An excellent CRNA educator is expected to be an information provider, mentor, role model, researcher or quality improvement expert, policy expert, leader, and excellent clinician among many other roles. This can result in burnout and a feeling of being pulled in a million different directions by students, administration, clinical sites, service to the profession, teaching, and ever-increasing demands necessary for promotion. For those on tenure track, there are additional demands and associated rejections of grant submission and publications. Getting control over all the various aspects of our lives can seem difficult, if not impossible. As most CRNAs with type A personalities, we want to be the best educator, best CRNA, committee chair, president of state Association, but how can we do that in the most effective way possible? The effective teaching behaviors of educators has been shown to improve the clinical ability of students and improve the effectiveness of clinical practice. Stephen Covey wrote the book The Seven Habits of Highly Effective People, in 1989 and since then it has help millions take control over their lives and to dictate the path they take, rather than drifting along without goals or direction. Drawing on my personal experience and contemporary literature, I will discuss strategies for becoming a highly effective educator while maintaining a work-life balance. CRNA faculty can adopt these habits to achieve major professional and personal success.
Learning Objectives:
Discuss habits that contribute to effective teaching and student success.
Understand effective strategies for balancing teaching, service, clinical practice, and research.
Apply effective habits and synergy across missions for promotion in academia.
