Nurse Educator Skill Checklist

Instructions: This checklist is meant to serve as a general guideline for our client facilities as to the level of your skills within your nursing specialty. Please use the scale below to describe your experience/expertise in each area listed below.

1 = No Experience

2 = Some Experience

3 = Intermittent Experience

4 = Experienced

5 = Very Experienced


	1	2	3	4	5
ETHICAL AND LEGAL PRINCIPLES OF NURSING EDUCATION
Behave in ways that reflect the ethical standards of the teaching and nursing professions

Convey an understanding of the legal and regulatory statutes relevant to nursing education and practice

Incorporate social justice, ethical and legal concepts into teaching/learning activities

Act as a role model for the teaching and provision of ethical and legal nursing practice


	1	2	3	4	5
NURSING PRACTICE
Maintain competence in nursing practice

Practice nursing in ways that reflect evidence-based and current knowledge.

Plan a variety of teaching and learning programmes and experiences which support nursing practice and the health-care environment


	1	2	3	4	5
EDUCATIONAL THEORY AND CONCEPTUAL LEARNING
Plan, select and/or design teaching and learning strategies, materials and resources to achieve educational goals and outcomes

Facilitate the creation and maintenance of a safe environment that is conducive to learning in theoretical (classroom/online) settings

Engage in ongoing critical reflection to generate and apply new ideas that contribute to the improvement of nursing education, practice and leadership

Demonstrates cultural competence in course design and development, teaching and nursing practice


	1	2	3	4	5
TEACHING AND LEARNING IN THE CLINICAL AREA
Facilitate a safe learning environment in the clinical setting

Foster individualized experiential learning

Facilitate clinical reasoning among diverse learners who may have different learning styles and unique learning needs


	1	2	3	4	5
INTEGRATION OF THEORY AND PRACTICE (PRAXIS)
Implement a variety of effective teaching strategies that facilitate active learning across a range of educational and practice settings

Foster theoretical and clinical reasoning among diverse learners who may have different learning styles and unique learning needs

Incorporate and engage learners with the use of appropriate information and communication technologies (including eHealth, mHealth, clinical simulation, gaming, etc.) in teaching/learning.


	1	2	3	4	5
ASSESSMENT AND EVALUATION OF STUDENTS AND COURSE/PROGRAMME OUTCOMES
Continuously monitor, assess and evaluate teaching/learning methods, experiences and programmes in relation to nursing outcomes and learner needs

Evaluate own teaching competencies by seeking input from peers and students.

Foster assessment skills in learners by including strategies for selfassessment and peer assessment in teaching/learning activities

Assess student competence and provide timely, constructive and thoughtful feedback to learners


	1	2	3	4	5
EDUCATIONAL PROGRAMMER DEVELOPMENT AND EVALUATION
Participate in designing, implementing and evaluating curricula


Implement, evaluate and revise nursing programmes


	1	2	3	4	5
PARTICIPATE IN DESIGNING, IMPLEMENTING AND EVALUATING CURRICULA
Integrate the goals of the nursing programme with the mission of the parent institution when proposing change or managing issues

Assume a leadership role in various levels of institutional governance.

Manage human and financial resources effectively and efficiently

Organize and manage the administration, support systems and activities that enable the effective running of nursing education programmes


	1	2	3	4	5
LEADERSHIP AND ADVOCACY
Advocate for education and practice environments that have the organizational and human support systems and the resource allocations necessary for safe, competent and ethical nursing care

Use a variety of advocacy strategies to promote nursing education and practice including professional, community, human rights and structural advocacy

Integrate advocacy strategies into the curriculum

Identify opportunities for positive change and effectively manage the change process both at individual and organizational levels

Demonstrate leadership to improve nursing education and practice


	1	2	3	4	5
EFFECTIVE COMMUNICATION
Communicate effectively with students, peers and others who have a stake in best practice in nursing education

Communicate effectively using a variety of methods and in diverse settings.

Demonstrate cultural competence in course design and development, teaching and nursing practice.


	1	2	3	4	5
COLLABORATION AND INTERDISCIPLINARITY
Collaborate with colleagues to design and develop nursing courses and programmes

Facilitate collaboration and teamwork in educational and practice settings

Foster partnerships among educational institutions, clinical institutions and the community

Demonstrate intercultural and interdisciplinary competence in course and curricular design and development, teaching and nursing practice


	1	2	3	4	5
RESEARCH
Use research evidence to inform teaching and practice

Help learners interpret and apply research in nursing practice

Demonstrate a commitment to research and scholarship by participating in research activities, disseminating knowledge, and using knowledge from nursing practice to maintain and improve the nursing curricula

Develop future nurse scholars by nurturing a spirit of inquiry and self-reflection

Engage in scholarly writing and publication


	1	2	3	4	5
PROFESSIONALISM
Facilitate professionalization for learners

Participate in ongoing professional learning

Support the professional learning of colleagues

Create teaching/learning environments that facilitate learners selfreflection,personal goal setting and socialization in the role of the nurse


	1	2	3	4	5
EMR
Epic

Cerner

Eclipsys

McKesson

Meditech

Other Computerized System

Computerized Physician Order Entry

Bar Coding for Medication Administration


	1	2	3	4	5
AGE APPROPRIATE CARE
Newborn/Neonatal (birth – 30 days)

Infant (30 days-1 year)

Toddler (1-3 years)

Preschool (3-5 years)

School Age Children (5-12 years)

Adolescent (12-17 years)

Young Adults (18-44 years)

Middle Adults (45-64 years)

Older Adults (>65 years)

I hereby certify that ALL information I have provided to Clover Health Services, on this skills checklist and all other documentation, is true and accurate. I understand and acknowledge that any misrepresentation or omission may result in disqualification from employment and/or immediate termination.