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Defining currency of practice for nurse educators.
Willem J Fourie1, Janet D Olliver, Catherine M Andrew
1Department of Nursing and Health Studies Manukau Institute of Technology, Auckland.
Nursing Praxis in New Zealand Inc
|February 5, 2003
Summary
New guidelines require nurse educators to maintain practice competence. This study clarifies how nurse educators, often without patient caseloads, can demonstrate clinical, teaching, and scholarly currency to meet these requirements.
Area of Science:
- Nursing Education
- Professional Competency
- Healthcare Policy
Background:
- Recent Nursing Council of New Zealand (NCNZ) guidelines mandate competence-based practising certificates for all nurse educators.
- Discussions on competence often focus narrowly on direct patient care, overlooking the unique scope of practice for educators.
Purpose of the Study:
- To explore and clarify issues surrounding practice competence and its maintenance for nurse educators.
- To define how "currency of practice" applies specifically to nurses in educational roles.
Main Methods:
- Literature review on the currency of practice, definitions, and maintenance strategies.
- Analysis of findings from a survey conducted by the Tertiary Accord of New Zealand (TANZ) Nursing Schools.
Main Results:
- The study addresses the specific challenges nurse educators face in maintaining practice currency due to differing scopes of practice.
- Identifies and presents strategies for maintaining clinical, teaching, and scholarly currency relevant to nurse educators.
Conclusions:
- Nurse educators require specific strategies to demonstrate and maintain practice currency beyond direct patient care.
- Provides a framework and suggestions for evidence of maintained currency of practice for nursing educators.