SEMINAR

ON

EDUCATION AND
SERVICE
DUAL ROLE IN
NURSING

Submitted To:

Submitted By:

Sr. Josy Madam

Asso. Professor

Mr. Vijay Dewangan

I Year M.Sc.Nsg

SRMMCON

SRMMCON

Submitted On: 26.05.09

General Objectives:
At the end of seminar group will be able to understand
about the education and services dual role in nursing and able to
apply in daily practices.
Specific Objectives:
At the end of seminar the group will be able to,
1. Define the nurse educator, nurse practitioner.
2. Detail about need of dual role.
3. Explain the role of nurse educator, nurse practitioner.
4. Explain nurse Educator Roles and Expected Competencies.
5. Implication of dual role
6. Conclusion
7. Bibliography.

INTRODUCTION
Over the last century, nursing education has moved from hospital based school to colleges and
universities, this trend help in establishing nursing as a profession, but on the other hand it has
weak end the relationship between education and practice, there has been an increasing concern
in many countries on the widening gap between the two. Proper nursing education can help in this
context. Dual role can help in filling the gap between this two. The dual role was introduced in
some institution in India since 1968.

NEED OF DUAL ROLE

Nursing Education and Nursing service have their own area of service. But
blending of the two making liaison between two services will always improve the quality
or standard of nursing care and raise the standard of skill of students who are the future
nurses.
Teachers are not directly posted in the clinical field. But as they are involved in
teaching, they usually update their theoretical knowledge regularly for better quality of
teaching than the nurse administrators do. If they abide by the rule to supervise nursing
staff posted in the clinical field along with teaching nursing students, the quality of care
will definitely improve. However, to succeed, this has to be agreed upon and accepted by
the concerned parties.
In the same way, nursing administrators like nursing superintendents and ward
sisters can supervise nursing students besides supervision of nursing staff, because they
get the student nurses in the clinical field and get the opportunity to I observe, teach
supervise and correct. Since they are posted in the clinical field, they are more skillful in
clinical practice since student nurses will develop more skill by their supervision.
Moreover, students will learn to provide quality care with less articles as most of the time
insufficient supply of articles is a hindrance for providing quality care. Students can get
opportunity for thinking alternative arrangement while being supervised by ward sister or
nursing superintendent.
Quality of care depends upon knowledge and skill. Educational preparation,
supervision and guidance affect both, the educator and the services are needed by one
another. There is a need to prepare the nursing personnel for both teaching and service.
Nursing personnel may have different attitudes towards faculty supervisor's dual role.
They should understand and accept each other's role and this can be facilitated by inservice education programmes i.e. workshops, group discussions etc.
These are two separate departments and many a time do not realize that both the
department's goal is to provide quality nursing care. They should accept each other and
cooperate and coordinate between both teaching and service for improvement of standard
of care. They should also liaison and not undermine each other.
Since such type of dual role is not usually present in nursing service or
education, there is an urgent need to make the nurse leaders (educator and administrator)
aware and motivate them for dual role for improving standard of nursing care First and
foremost sensitization is needed to develop an attitude. Policy making is important to
implement such responsibilities to nurse administrators and nurse teachers.

Nurse Educator
Educations in health care today both patient education and nursing staff or student
education is a topic of almost interest in every setting in which nurse practice. It is
necessary for nurses in the role of educators to understand the forces both historical and
present day that have influenced and continue to influence their responsibilities in nursing
practice with teaching being a major aspect of the nurses professional role.

