Australian Nursing Educator Professional Practice Standards
| Site: | Australian Nurse Teachers Society |
| Course: | Australian Nurse Teachers Society |
| Book: | Australian Nursing Educator Professional Practice Standards |
| Printed by: | |
| Date: | Friday, 11 October 2024, 12:27 PM |
Background
BACKGROUND TO THE NURSING EDUCATOR STANDARDS
The Australian Nurse Teachers' Society ( ANTS) is a professional group, with membership representing nursing educators in all practice settings, such as academic and clinical. ANTS seeks to promote professionalism in nursing practice and to raise critical issues related to teaching the discipline of nursing. ANTS has a commitment to the belief that the competence of nursing educators is a crucial issue, not only for the nursing profession but for employers, governments and the community. As part of this commitment ANTS developed and made available a set of competencies to guide educator practice in 1994, which has been revised and updated since this time.
History of the ANTS Standards: The Nurse Teacher Competencies 1994
In early 1993, a decision was taken by the Council of ANTS to formulate national competencies for nurse teachers in line with the Society's objectives. The focus of the project was to:
" assist those involved in the education of nurses and the promotion of research into nurse education by analyzing the combination of teaching, scholarship, management and research attributes that comprise the nurse teacher". (Nurse Teacher Competency Standards, 1993)
The consultative process began with a steering committee of twenty members, representing nurse teachers from the hospital and community sectors, tertiary institutions (including university, TAFE, and the NSW College of Nursing). Teachers were from rural and metropolitan health organizations. A literature search was conducted and the steering committee met monthly, with each member consulting widely with other health professionals in order to determine, by consensus, the competencies required of a professional nurse teacher. Throughout this time, issues related to the philosophical aspects of nurse teacher roles and functions were enthusiastically debated. Several weekend workshops were held to finalise the first draft of ten competencies. In New South Wales, these draft competencies were approved for distribution by the ANTS Council in August 1994.
This first draft was then distributed across all nurse teacher sectors throughout the state via a Delphi technique. The responses from nurse teachers provided a wide variety of opinions which were summarized and distributed for a second round of comments from a wider community of nurse teachers in the health sector. This resulted in the collation of pertinent data and revision of the teacher competency standards in December 1996.
1997 Australian Nurse Teacher Competencies
Click here to download an Adobe PDF version of the ANTS Teacher Competencies (1997)
Review of the 1997 Australian Nurse Teacher Competencies: The beginning, 2007
During 2007 ANTS sought feedback from nursing educators regarding Nurse Teacher competencies to see if they reflected current nurse education practice. At that time no changes to the competencies were proposed.
Review of the 1997 Australian Nurse Teacher Competencies: Development 2009-2010
Further feedback was gained from a variety of nurses involved in nurse education resulting in a decision for ANTS to fund a review of the Australian Nurse Teacher competencies. There had not been a review since their adoption in 1999, and with the changes in education and nursing practice there was a need to ensure the competencies reflected current nursing educator practice.The 1997 competencies were then revised, and a similar framework to the national competencies for Registered nurses was used: three main domains with accompanying competencies for each domain.
A nation-wide consultative process was used that included focus groups, on-line and mailed surveys, feedback, and modification using an Action Research method. Following feedback the competencies were arranged in Domains, to be consistent with the ANRAC competency structure. The competencies were reworded to increase clarity. Aspects such as technology, cultural sensitivity, and educational processes were included and the focus on curriculum and academic elements were decreased.
The Australian Nurse Teacher Professional Practice Standards 2010
Following the review the revised competencies was published in Apr 2010 under the title of 'The Australian Nurse Teacher Competencies'. In 2014 to be consistent with the changing discourse around competencies ANTS decided to change the name from "competencies" to "professional practice standards" with the rest of the document remaining unchanged, therefore it retained the 2010 publishing date. The word 'teacher' was retained to reflect the organization's name.
Click here to download an Adobe PDF version of the ANTS Teacher Professional Practice Standards (2010)
Review of the Australian Nurse Teacher Professional Practice Standards: 2022-2024
It was over 10 years since the Australian Nurse Teacher Professional Practice Standards were last reviewed. Changes had occurred in education during that time, especially in response to the COVID-19 pandemic, so the ANTS National Committee thought it was timely to consider whether the standards were still relevant to nursing education practice today. A team from the ANTS National Committee, including the then president, Dr Julie Shaw, developed the review plan and achieved ethical approval though Western Sydney University to undertake the review. ANTS provided funding for the project.
A scoping review was first undertaken to map relevant nursing education standards to determine gaps and commonalities in the literature. The current standards were reviewed though a modified Delphi process that consisted of two online surveys sent to an expert group of nursing educators, and two Zoom focus groups of nursing educators from any setting or with any level of experience. The study sought consensus from the expert group who were asked their level of agreement to the relevance of each statement to nursing educators in any setting or level of experience.
Results from the first Delphi round showed high levels of agreement on all standards’ statements, indicating the 2010 standards were still relevant today. There were comments made in the surveys and focus groups that indicated some wording changes and inclusion of some other concepts, such as sustainability, should be included. Comments were also made that some context was needed around the statements. The feedback and scoping review results informed the changes that were included in the second-round survey. There remained high agreement (>80%) on all statements in the second survey, with several statements having 100% agreement. The second survey also asked for agreement to a suggested name change. For many years there has been discussion at conferences and ANTS' AGMs around the use of the word ‘teacher’ in the Society’s name and standards, as many members considered the term restrictive. There was a high level of agreement in the Delphi survey to change the name of the standards to - "The Australian Nursing Educator Professional Practice Standards". The word 'nursing' was used rather than 'nurse' to avoid confusion with some position titles in some states of Australia.
As well as the production of new standards the review team will produce two journal articles: one regarding the Delphi study and one about the scoping review. An abstract has also been submitted for the Council of Nursing and Midwifery Deans’ Symposium to be held in July 2024 to showcase the new standards.
The Australian Nursing Educator Professional Practice Standards 2024
The 2024 Australian Nursing Educator Professional Practice Standards (the 'Standards) consist of 3 major domains, with core standards and standard statements. New to the 2024 Standards are the 'cues' given for each standard statement to give context for the statements to help clarify the standards' statements for educators. The Standards were developed for all nursing educators, regardless of the setting in which they work, their role, or their level of experience in nursing education. When applying the Standards, educators, managers, and policymakers should consider the educational context of the nursing educator and apply those relevant to the individual practice context.
The Australian Nursing Educator Professional Practice Standards 2024 in pdf format can be download now.
(last updated 7 May 2024)
2024 - Standards April 2024
Australian Nursing Educator Professional Practice Standards
This document presents the 2024 ‘Australian Nursing Educator Professional Practice Standards’ (the ‘Standards’). The Standards aim to provide nursing educators a framework for educational practice that can be applied to any educational setting or level of educator experience. A nursing educator is defined as a registered nurse or midwife that engages in the education of nurses.
