Nurse Educator Certificate with the Canadian Nurses Association

by Admin on October 21, 2013

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Contributed by Nancy Sinclair, Special Projects

Over the past six months we have had two conversations with Leslie Anne Patry of CNA exploring the possibility of a nurse educator certification. At this time CNA is reviewing their business model and is interested in supporting only new specialities that would be financially self sustaining. She suggested that our group had further work to do towards that end, looking at the cost of development (of evaluation measures e.g. exam), sustainability, funding, and our target population.

It was the exploration of the target population that influenced a change in thinking and direction. The group is now exploring the potential for an interprofessional health educator certification. Preliminary discussions have taken place with the BC College of Health Disciplines which has resulted in an upcoming discussion with a representative from the Canadian Interprofessional Health Collaborative (CIHC) who have a national interprofessional competency framework. This may fit nicely with the major work already done on the Educator Pathway and the four levels of competencies for nurse educators which are in final phase of validation. I have attached a draft of the proposed definition of health educator for your review.

Definition of a Health Educator (HPE):
Developed by Marion Clauson on behalf of the Nurse Educator Certification working group

The Health Professional Educator (HPE) advances professional practice through evidence-informed teaching practices in academic and practice settings. The HPE provides educational leadership through knowledge translation to promote evidence-informed care for safe and effective patient care. The HPE engages with a variety of learners, including students, health care professionals, unregulated health care workers, patients and families.

The dynamic role of the HPE combines knowledge of related theory and clinical practice, clinical expertise, and knowledge of educational theory and practice in preparing and supporting current and future generations of health care professionals. The HPE translates knowledge using formal and informal teaching strategies to build capacity in learners to be curious and seek out own learning opportunities. The HPE supports learners to integrate knowledge from a variety of disciplines into practice. The HPE promotes interprofessional education and collaborative practice as a mentor and liaison with all health care professionals, multidisciplinary teams and educational institutions.

The HPE provides clinical support to staff through ‘just in time” education and coordinates ongoing learning in practice settings. The HPE fosters meaningful learning and creates effective learning environments (both traditional and virtual) within a culture of learning. The HPE develops innovative teaching practices and educational curricula/ programs through needs assessment, design, implementation, evaluation of learning goals and revision. The HPE supports quality improvement and risk management activities, including effective management of information and technology.

The HPE fosters social and political action to support safe, effective health care as a change agent through leadership of teams and development of policies, procedures and practice tools. The HPE actively engages in scholarly inquiry and research related to educational and clinical best practice, and the development of pedagogy in health care

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