Competency Model
Masters and doctoral programs for nurse educators must blend the historical characteristics and
developments in professional nursing with those of graduate education. These blended
characteristics and developments give direction to the core knowledge, professional values and
competencies that nurse educators in an academic or practice setting must possess and model to
others as they perform their roles as teachers, scholars and collaborators.
Ideology consists of conceptual theories related to a domain or body of knowledge. One
of the nurse educators primary goals is to help students in academic and clinical settings learn
and apply professional ideology.
Following characteristics:

1. A wealth of recognized information or knowledge drawn from the arts, sciences

and nursing This body of knowledge is essential to effective practice in professional nursing. It
encompasses the specific facts, basic ideas, concepts and thought systems that qualify nursing to
be a learned profession.
2. Methods of inquiry used in the practice of professional nursing.
3. Standards of practice that guide nursing care The standards influence the techniques
of care that are reflected in a core set of competencies. Nurses must master and maintain these
competencies throughout their careers.
4. An ethic or a set of values binding on those who practice the profession The set of
values directs professional nurses to behave in certain ways that benefit society and protects
consumers from incompetent nurses.
5. A work setting in which nursing takes place It may be an academic, clinical,
institutional, community or a futuristic site, e.g. health clinic in a space station.
6. Educational programs for future nurses The programs should recruit a sufficient
number of students to ensure that there will be an adequate supply of competent nurses.

PROFESSIONAL VALUES
Curricula to prepare nurse educators must do more than blend the ideologies of
professional nursing and graduate education. These professional values serve as a framework for
nurse educators:
1. Caring empathy, compassion and sensitivity in the delivery of relevant nursing and health
care services;
2. Altruism concern for the welfare and cultural beliefs of others, patient advocacy and
mentorship of colleagues;
3. Autonomy professional decision-making and collaboration with patients in planning their
nursing and health care;
4. Human dignity respect for and sensitivity toward the worth and uniqueness of
individuals and populations;
5. Integrity adherence to the nursing code of ethics and recognized standards of professional
practice;
6. Social justice fair, non-discriminatory and equal access to nursing and health care
resources; and
7. Life-long learning commitment to maintaining professional competency throughout the
professional nursing career.

IMPORTANT EXTRACTED VALUES IN GRADUATE NURSING

EDUCATION
The following values, which are extracted from the ideology of professional graduate education,
are important in graduate nursing education and should guide the nurse educator as he or she
fulfills the roles of teacher, scholar, and collaborator.
1. leadership ability to set and achieve goals and to improve in the three roles (teacher,
scholar and collaborator) of a nurse educator; ability to model the affective, cognitive and
psychomotor domains of knowledge for the nurse educator role; mentorship of students,
colleagues and others; promotion of a collegial atmosphere among nursing, other health care
professions and the community
2. Open-mindedness respect for and tolerance of diverse ideas in teaching, scholarship
and collaboration;
3. independence in thinking about and dealing with problems, trends and issues in
nursing education and health care delivery; 4. accountability for the learning of students,
colleagues and recipients of nursing and health care.
5. Competency demonstration of knowledge and skills in advanced nursing practice,
teaching (in the classroom and in clinical settings), evaluation, curriculum development,
scholarship and collaboration; and
6. Interdisciplinary approach collaboration with other health professions, educators
and other constituents in delivering state-of-the-art learning opportunities.

Figure :- Nurse Educator

Nurse Educator Roles and Expected Competencies

There are 35 identified competencies for the three roles of the nurse educator.

Teacher role
As part of the teacher role nurse educators assume leadership in curriculum, instruction and
evaluation. The role involves leadership in several educational contexts: curriculum development,
clinical teaching and supervision, classroom teaching, seminar and virtual teaching, application
of knowledge of the learning process and management of the learning environment. This role
provides the core of education for the other roles of nurse educators. The competencies, gained
through education and experience, are used to engage students in their learning and to broaden
their vision of patients, communities and their profession. An essential component of the teacher
role is the ability to model appropriate, desired behaviors of professional practice.