Nursing educator practice varies according to the context in which the educators practice. Educators may have different roles or responsibilities, which may include management, professional development, mandatory training, or teaching. The extent to which the Standards apply depend upon the role of the individual nursing educator, for example, the role may or may not include program development. Settings may vary, such as universities, hospitals, simulation laboratories, or the community. Learners may also vary, for example, undergraduate students, new graduate registered nurses, hospital staff, or patients/clients. The Standards’ framework provides a guide for nursing educator best practice and may be adapted according to the educational context.
The Standards consist of a set of statements that are categorised into three major domains (see figure below and pp. 3-5). Cues or examples are provided for each statement to assist in providing a context for the statements (p. 6 onwards). The cues are not definitive or exhaustive, or apply in all contexts, but are provided to give clarity to the Standards.
Figure 1: Australian Nursing Educator Professional Practice Standards
Development of the Standards
The Australian Nurse Teachers’ Society undertook a revision of the 2010 ‘Australian Nursing Educator Professional Practice Standards’. The society represents nursing educators from any setting or level of experience in Australia. It is a national organisation with members in all states and territories (https://www.ants.org.au). The review was undertaken as a research project and ethical approval was obtained from a Human Research Ethics Committee of an Australian university.
The review team was led by Dr Christine Taylor (see below for review team members), and the study consisted of collecting data from an expert panel who completed two electronic Delphi surveys, and from two focus groups of nursing educators from any setting or level of experience. The first Delphi survey had very high agreement and indicated that the 2010 standards were still relevant today. However, the participants indicated some improvements could be made in language and with the inclusion of some new statements. New statements were added, which included sustainability of the program (statement 1.1.7), knowledge translation (statement 1.4.9), demonstrating knowledge and expertise (statement 3.1.5), anticipating/preparing for a changing environment (statement 3.2.7), and using research to inform educational practice (statement 3.3.6). The Standards are presented in the following pages.
Review Team members
* Dr Christine Taylor PhD, RN (lead investigator), Senior lecturer, School of Nursing & Midwifery, Western Sydney University, NSW
* Assoc. Prof. Julie Shaw PhD, RN, Discipline lead - Nursing, Department of Nursing and Allied Health, School of Health Sciences, Swinburne University of Technology, VIC
* Ms Creina Mitchell MPH, RN, RM, Senior lecturer, School of Nursing & Midwifery, Griffith University, QLD
* Ms Belinda Foley MHPEd, RN, Staff Development Manager, Nursing and Midwifery, Tweed Valley Hospital, Northern NSW Local Health District, NSW
* Ms Hellen Kaneko MAdvPrac, RN, QDA (Queensland Digital Academy) Director, Metro North Health, QLD
Acknowledgements
The Australian Nurse Teachers’ Society provided some funding to support the study and literature review. We acknowledge the support of all those who gave their time and shared their thoughts and ideas with the research team to develop the 2024 ‘Australian Nursing Educator Professional Practice Standards’.
We also acknowledge the work done by the previous team who developed the 2010 standards (competencies), led by Dr Jacqui Guy (Guy et al., 2011).
Guy, J., Taylor, C., Roden, J., Blundell, J., & Tolhurst, G. (2011). Reframing the Australian nurse teacher competencies: Do they reflect the “REAL” world of nurse teacher practice? Nurse Education Today, 31(3), 231–237. https://doi.org/10.1016/j.nedt.2010.10.025
Australian Nursing Educator Professional Practice Standards
Domain 1
DOMAIN 1: TEACHING AND LEARNING
The core role of the nursing educator is to facilitate learning. Educators may work in a variety of settings, such as tertiary educational facilities, hospitals, and community services. Learners may include students, clinical staff, clients, or other staff members.
|
DOMAIN 1 |
Teaching and Learning |
|
Standard 1 (S1) |
The core role of the educator is to facilitate learning. Educators may work in a variety of context tertiary educational facilities, hospitals, community. Learners may be students, clinical staff, clients or other staff members. |
|
A nursing educator… |
|
|
S1.1 |
Plans quality learning experiences and programs which support education and nursing practice |
|
1.1.1 |
Assesses needs of the individual learner in collaboration with the learner |
|
1.1.2 |
Values diversity of learners |
|
1.1.3 |
Acknowledges cultural factors affecting learning |
|
1.1.4 |
Ensures that learner centred principles are applied |
|
1.1.5 |
Considers current and future needs of stakeholders when planning programs |
|
1.1.6 |
Evaluates the learning environment to support the needs of the learner |
|
1.1.7 |
Considers sustainability of the program |
|
S1.2 |
Plans effective teaching strategies that facilitate learning |
|
1.2.1 |
Designs appropriate and realistic learning outcomes for learners and programs |
|
1.2.2 |
Plans education programs/learning experiences based on adult learning principles |
|
1.2.3 |
Utilises a variety of teaching resources to support educational practice |
|
1.2.4 |
Recognises learning opportunities and constraints |
|
1.2.5 |
Incorporates current and emerging information technology to enhance teaching and learning |
|
1.2.6 |
Provides opportunities for co-learning |
|
S1.3 |
Implements facilitation strategies to support learners |
|
1.3.1 |
Contributes to supporting a positive learning environment |
|
1.3.2 |
Applies evidence-based teaching practice |
|
1.3.3 |
Adapts to contextual environmental challenges in a flexible manner |
|
1.3.4 |
Motivates learners and demonstrates enthusiasm for teaching |
|
1.3.5 |
Acts in capacity of mentor, coach, role model |
|
S1.4 |
Evaluates learning experiences and programs in relation to learner needs and learning outcomes |
|
1.4.1 |
Monitors progress of the learner in relation to planned learning outcomes |
|
1.4.2 |
Utilises briefing and debriefing strategies on a continuum throughout the learning experience |
|
1.4.3 |
Provides constructive and timely feedback to the learner |
|
1.4.4 |
Provides opportunities and support for reflective practice |
|
1.4.5 |
Facilitates engagement of learners in self-assessment of professional competencies |
|
1.4.6 |
Evaluates educational programs in conjunction with stakeholders |
|
1.4.7 |
Utilises valid and reliable measures for evaluation |
|
1.4.8 |
Uses program evaluation findings to ensure currency and applicability of programs according to learning and professional needs |
|
1.4.9 |
Evaluates barriers that prevent translation of knowledge into practice and initiate strategies to overcome them |
Domain 2
DOMAIN 2 COMMUNICATION
Educators need to be effective communicators in all areas of educational practice.
