Little Maureen A, Milliken P Jane
Selkirk College.
Int J Nurs Educ Scholarsh. 2007;4:Article6. doi: 10.2202/1548-923X.1305. Epub 2007 Feb 12.
Most nurse educators fulfill dual roles of clinical practitioner and teacher and thus have to achieve a balance between these two challenging sets of competencies. The authors discuss the obligation and expectation that nurse educators are concurrently experts in clinical practice and education. Is this dual competence a feasible and sustainable goal? To begin to explore this issue, the meanings of 'expert practice' and 'practice competence,' derived from the nursing education literature, are reviewed. Current professional practice competency requirements related to the nurse educator role are discussed. Questions are raised regarding support for and barriers to achieving these competencies. The potential challenges and rewards of this endeavour are presented and illustrated by two nurse educators who share their stories of achieving a balance in teaching and clinical practice competence. Finally, implications for nurse educators and directions for future research into this issue are proposed.
大多数护理教育工作者同时承担临床从业者和教师的双重角色，因此必须在这两组具有挑战性的能力之间取得平衡。作者讨论了护理教育工作者同时成为临床实践和教育领域专家的义务和期望。这种双重能力是一个可行且可持续的目标吗？为了开始探讨这个问题，我们回顾了护理教育文献中“专家实践”和“实践能力”的含义。讨论了与护理教育工作者角色相关的当前专业实践能力要求。提出了关于实现这些能力的支持因素和障碍的问题。两位护理教育工作者分享了他们在教学和临床实践能力之间取得平衡的故事，以此展示了这一努力的潜在挑战和回报。最后，提出了对护理教育工作者的启示以及对此问题未来研究的方向。
