Minnesota State College-Southeast Technical
Nursing Department
Faculty Orientation Manual
i
ii
Table of Contents
Orientation
1
Calendars
2
Faculty Requirements
3
Program
7
Meetings
8
Advising
9
Instruction
10
Technology
11
Faculty Association
12
Who do you call?
13
Appendix
14
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
ORIENTATION
W
elcome to Minnesota State College-Southeast Technical. The nursing department
faculty and staff are committed to providing the information and support necessary
to assist in your transition to nurse educator and faculty member.
The Human Resource Department will provide you with an orientation guide that will assist
you in your college wide orientation. The Director of Nursing along with nursing faculty will
provide mentorship during this transitional time. A tentative orientation schedule will be
developed to meet your individual needs and may be adjusted as your orientation progresses.
Your orientation period will include introduction and orientation to both classroom and clinical
instruction.
The Nursing Programs consist of both theory and clinical courses. Depending upon the
semester, faculty may be teaching in one or both areas (in the PN Program and/or the ADN
Program) as dictated by program needs.
Our nursing department utilizes several facilities within the community as well the surrounding
area. Orientation to the uniqueness of the individual facilities will also be provided based on
your individual needs.
We realize that the integration of technology into the educational environment can be
challenging, arrangements will be made for orientation to D2L, Tegrity and the simulation lab.
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
CALENDARS
There are several calendars/schedules of which the instructor must be aware.

Academic Calendar

Registrar’s Calendar

Course Schedule
Academic
Calendar.
The Academic Calendar is designed yearly by the faculty, staff, and
administration of the college. It is the template for scheduling beginning and
end of semesters, days on, days off, faculty & staff meeting days, etc. You will
be given a copy of the academic calendar. Subsequent copies will be coming to
you via your school email or you may access the Academic Calendar via the
schools website
Registrar’s
Calendar.
The Registrar’s Calendar is created by the Registrar’s Office. It determines the
dates for advising, registration, grade submission, drop/add periods, etc. You
will be given a copy of the registrar’s calendar. Subsequent copies will be
coming to you via your school email or you may access the Registrar’s
Calendar via the schools website.
Program
Schedule
Each department decides what courses will be offered during each semester.
This decision is made several months before the semester begins. The
scheduled hours for the course, the faculty instructing the course, and the room
that will be used is tentatively decided. The schedule is submitted to the Dean
of Nursing and Allied Health for final approval and placement on Web
Registration and in printed registration materials provided by the college to the
public.
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FACULTY REQUIREMENTS
There are several organizations that have requirements faculty must meet in order to teach in
the nursing department:

Minnesota Board of Nursing (MBON)

Minnesota State Colleges and University System (MnSCU)

National League of Nursing Accrediting Commission (NLNAC)
The Minnesota Board of Nursing is responsible
for accrediting schools of nursing in Minnesota.
They have specific requirements for faculty. Faculty requirements may be found
in
the
Minnesota
Legislature
Rules,
Chapter
6301:
www.revisor.leg.state.mn.us/arule/6301 . The requirements are as follows:
MBON

Faculty must have a registered nursing license and a current
unencumbered registration permit to practice in Minnesota.

Faculty must take a minimum ten clock hour course in educational
preparation in principles and methods of evaluation of student
performance within the first two years of employment. Previous
coursework may apply. Please see the Dean of Nursing and Allied
Health for any questions.

For practical nursing programs, the director must have at least a
bachelor's degree of science or arts from a regionally or nationally
accredited college or university. In addition, the director and all
other faculty members must have had one year of experience in
direct relation to nursing care during the five years preceding
appointment. This experience may include teaching nursing and
nursing administration.

For professional nursing programs, the director must have at least
a master's degree from a regionally or nationally accredited
college or university. All other faculty members must have at least
a bachelor's degree of science or arts from a regionally or
nationally accredited college or university.