|
DOMAIN 2 |
Communication |
|
Standard 2 (S2) |
Educators need to be effective communicators in all areas of educational practice. |
|
A nursing educator… |
|
|
S2.1 |
Demonstrates effective communication and interpersonal skills at an advanced level |
|
2.1.1 |
Respects and values learners, staff and patients in all aspects of communication |
|
2.1.2 |
Collaborates with and develops teams and partnerships with health professionals and associated organisations |
|
2.1.3 |
Uses formal and informal communication strategies to facilitate a trusting environment conducive to teaching and learning |
|
2.1.4 |
Teaches and supports informatics and IT competencies related to educational practice |
|
2.1.5 |
Displays competence in use of technology for communication in all facets of their role as educators |
|
2.1.6 |
Demonstrates health literacy regarding their teaching and professional roles |
|
2.1.7 |
Maintains currency of knowledge and use of information technology programs relevant to their role |
|
2.1.8 |
Utilises e-learning strategies to deliver programs and support learning |
Domain 3
DOMAIN 3 PROFESSIONAL PRACTICE IN NURSING EDUCATION
Educators are required to demonstrate advanced professional practice in nursing education, such as demonstrating expertise in nursing education, displaying educational management and leadership skills, and commitment to research and scholarly practice, dependent on their context of educational practice.
|
DOMAIN 3 |
Professional Practice in Nursing Education |
|
Standard 3 (S3) |
Educators are required to demonstrate advanced professional practice competencies dependent on their context of educational practice. |
|
A nursing educator… |
|
|
S3.1 |
Demonstrates advanced nursing knowledge and expertise in the context of teaching |
|
3.1.1 |
Engages in self-reflection and reflective practice in nursing and educational practice |
|
3.1.2 |
Maintains a professional portfolio which demonstrates continuing professional development in teaching competence |
|
3.1.3 |
Demonstrates cultural safety and humility in educational practice |
|
3.1.4 |
Embodies the Nursing Code of Conduct and Ethics in all aspect of education and practice |
|
3.1.5 |
Demonstrates knowledge and expertise in teaching and educational practice |
|
S3.2 |
Displays management and leadership skills in planning, managing and implementing change |
|
3.2.1 |
Participates actively in professional organisations |
|
3.2.2 |
Is cognisant of current global trends in nursing education |
|
3.2.3 |
Considers policies and procedures affecting educational practice in planning, managing and implementing change |
|
3.2.4 |
Manages the organisation of learning experiences and programs |
|
3.2.5 |
Selects and monitors resources required for educational programs |
|
3.2.6 |
Is a role model for learners and provides mentoring where required |
|
3.2.7 |
Anticipates and prepares for a changing environment |
|
S3.3 |
Demonstrates a commitment to research and scholarship |
|
3.3.1 |
Shares knowledge and expertise within the wider nursing/allied health community |
|
3.3.2 |
Participates in research activities |
|
3.3.3 |
Models commitment to ongoing learning |
|
3.3.4 |
Demonstrates the ability to use deductive and inductive reasoning |
|
3.3.5 |
Fosters critical inquiry in self and others |
|
3.3.6 |
Uses research to inform educational practice |
Standard 1.1 with Cues
|
Core Standards and Standard Statements |
Cues for the Standards’ Statements |
|
S1.1 Plans quality learning experiences and programs that support education and nursing practice |
This standard can be applied to a variety of contexts. Learning experiences can be for individuals or groups of learners and encompass face-to-face, online or hybrid modalities. A program may incorporate formalised subjects or courses within an academic, clinical or other learning environment. The program may be for individual or groups of learners and vary in length. It can include professional development, learning contracts and curricula. Planning for quality programs includes assessing individual learning needs, determining learning outcomes and how to achieve them, and sustainability of the program. |
|
1.1.1 Assesses needs of the individual learner in collaboration with the learner |
a. Uses a flexible approach to identifying individual or group learning needs, such as using formal and informal approaches b. Collaborates with the learner/s to assist and inspire the learner to identify their own learning needs c. Identifies gaps in learner knowledge and skills d. Undertakes learning needs analysis/ assessment as required |
|
1.1.2 Values diversity of learners |
a. Applies a wide definition of diversity to teaching and learning, such as culture, ethnicity, religion, learning styles, neuro diversity and learners with a disability b. Incorporates knowledge of diversity into program planning and learning experiences, such as different learning styles and language |
|
1.1.3 Acknowledges cultural factors affecting learning |
a. Identifies how cultural factors affect learning. Factors could be identified from sources such as peer-reviewed literature or needs’ assessments b. Incorporates cultural factors, such as cultural sensitivity, humility and safety (including your own culture), in teaching and learning programs c. Contexts include a wide definition of culture, such as social environments (e.g., work, family) and cultural groups (e.g., nursing, ethnic groups) |
|
1.1.4 Ensures that learner centred principles are applied |
a. Incorporates adult learning principles in program design and implementation, including teaching and learning strategies and learner feedback |
|
1.1.5 Considers current and future needs of stakeholders when planning programs |
a. Undertakes an educational needs assessment that includes stakeholders, such as students, program planners, health facility and industry representatives b. Uses data from various sources to inform program planning to meet current and future needs, such as risk management information, trends in nursing education and workforce needs |
|
1.1.6 Evaluates the learning environment to support the needs of learners |
a. Evaluates the learning environment by using knowledge of evidence-based factors that support effective learning b. Uses formal and informal evaluation methods, such as quality improvement activities, informal feedback c. Promotes a supportive learning environment through the application of educational knowledge. Knowledge could include educator behaviour to support learning, and preparation and safety of the physical environment |
|
1.1.7 Considers sustainability of the program |
a. Considers sustainability aspects during program planning and implementation. Sustainability is considered in a broad context and applied where relevant, including aspects such as resources, equitable access, learning and teaching technologies |
Standard 1.2 with Cues
|
Core Standards and Standard Statements |
Cues for the Standards’ Statements |
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S1.2 Plans effective teaching strategies that facilitate learning |
Plans effective teaching strategies that facilitate learning, which includes developing appropriate learning outcomes, using a variety of teaching resources, and encouraging co-learning. |
|
1.2.1 Designs appropriate and realistic learning outcomes for learners and programs |
a. Aligns program content, delivery, and assessments with learning outcomes b. Identifies realistic and appropriate learning outcomes to achieve the program or learner’s aims, accreditation or other regulatory requirements c. Develops learning outcomes that are specific, relevant, and measurable |
|
1.2.2 Plans education programs/learning experiences based on adult learning principles |
a. Identifies and incorporates adult learning principles in the planning of programs and activities, such as teaching strategies, mode of delivery, and assessments |
|
1.2.3 Utilises a variety of teaching resources to support educational practice |
a. Uses a variety of relevant and appropriate teaching resources and strategies to support and engage the learner. Resources could include simulation, mobile and web-based technologies and tools b. Assesses the relevance of each resource to best achieve the desired learning outcomes c. Provides a rationale for the use of the resources, for example, using research evidence |
|
1.2.4 Recognises learning opportunities and constraints |
a. Identifies learning opportunities, for example, using needs assessments, evaluation of the learning environment, and through opportunistic events b. Identifies constraints to implementing learning strategies or programs, such as workforce and resource constraints |
|
1.2.5 Incorporates current and emerging information technology to enhance teaching and learning |
a. Incorporates current and emerging technologies that best achieve the learning outcomes, given the organisational and program restraints b. Provides rationales for the use of the specific technology in achieving the learning outcomes c. Adapts to changing technological developments in education by being knowledgeable about current and emerging educational technologies and incorporating the technologies where appropriate |
|
1.2.6 Provides opportunities for co-learning |
a. Identifies co-learning as a collaborative group learning process, where the educator is part of the process b. Identifies opportunities and develops strategies for co-learning, such as organisation of the physical environment and selection of relevant assessment tasks c. Utilises interprofessional learning, where relevant, to promote co-learning amongst disciplines |
Standard 1.3 with Cues
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Core Standards and Standard Statements |
Cues for the Standards’ Statements |
|
S1.3 Implements facilitation strategies to support learners |
