Teaching Nursing Skills: University vs. Community College

Introduction

There are a number of significant differences between the art of teaching nursing skills at the university level and the art of teaching nursing skills at the community college level. The educational opportunities in nursing are similar at both types of institutions, but the demands on faculty differ considerably at each level. Understanding those differences requires examining student preparedness, available degree pathways, credential requirements, and the shared challenges of teaching an increasingly diverse student body.

Student Preparedness at the Community College Level

Current literature shows that "approximately 42% of students enter community colleges with reading, writing, or math skills below the college level" (Cohen & Brawer, 2003), and therefore many of these students "need basic skills preparation in remedial-developmental courses" (National Center for Educational Statistics, 2003). The need for basic skills preparation is evident among many students entering college, but especially those entering at the community college level. Many of these students have not gained acceptance into larger universities, or they wish to strengthen their academic skills before tackling the demanding requirements of four-year colleges and universities. This scenario is true of students in general and includes those seeking degrees or diplomas in nursing as well.

One recent study sought to determine "if students aspiring to nursing careers (at the community college level) have different characteristics and academic patterns from students in other majors" (Perin, 2006, p. 659). What the study found was that nearly two-thirds of the aspirants seeking nursing degrees entered the community college "unable to read, write, and/or compute at the college freshman level" (p. 668). Statistics like these place a significant burden on community college instructors. Having to bring students up to a higher level of literacy and numeracy is a difficult task on its own; accomplishing it within a two-year program while simultaneously preparing students to become medical professionals makes the challenge even greater.

Educational Pathways in Nursing

A 2008 article in Community College Week states that "the three major educational paths to registered nursing are a bachelor's degree, an associate degree, and a diploma from an approved nursing program" (Facts, 2008, p. 7). Although many nursing students pursue four-year degrees, a larger portion first attempt an associate degree or diploma, often at their local community college. The four-year educational institutions have an advantage over community colleges in the length of time available to address any academic shortfalls, but that does not mean that instructors at those institutions have an easier job — far from it.

Rising Credential Demands at Four-Year Institutions

A 2009 article notes that "the nursing profession is moving toward increased educational credentials" and that by the year 2015 a "doctorate will be required for nurse practitioners, clinical nurse specialists, Certified Registered Nurse Anesthetists, and nurse midwives" (Slowik, 2009, p. 13). With increased demands on students to become better educated come increased demands on teachers and instructors to supply the necessary knowledge, information, and skills. Finding faculty capable of fulfilling those requirements is a serious challenge. Polly Bednash, CEO of the American Association of Colleges of Nursing, articulated the problem clearly: "what we need are individuals with graduate degrees who can fill faculty roles — that's where we need to put our energy" (McKinney, 2010, p. 10).

The demands on graduate- and doctorate-level instructors do not necessarily encompass teaching students basic educational skills, but they do encompass a variety of other areas, including teaching students how to research, analyze, and draw conclusions that can have life-changing effects on their patients. Instructors at this level must also ensure that the skills being taught are comprehended in far greater depth and detail than those taught at the community college level.

Conclusion

Each teacher, whether at the community college level or at the four-year institution, must have the capability of managing the classroom in an efficient and effective manner, especially when faced with a student population that includes different races, ages, ethnic backgrounds, learning styles, and religions. Effectively teaching within those parameters is not only required of instructors at four-year universities, but at the community college level as well.