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Minnesota State Colleges and Universities
Board Policies
Chapter 3 – Educational Policies
3.32 COLLEGE FACULTY CREDENTIALING
Part 1. Purpose. The purpose of this policy is to assure that qualified individuals perform faculty work
in the Minnesota colleges through system-established faculty minimum qualifications. Credential fields
will replace assigned fields and license fields upon completion of the conversion process specified in
Procedure 3.32.1. Recognizing that full conversion of assigned fields and license fields to credential fields
must occur field by field, each assigned field or license field shall remain in effect only until replaced by a
corresponding credential field.
Part 2. Definitions.
Subpart A. College faculty or college faculty member. College faculty or college faculty member
means individuals teaching credit-based courses and counselors and librarians at system community,
technical, and combined community and technical colleges.
Subpart B. College faculty credentialing. College faculty credentialing means the process for
evaluating an individual’s education and experience in accordance with systems-established minimum
qualifications for individuals teaching credit-based courses and for counselors and librarians.
Subpart C. Fields. Fields refer to assigned fields, license fields, and credential fields.
1. Assigned field. Assigned field means a defined area of knowledge and skill that is specifically
related to a program, service, or academic discipline and for which system-established minimum
qualifications exist. The assigned field is associated with faculty positions formerly governed by
the Minnesota Community College Faculty Association bargaining agreement.
2. License field. License field means a defined area of knowledge and skill that is specifically
related to a program, service, or academic discipline and foe which system-established minimum
qualifications exist. The license field is associated with faculty positions formerly governed by the
United Technical College Educators bargaining agreement.
3. Credential field. Credential field means a defined area of knowledge and skill that is specifically
related to a program, service, or academic discipline, and for which system-established minimum
qualifications are created under this policy and related system procedures.
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Subpart D. Minimum qualifications. Minimum qualifications mean system-established minimum
requirements used to evaluate the credentials of an individual considered for college faculty work. The
minimum qualifications shall include educational requirements and teaching and learning competency
requirements; they may also include related occupational experience, state and/or national industry
licensure/certification, and other requirements as appropriate for each assigned field, license field, or
credential field.
Part 3. Applicability. This policy applies to faculty at community, technical, and combined community
and technical colleges and to other individuals assigned to perform faculty work. An individual offered
employment as a college faculty member or any individual assigned to perform faculty work shall meet
system-established faculty minimum qualifications for the appropriate field except as provided for in
Procedure 3.32.1. An individual credentialed under this policy and related procedures shall be deemed to
satisfy the licensure requirement pursuant to Minnesota Statutes section 136F.49, as applicable.
Part 4. Transition to Credential Fields. Each assigned field and license field shall be reviewed and
converted to a credential field. An existing assigned field and license field with its corresponding
minimum qualifications shall be maintained until a credential field is established in its place. New
assigned fields and license fields shall not be established.
Part 5. Authority to Credential College Faculty. The chancellor shall develop and implement system
procedures to credential college faculty and to assure compliance with this policy.
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Nursing Field Requirements
Educational Requirements
 Bachelor or above degree in nursing or three-year diploma in nursing and 4000 hours
of occupational experience or Associate degree in nursing and 6000 hours of
occupational experience.
Professional Requirement
 Current Minnesota Registered Nurse license (RN)
Occupational Experience
 Registered or practical nurse in public health; home health; or giving direct patient care
in a hospital, skilled or intermediate care facility or hospice (1500 hours may be in an
independent clinic or physicians office).
Recency
 2000 hours of the occupational experience must be within the last five years.
 Teaching experience may be substituted for up to 1500 hours within the last five years
with a ratio of two hours of teaching for one hour of occupational experience.
 Teaching experience substitution at a post-secondary level in nursing programs that
prepare individuals for state licensure as a practical or registered nurse are acceptable.
Authorizations
 Practical Nurse, Health Unit Coordinator, Home Health Aide, Medical
Assistant/Nursing Component, Nurse Assistant, Passenger Assistant and Human
Service programs. Courses in anatomy and physiology, medical terminology,
administration of medicines, human behavior and communications in health care,
ethical/legal aspects of health care, disease conditions, maternal/child health care and
geriatric health care.