Implements facilitation strategies to support learners, such as contributing to a positive learning environment, motivating learners, mentoring, and adapting flexibly to environmental challenges. |
|
1.3.1 Contributes to supporting a positive learning environment |
a. Provides a safe and welcoming learning environment through appropriate professional behaviours that promote learning, such as creating a non-judgemental environment b. Uses knowledge and evidence to create a positive, effective learning environment, such as knowledge of professional behaviours, feedback methods, and preparing the physical environment |
|
1.3.2 Applies evidence-based teaching practice |
a. Uses best available evidence to inform teaching, learning and assessment practices b. Uses learning and educational theories or models in the design and implementation of teaching and learning programs |
|
1.3.3 Adapts to contextual environmental challenges in a flexible manner |
a. Responds to challenges and changes in the educational environment, such as teaching resources, staff or technology changes, with timely and appropriate responses b. Shows flexibility and creativity when considering solutions to the challenges |
|
1.3.4 Motivates learners and demonstrates enthusiasm for teaching |
a. Demonstrates behaviours that motivate learners to engage in and seek learning opportunities. Example behaviours include enthusiasm, confidence, caring, integrity, and flexibility b. Engages in self-reflection and seeking feedback to improve behaviours to promote effective learning |
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1.3.5 Acts in capacity of mentor, coach, role model |
a. Mentors or coaches learners and less experienced educators where appropriate b. Role models best educational practice for learners and peers, showing educational expertise and professional integrity |
Standard 1.4 with Cues
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Core Standards and Standard Statements |
Cues for the Standards’ Statements |
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S1.4 Evaluates learning experiences and programs in relation to learner needs and learning outcomes |
Evaluation is an important aspect of educational practice. Evaluation of programs include teaching methods and resources. Evaluation of learners should be against learning outcomes and requires regular monitoring of performance / achievements. |
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1.4.1 Monitors progress of the learner in relation to planned learning outcomes |
a. Monitors progress of learner, such as achievement of planned milestones, progress against short and long-term outcomes, documentation/feedback of performance, and assessment grades |
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1.4.2 Utilises briefing and debriefing strategies on a continuum throughout the learning experience |
a. Utilises briefing and debriefing strategies throughout the learning experience/ program, for example at the beginning and end of a teaching session |
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1.4.3 Provides constructive and timely feedback to the learner |
a. Ensures the environment is safe for the provision of learning feedback, such as non-judgemental attitude, and clear expectations of learners and educators are made explicit b. Provides feedback that is objective, constructive, and based on the learning outcomes c. Provides timely feedback, where the learner has time to act upon feedback to improve their performance d. Considers learner well-being in the delivery of feedback e. Where relevant, provides documented evidence of constructive feedback |
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1.4.4 Provides opportunities and support for reflective practice |
a. Embeds reflective and reflexive practices in all aspects of teaching, learning and assessment b. Examples of reflective practice can include using it as a learning strategy or an assessment task, seeking peer feedback on own performance or review of programs |
|
1.4.5 Facilitates engagement of learners in self-assessment of professional competencies |
a. Provides opportunities for learners to review their performance against learning outcomes and professional competencies b. Facilities engagement though a variety of strategies, such as assisting learners to understand the process of self-assessment, and providing opportunities for self-assessment |
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1.4.6 Evaluates educational programs in conjunction with stakeholders |
a. Seeks evaluation feedback from stakeholders, such as students, program planners, health facility and industry representatives |
|
1.4.7 Utilises valid and reliable measures for evaluation |
a. Uses a variety of objective evaluation measures for programs, for example, student grades, number of incidents/ adverse events, feedback surveys b. Uses a variety of objective evaluation measures for learner performance/ achievements, for example, assessment tools (preferably evidence-based), educator and peer feedback |
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1.4.8 Uses program evaluation findings to ensure currency and applicability of programs according to learning and professional needs |
a. Provides ongoing program evaluation, which is important for accreditation and quality improvement b. Involves stakeholders to ensure the programs are current to meet, for example, learner, industry, workforce and professional needs |
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1.4.9 Evaluates barriers that prevent translation of knowledge into practice and strategies to overcome them |
a. Identifies and implements strategies to overcome barriers to knowledge translation. Knowledge translation is where knowledge is applied to practice b. Identifies barriers to knowledge translation, such as lack of resources, institutional support and learner knowledge c. Implements strategies to promote the translation of knowledge into practice, such as, providing learners with evidence for practice and collaborative strategies between universities and clinical learning environments |
Standard 2.1 with Cues
|
Core Standards and Standard Statements |
Cues for the Standards’ Statements |
|
S2.1 Demonstrates effective communication and interpersonal skills at an advanced level |
Educators demonstrate effective communication thorough expert use of interpersonal skills and formal and informal communication methods, including technology-based methods. |
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2.1.1 Respects and values learners, staff and patients in all aspects of communication |
a. Uses an ethical approach to interpersonal communication, including interacting respectfully with learners, peers, and others in a variety of situations b. Adapts communication method/style to provide effective communication for diverse learners and others, such as different language, culture, religion, gender, or education |
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2.1.2 Collaborates with and develops teams and partnerships with health professionals and associated organisations |
a. Collaborates with relevant others to develop and implement educational programs, for example, liaising with content experts and clinical supervisors b. Collaborates and/or develops teams to support the implementation of educational programs, such as teaching teams |
|
2.1.3 Uses formal and informal communication strategies to facilitate a trusting environment conducive to teaching and learning |
a. Uses a variety of communication strategies to facilitate an environment of trust conducive to teaching and learning, such as effective and sensitive interpersonal communication skills and respectful constructive feedback b. Uses strategies in formal communication that encourage trust conducive to teaching and learning, such as respectful written communication, constructive and feed-forward feedback on performance, and anonymous student feedback surveys |
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2.1.4 Teaches and supports informatics and IT competencies related to educational practice |
a. Demonstrates knowledge in nursing informatics (e.g., Telehealth, Telemedicine), and information technology (IT) b. Supports students in achieving competence in IT related to the educational program, for example, use of the learning management system and software for learning or assessments |
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2.1.5 Displays competence in use of technology for communication in all facets of their role as educators |
a. Uses technology confidently and competently in all aspects of communication in educational practice, such as teaching resources. Technology may include the learning management system, assessments, and remote communication platforms |
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2.1.6 Demonstrates health literacy regarding their teaching and professional roles |
a. Demonstrates knowledge and competence in health literacy, such as incorporating health literacy into educational programs, assisting learners to find relevant credible health information and complete relevant health documentation |
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2.1.7 Maintains currency of knowledge and use of information technology programs relevant to their role |
a. Demonstrates currency of knowledge of information technology, for example, incorporates the use of current technologies into educational programs b. Uses the most recent information technology in educational practice (where feasible and relevant). This requires ongoing monitoring and evaluation of information technology in the program/s |
|
2.1.8 Utilises e-learning strategies to deliver programs and support learning |
a. Uses e-learning strategies to deliver programs and support learning (where relevant), such as online learning, and virtual or remote communication |
