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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

    Applying the Tripartite Model in Nursing Education

    This assessment explores the tripartite model within nursing education, emphasizing teaching, service, and scholarship. It examines the significance of mentoring, orientation, and tenure in the career of a nurse educator, providing examples of excellence in teaching techniques, service engagement, and scholarly activities. The article also addresses potential professional implications if any of these elements are neglected and suggests opportunities for further scholarship. Lastly, it evaluates the key traits essential for a successful change agent, highlighting the importance of leadership and a willingness to challenge established norms.

    Specific Role and Functions of a Nurse Educator

    The selected nurse educator role is that of a clinical instructor in a university nursing program. In this capacity, the educator plays a crucial role in preparing nursing students for real-world clinical practice, acting as a facilitator of learning experiences during clinical rotations. Responsibilities include organizing and coordinating student placements, evaluating performance, and providing constructive feedback for skill enhancement. The role also involves active engagement in academic committees, professional organizations, and community initiatives to enhance program content and contribute to the well-being of the local community.

    Evaluation of Expectations

    Exemplary teaching as a clinical instructor involves creating a supportive learning environment, employing innovative teaching strategies, promoting critical thinking skills, and facilitating hands-on clinical experiences. For instance, interactive case studies can be developed where students actively apply their knowledge to solve complex patient scenarios. Exemplary service includes active participation in academic committees, professional organizations, and community health promotion events. Exemplary scholarship involves conducting research on innovative teaching methods, such as the effectiveness of simulation-based learning in nursing education, and contributing to journals and nursing summits.

    Plan for Meeting Aspects of the Tripartite Model

    The educator’s plan for teaching includes active learning strategies, technology use, regular feedback, and fostering an inclusive environment. Service-oriented plans involve active participation in committees, mentoring new faculty, and engaging with the community. For scholarship, the educator plans to conduct research, seek funding, collaborate on projects, and disseminate findings to contribute to nursing education advancements.

    Failure to address any element of the model may lead to missed opportunities, hinder contributions to the field, limit knowledge retention, and negatively impact student satisfaction and the educator’s academic standing. It may also impede professional growth and opportunities for tenure and promotion.

    Opportunities for Scholarship

    Nurse educators can leverage their unique expertise to shape the future of healthcare education by aligning their skills with relevant scholarship opportunities. For example, those specialized in nursing simulation can explore scholarship by evaluating the effectiveness of simulation-based learning or developing innovative scenarios. Similarly, educators focused on clinical teaching strategies can research novel approaches to clinical instruction or effective preceptorship models.

    Qualifications as a Change Agent

    In the realm of nursing education, a nurse educator’s role as a change agent requires specific qualifications, including strong leadership, effective communication abilities, a robust knowledge base, the courage to challenge existing practices, and a commitment to continuous professional development. These qualities position a nurse educator to influence decisions, articulate change, propose innovative methodologies, and stay updated on healthcare and education trends.

    Conclusion

    In conclusion, the tripartite model of teaching, service, and scholarship is integral to the career growth of a nurse educator. Excelling in these areas fosters a positive learning environment and advances nursing education. This assessment underscores the importance of mentorship, tenure recognition, and various scholarship opportunities. It also highlights key qualifications for nurse educators as effective change agents, contributing to innovation and continuous improvement in nursing education.

    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

    NURS FPX 6103 Assessment 2 Applying the Tripartite Model

    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

    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