'Dr. Lindsay\r'

'The aims of this essay argon to give out Dr. Lindsay’s case study and to rank: (1) the cultureal use of goods and servicess that Dr. Lindsay held; (2) education, skills, requirements and settings for each extype Ale of char symboliseer reference; and (3) what Dr. Lindsay could seduce done to be more than palmy in these settings.\r\nThroughout her brio career, Dr. Lindsay held a variety of educational roles in una alike settings. These roles and settings can be broadly speaking grouped into three broad categories: (1) direction in academia; (2) breeding in healthcare settings; and (3) delivering on-the-job education and training.\r\nThe freshman educational role Dr. Lindsay held was to educate the employees of an rural company about chemical hazards and blood-borne pathogens. This type of job can classified as on-the-job education and training. While Dr. Lindsay possess necessary qualifications and had good command of the information she had to deliver, she ne edinessed skills in conveying this information and formulating rough-and-ready teaching methodology. In order to be more successful in settings wish healthful those, one should be equal to depict and adjust to earshot’s assorted larn needs. It is in addition of paramount enormousness to assess audience’s ardor to learn prior to the commencement of the course.\r\nSince divers(prenominal) information needs dictate different learning style, each part of the audience should be presented with information in an engaging way that is pertinent to their background, experience, and expectations from the learning process. Dr. Lindsay was capable to make useful conclusions from the feedback she received, and effective government of evaluation process as well as implementation of its results are twain powerful tools of improving treat education (Gaberson & Oermann, 2005; OConnor, 2006).\r\nThe second educational role Dr. Lindsay asserted was in academia, as every last(predicate)ied health coordinator and care for instructor at Wheatland Community College. In those settings, a requisite to success is the combination of organizational skills with rich hit the sackledge of the encyclopaedism of teaching. Dr. Lindsay felts that her qualifications were insufficient and inflexible to pursue a Master pointedness in breast feeding education. She successfully underwent all the three phases of reflective self-study, namely assessment, implementation, and airing (Drevdahl et. al., 2002).\r\nThe following(a) educational role Dr. Lindsay held was associated with delivering a course for contains working in nursing homes. It was more practice-oriented yet still rest within the field of academia. While Dr. Lindsay’s qualifications were sufficient enough to teach it at an appropriate level, she had little autonomy to design the course with a view to devising it more effective, since it was created by the state and had to cost spec ified political platform and teaching guidelines.\r\nIn order to be more successful in the settings like those, one should all pressure the superiors to reconsider the structure and cloy of the course — since, as Iwasiw (2005) argues, effective curriculum design is what makes nursing educational relevant to students — or combine the presentation of the imposing content with experimenting with teaching methods and styles. As Stull & Lantz (2005) argue, effective nursing science encompasses commutative research into different teaching methods and techniques as well as keeping up to date with the development of the body of scientific knowledge on the subject of nursing.\r\nThe near educational role of Dr. Lindsay was teaching provide development classes as a ply 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.\r\nThe next role Dr. Lindsay asserted was the one in healthcare settings as a nurse educator in a local anaesthetic WIC clinic. Despite her abundant experience and expertness in nursing education, she failed to identify learning needs of her diverse audiences, ranging from mothers who didn’t know how to make formula to the certified cater physicians. It was also excessive administrative workload that prevented her from succeeding in this position. Under that scenario, the well-nigh feasible way of solving the crisis would have been to delegate some part of her responsibilities to subordinates and concentrate on her core functions as a nurse educator.\r\nIn the position of a nurse instructor at Carmel College Dr. Lindsay had to act as a clinical instructor, lecturer, and with a member of the committee that assessed the whole nursing program. However, in the position like this Dr. Lindsay had to choose some additional technical qualifications, l ike HTML use. In addition, she had to grapple with problems of good character, like student plagiarizing papers.\r\nAnother Dr. Lindsay’s position in academia was an patron professor at Western area College. This position implied not only(prenominal) know 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 ‘ comprehension of Practice’ and ‘ acquisition of Teaching’ but also ‘Scholarship of Discovery’ and ‘Scholarship of Integration’ (AACN, 1999). However, in order to superordinate all these skills at a more quality level, there are sealed practical steps to be taken.\r\nAs Pape (2000) suggests, Scholarship of Practice can be mastered by attending seminars, workshops, and professional person meetings; Scholarship of Teaching can be enhanced by community teaching; Scholarship o f 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 assiduous to mater these skills. Since developing research skills are a requirement for such a position, she had to pursue her PhD degree.\r\nAs an associate professor at Champion University, Dr. Lindsay took a different approach to teaching, since she was working with graduate students whom she comprehend as her colleagues. At Champion University, she also engaged in mentoring, which required master her interpersonal skills along with her academic scholarship.\r\nReferences\r\nAACN. (March 1999). carriage statement on defining scholarship for the discipline of nursing. Retrieved October 3, 2007, from http://www.aacn.nche.edu/Publications/positions/scholar.htm\r\nDrevdahl, D.J., Stackman, R.W., Purdy, J.M., ; Louie, B.Y. (September 2002). Merging reflective dubiousness and self-study as a framework for enhancing the scholarship of teaching. Journal of Nursing Education 41(9): 413-420.\r\nGaberson, K.B., ; Oermann, M.H. (2005). evaluation And Testing in Nursing Education, second ed. New York: Springer Publishing Company.\r\nIwasiw, C. (2005). platform Development in Nursing Education. capital of Massachusetts: Jones and bartlett Publishers, Inc.\r\nOConnor, A.B. (2006). Clinical Instruction And valuation: A Teaching Resource. Boston: Jones and Bartlett Publishers, Inc.\r\nPape, T. (2000). Boyer’s model of scholarly nursing applied to professional development. AORN Journal 71:  995, 997â€999, 1001, 1003.\r\nStull, A., & Lantz, C. (2005). An innovative model for nursing scholarship. Journal of Nursing Education 44(11): 493â€497.\r\n \r\n'