Standard 3.1 with Cues
|
Core Standards and Standard Statements |
Cues for the Standards’ Statements |
|
S3.1 Demonstrates knowledge and expertise in the context of teaching and learning |
Educators demonstrate advanced nursing knowledge and expertise in teaching and learning, and engage in self-reflection, cultural safety, and follow professional conduct in all aspects of educational practice. |
|
3.1.1 Engages in self-reflection and reflective practice in educational practice |
a. Regularly engages in self-reflection on educational practice, such as teaching, program design, selection of resources, and facilitating learning b. Seeks and reflects on feedback regarding educational performance from others, such as learners and supervisors c. Identifies personal attributes, skills, attitudes and learning needs related to educational practice |
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3.1.2 Maintains a professional portfolio which demonstrates continuing professional development in teaching competence |
a. Adds regularly to the professional portfolio with relevant evidence related to educational practice, such as changes to practice from reflection or feedback, attendance at in-service training or conferences b. Provides evidence of the use of current and emerging. technologies in educational practice, such as incorporating technologies into teaching and learning activities or program design |
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3.1.3 Demonstrates cultural safety and humility in educational practice |
a. Demonstrates cultural competence, safety and humility in educational practice, such as incorporating relevant aspects into programs, learner assessments, teaching and learning strategies, and utilising respectful communication practices |
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3.1.4 Embodies the Nursing Code of Conduct and Ethics in all aspect of educational practice |
a. Conducts self in a professional manner and role models professional behaviours and attitudes that reflect the Nursing Code of Conduct and ethical guidelines in all aspects of educational practice b. Interacts with integrity, for example, with learners and others c. Includes professional behaviours and ethical aspects in the development, implementation and evaluation of educational programs and teaching sessions |
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3.1.5 Demonstrates knowledge and expertise in teaching and educational practice |
a. Demonstrates knowledge and expertise in teaching and educational practice, for example, designing a relevant and appropriate educational program, incorporating knowledge of theories and evidence in educational practice, being an expert resource for teaching expertise and educational practice |
Standard 3.2 with Cues
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Core Standards and Standard Statements |
Cues for the Standards’ Statements |
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S3.2 Displays management and leadership skills in planning, managing and implementing change |
A nursing educator displays management and leadership skills in educational practice, participates in the educational practice community, and is a role model for learners and others. |
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3.2.1 Participates actively in professional organisations |
a. Participates in educational or professional organisations, such as attending meetings, membership of professional organisations, and providing feedback to organisations on educational issues |
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3.2.2 Is cognisant of current global trends in nursing education |
a. Demonstrates knowledge of current global trends in nursing education, such as embedding current practices in teaching and program design, and use of current technologies and strategies to facilitate learning |
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3.2.3 Considers policies and procedures affecting educational practice in planning, managing and implementing change |
a. Incorporates policies and procedures affecting educational practice in change, such in the accreditation of programs, and take into account organisational requirements for planning and implementing programs b. Participates in planning, implementing, and managing change, such as being part of the change team, implementing changes in educational practice, revision of current programs |
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3.2.4 Manages the organisation of learning experiences and program |
a. Manages the time, resources, and program coordination essential for effective learning experiences and programs b. Displays financial responsibility in the management of learning experiences and programs |
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3.2.5 Selects and monitors resources required for learners and educational programs |
a. Selects appropriate and relevant resources for learners and programs, which requires knowledge of the resources appropriate to the learning task b. Monitors the resources using transparent processes, and includes regular review and feedback of the resources c. Advises on appropriate resources where required |
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3.2.6 Is a role model to learners and provides mentoring where required |
a. Role-models best educational practice, such as teaching skills, interprofessional communication, educational design and planning, for learners and others |
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3.2.7 Anticipates and prepares for a changing environment |
a. Demonstrates preparation for a changing environment (e.g program changes, changes to the physical environment) in proactive planning change, and incorporating a variety of learning strategies and resources in the program b. Anticipates for change by keeping current with global and local educational issues |
Standard 3.3 with Cues
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Core Standards and Standard Statements |
Cues for the Standards’ Statements |
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S3.3 Demonstrates a commitment to research and scholarship |
Demonstrates a commitment to research and scholarship, such as sharing knowledge and expertise, participating in research activities, and fostering critical enquiry in others. |
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3.3.1 Shares knowledge and expertise within the wider nursing/allied health community |
a. Participates in the dissemination of quality project and research outcomes, such as conference presentations, or publications in quality journals b. Shares educational knowledge and expertise, such as participating in professional forums, or contributing to educational debates or reviews |
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3.3.2 Participates in research activities |
a. Participates in research activities related to education, such as research proposals or grant applications, publications, and quality assurance reviews b. Participates in scholarly activities, such as conference attendance, post-graduate study, study groups c. Supports the implementation of research, such as liaising with research staff, implementation of evidence-based practice, evaluation of programs or quality improvement projects |
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3.3.3 Models commitment to ongoing learning |
a. Role-models ongoing learning by engaging in professional development and continual quality improvement activities, and maintaining an educational portfolio b. Promotes professional education activities within and external to the relevant organisation c. Self-identifies own learning needs and demonstrates how these have been addressed d. Provides documented evidence of on-going commitment to learning, such as performance reviews and educational portfolios |
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3.3.4 Demonstrates the ability to use deductive and inductive reasoning |
a. Engages in deductive and inductive reasoning through critical thinking applied to educational practice b. Demonstrates use of critical thinking processes, such as incorporating knowledge into educational programs, self-reflection activities |
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3.3.5 Fosters critical enquiry in self and others |
a. Encourages and guides critical enquiry and learning in self and others, such as encourages questioning of current practice and challenging assumptions, contributing to educational debates, and promoting self-reflection of educational practice |
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3.3.6 Uses research to inform educational practice |
a. Incorporates current evidence-based research into educational practice, such as in program design, teaching methods and resources |
Australian Nursing Educator Professional Practice Standards
April 2024
Produced by the Australian Nurse Teachers' Society https://www.ants.org.au
Cite this document:
Author: The Australian Nurse Teachers’ Society. Suggested citation: Taylor, C., Mitchell, C., Foley, B., Kaneko, H., Shaw, J., & The Australian Nurse Teacher’s Society. (2024). Australian Nursing Educators Professional Practice Standards, https://www.ants.org.au/
License: Australian Nursing Educator Professional Practice Standards © 2024 by Australian Nurse Teachers' Society is licensed under Creative Commons Attribution 4.0 International
2010 - Standards Apr 2010
AUSTRALIAN NURSE TEACHER PROFESSIONAL PRACTICE STANDARDS - Developed Apr 2010
DOMAIN 1 TEACHING AND LEARNING:
The core role of the educator is to facilitate learning. Educators may work in a variety of context tertiary educational facilities, hospitals, community. Learners may be students, clinical staff, clients or other staff members.
