Practice Educator

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”

William Arthur Ward, American author

In nursing, the role of the practice educator has been known since the time of Florence Nightingale, the mother of modern nursing. Also known as the "Lady with the Lamp", Florence Nightingale, born in Florence to English parents, the scion of a well-to-do family, was educated and studied history, philosophy, mathematics and the classics. Although nursing was considered a profession for the lower social classes, Florence Nightingale chose not only to pursue it but also to develop it. Until then, nursing was theoretically a profession that did not need any special education. However, Florence Nightingale managed to establish the first nursing school "The Nightingale School of Nursing, St. Thomas' Hospital” in London in 1860. Thus, nursing as a science was established and the education of nurses was given the proper importance.

«I do not pretend to teach her how, I ask her to teach herself, and for this purpose I venture to give her some hints.» Florence Nightingale.

Today, the importance of the staff trainer is not limited to the health professions, but extends to every type of business. From the time of the "mother of Nursing" until today, the changes in the structure and systems followed by the responsible personnel training departments are radical. As a result, the role of the staff trainer has evolved even further. Certainly, this important role could not be undertaken by any nurse, of any rank. Qualifications and skills corresponding to the nurse manager are required. Thus, the need was created for a new role that would meet the training and development needs of the human resources without lacking leadership and management skills. "Changes to the role also include changes to the title, such as staff training coach or vocational training specialist." American Nurses Association. (2000).Scope and standards of practice for nursing professional development. Washington, DC: The Association.

Before we refer extensively to the roles of the staff trainer, it would be good to clarify the term Vocational Training. The National Nursing Staff Development Organization defines staff development as "the systematic process of assessment, planning, development and evaluation that improves the performance and professional development of health care professionals and maintains their competence ». National Nursing Staff Development Organization. (1999). MOO strategic plan. Pensacola, FL.

"Staff training activities include orientation, in-service training, staff training, continuing education and academic training." Lockhart, J.S. (2004). Unit-based staff development for clinical nurses. Pittsburgh, PA: Oncology Nursing Society. As stated in an article by Rasalynd Jowett & Mirjam McMullan, Learning in practice- practice educator role, (2006), Nurse Education In Practice, Vol7, Issue 4, Pg 266-271, the role of the staff educator is an important link between the University and the "training provider", in our case, the hospital. Through the research of the aforementioned, the usefulness of the work of the staff trainer to both mentors and students is highlighted.

"Grasmick describes 6 roles for the staff training professional: trainer, facilitator, change agent, consultant, researcher and leader." Grasmick, L.L. (2002). Roles of the staff development educator. In K.L. O'Shea (Ed.), Staff development nursing secrets (pp. 7-15). Philadelphia: Hanley & Belfus.
 

Bibliography: STAFF TRAINING AND DEVELOPMENT - METHODS OF TRAINING EMPLOYEES WITHIN A HOSPITAL UNIT - CASE STUDY CHURCHILL HOSPITAL OXFORD UNIVERSITY HOSPITALS NHS TRUST Diploma Thesis, Gianniou Ekaterini