Phillip October 2, 2023 No Comments

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues Student Name Capella University NURS-FPX 6103 The Nurse Educator Role Prof. Name Date Teaching About Legal and Ethical Issues Good day, everyone, we are here to talk about an important aspect of nursing education: upholding legal and ethical standards. As nurse educators, addressing academic dishonesty is a critical concern for us. This introduction highlights the need for a comprehensive approach to tackle this issue and promote ethical behavior. By doing so, we ensure the quality of nursing education and nurture trustworthy nursing professionals. Legal and Ethical Issue: Academic Dishonesty Academic dishonesty, such as plagiarism, cheating, and unauthorized collaboration, poses a significant legal and ethical issue within nursing education. It undermines the learning process, compromises the credibility of educational institutions, and contradicts professional ethics. To address this issue effectively, several necessary changes must be implemented (Abbott & Nininger, 2020). Establish Clear Expectations: Faculty members and students need to have a comprehensive understanding of what constitutes academic dishonesty. Clear expectations should be set regarding acceptable academic practices, including proper citation, avoidance of cheating, and responsible collaboration. This can be achieved through the development and dissemination of a comprehensive academic honesty policy that explicitly defines academic misconduct and outlines the associated consequences. Strengthen Policies and Procedures: Existing policies and procedures should be enhanced to provide explicit guidance on addressing academic dishonesty. This includes clearly stating the consequences for engaging in such behaviors and emphasizing the importance of upholding academic integrity. The policies should also define the processes for reporting, investigating, and adjudicating cases of academic misconduct, ensuring fairness and due process. Promote a Culture of Honesty: Creating a culture of honesty within the educational environment is crucial. Open discussions and dialogues about the significance of academic integrity, ethical decision-making, and the negative consequences of academic dishonesty should be encouraged. Faculty members can engage students in reflective activities, case studies, and ethical dilemmas to promote critical thinking and ethical reasoning. Building an environment where students feel motivated to act honestly and ethically can be fostered through mentorship programs, peer support, and regular reinforcement of ethical behavior. Change Management Approach  To smoothly transition towards addressing academic dishonesty, the following change management approach can be employed: a) Raise Awareness: Engage faculty, staff, and students in a dialogue about the implications of academic dishonesty. Conduct seminars, workshops, and interactive sessions that focus on the consequences of academic misconduct, the importance of academic integrity, and strategies for promoting ethical behavior. Provide real-life examples and evidence-based research to underscore the impact of academic dishonesty on patient safety, professional credibility, and personal integrity. For instance, research by Bloomfield and colleagues (2021) found a significant association between academic dishonesty among nursing students and patient safety incidents in clinical practice. This study demonstrated that students engaged in academic dishonesty were more likely to exhibit unethical behaviors in patient care, such as medication errors and documentation discrepancies. Sharing this evidence highlights the direct link between academic integrity and patient safety, emphasizing the importance of upholding ethical standards in nursing education. b) Training and Education: Develop comprehensive training programs for faculty members to enhance their ability to detect and address academic dishonesty effectively. These programs should include strategies for recognizing various forms of plagiarism, implementing academic integrity in assessments, and using plagiarism detection software. Faculty members should also be equipped with resources and strategies to educate students on proper citation practices, paraphrasing, and responsible academic writing. Emphasize the importance of prevention, early intervention, and guiding students towards academic success through ethical means. c) Implementation of Consequences: Clearly communicate the consequences of academic dishonesty to students through institutional policies. Faculty members should consistently apply disciplinary measures when cases of academic misconduct are identified. The disciplinary process should ensure fairness, providing students with opportunities to respond, present their perspective, and appeal decisions. This approach serves as a deterrent while also offering an opportunity for education and growth. Synthesizing Resource Information and Addressing Knowledge Gaps To evoke meaningful change in addressing academic dishonesty, it is crucial to synthesize pertinent resource information and identify areas of uncertainty or knowledge gaps. This can be achieved through the following steps, while incorporating evidence-based examples: Conduct extensive research to gather relevant information, strategies, and resources aimed at preventing academic dishonesty in nursing education. Explore academic journals, educational websites, and published studies that focus on effective interventions and best practices in promoting academic integrity. For instance, a study by Bdair (2021) investigated the impact of faculty training programs on reducing academic dishonesty. Their research demonstrated that faculty who received training on plagiarism detection, instructional design, and promoting ethical behavior observed a significant decrease in instances of academic misconduct among students. This evidence underscores the importance of providing faculty with the necessary tools and knowledge to prevent academic dishonesty. NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues During the research process, identify specific areas of uncertainty or knowledge gaps related to academic dishonesty in nursing education. This could involve emerging trends in cheating methods, ethical considerations unique to nursing, or effective interventions for promoting academic integrity. For example, one knowledge gap that may arise is understanding the ethical challenges faced by nursing students in clinical settings. Research by Philion and colleagues (2021) highlighted the ethical dilemmas encountered by nursing students during their clinical placements. Addressing this gap in knowledge can inform the development of targeted interventions to promote ethical decision-making and professional conduct among nursing students. Utilize the identified knowledge gaps to design targeted professional development programs for faculty, staff, and students. These programs should address the specific areas of uncertainty and provide practical guidance on fostering academic integrity. For instance, a professional development program can include interactive workshops that educate faculty on strategies to detect and prevent plagiarism. This could involve demonstrating the use of plagiarism detection software and providing guidelines on promoting proper citation practices. By equipping faculty with the necessary skills and knowledge, the program aims to create a culture of academic integrity. Teaching Presentation