Core knowledge and skills:

principles, philosophies and theories of learning;
a broad repertoire of instructional strategies;
use of technology in teaching;
principles of curriculum and program development;
evaluation measures including teacher-made and standardized measurements,
outcome assessments, accreditation standards and procedures, and
clinical evaluation;
legal standards that govern professional practice;
mentoring;
cultural influences on health; and
effective communication.
Expected competencies for the teacher role:
1. deliver client care proficiently to diverse populations;
2. Use appropriate theoretical frameworks and tools to further students socialization into the role
of professional nursing;
3. Help learners use resources effectively in coordinating diverse 2 clients health-care needs;
4. Help learners recognize the impact of societal forces on health-care delivery to individuals and
groups;
5. Provide clinical supervision for learners;
6. Maintain appropriate academic records;
7. Incorporate technology into curricula and educational programs;
8. Assess the programs needs for future planning;
9. Develop curricula based on the mission, philosophy and framework of the program and the
institution;
10. Define instructional objectives and content consistent with overall curricular goals;
11. Organize content and learning experiences according to accepted principles of learning;
12. Plan appropriate learning experiences;
13. Design instructional strategies, learning materials and educational technology to achieve
learning goals;
14. Prescribe appropriate teaching/learning interventions based on analyses of learners needs;
15. Use appropriate evaluation instruments to assess learning and achievement of goals;
16. Involve learners in selecting, planning and evaluating learning experiences;
17. Use information from program evaluations in planning instruction and improving the process;
18. Communicate effectively;
19. Enact best practices in nursing education;
20. Serve as an intellectual role model and mentor for students; and
21. Assess his or her own knowledge and skills and implement plans for ongoing professional
development

Scholar role
Nurse educators are responsible for the scholarship of teaching, discovery, application and
integration. Nurse educators discover new knowledge by conducting original research and by
reading, interpreting and applying existing knowledge in new and creative ways. The scholar role
requires a nurse educator to design, collaborate and use research in nursing education and nursing
practice; to seek opportunities for interdisciplinary and interdisciplinary research; to keep abreast
of current knowledge; and to integrate research and scholarly findings into the practice of nursing
education.

Core knowledge and skills:

methods

and procedures of inquiry and research in nursing education;

effective communication skills (written, verbal and non-verbal);
mentoring principles;
awareness of emerging challenges, opportunities, issues, trends and needs in nursing and
nursing education;
awareness of the status of research in nursing practice and nursing education; and
personal abilities such as intuitive, creative and analytical thinking skills and caring attitude.
Expected competencies for the scholar role:
1. Help learners interpret and apply research in nursing practice;
2. Use current research findings and scholarly works in nursing to improve nursing education;
3. Recognize opportunities for conducting research in nursing;
4. Promote nursing scholarship in academic and practice settings;
5. Use knowledge gained through clinical practice to maintain and improve nursing curricula;
6. Demonstrate commitment to research;
7. Disseminate knowledge of best practices in nursing education and research;
8. Demonstrate proficiency in scholarly writing; and
9. Serve as an intellectual role model and mentor for students as they learn to
Become scholars.

Collaborator role
Challenged leaders in nursing education to develop partnerships with emerging health care
systems. Collaboration with peers, students and administrators as well as with groups and
communities is essential to the full expression of the nurse educator role. Educating the next
generation of nurses depends upon the nurse educators ability to interact with many diverse
constituencies. The nurse educator will use the knowledge and skills associated with
collaboration to enact and enhance the best practices for the teacher and scholar roles.
Core knowledge and skills:
theories (group, leadership, communication, negotiation, organization, systems, change);
problem-solving/decision-making; and
legislative and policy development processes.
Expected competencies for the collaborator role:
1. Consult with others within and outside of the discipline;
2. Establish strong links among educational institutions, clinical institutions and the community;
3. Use broad frameworks to build effective relationships within and among
Groups to enhance nursing education;
4. Communicate effectively with peers, students, administrators, communities and others to
facilitate the enactment of best practices in nursing education;
5. Work with others to promote nursing and health care in political or legislative agendas;
6. Explain the nursing curriculum to various constituencies peers, students, administrators,
regulatory agencies and other health-related disciplines; and
7. Demonstrate professional and educational values and legal/ethical precepts in interactions.

NURSE PRACTITIONER
The practitioner role of the nurse involves those actions that the nurse
takes when assuming responsibility for meeting the health care and nursing needs of
individuals their families and significant others.

DEFINITION:The international council of nurses provides the following definitions: A nurse practitioner/advanced practice nurse is a registered nurse who has acquired the
expert knowledge base , complex decision making skills and clinical competencies for
expanded practice , the characteristics of which are shaped by the context and/or country
in which she is credentialed to practice.

