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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Current Trends in Nursing I01:28

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Current trends in nursing include:
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
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Nursing Implementation01:15

Nursing Implementation

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Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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The Professional Nurse01:22

The Professional Nurse

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Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
Communication skills: These are critical characteristics, especially speaking and listening.
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Nursing Faculty Report Being Underprepared to Address Teaching Challenges.

Carla E Randall1, Cynthia S Randall

  • 1Author Affiliations: School of Nursing, University of Southern Maine, Portland, Maine (Drs Randall and Randall).

Nurse Educator
|August 12, 2025
PubMed
Summary

Many nurse educators lack confidence and preparation for teaching challenges. This national study highlights urgent needs for improved training to equip educators for modern academic roles.

Keywords:
confidence as nurse educatoreducator preparationnursing facultyteaching issues

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Area of Science:

  • Nursing Education
  • Academic Preparedness
  • Faculty Development

Background:

  • Decades of nursing education reform recommendations exist.
  • Limited understanding of nurse educator preparedness for diverse teaching challenges.
  • Key challenges include social justice, incivility, and academic integrity.

Purpose of the Study:

  • To quantify nurse educator preparation and confidence in addressing teaching challenges.
  • Utilized the Critical Incident Video Preparation and Confidence Scale (CIVPCS©).
  • Examined four distinct teaching environments.

Main Methods:

  • Surveyed 257 nurse educators from accredited RN programs nationwide.
  • Employed the Critical Incident Video Preparation and Confidence Scale (CIVPCS©).
  • Quantitative data collection and analysis.

Main Results:

  • 25%-53% of nurse educators reported unpreparedness and lack of confidence.
  • Preparedness varied significantly across different teaching environments.
  • Identified specific teaching challenges that pose difficulties for educators.

Conclusions:

  • Significant concerns exist regarding the current preparation of nurse educators.
  • Urgent need for enhanced training to address 21st-century academic complexities.
  • Improving educator confidence and skills is crucial for nursing education quality.