Dr. Lindsay

The aims of this show are to analyze Dr. Lindsays case study and to pose (1) the educational roles that Dr. Lindsay held (2) education, skills, requirements and settings for each type of role and (3) what Dr. Lindsay could attain done to be much successful in these settings.Throughout her life career, Dr. Lindsay held a variety of educational roles in different settings. These roles and settings bed be generally grouped into ternary broad categories (1) pedagogics in academia (2) teaching in healthcare settings and (3) delivering on-the-job education and training.The first educational role Dr. Lindsay held was to educate the employees of an countrified company about chemical hazards and blood-borne pathogens. This type of job bunghole categorise as on-the-job education and training. While Dr. Lindsay possessed necessary qualifications and had smashing command of the information she had to deliver, she escapeed skills in conveying this information and expressionting e ffective teaching methodology. In order to be more successful in settings care those, one should be able to identify and adjust to hearings diverse learn needs. It is also of paramount importance to assess earshots readiness to learn prior to the commencement of the bleed.Since different schooling needs dictate different scholarship style, each part of the audience should be presented with information in an engaging way that is relevant to their background, experience, and expectations from the learning figure out. Dr. Lindsay was able to make useful conclusions from the feedback she received, and effective organization of evaluation process as well as implementation of its results are two tidy tools of improving nursing education (Gaberson & Oermann, 2005 OConnor, 2006).The second educational role Dr. Lindsay assert was in academia, as allied health coordinator and nursing instructor at Wheatland Community College. In those settings, a prerequisite to success is the combi nation of organizational skills with deep knowledge of the scholarship of teaching. Dr. Lindsay felts that her qualifications were insufficient and decided to pursue a Master degree in nursing education. She successfully underwent all the lead phases of reflective self-study, namely assessment, implementation, and dissemination (Drevdahl et. al., 2002).The next educational role Dr. Lindsay held was associated with delivering a course for nurses working in nursing homes. It was more practice-oriented yet good-tempered rested within the field of academia. While Dr. Lindsays qualifications were sufficient exuberant to teach it at an appropriate level, she had little autonomy to re protrude the course with a view to making it more effective, since it was created by the state and had to celebrate specified curriculum and teaching guidelines.In order to be more successful in the settings like those, one should either pressure the superiors to regard the structure and content of the c ourse since, as Iwasiw (2005) argues, effective curriculum design is what makes nursing educational relevant to students or combine the presentation of the ceremonious content with experimenting with teaching methods and styles. As Stull & Lantz (2005) argue, effective nursing scholarship encompasses nonsymbiotic query into different teaching methods and techniques as well as keeping up to date with the phylogenesis of the body of scientific knowledge on the subject of nursing.The next educational role of Dr. Lindsay was teaching staff development classes as a staff educator. In those settings, she turned out to lack administrative skills rather than educational qualifications. A good educator should be able to organize the learning process effectively both from donnish and technical side.The next role Dr. Lindsay asserted was the one in healthcare settings as a nurse educator in a topical anesthetic WIC clinic. Despite her abundant experience and expertise in nursing educa tion, she failed to identify learning needs of her diverse audiences, ranging from mothers who didnt know how to make formula to the certified staff physicians. It was also excessive administrative workload that prevented her from win in this stance. Under that scenario, the most feasible way of solving the crisis would have been to delegate some part of her responsibilities to subordinates and focus on her core functions as a nurse educator.In the position of a nurse instructor at Carmel College Dr. Lindsay had to act as a clinical instructor, lecturer, and with a portion of the committee that assessed the whole nursing program. However, in the position like this Dr. Lindsay had to modernize some additional technical qualifications, like HTML use. In addition, she had to carry off with problems of ethical character, like student plagiarizing papers.Another Dr. Lindsays position in academia was an assistant professor at Western State College. This position implied not only mast ering her teaching techniques and effectively addressing diverse learning needs of the college attendees but also academic work like research and publishing. In other words, she had to posses not only acquisition of Practice and Scholarship of Teaching but also Scholarship of Discovery and Scholarship of integration (AACN, 1999). However, in order to master all these skills at a more quality level, there are certain practical steps to be taken.As Pape (2000) suggests, Scholarship of Practice can be mastered by attending seminars, workshops, and professional meetings Scholarship of Teaching can be enhance by community teaching Scholarship of Discovery can be developed by quality improvement efforts and Scholarship of Integration can be advanced by multidisciplinary work. And these are only singular examples of the methods that can be employed to mater these skills. Since developing research skills are a requirement for such a position, she had to pursue her PhD degree.As an associat e professor at Champion University, Dr. Lindsay took a different approach to teaching, since she was working with alum students whom she perceived as her colleagues. At Champion University, she also engaged in mentoring, which required mastering her interpersonal skills along with her academic scholarship.ReferencesAACN. (March 1999). Position educationon defining scholarship for the discipline of nursing. Retrieved October 3, 2007, from http//www.aacn.nche.edu/Publications/positions/scholar.htmDrevdahl, D.J., Stackman, R.W., Purdy, J.M., Louie, B.Y. (September 2002). Merging reflective interrogation and self-study as a framework for enhancing the scholarship of teaching. daybook of Nursing nurture 41(9) 413-420.Gaberson, K.B., Oermann, M.H. (2005). Evaluation And Testing in Nursing information, 2nd ed. New York customs Publishing Company.Iwasiw, C. (2005). Curriculum Development in Nursing Education. Boston Jones and bartlett pear Publishers, Inc.OConnor, A.B. (2006). Clini cal Instruction And Evaluation A Teaching Resource. Boston Jones and bartlett Publishers, Inc.Pape, T. (2000). Boyers model of scholarly nursing applied to professional development. AORN Journal 71 995, 997999, 1001, 1003.Stull, A., & Lantz, C. (2005). An innovative model for nursing scholarship. Journal of Nursing Education 44(11) 493497.