Name: Deborah J. Jones
Current place of employment: Virginia Commonwealth University School of Nursing (full-time) and VCU Health System Post Anesthesia Care Unit (prn)

Current role (clinical, administrative, dean, adjunct, etc.): Clinical Project Director for an NIH National Institute of Nursing Research study entitled "Oral Care Intervention in Mechanically Ventilated Adults" (administrative) and staff nurse (clinical)
Highest level of education: current 2nd year Ph.D. Nursing student

Number of years you have been an RN: 6.5 years
Number of years as a Nurse Educator: Employed in the academic environment for 3 years

Why did you choose to teach nursing (variety of work, flexible work schedule, encourage and educate eager minds, etc.)?
I chose to pursue a career in the academic setting as a Clinical Project Director after receiving my Master's degree in Nursing Administration. I believe my current role exemplifies the best of both worlds. I not only have the opportunity to assist in the generation, implementation and application of evidence based knowledge through the research enterprise but I am also able to interact in the clinical setting through the education of nursing students, families, subjects and hospital personnel on clinical research and the clinical trial.

Over the year/s how has your initial opinion of teaching changed? What is responsible for those changes?
In thinking of my possibility of embarking on a career as a nursing faculty member, upon completion of my doctorate, I first thought of teaching as a job rather than my current thinking of teaching as the opportunity to foster and develop inquisitive minds. Becoming a faculty member means the opportunity to promote learning in every new nursing student. Because of the changes of the face of the current nursing student, the increased access to technology and the increased acuity of the healthcare clients, Nurse Educators are forced to take on the role of mentors, advisors, educators, teachers, learners, practitioners and researchers.

Personally speaking, what is the best part of teaching nursing (advising students, classroom teaching, clinical instructing, etc.)?
I am not in the traditional Nurse Educator role, however, my role as the Project Director does allow me opportunity to educate those employed on the research study, including nursing and dental hygiene students, as well as families, study subjects and hospital personnel within the research setting. I find the eagerness of students to learn the research enterprise, the clinical setting and the study protocol to be the most rewarding. The ability to expose the students to a role they may not have had an opportunity to experience in coursework alone is gratifying. Knowing that the guidance provided will play a role in how the students view themselves and their profession offers an invaluable experience.

In your opinion, what is the most difficult part of being a Nurse Educator?
The most challenging aspect of my role is the ability to maintain data integrity and prevent research protocol deviations in an ever-changing critical care unit. Because the research study is longitudinal (5 years), it requires continuous reevaluation and creativity to maintain support and enthusiasm from those who may not have day-to-day involvement in study procedures.

Would you encourage fellow RNs to consider becoming Nurse Educators? Why or Why not?
I would definitely encourage fellow RN's to become Nurse Educators. The ability to influence how nursing care will be delivered, the growth of nursing as a profession and the implementation of evidence based care to the bedside is empowering.

In your opinion, what are some factors that retain you as a Nurse Educator?
The variation in my role, the flexibility of my schedule and the knowledge of knowing that my day-to-day tasks will make a difference in not only nursing care but also the healthcare of society are the motivating factors that retain me in my role.

What is your opinion of using the Internet as a teaching tool? (For example, one instructor teaching hundreds of students non clinical classes (A&P, Psychology etc.) in a virtual classroom?)
With the increase in nursing students and lack of the reciprocal increase in nursing faculty, I believe it to be naive to ignore the possibility that virtual classrooms would add benefit to education. We are in a time of technology and in that time we must explore options of maximizing educational resources to the benefit of higher learning.

What is the main reason you see nursing students dropping out of programs?
Nursing students are no longer the "traditional" nursing student in regards to demographics and I believe that nursing curricula and educational methods must acknowledge this difference. In my opinion, nursing students may withdraw from programs due to lack of knowledge about what the program will entail as well as life experiences that my cause a break in their educational track. Understanding that there are a plethora of careers to choose from, I believe Nurse Educators have the responsibility to enlighten nursing students as well as society regarding the nurse's role and expectations as healthcare professionals. Nursing is a unique career choice with endless opportunities that may be hidden and need to be brought to the forefront of our recruitment efforts.