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Practicing what we preach: balancing teaching and clinical practice competencies.

Maureen A Little¹, P Jane Milliken

¹Selkirk College. mlittle@selkirk.ca

International Journal of Nursing Education Scholarship

|April 4, 2007

Summary

Nurse educators face the challenge of balancing clinical practice and teaching expertise. This study explores the feasibility and sustainability of this dual competence, examining supports, barriers, and rewards.

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Area of Science:

Nursing Education
Healthcare Professional Development

Background:

Nurse educators commonly hold dual roles as clinicians and educators.
There is an expectation for nurse educators to be experts in both clinical practice and education.

Purpose of the Study:

To explore the feasibility and sustainability of nurse educators achieving dual competence in clinical practice and education.
To review definitions of 'expert practice' and 'practice competence' in nursing education literature.
To identify supports and barriers to achieving these competencies.

Main Methods:

Literature review of 'expert practice' and 'practice competence' in nursing education.
Discussion of current professional practice competency requirements for nurse educators.
Presentation of case studies from two nurse educators balancing teaching and clinical roles.

Main Results:

The dual role presents significant challenges and rewards for nurse educators.
Barriers and supports to achieving dual competence were identified.
Personal narratives illustrate successful balancing of teaching and clinical practice.

Conclusions:

Achieving dual competence requires ongoing support and strategies to overcome barriers.
Further research is needed to understand the long-term implications for nurse educators and the profession.
Implications for professional development and educational practices are proposed.