C1.1 Plans quality learning experiences and programmes which support education and nursing practice
1.1.1 assesses needs of the individual learner in collaboration with the learner
1.1.2 values diversity of learners
1.1.3 acknowledges cultural factors affecting learning
1.1.4 ensures that learner centred principles are applied
1.1.5 considers current and future needs of stakeholders when planning programmes
1.1.6 evaluates learning environment to support needs of the learner
C1-2 Plans effective teaching strategies which facilitate learning
1.2.1 designs appropriate and realistic learning outcomes
1.2.2 plans education programs/learning experiences based on adult learning principles
1.2.3 utilises a variety of teaching resources to support educational practice
1.2.4 recognises workplace opportunities and constraints
1.2.5 incorporates emerging information technology to enhance learning
1.2.6 provides opportunities for co-learning
C1-3 Implements facilitation strategies to support learners
1.3.1 contributes to supporting a positive learning environment
1.3.2 teaches content which reflects current practice
1.3.3 applies evidence-based teaching practice
1.3.4 adapts to contextual environmental challenges in a flexible manner
1.3.5 motivates learners and demonstrates enthusiasm for teaching
1.3.6 acts in capacity of mentor, coach, role model
1.3.7 supervises nursing practice effectively within a clinical context
1.3.8 fosters critical thinking, reflective practice and problem-solving
C1-4 Evaluates learning experiences and programmes in relation to learner needs and nursing outcomes
1.4.1 monitors progress of the learner in relation to planned learning outcomes
1.4.2 utilises briefing and debriefing strategies on a continuum throughout the learning experience
1.4.3 provides constructive and timely feedback to the learner
1.4.4 provides opportunities and support for reflective practice
1.4.5 facilitates engagement of learners in self-assessment of professional competencies.
1.4.6 evaluates educational programmes in conjunction with stakeholders
1.4.7 utilises valid and reliable measures for evaluation
1.4.8 uses programme evaluation findings to ensure currency and applicability of programmes according to professional needs
DOMAIN 2 COMMUNICATION:
Educators need to be effective communicators in all areas of educational practice
C2-1 Demonstrates effective communication and interpersonal skills at an advanced level
2.1.1 respects and values learners, staff and patients in all aspects of communication
2.1.2 develops teams and partnerships with health professionals and associated organisations
2.1.3 fosters team relationships with health professionals within the organisational unit of practice
2.1.4 uses formal and informal communication strategies to facilitate a trusting environment conducive to learning
2.1.5 teaches and supervises informatics competencies related to their area of practice
2.1.6 displays competence in use of technology for communication in all facets of their role as educators
2.1.7 demonstrates health literacy in regards to their teaching and professional roles
2.1.8 maintains currency of knowledge and usage of information technology programmes relevant to their role
2.1.9 utilises e-learning strategies to deliver programmes and support learning
DOMAIN 3 PROFESSIONAL PRACTICE:
Educators are required to demonstrate advanced professional practice competencies dependent on their context of educational practice.
C3-1 Demonstrates advanced nursing knowledge and expertise in the context of teaching
3.1.1 engages in self-reflection and reflective practice in nursing and education practice
3.1.2 maintains a professional portfolio which demonstrates nursing and teaching competence in the area of practice
3.1.3 identifies and engages in professional development activities as required for education and nursing competence
3.1.4 fosters critical inquiry in self and others to develop, maintain and promote the discipline of nursing
3.1.5 demonstrates cultural competence in both educational and nursing practice
3.1.6 embodies the Nursing Code of Conduct and Ethics in all aspect of education and practice
C3-2 Displays management and leadership skills in shaping and implementing change
3.2.1 participates actively in professional organisations
3.2.2 is cognisant of global trends in nursing education
3.2.3 acts as a change agent in response to policies and procedures affecting nursing and educational practice.
3.2.4 manages the organisation of learning experiences and programmes
3.2.5 monitors resources required for educational programmes
3.2.6 provides mentoring for clinical supervision where required
C3-3 Demonstrates a commitment to research and scholarship
3.3.1 shares knowledge and expertise within the wider nursing/allied health community
3.3.2 participates in research activities
3.3.3 models commitment to on-going learning
3.3.4 demonstrates the ability to use deductive and inductive reasoning
1997 - Competencies Mar 1997
AUSTRALIAN NURSE TEACHERS SOCIETY INC.