Phillip October 2, 2023 No Comments

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan Student Name Capella University NURS-FPX 6103 The Nurse Educator Role Prof. Name Date Creating a Professional Development Plan In the evolving landscape of healthcare, nurse educators hold a pivotal role. They are entrusted with the preparation of future nursing professionals capable of delivering competent and compassionate care. As the Institute of Medicine has emphasized, nurses should be leaders in bringing about healthcare change, which necessitates that nurse educators stay at the forefront of these changes. To navigate this challenging, yet rewarding role, I present a comprehensive professional development plan. This plan not only outlines my focus and goals as a nurse educator but also presents a roadmap for continuous improvement and leadership in my chosen field. Nurse Educator Focus, Competencies, and Professional Goals As a nurse educator, my specific area of focus is on critical care nursing. I’ve chosen this specialty based on the understanding that it demands high competency levels, swift decision-making, and a comprehensive knowledge of complex patient conditions. The rationale behind this focus is my conviction that expertise in critical care can vastly enhance patient outcomes in acute care settings. In this role, I bring several key competencies. My clinical experience as an advanced practice nurse in ICU settings equips me with the necessary clinical skills for effective teaching in critical care nursing. This clinical expertise is a vital competency as it enriches my teaching, making it more relevant and practical. Moreover, my skills in curriculum design play a significant role in preparing future nurses for the challenges of critical care. This involves staying updated on the latest research and advancements in critical care and incorporating them into the curriculum. Additionally, my ability to assess student performance, provide constructive feedback, and guide student development contributes to effective learning (Gazza, 2018). Professional Goals  A significant aspect of my role as a nurse educator is embodying leadership. As a change agent, I encourage my students to adapt to changes in healthcare and foster a culture of continuous improvement. Leadership in nursing education is more than directing; it involves inspiring and motivating students to be the best versions of themselves. My professional goals are in line with my philosophy as a nurse educator, which is to promote lifelong learning and instill a strong sense of patient advocacy in my students. I aspire to achieve excellence in pedagogy by employing a variety of evidence-based teaching strategies that cater to diverse learning styles, facilitating comprehensive understanding (Linton et al., 2019). Another important professional goal of mine is to be a transformative leader in the field of nursing education. Leadership in nursing education is about driving changes and inspiring others to follow suit. It’s about creating an environment that encourages growth, inquiry, and the pursuit of excellence. Moreover, I am committed to engaging in scholarly activities to contribute to the nursing knowledge base. This involves conducting research and publishing in reputable nursing education journals, contributing to evidence-based practices in critical care nursing education. NURS FPX 6103 Assessment 4 Creating a Professional Development Plan These goals and focus areas resonate with recent trends in nursing education. The increasing use of simulation in teaching, for example, supports my commitment to pedagogical excellence. High-fidelity simulation, especially in critical care education, can enhance students’ learning experiences by bridging the gap between theoretical knowledge and practical skills (Brown Tyo & McCurry, 2019). With the rise of telehealth services due to the COVID-19 pandemic, integrating this aspect into the curriculum is another goal. By doing this, I aim to equip future nurses to competently navigate this growing aspect of healthcare delivery. Lastly, cultural competence in nursing is a crucial element that I incorporate into my teachings. As we cater to a diverse patient population, it’s vital for future nurses to provide empathetic and patient-centered care that respects cultural diversity (Jumreornvong et al., 2020). Influences on the Nurse Educator Role A variety of forces intersect to shape the role of a nurse educator. In the social domain, increasing cultural diversity within patient and student populations necessitates the incorporation of multicultural education in our nursing curricula. This diversity presents an opportunity to broaden perspectives, teaching students to provide culturally sensitive and patient-centered care. Additionally, health inequities arising from socio-economic disparities need addressing in nursing education, making students aware of these disparities and equipping them to advocate for their patients effectively (Kula et al., 2021). From an economic perspective, fluctuations in the funding landscape for education, particularly for health-related programs, impact nurse educators. We often find ourselves working within stringent budgets, forcing us to seek cost-effective yet impactful methods of instruction. For example, acquiring high-fidelity manikins for simulation learning can be expensive, requiring us to seek grants or alternative funding sources. The political environment also significantly influences the nurse educator role. Changes in healthcare policy and nursing licensure requirements can necessitate curricular adjustments to ensure that graduates are adequately prepared to meet these evolving regulations. An example is the recent shift toward value-based healthcare, which emphasizes patient outcomes; as nurse educators, we are required to integrate this concept into our teaching (Anderson et al., 2019). NURS FPX 6103 Assessment 4 Creating a Professional Development Plan At an institutional level, shifting accreditation standards, and university or college policies directly affect the work of nurse educators. For example, changes in the required student-to-faculty ratios or minimum pass rates on licensure exams could lead to alterations in class sizes, teaching methods, and assessment strategies. In terms of personal influences, acknowledging one’s own assumptions and biases is crucial to maintain fairness in teaching and evaluation. For instance, I recognize my bias towards simulation-based learning due to its effectiveness in my personal teaching experience. However, it’s important to remember that each student has a unique learning style, and what works best for one may not work for all (Kula et al., 2021). In addition, I’ve noted my assumption that students entering a critical care nursing course will already have a strong foundation in general nursing concepts.

