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NURS FPX 6103 Assessment 2 Applying the Tripartite Model

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    NURS FPX 6103 Assessment 2 Applying the Tripartite Model

    Student Name

    Capella University

    NURS-FPX 6103 The Nurse Educator Role

    Prof. Name

    Date

    Utilizing the Tripartite Model

    This evaluation explores the tripartite model within the context of nursing education, emphasizing the pillars of teaching, service, and scholarship. It investigates the pivotal role of mentorship, orientation, and tenure in the career trajectory of nurse educators. The examination illustrates various teaching methodologies, engagement in service-oriented activities, and scholarly pursuits, providing instances of excellence in each domain. Furthermore, the article scrutinizes the professional repercussions of neglecting any of these elements and identifies prospects for additional scholarly endeavors. Finally, it assesses the essential qualities of an effective change agent, underscoring the significance of leadership and a willingness to challenge established norms.

    Distinct Role and Functions of Nurse Educators

    The selected role for a nurse educator is that of a clinical instructor in a university nursing program. In this capacity, the educator assumes a crucial role in preparing nursing students for real-world clinical practice. Working closely with students during clinical rotations in healthcare settings, the clinical instructor serves as a facilitator of learning experiences, bridging the gap between theoretical knowledge and practical application (Heinonen et al., 2019). Responsibilities encompass organizing and coordinating student placements in diverse healthcare environments, as well as evaluating and providing feedback on student performance during clinical rotations (Leighton et al., 2021).

    Assessment of Expectations

    Exemplary teaching as a clinical instructor involves creating a supportive learning environment, employing innovative teaching strategies, fostering critical thinking skills, and facilitating hands-on clinical experiences (Jaffe et al., 2019). For instance, the clinical instructor may design interactive case studies, encouraging students to actively apply their knowledge to solve complex patient scenarios (Hargreaves et al., 2021). Outstanding service as a clinical instructor includes active participation in academic committees, professional organizations, and community initiatives.

    Through contributions to curriculum development committees and involvement in community health promotion events, such as educational workshops, the clinical instructor enhances program content and promotes community well-being (Hargreaves et al., 2021; van Lankveld et al., 2020). Exemplary scholarship in this role involves conducting research on innovative teaching methods, such as the effectiveness of simulation-based learning in nursing education. Disseminating findings through journal publications and presentations at nursing summits contributes significantly to advancing nursing education and evidence-based practices (Jeffries, 2022).

    Strategic Plan for Fulfilling the Tripartite Model

    The educator’s teaching plan includes implementing active learning strategies, incorporating technology, providing regular feedback, and fostering an inclusive environment. Methods such as case studies and simulations are employed to enhance engagement and promote self-directed learning (Jowsey et al., 2020). In terms of service, the plan entails active involvement in committees, mentoring new faculty, and community engagement, fostering professional networking and growth (van Lankveld et al., 2020). Regarding scholarship, the educator plans to engage in research, seek funding, collaborate on projects, and disseminate findings, thereby contributing to advancements in nursing education.

    Neglecting any aspect of the model may result in missed opportunities, hindering contributions to the field (Jeffries, 2022). Additionally, failure to address these elements could impede knowledge retention, student satisfaction, and the educator’s academic standing. It may also limit professional growth, tenure prospects, and opportunities for promotion.

    Scholarship Opportunities for Nurse Educators

    Nurse educators, leveraging their unique expertise, play a pivotal role in shaping the future of healthcare education by aligning their skills with relevant scholarship opportunities. Those specializing in nursing simulation can explore scholarship avenues by evaluating the effectiveness of simulation-based learning or developing innovative simulation scenarios. The dissemination of findings in journals such as “Clinical Simulation in Nursing” and presentations at conferences like the International Nursing Simulation/Learning Resource Centers Conference provides a platform for sharing their work (Bryant et al., 2020).

    Nurse educators focusing on clinical teaching strategies can conduct research on novel approaches to clinical instruction or effective preceptorship models. Publications in journals like the “Journal of Nursing Education” and participation in events like the “National League for Nursing Education Summit” serve as suitable outlets for their work (Kaas, 2019).

