INTERNATIONAL JOURNAL NURSE PRACTITIONER EDUCATORS / SPRING 2012 1 International Journal Nurse Practitioner Educators Spring Vol.1 No.1 Certification in Nursing Education: Implications for Nurse Practitioner Faculty CHRISTOPHER W. BLACKWELL & JULEE B. WALDROP Abstract Faculty selected to teach in programs that educate nurse practitioners (NPs) are often excellent clinicians. However, nurse practitioner faculties often have knowledge deficits in areas related to educational pedagogy, theory, and instructional and evaluation methodology. Nurse Practitioner (NP) faculty can develop capabilities as an educator both via formal education or self-study. Achievement of competency as an educator can then be documented by obtaining the Certified Nurse Educator credential offered by the National League for Nursing. This paper presents an overview of the certification program, suggestions for preparation and discusses benefits of holding this certification for the faculty member who teaches in graduate programs that prepare nurse practitioners. aculty selected to teach in programs that educate nurse practitioners (NPs) are often excellent clinicians. They may also have experience as outstanding preceptors and possess advanced clinical and/or research degrees that have prepared them as expert researchers, healthcare providers, or both. However, they often have no experience in classroom teaching or knowledge of curriculum development or assessment and measurement. These teachers’ abilities to evaluate scholarly work using skills beyond what they learned from their own personal educational experience as students are often underdeveloped. This is often because historically only programs in the discipline of education focus on the pedagogy of teaching and learning. A lack of knowledge about educational theory and effective teaching strategies can create significant knowledge deficits that hinder the NP faculty member’s ability to effectively execute his or her academic teaching role. This then can threaten the quality of education NP students ultimately receive. Some states have determined that this type of knowledge is a pre-requisite for teaching in nursing. As of 2011, at least six states require documented knowledge or evidence of formal course credit in the areas of adult education, teaching methodology, curriculum development, implementation and evaluation and student evaluation and assessment (Colorado, Minnesota, Mississippi, North Carolina, Utah, Wyoming) for faculty employment (Office of Program Policy Analysis and Government Accountability, 2007). There are two major ways NP faculty can remedy this problem. The first is to take nurse education courses, optimally in a program which grants a nurse educator certificate to document this achievement. Courses in teaching strategies, learning theory, curriculum development, evaluation, clinical teaching and use of technology in teaching can prepare the novice NP educator with skills which foster growth in the role. Such courses will help him or her become a more effective teacher as well as thoughtfully participate in curriculum and other program discussions (Kohtz, et al., 2008). Novice NP educators can also develop needed educator competencies through self-directed learning. Attending nursing conferences focused on the education of nurse practitioners such as the annual conference of the National Organization of Nurse Practitioner Faculty (NONPF) is an example. Many colleges and universities also provide educational programming opportunities as part of faculty development. In depth self-study is also possible through reading books and journal articles on nursing education. Preparation for the CNE F