Perceptions and responsibilities of clinical nurse specialists as educators.
This study attempted to determine current involvement of clinical nurse specialists (CNS) in an educational function, their perceived adequacy for an educational role, and their future plans. About half of the 46 CNS who participated reported that acting as a consultant and providing assistance to nursing staff, and serving as a role model for nursing students were either very important or of utmost importance. Only 33% indicated that it was very important, or of utmost importance, to assist with clinical and theoretical teaching of nursing students. Although more than 50% of the respondents had taken courses in education, many felt inadequately prepared for their role. Only seven identified teaching as a current professional goal, while six respondents identified teaching as a five-year professional goal. Study implications relative to curricular pathways, course content, and academic advisement are discussed, as well as the need for a renewed emphasis on research in nursing education.
Radke
K J
KJ
Division of Health Promotion and Maintenance, School of Nursing, University of Rochester, New York 14642.
McArt
E
E
D001291:Attitude of Health Personnel; D003479:Curriculum; D004511:Education, Nursing, Graduate / Q000592:standards; D007587:Job Description; D009720:Nurse Clinicians / Q000193:education / Q000523:psychology / Q000592:standards*; D015402:Nursing Education Research; D012649:Self Concept; D011795:Surveys and Questionnaires; D013663:Teaching