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NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

Student Name Capella University NURS-FPX 6103 The Nurse Educator Role Prof. Name Date Nurse Educator Philosophy Statement In my capacity as a nurse educator, my philosophy is grounded in the conviction that creating a dynamic learning environment for adult learners is indispensable for their personal and professional development. My aim is to facilitate the acquisition of knowledge and skills necessary for healthcare professionals by incorporating effective teaching strategies and embracing relevant learning theories. This philosophy will continue to guide my practice across the tripartite roles of teaching, scholarship, and service, enabling me to make a substantial impact on nursing education. Informed Nurse Educator Philosophy: Grounded in Practice and Literature Specializing in clinical skills development and simulation-based training, my nurse educator philosophy statement is shaped by my beliefs and values concerning the adult learner, learning environment, and teaching strategies. I regard adult learners as autonomous individuals with valuable life experiences, and I emphasize collaboration, respect, and active involvement in their education. Creating a supportive learning environment that encourages open dialogue and fosters a sense of belonging is paramount. To promote a sense of community and mutual respect among learners, I prioritize the establishment of a safe and inclusive learning environment where adult learners can freely express their thoughts and share experiences. By fostering collaboration, I aim to enhance critical thinking skills and facilitate rich learning experiences (Tsimane & Downing, 2020). NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement Adopting teaching strategies influenced by andragogy, constructivism, and transformative learning, I recognize adult learners as self-directed and motivated individuals. Therefore, I employ learner-centered teaching approaches, utilizing various instructional methods like simulations, case studies, role-playing, and problem-based learning to actively engage learners. These strategies bridge the gap between theory and practice, enabling the application of knowledge in real-world healthcare settings (Wang et al., 2020). Through my nurse educator philosophy, I aspire to empower adult learners to excel in their nursing careers, fostering lifelong learning commitment and the delivery of exceptional patient care. By embracing their unique experiences, creating an inclusive learning environment, and employing learner-centered teaching strategies, I aim to inspire and support adult learners in their educational pursuits. Application to the Tripartite Roles My philosophy shapes my teaching approach by emphasizing active learner involvement. I advocate for learner-centered education, acknowledging the unique needs and learning styles of each student. Tailoring instructional methods to individual learners creates a supportive and engaging learning environment. For instance, small group discussions, case studies, and simulations cater to diverse learning preferences. It would be beneficial to further discuss specific strategies or examples of customizing instructional methods to meet individual needs. Additionally, in terms of fostering a supportive and engaging learning environment, I promote collaboration among students, encourage open dialogue, and provide constructive feedback, contributing to a safe space for active participation (Matewere et al., 2022). Aligned with my philosophy, I value scholarly activities as a nurse educator, engaging in ongoing research and contributing to the body of knowledge in nursing education. Conducting research studies exploring the effectiveness of teaching approaches in clinical settings and actively participating in conferences and workshops demonstrate my commitment to evidence-based practices. Providing specific examples of research focus or recent scholarly contributions would offer a deeper understanding of my contributions to the field. Guided by my philosophy, service is integral to my role, actively engaging in professional organizations, committees, and community initiatives related to nursing education. Serving on the curriculum development committee of a nursing education association and delivering presentations on incorporating technology in nursing education showcase my commitment to advocacy and innovation. However, providing specific examples of professional involvement would further highlight the breadth and depth of my service contributions (Matewere et al., 2022). Influence of Historical Events Historical events have significantly shaped the role of nurse educators. For instance, the Flexner Report in 1910 emphasized standardized nursing education, leading to restructuring and integration into universities. This elevated the status of nursing education and prompted nurse educators to adapt teaching strategies and curricula to meet rigorous standards (Tesseyman et al., 2020). Another influential historical event is the emergence of evidence-based practice in the late 20th century, emphasizing research integration into clinical decision-making. Nurse educators adapted by incorporating research principles into curricula, shifting their approach to teaching and emphasizing critical thinking skills (Park et al., 2020). While historical events have positively influenced the nurse educator role, uncertainties persist, such as the integration of technology. The impact of online learning platforms and virtual simulations in nursing education is still being explored, requiring adaptation and exploration of their potential benefits (Tesseyman et al., 2020). Competencies for Nurse Educator Role Nurse educators require competencies in subject matter expertise, pedagogical knowledge, effective communication, research and scholarship, leadership, collaboration, and cultural competence. Staying current with research and trends, understanding diverse teaching strategies, and fostering positive relationships with students are essential (Ng, 2019; Markey et al., 2021; Fitzgerald & Clukey, 2021). In conclusion, my nurse educator philosophy guides my approach to teaching, scholarship, and service, allowing me to contribute meaningfully to nursing education. Through a thorough understanding of historical events and essential competencies, I aim to provide exceptional education and support to future healthcare professionals. References  Fitzgerald, A., & Clukey, L. (2021). Professional identity in graduating nursing students. Journal of Nursing Education, 60(2), 74–80. Kirca, N., & Bademli, K. (2019). Relationship between communication skills and care behaviors of nurses. Perspectives in Psychiatric Care, 55(4), 624–631. Markey, K., Doody, O., Kingston, L., Moloney, M., & Murphy, L. (2021). Cultural competence development: The importance of incorporating culturally responsive simulation in nurse education. Nurse Education in Practice, 52, 103021. NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement Markey, K., & Okantey, C. (2019). Nurturing cultural competence in nurse education through a values-based learning approach. Nurse Education in Practice, 38, 153–156. Matewere, I., Msosa, A., & Mfuni, J. (2022). Exploring perceived barriers to effective utilization of learner-centred teaching methods by tutors at Holy Family College of Nursing and Midwifery, Phalombe, Malawi. Malawi Medical Journal, 34(3), 192–200. Ng, L. K. (2019). The perceived importance of soft (service)

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). 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. 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. 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. 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. 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. Jeffries, P. (2022). Clinical simulations in nursing Education: Advanced concepts, trends, and opportunities. In Google Books. Lippincott Williams & Wilkins. 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. 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. 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. 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.