    Qualifications as a Change Agent

    In the realm of nursing education, the role of a nurse educator as a change agent necessitates specific qualifications to initiate and drive positive transformations. These qualifications include strong leadership, effective communication abilities, a robust knowledge base, the courage to challenge existing practices, and a commitment to continuous professional development. With these attributes, a nurse educator is well-positioned to influence decisions, articulate change, propose innovative methodologies, and stay updated on healthcare and education trends (Jeffries, 2022). Thus, a nurse educator equipped with these qualifications is poised to be an impactful change agent, fostering innovation and promoting continuous improvement in nursing education.

    Conclusion

    In conclusion, the tripartite model of teaching, service, and scholarship plays a pivotal role in the career growth of a nurse educator, emphasizing the importance of excelling in these areas to foster a positive learning environment and advance nursing education. The evaluation underscores the significance of mentorship for new educators and tenure recognition, both crucial to sustained excellence in the field. It identifies various scholarship opportunities related to specific areas of expertise and evaluates key qualifications for nurse educators as change agents. Overall, it provides a comprehensive reflection on the diverse responsibilities and opportunities within the nurse educator profession.

    References

    Bashshur, R., Doarn, C. R., Frenk, J. M., Kvedar, J. C., & Woolliscroft, J. O. (2020). Telemedicine and the COVID-19 pandemic, lessons for the future. Telemedicine and E-Health, 26(5). https://doi.org/10.1089/tmj.2020.29040.rb

    Broome, M. E., Georges, J. M., Vitello-Cicciu, J., Leaver, C. A., & García, R. (2023). Current state and future recommendations for faculty in PhD in nursing programs. Journal of Professional Nursing, 46, 111–118. https://doi.org/10.1016/j.profnurs.2023.02.011

    Bryant, K., Aebersold, M. L., Jeffries, P. R., & Kardong-Edgren, S. (2020). Innovations in simulation: Nursing leaders’ exchange of best practices. Clinical Simulation in Nursing, 41, 33-40.e1. https://doi.org/10.1016/j.ecns.2019.09.002

    NURS FPX 6103 Assessment 2 Applying the Tripartite Model

    Hargreaves, L., Zickgraf, P., Paniagua, N., Evans, T. L., & Radesi, L. (2021). COVID-19 pandemic impact on nursing student education: Telenursing with virtual clinical experiences. SAGE Open Nursing, 7, 237796082110446. https://doi.org/10.1177/23779608211044618

    Heinonen, A.-T., Kääriäinen, M., Juntunen, J., & Mikkonen, K. (2019). Nursing students’ experiences of nurse teacher mentoring and beneficial digital technologies in a clinical practice setting. Nurse Education in Practice, 40, 102631. https://doi.org/10.1016/j.nepr.2019.102631

    Jaffe, L. E., Lindell, D., Sullivan, A. M., & Huang, G. C. (2019). Clear skies ahead: Optimizing the learning environment for critical thinking from a qualitative analysis of interviews with expert teachers. Perspectives on Medical Education, 8(5), 289–297. https://doi.org/10.1007/s40037-019-00536-5

    Jeffries, P. (2022). Clinical simulations in nursing Education: Advanced concepts, trends, and opportunities. In Google Books. Lippincott Williams & Wilkins. https://books.google.com/books?hl=en&lr=&id=KPGKEAAAQBAJ&oi=fnd&pg=PT35&dq=Journal+of+Nursing+Education+and+presenting+findings+at+key+events+like+the+National+League+for+Nursing+Education+Summit

    Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S. (2020). Blended learning via distance in pre-registration nursing education: A scoping review. Nurse Education in Practice, 44, 102775. https://doi.org/10.1016/j.nepr.2020.102775

    Kaas, M. J. (2019). Will we be ready? preparing psychiatric-mental health nurses for future practice. Journal of the American Psychiatric Nurses Association, 26(1), 107839031987876. https://doi.org/10.1177/1078390319878767

    NURS FPX 6103 Assessment 2 Applying the Tripartite Model

    Leighton, K., Kardong-Edgren, S., McNelis, A. M., Foisy-Doll, C., & Sullo, E. (2021). Traditional clinical outcomes in prelicensure nursing education: An empty systematic Review. Journal of Nursing Education, 60(3), 136–142. https://doi.org/10.3928/01484834-20210222-03

    van Lankveld, T., Thampy, H., Cantillon, P., Horsburgh, J., & Kluijtmans, M. (2020). Supporting a teacher identity in health professions education: AMEE Guide No. 132. Medical Teacher, 43(2), 124–136. https://doi.org/10.1080/0142159x.2020.1838463