Other Requirements
 Teacher preparation & other general credential rules which apply to all credentialed
faculty.
 Minimum of 4000 hours of occupational experience for all credentialed faculty.
 The National League for Nursing Accrediting Commission requires that all faculty in
either a PN or ADN program have a Masters Degree in Nursing or have submitted a
plan to obtain one within five years.
 Faculty Grid requirements include: yearly mantoux, criminal background check biannual CPR and physical. Completion of five Teaching and Learning courses and 10
hours of assessment is also required.
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
PROGRAM
The Department of Nursing is located on both the Red Wing and Winona campuses. The
Department includes the Practical Nursing, Associate Degree Nursing programs. The
organizational structure of the nursing department is included in the appendix.
Content of the program is guided by the needs of the community, Minnesota Board of
Nursing, the Minnesota State Colleges and Universities System, and the professional
nursing organizations of NLN, QSEN, ANA, and NAPNES. The nursing faculty
cooperatively reviews the curriculum on an annual basis and makes revisions as necessary.
Program plans and course outlines are located on the G drive which can be accessed
through Terminal Services on the school web-site.
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
COMMITTEES
College faculty and staff are encouraged to participate in college committees.
Each academic year, there are at least two mandatory faculty workshops. The first is
scheduled at the beginning of fall semester and the second is near the end of Spring
Semester. Those workshops are part of the academic calendar. Meeting sites rotate
between the Red Wing and the Winona campus. Other mandatory workshops/meetings
are scheduled throughout the year.
There are mandatory meetings also scheduled for the Department of Nursing and Allied
Health. Meeting dates and times vary and typically alternate between the Red Wing or
Winona campus. Some meetings may be held via ITV.
1. There are four established committees within the nursing department, all nursing
faculty need to be a member of a committee.
 Assessment
 Curriculum
 Progression
 Technology
2. Committees are minimally comprised of two nursing faculty from each campus
3. Committee meetings are held twice a month
4. Each committee has a chair and a scribe
5. Committees post all meeting minutes on My Southeast Portal
6. Committees provide a report at each nursing faculty meeting
Each program within the college has an advisory board consisting of professionals working
in the program area, students (past and present), administration, and community members.
Advisory Committee meetings are held annually.
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
ADVISING
Part of the faculty role is the advising of students. As students are admitted to the college,
Student Services assigns a faculty advisor and notifies the student via mail.
Advising is multi-faceted. Part of the advising role is assisting students with program
planning, advising for registration, and monitoring academic progress. Instructors are
expected to have scheduled office hours. Those hours must be posted outside the
instructor’s office and in written communications with students. Instructors may schedule
their own office hours, at least one hour per three credits taught a week per week.
Instructors are often available on an informal basis at other times.
New faculty is not assigned advisees the first semester. Instead they will be assigned a
faculty member to shadow. The second semester, new faculty will be given a limited
number of students to advise with the understanding that they will be assisted by seasoned
faculty. Thereafter, faculty will share equally in the advising of students based upon their
letter of assignment.
Advisors use multiple tools in order to facilitate the advising process including the program
plan, individual student academic plan, tabloids and web registration rosters, DARS
reports, and transfer paperwork. Copies of these and explanations as to how to use them
will be provided by the faculty member you are shadowing.
When accepted into the nursing program, students are initially advised by faculty after a
general orientation. Faculty shares the responsibility for covering that registration time.
Students are seen by whichever faculty is present.
Once the student has been attending classes, they are notified that the nursing department
holds a mass pre-registration advising session before the registration windows open. After
mass advising, students meet briefly with their individual advisors to confirm course
registration acceptability and to receive access codes for web registration. Students
requiring more extensive advising are asked to schedule an individual appointment with
their advisor.
