Ruth Adams1. 1. Crownlinks International Training Network, Barking, Essex, UK. ruthadams68@blueyonder.co.uk
Abstract
AIMS: This paper presents a discussion on the role of the nurse, teachers in mainstream education and nurse educators, reviewing theories of professional identity and how these theories have had an impact on practice. BACKGROUND: The professional identity of both the teacher and nurse aspect of the nurse educator role is reviewed using historical perspectives to define the role of a nurse from doctor's handmaiden to autonomous practitioner, and determine society's idea of a teacher. DATA SOURCES: The literature reviewed for this paper has been drawn from the Cumulated Index Nursing And Allied Heath Literature, Educational Resources Information Centre, Professional Development Collection and Education-line. The period of literature publications taken up for review was 1960-2009 to gain a historical view and the main phrases used were Nurse Education and Educators, Nurse Roles, Professionalism and Professional Development. DISCUSSION: Issues of role complexity were considered, highlighting tensions, supposed or actual and ethical obligation in healthcare education. The apparent need to gain professional status is discussed. IMPLICATIONS FOR NURSING: Tensions and complexities in the nurse educator's role combine, causing problems in their practice. Opinions are that nurse educators are expert nurses and teachers. Published authors believe that there is a need for the nurse educator to maintain specialist knowledge in nursing practice, yet there is little discussion relating to specializing in teaching practice. CONCLUSIONS: Combining the roles of nurse and teacher removes each concrete identity. A role crisis occurs when nurse educators may be unable to prove their professional ability in nursing or establish their professional position as a teacher.
AIMS: This paper presents a discussion on the role of the nurse, teachers in mainstream education and nurse educators, reviewing theories of professional identity and how these theories have had an impact on practice. BACKGROUND: The professional identity of both the teacher and nurse aspect of the nurse educator role is reviewed using historical perspectives to define the role of a nurse from doctor's handmaiden to autonomous practitioner, and determine society's idea of a teacher. DATA SOURCES: The literature reviewed for this paper has been drawn from the Cumulated Index Nursing And Allied Heath Literature, Educational Resources Information Centre, Professional Development Collection and Education-line. The period of literature publications taken up for review was 1960-2009 to gain a historical view and the main phrases used were Nurse Education and Educators, Nurse Roles, Professionalism and Professional Development. DISCUSSION: Issues of role complexity were considered, highlighting tensions, supposed or actual and ethical obligation in healthcare education. The apparent need to gain professional status is discussed. IMPLICATIONS FOR NURSING: Tensions and complexities in the nurse educator's role combine, causing problems in their practice. Opinions are that nurse educators are expert nurses and teachers. Published authors believe that there is a need for the nurse educator to maintain specialist knowledge in nursing practice, yet there is little discussion relating to specializing in teaching practice. CONCLUSIONS: Combining the roles of nurse and teacher removes each concrete identity. A role crisis occurs when nurse educators may be unable to prove their professional ability in nursing or establish their professional position as a teacher.