QUALIFICATION:Generally, a masters degree with any specialty. A nurse who has an advanced
education and is a graduate of a nurse practitioner program. These nurses are certified by
the American Nurses credentialing center in areas such as adult nurse practitioner, family
nurse practitioner, school nurse practitioner , pediatric nurse practitioner , etc.

ROLE OF NURSE PRACTITIONER:The nurse practitioner provides health care to clients usually in an outpatient ambulatory
care or community based setting.
The role includes:-

The key role of the nurse practitioner is to provide services to mange the health
needs of individuals, families , groups and community.
The nurse practitioner role is grounded in the nursing professions value
knowledge, theories and practice.
It is a role that complements , rather than replaces other health care providers.
Nurse practitioner diagnoses and treats health problems and prescribes drugs.
Nurse practitioner work autonomously from initiating the care process to
monitoring health outcomes and they work in collaboration with other health
care professionals.
The scope of practice daily activities and professional role is defined by local
standards health care needs of the community and function of the health care
team.

FUNCTIONS OF NURSE PRACTITIONER:-

Obtain health histories and perform comprehensive physical examination

including psychosocial, functional and developmental assessment.
Diagnosing treating , evaluating and managing acute and chronic illness and
disease (e.g. diabetes high blood pressure)
Ordering, performing and interpreting diagnostic studies. (E.g. routine tablets,
bone x-rays , etc.)
Providing prenatal care and family planning services.
Providing well child care including screening and immunization.
Providing primary and specialty care services , health maintenance care for
adults.
Providing care for patients in acute and critical care settings.
Develop differential diagnosis.
Document and maintain patients records.
Evaluate patients response to plan of care and modify as needed.
Counseling and education of patients on health behaviors , self care skills and
treatment option.
Participate in research studies.

PRACTICE SETTINGS :Practice area may include the following:- Community clinics, health centers.
- Health departments.
- Health maintenance organizations (HMOS)
- Home health care agencies
- Hospitals
- Hospice call
- Nurse practitioner practices / office
- Nursing homes
- Private and public schools , universities and colleges.

SPECIALISTS :The specialties of nurse practitioners may include the following:- Acute care nurse practitioner (ACNP)
- Adult nurse practitioner (ANP)
- Emergency nurse practitioner (ENP)
- Family nurse practitioner (FNP)

Geriatric nurse practitioner (GNP)

Neonatal nurse practitioner (NNP)
Psychiatric / mental health nurse practitioner (PMHNP)
Oncology nurse practitioner (ONP)
Palliative care nurse practitioner (PCNP)
Pediatric nurse practitioner (PNP)
Womens health nurse practitioner (WHNP), etc.

IMPLICATION OF DUAL ROLE:Many studies have given several implications for different level.
-

Many studies reveals that majority of nursing personnel are ready to

implementation of dual role in nursing

Nurses should be encouraged to practice dual role in nursing.

Nurse should take individual, initiative and interest to practice dual role wherever
it is implemented

Higher qualified educators should participate in patient care at various capacities.

Every nurse should get involved in delivering client care as well as participate in
educational activities for the all round personnel and professional development.

Emphasis should be on planning, implementing and evaluation of dual role of

nursing personnel

Nursing personnel should be oriented, guided and trained in teaching technique

and methods.

Joint planning should be done by hospital nursing department and head of the
school/college of nursing for organizing clinical posting and clinical teaching
programmes of nursing students.

CONCLUSION:Contemporary nursing requires that the nurse possess knowledge

and skills for a variety of professional roles and responsibilities. Professional
nursing is adapting to meet changing health needs and expectations. Such
expectations can be achieved by playing the dual role like in education and
service. Nursing personnel should take initiative ness in playing the dual role
in the field of nursing.