Students may not receive access codes without meeting with their advisor. Advisors do not
generally advise individual students prior to mass advising session nor do they advise
students assigned to other faculty. Exceptions may occur if mutually agreed upon by
faculty. Faculty often consults with each other in regards to the advising process.
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
INSTRUCTION
Courses are assigned to instructors based on their area of expertise. Each instructor is
responsible for management of their course(s.) This includes course preparation prior to the
start of the class, day-to-day class management, and submitting grades for academic
transcripts. Often, courses are taught by more than one instructor.
Course preparation includes developing a syllabus, selecting texts and references; developing
course management items: grading process, evaluation tools, daily schedule, course content;
developing course delivery materials like power point presentations and handouts; and
preparing web-based course management systems.
The college requires that each student receive a syllabus the first class session and that
instructors discuss the syllabus in class. The course outline forms the basis of the syllabus. In
addition to information contained in the course outline, the syllabus must also provide
information on grading systems, schedules, student contributions, instructor expectations,
texts/references/materials, instructor contact information (including office hours), any
technology requirements, and any ancillary information the instructor chooses to provide.
Many instructors include sections on academic honesty, conduct, and special requirements or
accommodations. A sample syllabus is provided on My Southeast Portal.
The day-to-day management of the course includes, but is not limited to, ongoing
communication, and review of course expectations with students, presenting course content,
managing the course time line, adjusting presentations as needed, correcting and returning
assignments in a timely manner, encouraging students to seek tutor assistance if needed, and
keeping students’ advisors apprised of student difficulties/issues. Instructors are responsible
for checking email daily except for weekends and Holidays.
All nursing classes are taken for a letter grade. The nursing department has established a
grading policy which instructors are required to use. Course objectives are translated into
points and the points into grades. Those grades must be entered at the end of each semester.
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
TECHNOLOGY
Many resources are available on the college website located at www.southeastmn.edu .
New faculty is encouraged to familiarize themselves with the website and its contents.
Website questions can be referred to the campus administrative assistants.
Each faculty member is given an email account. Email is the college’s primary means of
communication. Faculty is encouraged to check their email several times a day. Email
accounts may also be accessed from home through the school website. Email questions
can be referred to the campus administrative assistant, Tracy Kirchner at
tkirchner@southeastmn.edu
on the Red Wing campus and Shelly Cierzan at
mcierzan@southeastmn.edu on the Winona campus.
Desire to Learn (D2L) is a web-based classroom management system. Instructors are
required to attend D2L orientation and training. You will be scheduled for a D2L training
during your orientation.
Tegrity is an innovative program for lecture capture delivery, merging power point
presentations and in-class lecture recording. Tegrity supports student learning in new and
exciting ways. All nursing faculty utilize this program. Instructors will receive Tegrity
orientation and training prior to its use.
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
FACULTY ASSOCIATION
Faculty at Minnesota State College-Southeast Technical are represented by the Minnesota
State College Faculty Association. Each campus has a chapter president and various elected
officers. You will be contacted by the Membership chair and will receive a contract upon
hire. If you are not contacted, please notify the Director of Nursing.
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
WHO DO YOU CALL?
Dean/Director of Nursing
Nancee Wozney
Red Wing & Winona Campus
Ext. 7711 &1466
Reception –RW
Tracy Kirchner
Ext. 6306
Winona
Shelly Cierzan
Ext. 1460
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APPENDIX
COURSE OUTLINE SAMPLE
15
PN PROGRAM PLAN WITH PREREQUISITES SAMPLE
16
NURSING DEPARMTNET ORGANIZATINAL STRUCTIRE
17
NLN NURSE EDUCATOR CORE COMPETENCIES
18
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MN State College-Southeast Technical
Winona Campus
Red Wing Campus
1250 Homer Road
308 Pioneer Road
Winona, MN 55987
Red Wing, MN 55066
COURSE OUTLINE
HEAL1405
Nursing Skills and Concepts
Course Description:
The focus of this course is clinical nursing skills commonly utilized by practical nurses in the
provision of competent nursing care to clients experiencing adaptation in health status.