NURSE TEACHER COMPETENCY STANDARDS
Endorsed March 1997
© Copyright 1998
DEFINITION OF A NURSE TEACHER
A NURSE TEACHER:
Uses effective strategies that reflect a contemporary philosophy of nursing to integrate education outcomes with health needs of the society
ELEMENT
1.1 Demonstrates a knowledge of Australian society, its diversity of cultures, values and beliefs
PERFORMANCE CRITERIA
a) Involvement with community interest groups regarding health and education
b) Acts to support health care in a multicultural society
c) Encourages the expression and exchange of multicultural views
ELEMENT
1.2 Demonstrates knowledge of the health needs of society
PERFORMANCE CRITERIA
a) Recognises the health and education needs of special groups
b) Demonstrates application of State and National strategies that have implications for health and education
c) Fosters intersectoral collaboration
ELEMENT
1.3 Integrates nursing philosophy into educational strategies that best meet the health needs of society
PERFORMANCE CRITERIA
a) Uses a nursing framework in planning courses and programs
b) Acts as a role model in assisting learners to meet client's health outcomes
c) Reflects mission statement in educational documentation
ELEMENT
1.4 Anticipates future social and professional trends in order to initiate and manage educational change
PERFORMANCE CRITERIA
a) Assesses trends using multiple data sources
b) Writes submissions based on previously gathered research data
c) Develops and/or modifies educational strategies to incorporate identified trends and entrepreneurial opportunities
ELEMENT
1.5 Contributes to decision and policy making mechanisms in aligning organisational goals with developments in education and technology
PERFORMANCE CRITERIA
a) Works within the organisation's mission, strategic plan and performance criteria
b) Participates in organisation's committee structure
c) Promotes education as an integral component of all organisational goals
d) Promotes healthy life styles through health promotion programs
Develops and maintains professional inquiry, relationships and environments that affirm nursing professionalism
ELEMENT
2.1 Advances professional knowledge through self-development, reflective practice, research and collaboration with professional colleagues
PERFORMANCE CRITERIA
a) Uses and undertakes research to enhance professional development of self and others
b) Contributes to theory development in the nursing paradigm
c) Establishes interactive and professional relationships
ELEMENT
2.2 Is cognisant of current professional thought through involvement with professional and industrial organisations
PERFORMANCE CRITERIA
a) Anticipates, interprets and responds to policy documents that have implications for health and education
b) Participates actively in professional organisations
c) Subscribes and/or contributes to professionally relevant journals
ELEMENT
2.3 Contributes to the promotion of nursing and nurse education interests in political arenas
PERFORMANCE CRITERIA
a) Supports professional political action
b) Develops political strategies
c) Lobbies decision makers
d) Forms coalitions to enhance and exert influence
e) Participates in government initiatives and/or working parties
ELEMENT
2.4 Embodies the Codes of Conduct and Ethics endorsed by the nursing profession
PERFORMANCE CRITERIA
a) Demonstrates professional standards in the ethical conduct of teaching practice
b) Provides / identifies professional role models to assist learner socialisation
c) Demonstrates responsible professional attributes, appropriate for the intellectual and social development of colleagues
d) Promotes and participates in the development and review of standards / codes relevant to the discipline of nursing
Integrates professional nursing and educational knowledge and expertise to achieve learning outcomes
ELEMENT
3.1 Plans health programs that consider the social, political and economic environment of all stakeholders in the context within which education occurs
PERFORMANCE CRITERIA
a) Identifies stakeholders
b) Constructs and conducts comprehensive needs analyses using appropriate research methodologies
c) Works within a framework that incorporates strategies for efficient management of time and resources
d) Monitors and reviews nursing programs to ensure congruence with organisational goals
e) Works within the quality management framework of the organisation
f) Develops and uses quality management strategies
ELEMENT
3.2 Uses leadership skills to ensure the provision of quality educational programs that support current nursing, education, practice and research
PERFORMANCE CRITERIA
a) Assesses and selects effective and innovative leadership/teaching styles
b) Develops and/or participates in systems for:
- management review
- peer review
- program review
c) Responds to feedback by modifying leadership styles appropriately
d) Fosters personal and professional development in others
e) Enhances team building
Facilitates the curriculum development process to meet the educational goals of all stakeholders
ELEMENT
4.1 Contributes to the development of curriculum, incorporating professional standards, attitudes and values that reflect contemporary nursing practice
PERFORMANCE CRITERIA
a) Applies appropriate educational and nursing theory to curriculum frameworks
b) Incorporates standards governing nursing practice
c) Develops or modifies an evaluative model that reflects curriculum philosophy, process and outcome
ELEMENT
4.2 Fosters collaborative practice in the curriculum development process
PERFORMANCE CRITERIA
a) Demonstrates effective leadership skills during the process of curriculum development
b) Collaborates with nursing experts, other health service groups and providers regarding curriculum content
c) Uses professional network and liaison strategies to ensure a viable curriculum outcome
d) Develops curriculum documentation to reflect professional accreditation criteria
ELEMENT
4.3 Ensures that learner centred principles are incorporated in curriculum development
PERFORMANCE CRITERIA
a) Acknowledges that learners are adults
b) Incorporates strategies to foster learner centered teaching and learning
c) Instigates strategies that allow flexibility in program development
d) Incorporates principles of EEO and anti-discrimination
ELEMENT
4.4 Establishes monitoring and review practices within the curriculum process to ensure successful outcomes
PERFORMANCE CRITERIA
a) Monitors resource utilization
b) Keeps to time lines
c) Provides opportunities for reflection and collaboration with peers and learners
d) Conducts ongoing and regular review of curriculumprocesses
Implements curriculum effectively, being cognisant of program intent, workplace reality and physical and financial resources
ELEMENT
5.1 Uses a variety of educational and learning experiences to achieve curriculum intent
PERFORMANCE CRITERIA
a) Fosters learning and facilitates human relationships. ( For example: needs analysis, recognition of prior learning, prior experience and learner centred learning. )
b) Uses teaching strategies that reflect contemporary educational theory and practice
ELEMENT
5.2 Plans and conducts the educational experience in an environment that encourages learning
PERFORMANCE CRITERIA
a) Prioritises resources within constraints
b) Encourages learner inquiries and input
c) Seeks and facilitates learner participation in curriculum implementation
d) Sensitively incorporates humour in learning processes
e) Networks with key personnel
ELEMENT
5.3 Manages and maintains teaching resources
PERFORMANCE CRITERIA
a) Uses internal and external resources appropriately
b) Develops expertise in using educational technology
c) Complies with all relevant statutes and regulations
d) Selects appropriate learner resources
e) Safeguards the rights of patients and others used to enhance teaching strategies
ELEMENT
5.4 Recognises workplace opportunities and constraints when implementing programs
PERFORMANCE CRITERIA
a) Transforms transient clinical events into educationally sound experiences
b) Adapts programs appropriate to workplace and learner needs
c) Schedules programs to optimise economies of scale
d) Liaises with workplace personnel to facilitate program implementation
e) Practices the principles inherent in occupational health and safety guidelines
