Profession nursing lecturer

Nursing lecturers are subject professors, teachers, or lecturers, and often doctors who instruct students who have obtained an upper secondary education diploma in their own specialised field of study, nursing, which is predominantly academic in nature. They work with their university research assistants and university teaching assistants for the preparation of lectures and of exams, for grading papers and exams, for leading laboratory practices, and for leading review and feedback sessions for the students. They also conduct academic research in their respective field of nursing, publish their findings and liaise with other university colleagues.

Personality Type

• Social / Enterprising
• Social / Investigative
• Social / Artistic
• Social / Conventional
• Social / Realistic

Knowledge

• Primary care

  The regular, routine medical care provided to patients, usually performed by a physician or a nurse, that leads to a decision on the following course of action required to solve the health problem of the patient.

• Nursing principles

  The ethics, the codes of conduct, the philosophy of nursing, the philosophy of human rights and nursing theories and concepts.

• First aid

  The emergency treatment given to a sick or injured person in the case of circulatory and/or respiratory failure, unconsciousness, wounds, bleeding, shock or poisoning.

• Learning difficulties

  The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.

• Human physiology

  The science that studies the human organs and its interactions and mechanisms.

• Nursing science

  The factors that influence human health and the therapeutic interventions that promote health with the purpose to improve individual`s mental and physical health.

• Acute care

  The type of care administered to patients for a brief and critical sequence of illness such as trauma or recovery from surgery.

• Curriculum objectives

  The goals identified in curricula and defined learning outcomes.

• Assessment processes

  Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.

• General medicine

  General medicine is a medical specialty mentioned in the EU Directive 2005/36/EC.

• Sterilization techniques

  The methods and techniques used to destroy or remove microorganisms such as viruses and bacteria that can contaminate medical instruments or any type of material in a health care setting.

• Innovation in nursing

  The methods and tools used to bring about innovative changes and quality improvement in the nursing field.

• Infection control

  The routes of transmission and methods of preventing spread of common and important infecting organisms together with the methods available for sterilisation and disinfection of pathogenic organisms in the prevention of infection.

• Human anatomy

  The dynamic relationship of human structure and function and the muscosceletal, cardiovascular, respiratory, digestive, endocrine, urinary, reproductive, integumentary and nervous systems; normal and altered anatomy and physiology throughout the human lifespan.

Skills

• Write work-related reports

  Compose work-related reports that support effective relationship management and a high standard of documentation and record keeping. Write and present results and conclusions in a clear and intelligible way so they are comprehensible to a non-expert audience.

• Apply teaching strategies

  Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.

• Apply intercultural teaching strategies

  Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.

• Give constructive feedback

  Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.

• Provide lesson materials

  Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.

• Teach nursing principles

  Instruct students in the theory and practice of nursing, with the aim of assisting them in pursuing a future career in this field, more specifically in topics such as medicine, first aid, human anatomy, sterilization, and patient care.

• Monitor developments in field of expertise

  Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.

• Liaise with educational staff

  Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students' well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.

• Develop course outline

  Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.

• Assist students with equipment

  Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.

• Prepare lesson content

  Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

• Perform classroom management

  Maintain discipline and engage students during instruction.

• Assess students

  Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.

• Tutor students

  Provide private, supplementary instruction to students individually to enhance their learning. Support and mentor students who struggle with a certain subject or who have learning difficulties.

• Assist students in their learning

  Support and coach students in their work, give learners practical support and encouragement.

• Liaise with educational support staff

  Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.

• Develop curriculum

  Develop and plan the learning goals and outcomes for education institutions, as well as the required teaching methods and potential education resources.

• Guarantee students' safety

  Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.

• Compile course material

  Write, select or recommend a syllabus of learning material for the students enrolled in the course.

• Demonstrate when teaching

  Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.

Optional knowledge and skills

Source: Sisyphus ODB