Emphasis is on the theoretical basis for the skills, correct psychomotor techniques, and
customization of these skills in various simulated client situations. Students are expected to
integrate knowledge from the basic physical and psychosocial sciences into the acquisition
of new skills. Learning experiences include content presentations/discussions, independent
study with various modalities, and supervised laboratory practice.
Prerequisites: Acceptance into the PN program (P), BIOL2511 Anatomy & Physiology I (P),
PSYCH2515 Developmental Psychology (P), Communication/Basic English or higher (P),
Introductory Algebra or higher (P)
4 Credits (3 lecture / 1 lab)
Student Learning Outcomes:
Upon successful completion of the course the student will be able to:
1. Identify the steps of the nursing process in relation to competent performance of
clinical nursing skills
2. Demonstrate critical thinking skills in performing and customizing clinical nursing
skills with
clients from diverse multicultural backgrounds.
3. Identify the ethical and legal implications of skill performance
4. Demonstrate principles which maintain environmental safety for the student and
client
5. Recognize the nursing responsibilities to the practice of nursing skills
6. Apply theoretical knowledge of procedures and data collection to the nursing
process
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Minnesota State College – Southeast Technical
Practical Nursing Program
2009-2010
Program Prerequisites: Those interested in the Practical Nursing major must submit the following documentation to the
nursing department prior to being considered for acceptance.
Nursing Assistant (verification of minimum 75 hours and current on Registry)
**Health form (required every four years)
**First Aid training
**CPR for the Professional certification (required annually)
**Criminal Background study (required annually)
**Mantoux (required annually) or one time Chest X-ray with annual completion of questionnaire
Completion of Math requirement
Completion of Communication/ English requirement
Completion of Computer requirement
Completion of Test of Essential Academic Skills (TEAS)
**= indicates Clinical requirement
COURSE PREREQUISITIES
C
Course
C Credits
Prerequisite (P) or Concurrent (C)
Communication/English requirement
2/0
Introductory Algebra or higher
2/0
Accuplacer Elementary Algebra score of 30 or greater
BIOL2511 Anatomy and Physiology I
3/1
Accuplacer Reading score of 78 or greater, or BIOL1500
Fundamentals of Biology. (P)
PSYC2515 Developmental Psychology
3/0
None
HEAL 1400 Adaptation to PN Role
4/0
None
HEAL1405 Nursing Skills and Concepts
3/1
Acceptance into the PN program (P)
BIOL2511 Anatomy & Physiology I (P)
PSYC2515 Developmental Psychology (P)
Communication/English requirement(P)
Introductory Algebra or higher (P)
HEAL1400 Adaptation to PN Role (P) or (C )
HEAL1410 Concepts of Pharmacology
1/1
Acceptance into the PN program (P)
BIOL2511 Anatomy & Physiology I (P)
PSYC2515 Developmental Psychology (P)
Communication/English requirement(P)
Introductory Algebra or higher (P)
HEAL1400 Adaptation to PN Role (P) or (C )
HEAL1415 Behavioral Health Nursing
3/0
Acceptance into the PN program (P)
BIOL2511 Anatomy & Physiology I (P)
PSYC2515 Developmental Psychology (P)
Communication/English requirement(P)
Introductory Algebra or higher (P)
HEAL1400 Adaptation to PN Role (P) or (C )
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Minnesota State College-Southeast Technical
Nursing Department
Nancee Wozney
Dean /Director of Nursing
Tracy Kirchner
Academic Support
Red Wing
Cheryl Casperson –Win
Eileen Halls – RW
Lead Faculty
Nursing Faculty
Red Wing and Winona
NLN CORE COMPETENCIES OF NURSE EDUCATORS
WITH TASK STATEMENTS
17
Mechelle Cierzan
Academic Support
Winona
N U R S I N G
Competency 1 – Facilitate Learning
Nurse educators are responsible for creating an environment in classroom, laboratory, and
clinical settings that facilitates student learning and the achievement of desired cognitive,
affective, and psychomotor outcomes. To facilitate learning effectively, the nurse educator:
• Implements a variety of teaching strategies appropriate to learner needs, desired
learner outcomes, content, and context
• Grounds teaching strategies in educational theory and evidence-based teaching
practices
• Recognizes multicultural, gender, and experiential influences on teaching and
learning
• Engages in self-reflection and continued learning to improve teaching practices that
facilitate learning
• Uses information technologies skillfully to support the teaching-learning process
• Practices skilled oral, written, and electronic communication that reflects an
awareness of self and others, along with an ability to convey ideas in a variety of
contexts
• Models critical and reflective thinking
• Creates opportunities for learners to develop their critical thinking and critical