BIBLIOGRAPHY:1. C.Smeltzer Suzanne, G Bare Brenda, Textbook of Medical Surgical Nursing,

9th Edition, Philadelphia, Lippincott Williams and Wilkins 2000, P.P. 11 13.
2. Patrica.A.Potter, Anny Gruiffen Perry, Fundamentals of Nursing, 6th Edition,
New Delhi, Elsevier 2006, P.P. 19 21.
3. Kozier Barbara, Erb Glenora, Fundamentals of Nursing, 7th Edition, New
Delhi, Pearson Education, P.P. 11 12.
4. Bastable.B.Susan, Nurse as Educator, Principles of Teaching and Learning for
Nursing Practice, 2nd Edition, Jones & Bartlett Publishers, P.P. 04 -14.
5. Nurses of India, December 2004, Lovely Abraham,
P.P. 7 8.
6. Websites :- www.google.com

Hand outs:-Education and service dual role in Nursing

SUBMITTED

TO SUBMITTED BY

SR. JOSY

MR VIJAY DEWANGAN

SRMMCON

M.Sc 1ST YEAR

INTRODUCTION
Over the last century, nursing education has moved from hospital based school to colleges and
universities, this trend help in establishing nursing as a profession, but on the other hand it has
weak end the relationship between education and practice, there has been an increasing concern
in many countries on the widening gap between the two. Proper nursing education can help in this
context. Dual role can help in filling the gap between this two. The dual role was introduced in
some institution in India since 1968.

NEED OF DUAL ROLE

Nurse Educator
Educations in health care today both patient education and nursing staff or student
education is a topic of almost interest in every setting in which nurse practice. It is
necessary for nurses in the role of educators to understand the forces both historical and
present day that have influenced and continue to influence their responsibilities in nursing
practice with teaching being a major aspect of the nurses professional role.

Competency Model
Following characteristics

1. A wealth of recognized information or knowledge

2. Educational programs for future
3. A work setting in which nursing takes place
4. An ethic or a set of values
5. Methods of inquiry used in the practice of professional nursing.
6. Standards of practice

PROFESSIONAL VALUES

Curricula to prepare nurse educators must do more than blend the ideologies of
professional nursing and graduate education. These professional values serve as a framework for
nurse educators:
1. caring
2. altruism
3. autonomy
4. human dignity
5. integrity
6. social justice
7. life-long learning

IMPORTANT EXTRACTED VALUES IN GRADUATE NURSING

EDUCATION
.
1. leadership
2. open-mindedness
3. independence

5. competency
The following values, which are extracted from the ideology of professional graduate
education, are important in graduate nursing education and should guide the nurse
educator as he or she fulfills the roles of teacher, scholar, and collaborator

interdisciplinary approach

Nurse Educator Roles and Expected Competencies

There are 35 identified competencies for the three roles of the nurse educator

Teacher role
Scholar role
Collaborator role

NURSE PRACTITIONER
The practitioner role of the nurse involves those actions that the nurse
takes when assuming responsibility for meeting the health care and nursing needs of
individuals their families and significant others.

DEFINITION:The international council of nurses provides the following definitions: A nurse practitioner/advanced practice nurse is a registered nurse who has acquired the
expert knowledge base , complex decision making skills and clinical competencies for
expanded practice , the characteristics of which are shaped by the context and/or country
in which she is credentialed to practice.

QUALIFICATION:-

ROLE OF NURSE PRACTITIONER:The role includes:

- The key role of the nurse practitioner is to provide services to mange the health
needs of individuals, families, groups and community.
- The nurse practitioner role is grounded in the nursing professions value
knowledge, theories and practice.
- It is a role that complements, rather than replaces other health care providers.
- Nurse practitioner diagnoses and treats health problems and prescribes drugs.
- Nurse practitioner work autonomously from initiating the care process to
monitoring health outcomes and they work in collaboration with other health
care professionals.
- The scope of practice daily activities and professional role is defined by local
standards health care needs of the community and function of the health care
team.

FUNCTIONS OF NURSE PRACTITIONER

PRACTICE SETTINGS
SPECIALISTS

IMPLICATION OF DUAL ROLE:CONCLUSION

BIBLIOGRAPHY