We often receive letters to the editor, but it is especially encouraging when the authors are nurse practitioner (NP) students. The two letters published in this issue demonstrate not only the students' enthusiasm about becoming NPs but also their desire to acquire expert knowledge to improve their clinical decision-making skills.
In my first editorial memo (July 2005), I wrote about my introduction to The Nurse Practitioner journal as a student. My faculty emphasized the importance of reading journal articles that provided current, reliable, and useful information to guide clinical practice. They admonished that books alone were not enough. I never abandoned the tradition of reading the journal after I graduated. I also never imagined that I would become its Editor-in-Chief!!
Shaping the Future
Today, when my students ask me what I read to keep up with the profession and practice, I cite nursing and medical journals, explaining that peer-reviewed journals present articles with the best scientific evidence. Students seek guidance in areas that may seem like common sense to us and are receptive to faculty recommendations.
Two definitions for faculty in Webster's dictionary are, "a branch of teaching or learning in an educational institution" and "power, authority, or prerogative given or conferred." We traditionally think of nursing faculty as residing in academia, lecturing and grading students. Some conduct research, others continue to practice, and many engage in service. Faculty are privileged to be in a position of influence balanced with power to help shape future professional behaviors of students, hopefully modeling desired behaviors.
What is Faculty?
There is another group of faculty who resides outside the academic setting, who does not necessarily view themselves as faculty-our clinical preceptors. Anyone engaging in a teaching or learning experience with students is faculty. Academic faculty relies heavily on clinical "faculty"; their contributions, knowledge, and expertise are irreplaceable. Converting expert clinicians to academicians is one strategy to increase numbers and help relieve the faculty shortage. And likewise, students who express an interest in becoming educators should be nurtured and mentored into the faculty role.
The following is the preface to my teaching portfolio, written in 1999:
"As I gain more experiences in teaching, I often think about the teachers whom I admired and who inspired me to want to teach. Certain characteristics stand out, not all in one person but in many over time. I reflect on my perceptions then and wonder if they have changed. Then, I saw a professor who seemed to know everything, but was always seeking more; an adventurer testing limits and not afraid to try something new. I saw a nurse who seemed to effortlessly attend to a patient's every need, a leader confident in making decisions that affected the quality of care. I saw a person who treated me as an adult. I saw a friend who always had a welcoming smile, an open door, and perfect timing to know when I needed help. I saw a mentor who recognized when to push and when to step back. I saw someone who truly enjoyed being a teacher. Today, I know the teacher did not know everything; was afraid at times; struggled to provide the best care; and was often tired and wished simply for a quiet retreat. In the end, however, the students' successes became their successes."
To educators: Teaching is an interactive process. The teacher, as well as the student, is a learner. Genuine caring for students, respect for each other as individuals, and helping every one reach their potential defines teaching. And to students: Reap the benefits of your teachers' experience. But challenge them because the rewards will be yours.
Jamesetta Newland, PhD, APRN, BC, FNP, FAANP, FNAP, Editor-in-Chief
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