reasoning skills
• Shows enthusiasm for teaching, learning, and nursing that inspires and motivates
students
• Demonstrates interest in and respect for learners
• Uses personal attributes (e.g., caring, confidence, patience, integrity and flexibility)
that facilitate learning
• Develops collegial working relationships with students, faculty colleagues, and
clinical agency personnel to promote positive learning environments
• Maintains the professional practice knowledge base needed to help learners prepare
for contemporary nursing practice
• Serves as a role model of professional nursing
________________________________________________________
Competency 2 – Facilitate Learner Development and Socialization
Nurse educators recognize their responsibility for helping students develop as nurses and
integrate the values and behaviors expected of those who fulfill that role. To facilitate learner
development and socialization effectively, the nurse educator:
• Identifies individual learning styles and unique learning needs of international, adult,
multicultural, educationally disadvantaged, physically challenged, at-risk, and second
degree learners
• Provides resources to diverse learners that help meet their individual learning needs
• Engages in effective advisement and counseling strategies that help learners meet
their professional goals
• Creates learning environments that are focused on socialization to the role of the
nurse and facilitate learners’ self-reflection and personal goal setting
• Fosters the cognitive, psychomotor, and affective development of learners
• Recognizes the influence of teaching styles and interpersonal interactions on learner
outcomes
• Assists learners to develop the ability to engage in thoughtful and constructive self
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and peer evaluation
• Models professional behaviors for learners including, but not limited to, involvement
in professional organizations, engagement in lifelong learning activities,
dissemination of information through publications and presentations, and advocacy
________________________________________________________
Competency 3 – Use Assessment and Evaluation Strategies
Nurse educators use a variety of strategies to assess and evaluate student learning in
classroom, laboratory and clinical settings, as well as in all domains of learning. To use
assessment and evaluation strategies effectively, the nurse educator:
• Uses extant literature to develop evidence-based assessment and evaluation practices
• Uses a variety of strategies to assess and evaluate learning in the cognitive,
psychomotor, and affective domains
• Implements evidence-based assessment and evaluation strategies that are appropriate
to the learner and to learning goals
• Uses assessment and evaluation data to enhance the teaching-learning process
• Provides timely, constructive, and thoughtful feedback to learners
• Demonstrates skill in the design and use of tools for assessing clinical practice
________________________________________________________
Competency 4 – Participate in Curriculum Design and Evaluation of Program
Outcomes
Nurse educators are responsible for formulating program outcomes and designing curricula
that reflect contemporary health care trends and prepare graduates to function effectively in
the health care environment. To participate effectively in curriculum design and evaluation
of program outcomes, the nurse educator:
• Ensures that the curriculum reflects institutional philosophy and mission, current
nursing and health care trends, and community and societal needs so as to prepare
graduates for practice in a complex, dynamic, multicultural health care environment
• Demonstrates knowledge of curriculum development including identifying program
outcomes, developing competency statements, writing learning objectives, and selecting
appropriate learning activities and evaluation strategies
• Bases curriculum design and implementation decisions on sound educational principles,
theory, and research
• Revises the curriculum based on assessment of program outcomes, learner needs, and
societal and health care trends
• Implements curricular revisions using appropriate change theories and strategies
• Creates and maintains community and clinical partnerships that support educational
goals
• Collaborates with external constituencies throughout the process of curriculum revision
• Designs and implements program assessment models that promote continuous quality
improvement of all aspects of the program
________________________________________________________
Competency 5 - Function as a Change Agent and Leader
Nurse educators function as change agents and leaders to create a preferred future for
nursing education and nursing practice. To function effectively as a change agent and leader,
the nurse educator:
• Models cultural sensitivity when advocating for change