Teaches the discipline of nursing to maximise outcomes for learners
ELEMENT
6.1 Demonstrates expert nursing knowledge and practice as a basis for effective teaching
PERFORMANCE CRITERIA
a) Uses education theory relating to learning and human behaviour
b) Demonstrates expert and current knowledge in the given subject
c) Clarifies nursing knowledge with the learner prior to procedure
d) Maintains credibility with learners through current information, skills, values and attitudes
e) Gives constructive feedback on learner performance
f) Encourages professional inquiry
g) Provides and promotes effective nursing roles for all levels of health care and health education
h) Engages in and promotes reflective practice
ELEMENT
6.2 Plans and implements effective teaching/learning sessions
PERFORMANCE CRITERIA
a) Employs appropriate educational theory as a framework for teaching
b) Ensures that the strategies and resources chosen support the aims and objectives or goals of the topic
c) Provides relevant course information to learners
d) Applies educational strategies or methods that facilitate learning ( That is, macro teaching strategies )
e) Demonstrates accuracy and currency of skills, displaying appropriate attitudes and values
f) Demonstrates variability in teaching strategies appropriate to the context of learning ( That is, micro teaching strategies)
g) Engenders confidence and trust through role modelling
h) Structures the teaching/learning environment to allow for transfer of theoretical knowledge and skill to the practical situation
i) Adapts teaching strategies to provide relevant and situational learning
j) Fosters learner's positive self-esteem
k) Provides opportunities for a supportive relationship with learners
ELEMENT
6.3 Fosters independence in learner approaches to learning, growth, development and change
PERFORMANCE CRITERIA
a) Motivates learners through own enthusiasm and communication skills
b) Ensures own accessibility and support to learners
c) Incorporates principles of adult learning
ELEMENT
6.4 Monitors progress and provides feedback and counselling to learners regarding educational achievements/needs
PERFORMANCE CRITERIA
a) Facilitates effective briefing and debriefing of learners on educational encounters
b) Establishes and maintains effective liaison and feedback between learners, teachers and the clinical service
c) Responds appropriately to learner behaviour
d) Counsels learner and/or refers learner to appropriate personnel
ELEMENT6.5 Evaluates learning outcomes and processes in line with the educational philosophy and curriculum intent
PERFORMANCE CRITERIA
a) Adopts evaluation instruments and procedures that meet the key principles of assessment
b) Develops and uses a variety of assessment strategies to evaluate learner progress and satisfaction with educational offering
c) Collates, interprets, documents and reports findings to learners, teachers and other stakeholders
d) Uses results of learner data to determine the ongoing needs of individual learners
e) Displays ethical intent and honesty in the assessment process
Demonstrates effective communication and interpersonal skills in every aspect of the education process
ELEMENT
7.1 Uses formal written communication skills to produce effective documentation and feedback to learners and others
PERFORMANCE CRITERIA
a) Writes timely, relevant and effective reports and submissions
b) Develops effective teaching resources
c) Develops ability in the use of information technology in education and research contexts
ELEMENT
7.2 Uses effective communication skills to achieve learner outcomes
PERFORMANCE CRITERIA
a) Demonstrates therapeutic communication skills in working with patients and learners in clinical teaching
b) Instigates conflict resolution as necessary
c) Develops public speaking and active listening skills
Ensures currency and applicability of programs, based on educational evaluation
ELEMENT
8.1 Uses appropriate methods to evaluate the educational process
PERFORMANCE CRITERIA
a) Demonstrates knowledge of current educational evaluation theory
b) Uses a multi-dimensional and collaborative focus for evaluation
c) Constructs tests and uses appropriate evaluation tools and methods
d) Displays ethical intent and honesty in evaluation process
e) Evaluates educational programs in relation to:-
- community and stakeholder expectations
- accreditation criteria
- accredited curriculum
- current and accepted nursing and education knowledge and research
f) Conducts ongoing review of education programs in relation to:
- peer review
- learner perception
- employer perception
- teacher perception
- customer experience
- organisational requirements
ELEMENT
8.2 Uses course evaluation findings to provide feedback to stakeholders and influence further nurse education directions to more effectively meet the health needs of society
PERFORMANCE CRITERIA
a) Demonstrates awareness of changing health needs of society
b) Demonstrates awareness of changing education and industrial policy
c) Participates in writing submissions to relevant bodies regarding social, health and education needs
d) Participates on special interest/government committees
e) Writes evaluation reports and disseminates findings to relevant health and education bodies
f) Ensures ongoing evaluation of the relationship between program goals and community needs, changes in technology etc.
ELEMENT
8.3 Demonstrates ability to act as a change agent
PERFORMANCE CRITERIA
a) Acts on results of research and evaluation
b) Participates in planning and imp lementation of desired changes
c) Communicates change intent to teaching / academic personnel
d) Uses collaborative strategies to incorporate change into future planning of educational programs
e) Demonstrates efficient achievement of outcomes
Manages efficient use of resources in the implementation and conduct of health education programs
ELEMENT
9.1 Uses effective human resource management to achieve program outcomes
PERFORMANCE CRITERIA
a) Plans, organises and directs workplace and personnel resources
b) Uses appropriately, the skills and knowledge of available staff
c) Selects teachers with appropriate nursing / education credentials and experience
d) Monitors the efficiency of personnel
e) Promotes a work environment that encourages optimum development of staff
ELEMENT
9.2 Uses management skills to plan, allocate and monitor financial resources
PERFORMANCE CRITERIA
a) Works within assigned budget
b) Undertakes cost-benefit analyses as appropriate
ELEMENT
9.3 Uses environmental resources appropriately to facilitate educational outcomes
PERFORMANCE CRITERIA
a) Ensures physical resources are well maintained and available
b) Promotes a work environment which encourages maximum use of all educational resources
c) Prioritises nurse education options according to available resources
d) Establishes critical paths and time lines for nursing education projects
Fosters critical inquiry which seeks opportunities to develop, maintain, affirm and promote the discipline of nursing in order to meet the health needs of society
ELEMENT
10.1 Incorporates nursing and education research results into nursing and teaching practice
PERFORMANCE CRITERIA
a) Uses established nursing knowledge as a basis for nursing and teaching practice
b) Reviews current nursing and education literature and incorporates as appropriate, changes into nurse teaching practice
c) Seeks additional resources to initiate nursing research as appropriate
d) Promotes research consumerism as a cultural ethos in nursing
e) Fosters the development of new nursing knowledge through relevant research
f) Contributes to literature on professional nursing and educational issues
ELEMENT
10.2 Promotes reflective practice to initiate and manage change to improve teaching, nursing and health outcomes
PERFORMANCE CRITERIA
a) Incorporates evaluative findings to improve own performance
b) Evaluates own practice and engages in peer review
c) Encourages evaluation of performance from reflective practice
d) Uses reflection on practice as a teaching/learning strategy
e) Initiates change based on reflection of clinical and educational / academic practice
AUSTRALIAN NURSE TEACHERS SOCIETY INC. NURSE TEACHER COMPETENCY STANDARDS
Revised 31 Dec 1996
Endorsed March 1997
© Copyright 1998