For me, choosing my path is based solely on what my heart dictates. I am presently working as a registered nurse in the intensive care unit for nineteen years now . My scope of practice is not limited to bedside nursing or purely clinical and technical care of sick patients. I also function as a preceptor for newly hired nurses and act as a personal resource for nursing students affiliating in our unit.
Preceptorship at our institution is the orientation program for new nurses in the intensive care unit that traditionally focuses on the technical skills and knowledge required for competence in this setting. In this aspect of my career, I witnessed the transition of nurses on how they respond to a variety of situations arising in the ICU. Some new nurses respond effectively to critical situations, while others were shocked by the regularity with which life and death decisions were made. Having been given limited time with them, I basically use the orientation time to focus on policies and procedures of the hospital and the unit which they have to learn, developing their skills on basic technical procedures, and proper documentation. I never allot time to listen to their fears and predicaments. As preceptor, I want to develop them holistically, not just their technical skills and knowledge but also to prepare them emotionally on this new phase of their nursing career. This concept is what motivates me to move to the next level. That is, I want to prepare myself to be well-rounded and effective nurse educator. In that way, I can help mold nurses while they are still students forming their basic foundation.
I believe by becoming a nurse educator, I can participate in building a strong holistical foundation for nurses while they are still in school. I can combine clinical expertise with a passion for teaching to make rewarding careers, not only for me but for my future students as well. I will be able to experience the excitement of teaching and learning with students and have a direct impact on the lives of others.
The heart of the faculty role can be found in the scholarship of teaching. It provides nursing faculty with the opportunity to demonstrate their innovation and creativity. It also provides a means for recognizing the effort spent preparing students to be competent health care providers in the future ( Billings & Halstead, 2009, p.10).
Embarking on this new phase of my career and choosing the education track in master’s program, I am guided with the following learning goals. First, to critically examine and synthesize theories, advanced knowledge and current research findings from nursing that could be useful in my faculty role. Second, to develop my skills, knowledge and values in advanced nursing practice and in the delivery of comprehensive knowledge that I possess, taking into consideration cultural diversities . Third, to develop, direct and implement holistic plans for the advancement of health care education in collaboration with my instructors and classmates in building skillful, knowledgeable and dynamic future nurses that would be of great service to our community and the country in general.
Reference:
Billings M., Halstead J. Teaching in Nursing: A Guide for Faculty 3rd ed. 11830 Westline Industrial Drive, St. Louis, Missouri 63146: Saunders Elsevier; 2009, p.10