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N U R S I N G
• Integrates a long-term, innovative, and creative perspective into the nurse educator
role
• Participates in interdisciplinary efforts to address health care and educational needs
locally, regionally, nationally, or internationally
• Evaluates organizational effectiveness in nursing education
• Implements strategies for organizational change
• Provides leadership in the parent institution as well as in the nursing program to
enhance the visibility of nursing and its contributions to the academic community
• Promotes innovative practices in educational environments
• Develops leadership skills to shape and implement change
________________________________________________________
Competency 6 - Pursue Continuous Quality Improvement in the Nurse Educator
Role
Nurse educators recognize that their role is multidimensional and that an ongoing
commitment to develop and maintain competence in the role is essential. To pursue
continuous quality improvement in the nurse educator role, the individual:
• Demonstrates a commitment to life-long learning
• Recognizes that career enhancement needs and activities change as experience is
gained in the role
• Participates in professional development opportunities that increase one’s
effectiveness in the role
• Balances the teaching, scholarship, and service demands inherent in the role of
educator and member of an academic institution
• Uses feedback gained from self, peer, student, and administrative evaluation to
improve role effectiveness
• Engages in activities that promote one’s socialization to the role
• Uses knowledge of legal and ethical issues relevant to higher education and nursing
education as a basis for influencing, designing, and implementing policies and
procedures related to students, faculty, and the educational environment
• Mentors and supports faculty colleagues
________________________________________________________
Competency 7 – Engage in Scholarship
Nurse educators acknowledge that scholarship is an integral component of the faculty role,
and that teaching itself is a scholarly activity. To engage effectively in scholarship, the nurse
educator:
• Draws on extant literature to design evidence-based teaching and evaluation
practices
• Exhibits a spirit of inquiry about teaching and learning, student development,
evaluation methods, and other aspects of the role
• Designs and implements scholarly activities in an established area of expertise
• Disseminates nursing and teaching knowledge to a variety of audiences through
various means
• Demonstrates skill in proposal writing for initiatives that include, but are not limited
to, research, resource acquisition, program development, and policy development
• Demonstrates qualities of a scholar: integrity, courage, perseverance, vitality, and
creativity
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N U R S I N G
________________________________________________________
Competency 8 – Function within the Educational Environment
Nurse educators are knowledgeable about the educational environment within which they
practice and recognize how political, institutional, social and economic forces impact their
role. To function as a good “citizen of the academy,” the nurse educator:
• Uses knowledge of history and current trends and issues in higher education as a
basis for making recommendations and decisions on educational issues
• Identifies how social, economic, political, and institutional forces influence higher
education in general and nursing education in particular
• Develops networks, collaborations, and partnerships to enhance nursing’s influence
within the academic community
• Determines own professional goals within the context of academic nursing and the
mission of the parent institution and nursing program
• Integrates the values of respect, collegiality, professionalism, and caring to build an
organizational climate that fosters the development of students and teachers
• Incorporates the goals of the nursing program and the mission of the parent
institution when proposing change or managing issues
• Assumes a leadership role in various levels of institutional governance
• Advocates for nursing and nursing education in the political arena
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References
Document created February 15, 2009 by Marty Knauer as part of a practicum project for
Walden University.
References are embedded and throughout the document and assistance was received from
Laurie Becker, Dean of Nursing and Allied Health and Nancee Quinn, Director of Nursing.
Minnesota State Board of Nursing @ www.nursingboard.state.mn.us
Minnesota State SE Technical @ www.southeastmn.edu
National League of Accreditation Nursing Licensure @ http://www.nlnac.org
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