What are the attributes needed in an education leader As previous generations of nursing education leaders are retiring and the healthcare environment is becoming increasingly complex, we as The profession need nurse educators who possess the skills that facilitate students to have the skills to practice evidence-based care in this environment (Hanson & Stenvig 2008). In this author's opinion, the following are some of the attributes that a nursing education leader should possess, including: proactive, goal-oriented, collaborative, organized, professional, supportive, knowledgeable, and enthusiastic. The nurse educator's ability to possess, demonstrate and renew these attributes will be useful in facilitating learning and achieving program outcomes regardless of the context or program outcomes (Hanson & Stenvig 2008). This author's literature review and practical experience have reaffirmed his belief that facilitation of education must begin with respect for the student which has been demonstrated to create a positive learning environment conducive to learning as well as well as teaching (Hanson & Stenvig 2008). Nurse educators in the practice setting have continually demonstrated their ability to respect all human beings, regardless of student or colleague, creating an environment that is mission-aligned and conducive to learning. The organization's nurse educators have also maintained a proactive mindset. in seeking and taking every opportunity to participate in opportunities that can positively impact patient care outcomes, including: new grants, teaching opportunities, preventative strategies, as well as diverse patient settings and age groups. My preceptor has dem… half the paper… they are using the most effective strategies on behalf of patients. The program planning meetings were exceptional in providing valuable insights into curriculum development. During the program meeting, nurse educators critique and evaluate each part of the educational initiative to see if it is effective and supportive of patient learning. These meetings are collaborative in nature but also encourage people, including myself, to express their views on many aspects including outcomes, session formats, strategies and course materials. This author only wishes that many staff nurses were able to participate in these behind-the-scenes meetings that could bridge the gap between the educator and the staff nurse who often refers patients to initiatives, which could help them see how commitment is necessary for these valuable initiatives.