198chapter SEVEN
Refl ective Response
Theresa “Terry” M. Valiga
This chapter raises many questions that remain unanswered even after years of dis-
cussion, and it documents that we still are not close to resolving the many issues sur-
rounding the preparation, role, and contributions of nurse educators. Why is this such a
“thorny” dilemma? Is it because academe continues to perpetuate old, traditional ways
of thinking? Is it because the purpose of the Doctor of Nursing Practice (DNP) was not
crystal clear, resulting in confusion about the ideal curriculum design for such prepara-
tion? Or is it because our profession— like others— continues to fail to acknowledge the
true value and worth of educators?
■ WHAT IS A “PRACTICE” ROLE? IS NURSING EDUCATION
AN “ADVANCED PRACTICE” ROLE?
It seems that a first step in resolving some of the issues surrounding the educator role
is to address the issue of “practice” and “advanced practice” roles in nursing. For too
long, nursing has limited its perspective of the concept of “practice” to those activities
in which nurses engage (a) in health care or clinical settings and (b) in providing care to
patients, families, and communities. In essence, when many have used the word “prac-
tice,” they equate it only with clinical practice.
There is no doubt that the provision of care in health care/ clinical settings is a role
that nurses have fulfilled for more than a century, that this role is an essential one in
society, and that nurses who enact this role are highly valued, trusted, and respected.
But such nurses would not be able to do what they do were it not for other nurses who
“practice” in other roles.
Were it not for each of the following groups of nurses— and many others— those
who “practice” in clinical roles would not be able to be as effective and valuable as
they have been shown to be: nurses who provide leadership in organizational dynamics
“practice” in administrative or management roles; nurses who influence the formation
of health policy “practice” in policy roles; nurses who integrate nursing science with
multiple information management and analytical sciences to identify, define, manage,
and communicate data, information, knowledge, and wisdom “practice” in informatics