Teaching and clinical educator competency: bringing two worlds together.
More sessional clinical educators are being employed in educational institutions today than ever before. Also identified in the literature are issues affecting sessional clinical educators' ability to develop and maintain educator competency. Using the definition of educator competency by the National League for Nursing (NLN 2005a), explored in this paper are ways of increasing sessional clinical educator competency, such as orientation and mentorship programs to support student learning in clinical environments. Approaches in the form of theoretical models designed to evaluate clinical educator competency are examined. A new Sessional Clinical Educator Competency (SCEC) Framework is offered to provide direction for implementing strategies to develop and evaluate sessional clinical educator competency. Suggested is that the SCEC framework could be useful for educational administrators and sessional clinical educators to assess clinical educator competency.
Robinson
Cathy P
CP
University of British Columbia Okanagan. cathy.robinson@ubc.ca
D002983:Clinical Competence / Q000592:standards; D003142:Communication; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration; D004650:Employee Performance Appraisal / Q000458:organization & administration; D005181:Faculty, Nursing / Q000458:organization & administration*; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007318:Inservice Training / Q000458:organization & administration; D007400:Interprofessional Relations; D007857:Leadership; D008611:Mentors / Q000193:education / Q000523:psychology; D017145:Models, Educational; D016294:Models, Nursing; D024802:Nurse's Role; D015402:Nursing Education Research; D010560:Personnel Selection; D011231:Preceptorship / Q000458:organization & administration; D013663:Teaching / Q000458:organization & administration