In the role of nurse educators, professionals are expected to fulfill a wide variety of competencies to facilitate the effective performance of nurses in their respective positions. The competencies are broad and interact with each other in a cycle as one process leads to the fulfillment of another. For example, the shaping of theories and principles of adult learning targeted at educating nurses leads to the competency of curriculum and implementation, which subsequently results in nursing practice. Therefore, through collaboration and communication, as well as with the help of research and evidence, nurse educators are expected to provide a background for the successful operations of nurses within complex and multi-dimensional environments.
When obtaining accreditation from either JCIA or CBAHI, nurse educators expected to establish nursing education as a specialty area of practice that creates the means for faculty to demonstrate their experience in the role. Therefore, nurse educators are expected to communicate with nurses, peers, and academic healthcare communities that the highest standards of excellence are being met at the facility in which they operate. Becoming a certified nurse educator means serving as a nurse leader in a role model. This means that certification by either organization calls for nurse educators to establish a high level of responsibility for the processes occurring within a given healthcare facility. Utilizing as many competencies as possible is the key to success when it comes to being accredited because of the need to show that a nurse educator possesses a large variety of skills that can be utilized in the process of care as well as education of nurses. Moreover, nurse educators are expected to positively improve environments within organizations by providing support and guidance to nurses who require that support.
Assuming the roles of leaders at healthcare organizations, nurse educators have the capacity to influence the decisions associated with patient care and encouraging nurses to work collaboratively to reach the expected outcomes of care. This means that nurse educators can have a significant effect on organizational outcomes because of their provision of support and guidance to nurses that require it. For example, the competency of monitoring and evaluation is essential for positively influencing the outcomes at healthcare organizations as it is concerned with the use of various strategies targeted at measuring the success of nursing programs. Within this competency, nurse educators are also responsible for the assessment and evaluation of both learning and teaching methods and experiences as associated with the needs of learners and nursing outcomes. Furthermore, it is imperative to foster the skills of self-assessment in teaching and learning activities. This competency calls for extensive collaboration with both nurses and nurse managers in terms of the development, management, and the shaping of skill improvement procedures within clinical teaching and learning experiences.
When influencing organizational outcomes, nurse educators are expected to integrate such competencies as management, leadership, and advocacy, all of which are necessary for practitioners to reach the desired objectives. The impact on the health outcomes of patients is reached with the help of nurse educators who incorporate the mission and the strategic plan of an institution with the goals of learning programs. Besides, nurse educators are expected to use a wide range of advocacy strategies that promote nursing education and practice. It is also imperative to determine the opportunities for positive change and efficiency to manage the related processes at both organizational and individual levels.