Knight M, 2020. The Nurse Educator Talk (NET) Work. Viewed online
https://www.owltail.com/podcast/2VFM7-The-Nurse-Educator-Talk-NET-work/episodes

My teaching goals and aspirations were first uncovered during my clinical practice. It was felt that I was incredibly happy and discovered role satisfaction within my workplace when directed to educate and conduct teaching activities (Sarimiento 2004, Sayers 2015). It dawned on me that this can be a viable career pathway as-well as a chance to improve the service delivery of the new generation of 21st Century learners. Dr Mellisa Knight (Podcast on left) speaks of the importance of having career aspirations and the increased demand of nurses in the coming age. I take these lessons to heart and strive to achieve my set objectives. 

Within the next two years I hope to become a clinical nurse educator. This objective has been a priority for myself for four years and as such I have taken numerous steps to achieve it. This includes being an advocate for education within my workplace, taking extracurricular courses to improve my skills and undergoing tertiary education in clinical teaching. I aim to be an accomplished nurse educator within the perioperative field, who is a valuable resource to my local health district and the wider community.

Ultimately I feel the titles and position descriptions will be secondary to what I love the most; being able to teach a new generation and help to elevate the nursing profession through the use of evidenced based practice and proven frameworks. 

Sprouts, 2019. Bloom's taxonomy: structuring the Learning Journey. Viewed online, https://www.youtube.com/watch?v=ayefSTAnCR8

Blooms Taxonomy, originally by Dr Benjamin Bloom in 1956.

When deliberating how to construct and educate my students, I always refer to Blooms Taxonomy to guide me. I utilise the updated version of Lorin Anderson from the 1990's to guide my work (Forehand 2010). My practice frequently uses the remembering, understanding, applying and analysing stages ; the lower order of thinking. On reflection, at my level of educational expertise, these stages are what I expect to be on. 

Gibbs Reflective Cycle

Used in the same context of literature as Husebo (2015), I utilised the Gibbs reflective cycle in my reflection of a recent simulation. Studies show reflections of students need to be closely supervised and requires more encouragement in the professional realm to reflect on one's practice (Timmins 2013)

The University Of Scheffield. 2020. 301- Academic Skills Centre; Reflective Practise. VIewed online. https://www.sheffield.ac.uk/ssid/301/study-skills/university-study/reflective-practice

PEARLS Debrief Framework

The Promoting Excellence and Reflection Learning in Simulation framework endorsed by the International Association of Clinical Simulation and Learning is based on three educational strategies. The most recent form was published by Eppich & Cheng in 2015. It was recently used during a Simulation Debrief. 

Bajaj K, Meguerdichian M, Thoma B, Huang S, Eppich W, Cheng A. The PEARLS Healthcare Debriefing Tool. Acad Med. 2018, 93(2), 336. 

ISBAR

Communication is a cornerstone of our nursing practice. With our current handover practices inconsistent and error prone (Thompson 2011), ISBAR is often overlooked and underappreciated. Pakcheshm (2020) recently found that ISBAR is still an excellent tool for efficient communication, I often encourage my students to always utilise this form of communication when handing over care.

Sydney Local Health District. 2014. ISBAR: Communicating within your Healthcare Team. Viewed online slhd.nsw.gov.au/BTF/ISBAR.html