language pathologists, dieticians, pharmacists and public health.
Clinical educators are knowledge translators for new information from the multidisciplinary team. Clinical educators collaborate with peers and other health care agencies to assist the nurse in reinforcing and advocating for current practices to create competent nurses (Thornton, 2018). For example, a wound specialist did not have the capacity to teach new staff in applying a Coban dressing for a patient. The wound specialist collaborated with the educator, and thus, the educator made it into a teaching moment with the staff and provided comfort to the patient.
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• Another example is when the physiotherapists needed assistance in reinforcing the importance of ambulation of the patients by the staff. The clinical educator assisted in conveying the message through educator updates or social encounters when rounding on the unit.
• In collaboration with the multidisciplinary team, we aim to provide quality patient care and patient safety, which aligns with my teaching philosophy.
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Educator & Leadership
Leadership
Clinical educator in the hospital setting works with leadership with onboarding new hires, the number of capacity of students on the unit, allotted number of days of orientation and ongoing communication to ensure the quality of care is delivered to our patients.
Clinical educators are advocates for staff development and well-being. Leadership has a significant role in supporting staff’s professional development and safety (Maben & Bridges, 2020). Staff safety includes adequate break space, adequate staff, provision of adequate orientation days to new staff, appropriate deployment of staff, and adequate proper personal equipment supplies (Maben & Bridges, 2020; Baron et al., 2021). There is a link between management creating culture safety and patient safety outcomes (Mudd et al., 2022).
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Lastly, clinical educators can advocate for workplace empowerment, whereby educators facilitate the nurses’ professional development in collaboration with leadership (Davies et al., 2006).
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The most difficult for me as a new educator is having crucial conversations with the new hire that is not doing well in orientation. I have developed a strategy to write observable behaviors by shadowing the person. Strategies suggested in having difficult conversations include planning the time and place for the dialogue, having an open, honest, respectful and comfortable conversation in a timely manner, and having support from management (King & Brett, 2021).
Challenges
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Also, I am still learning to be okay with awkward silence. Another challenge that I encountered is being self-directed in understanding the role and learning how to adapt in presenting virtually in orientation. Without formal role preparation, educators may have feelings of inadequacy, frustration, and dissatisfaction with the role (Stanley & Martin, 2021).
As a new educator, you have a vision of how to deliver the information to your staff. Sometimes, translating the vision to action or creating learning opportunities will result in a lack of buy-in and accountability from staff (Szarejko et al., 2021). Moreover, staff developments are budget-cutting targets and administrators lack of support of paid education sessions (Davies et al., 2006). Lastly, finding the time to be visible on the unit can be a challenge because you are being pulled in different directions for corporate duties.
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New Perspectives
Some strategies suggested from my literature search that can help develop the transition from a clinician to an educator role. The strategies include:
• Using of simulation methods may increase knowledge and skills development in nurse educators (Fitzwater et al., 2021; Lillkroken, 2020)
• Process of reflection to revisit and examine their expectations and experiences to adapt and evolve in practice while allowing for a process of continuous learning and growth (Lubbe & Botha, 2020)
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• The importance of continuing professional development is recognized as integral to reducing adverse patient outcomes (Thornton, 2018).
• Promotion of nurse educator as a specialization that adds value to the nursing profession (Thornton, 2018).
• Evidence-based practice training effectively improves the knowledge, attitude, practice, and competency of nurse educators (D’Souza et al., 2021).
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Clinical educators must be competent in being both skilled practitioners and educators, have excellent communication skills, implement a range of assessment and evaluations, possess leadership and administration skills, and maintain professional development and scholarly activities (Melrose et al., 2021).
Summary
Summary
A clinical educator is a vital part of the hospital setting. They play an essential role in staff’s professional development, knowledge translation of evidence-based practice, collaborator with the multidisciplinary team and management, a clinical resource and clinical support of the healthcare team. Clinical educators must possess leadership and emotional intelligence attributes.
For future directions, there needs to have further research on the importance of clinical educators in hospital settings. There was limited literature pertaining to the role in the hospital.
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