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An educational philosophy began to develop shortly after, with education becoming a primary role for many advanced nursing practitioners. By the late 1940s, education for nursing was pushed out of vocational training in the field and began to require nurses going to colleges and higher education facilities in order to receive a more appropriate and in-depth education (Scheckel, 2011). Since then, there have been more developments which have specialized the roles and practice of the advanced nursing practitioner as a primary educator for nursing students and new nurses in the field. Today, there are a decreasing number of advanced nursing practitioners working as educators to teach future nursing staff. Yet this is occurring with a huge increase of nursing students, challenging the educators to have to deal with more students with less help from educational colleagues (Fitzgerald et al., 2012). This remains one of the crucial issues that contemporary advanced nursing practitioners must face and overcome. Given their stellar reputation from past practice, many working in the field will find innovative ways to meet increasing student demands while still remaining relevant in the field.
There are a number of current trends and issues that is continuing to facilitate the evolution of the educator role of the advanced nurse practitioner. One of those trends is the demand for educators to still remain active within the nursing field. Here, Blair explains that "nursing is a 'practice' discipline, and some would argue that just as writers must write, nurses must practice the art and science of nursing. Practice brings reality to the classroom and connects...
Thus, there are those within the field that are suggesting nursing educators remain active in practicing the very craft they teach to their nursing students. This will allow their own skills and theories stay relevant with the constantly adapting practices of nursing as they are actually seen on a day-to-day context. Faculty practice becomes a key strategy to keep the education material they disseminate to their students active and up-to-date. As such, "nurse educators who continue to practice offer a different perspective to the classroom and clinical setting" (Blair, 2005, p 9). This keeps classroom material relevant, and better ensures for more capable and skilled nursing students to enter the field in their own right.
References
Blair, Kathryn. (2005). Does faculty practice validate the NP educator role? The 2005 Sourcebook for Advanced Practice Nurses. P. 9-12.
Fitzgerald, Cynthia, Kantrowitz-Gordon, Ira, Katz, Janet, & Hirsch, Anne. (2012). Advanced practice nursing education: Challenges and strategies. Nursing Research and Practice, 2012(2012).Web. http://www.hindawi.com/journals/nrp/2012/854918/
Scheckel, Martha. (2011). Nursing education: Past, present, and future. Understanding Nursing Education Programs. Jones and Barllett Publishers. Web. http://www.jblearning.com/samples/0763752258/52258_CH02_Roux.pdf
Weber, Scott. (2006). Teaching nurse practitioners how to teach patients to take responsibility. Journal of the American Academy of Nurse Practitioners, 18(2006), 346-347. Doi: 10.1111/j.1745-7599.2006.00145.x
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