3. What are the challenges and issues for nurse educators?

Nurse educators face several challenges and issues in their role. Some of the key challenges
include:
1. Shortage of nurse educators: There is a shortage of qualified nurse educators, which has been
exacerbated by the increasing demand for nursing education and the retirement of experienced
educators. This shortage limits the capacity of nursing programs to admit and educate an
adequate number of nursing students.
2. Balancing clinical practice and teaching responsibilities: Many nurse educators continue to
work in clinical settings while also teaching. Balancing the demands of clinical practice, which
requires staying updated with current healthcare practices, and teaching responsibilities can be
challenging and time-consuming.
3. Keeping up with evolving healthcare practices: Healthcare is a dynamic field with continuous
advancements in technology, research, and evidence-based practices. Nurse educators need to
stay abreast of these changes to provide students with the most current and relevant education.
However, keeping up with these advancements can be demanding, particularly for educators
with heavy teaching loads or limited access to professional development opportunities.
4. Engaging diverse learners: Nurse educators often encounter a diverse student population
with varying learning styles, backgrounds, and educational needs. Designing and delivering
instruction that accommodates these differences and promotes student engagement and
success can be a complex task.
5. Integration of technology in education: The rapid integration of technology in healthcare
requires nurse educators to incorporate technological advancements into their teaching
methods. This includes utilizing simulation-based learning, electronic health records, telehealth
applications, and other technology-enabled tools. Adapting to and effectively integrating these
technologies can be challenging, especially for educators who may have limited experience or
resources in this area.
6. Evaluating student competency: Assessing and evaluating the competency of nursing
students can be challenging. Nurse educators need to develop reliable and valid assessment
methods that accurately measure the knowledge, skills, and abilities of students. This includes
designing and implementing effective clinical evaluations, standardized testing, and other forms
of assessment to ensure that students are adequately prepared for professional practice.
7. Workload and time constraints: Nurse educators often have demanding workloads that
involve teaching, curriculum development, student advising, scholarly activities, and service
responsibilities. Managing these various responsibilities within limited time frames can create
stress and impact their ability to provide quality education.
8. Curricular Demand: Nurse educators face pressure to deliver comprehensive curricula that
cover a wide range of content areas while also meeting accreditation standards and regulatory
requirements. Balancing the need for breadth and depth in the curriculum with limited
instructional time can be a significant challenge. Educators must prioritize essential content,
integrate new knowledge and competencies, and ensure alignment with evolving healthcare
needs.
9. Burn-out and stress: Nurse educators may experience burnout and stress due to heavy
workloads, time pressures, and emotional demands associated with teaching, advising,
mentoring, and scholarly activities. This can impact job satisfaction, productivity, and overall
well-being. Educators must prioritize self-care, seek support from colleagues and mentors, and
advocate for institutional resources to address faculty wellness.
Addressing these challenges requires institutional support, resources, ongoing professional
development opportunities, and collaboration among nurse educators and other stakeholders.
It is vital to recognize the importance of nurse educators in preparing the next generation of
nurses and to provide them with the necessary support to fulfill their critical role effectively.

Organized plan to address the issue for nurse educators utilizing the curriculum:
1.1. Understanding the Level Of Thinking for Future Nurses
1.2. Designing Conceptual Curricular Structures
1.3. Teaching Conceptually
1.4. Evaluating the Teaching–Learning Methods Through a Conceptual Lens

CONCLUSION: Educators require sufficient support when revising curriculum from a traditional
approach to concept based. Finding meaning or understanding the processes of a concept-
based curriculum helps educators refine curricular structures, teaching techniques, and
teaching-learning evaluative methods. Concept-based teaching requires educators to construct
learning using concepts and exemplars while implementing student-centered learning activities
with authentic experiences from clinical practice. Deep learning can occur with authentic
experiences with the ability for students to transfer understandings to new and various
situations in preparation for a complex and changing health care environment.

Referrences:
1. Baron K.A. Changing to concept-based curricula: The process for nurse educators PhD.diss.
[unpublished] Utah: Rocky Mountain University Of Health Profession; 2014. [Google Scholar]
2. Institute of Medicine (IOM) of the National Academies, Committee on the Health Professions
Education Summit. Health professions education: A bridge to quality. The National Academy
Press. 2003. Aug 31, Available from: https://www.ncbi.nlm.nih.gov/pubmed/25057657.
3.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5759089/?fbclid=IwAR1Mq0n4DH0q6LIX-
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