SPECIALTY LEADERSHIP ROLE PRACTICE 1

Specialty Leadership Role Practice

According to the National League for Nursing (NLN, 2017), nurse educator competency

VIII is to “function within the educational environment” (p. 1). This competency closely aligns

with Ferris State University’s, Master of Nursing program outcome of specialty leadership role

practice which is to “demonstrate the ability to navigate and integrate care services across the

health care system” (Ferris State University, 2013, p. 1). The nurse educator, through experience

and education, must be an expert in navigating the healthcare system in order instruct or assist

healthcare staff on how to effectively navigate the complex health care system. The nurse

educator must be knowledgeable about the types of health care services available and work

towards educating the staff on how to access or inform patients about the services. Healthcare

services come in many forms. Examples include navigating complicated patient documentation,

interdisciplinary approaches, and new inventive ways to provide care. The nurse educator must

synthesis these concepts and deliver them in a way that is comprehensible to the staff.

The first artifact, “Care Delivery Model,” describes the challenges met by a vulnerable

population. It also describes how the nurse educator can use simulation and educational

presentations to help the nurse better understand how to navigate the care of a lesbian, gay,

bisexual, or transgender patient. Exposing staff members to simulated patient situations or

challenges will help equip them with the tools to navigate these issues when they encounter them

at the bedside.

The second artifact, “Using Simulation to Impact Staff Confidence and Response Time in

Code Blue Situations,” describes how the use of simulation in small hospitals can assist the staff

in navigating emergency situations in a healthcare setting. In a low acuity hospital, the staff lack
SPECIALTY LEADERSHIP ROLE PRACTICE 2

exposure the emergency situations and by providing them with simulated situations, the educator

can help improve their confidence and responsiveness.

The third artifact, “Early Mobilization of Intensive Care Patients Improves Outcomes,” is

a poster presentation used to educate staff on the importance of early mobility in intensive care

patients. This presentation helps the intensive care nurse navigate the challenges of early

mobility. The concept of mobilizing patients on a ventilator is a significant practice change for

most nurses but this evidence-based practiced has shown to improve outcomes for patients.
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References

Ferris State University. (2013). Ferris State University School of Nursing Organizing

Framework. Retrieved from https://ferris.edu/HTMLS/colleges/alliedhe/Nursing/pdfs-

docs/SON-Organizing-Framework-2013.pdf

National League for Nursing. (2017). Nurse Educator Core Competency. Retrieved from

http://www.nln.org/professional-development-programs/competencies-for-nursing-

education/nurse-educator-core-competency