As I am going through this program, I have a lot of thoughts lately and I try to understand what was really behind all my worries about stepping into teaching.
- Am I prepared enough to handle any unexpected question or situation?
- Do I have enough updated clinical experience to confidently guide students?
- Can I answer thoroughly difficult or advanced clinical questions that suddenly came up?
- What if I make a mistake during teaching that confuses students and reduces my credibility?
- What if a student makes a clinical error that could impact patient safety and cause me to lose my hard-earned license?
- Can I keep up with all the paperwork and documentation involved in teaching?
The concerns about confidence and preparedness arise from feeling not competent enough to guide students through complex clinical situations, and challenges in staying updated with the evolving technology and healthcare system. With AI tools and online resources readily available, some students can be more updated or outpace their instructors, with the possibility of asking difficult, unexpected questions that require thinking several steps ahead of them. These add pressure on me, not just competency-wise, but also to be technologically literate and strategically prepared. All of these can affect my teaching effectiveness and student trust.
But as I reflect more, the more I realize, it all comes down to time and timing. That is the underlying concern.
Can I grow fast enough to meet the expectations of students and the demands of teaching today?
Teaching demands a new kind of competency, from just doing to guiding, from only knowing to explaining. Taking up this master’s program is like stepping into a new world. The focus is entirely different with new expectations, skills, and level of responsibility.
Do I have enough time left to grow into this role, not just to be capable, but to truly become effective? Did I answer this calling too late or was it a wrong number for me?
It takes time to become an effective nurse educator. Time to build confidence, to feel prepared,and to keep up with the generation of digital native learners. I also recognize the importance of creating well-structured instructional designs with flexible alternatives. Even if I create a solid instructional plan, that is not the end goal. What really matters is whether I can really implement as expected or if I can actually guide students toward achieving the learning outcomes within the set time frame and setting, not just on paper, but in practice.
I am now aware of my teaching and learning gaps, but I am also aware that some skills and confidence only come with time and experience. I also recognize the challenge of learning how to grow while already being expected to perform. Transitioning to be a nurse educator seems overwhelming with the need to adapt quickly, take on more responsibilities, and grow professionally.
To address these gaps, I know I cannot rely on willpower alone, but I need to be intentional. In the meantime, I start with reframing. Instead of questioning myself, ”Am I too late?" to “What can I offer now?” and “How can I grow from here?" A way for me to become an effective teacher is to remain a student and lifelong learner, open to learning, unlearning, and continuously growing through every experience and challenge. Moreover, probably seek a support system, ask for feedback, and practice, practice, and practice.
For there is no extra time for doubts, only moving forward. Making the most of the time I have left meaningful. Hopefully.