Phillip October 2, 2023 No Comments

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

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 This assessment examines the tripartite model in nursing education, focusing on teaching, service, and scholarship. It delves into the importance of mentoring, orientation, and tenure in a nurse educator’s career. It illustrates teaching techniques, service engagement, and scholarly activities, giving examples of excellence in each area. The article also discusses professional implications if any elements are overlooked and opportunities for further scholarship. Lastly, it evaluates the key traits of a successful change agent, emphasizing leadership and a readiness to challenge norms. Specific Nurse Educator Role and Role Functions  The chosen nurse educator role is a clinical instructor in a university nursing program. As a clinical instructor, the educator plays a vital role in preparing nursing students for real-world clinical practice. They work closely with students during their clinical rotations in healthcare settings. In this role, the clinical instructor functions as a facilitator of learning experiences, bridging the gap between theoretical knowledge gained in the classroom and its practical application in the clinical setting (Heinonen et al., 2019). The clinical instructor’s role as a nurse educator involves managing clinical experiences and supervising student performance. Specifically, they organize and coordinate students’ placements in diverse healthcare settings. Additionally, they evaluate students in clinical rotations, give feedback, highlighting growth areas , and guide skill enhancement (Leighton et al., 2021). Evaluation of Expectations Exemplary teaching in the role of a clinical instructor involves creating a supportive learning environment, employing innovative teaching strategies, promoting critical thinking skills, and facilitating hands-on clinical experiences (Jaffe et al., 2019). For instance, the clinical Instructor can develop interactive case studies where students actively apply their knowledge to solve complex patient scenarios (Hargreaves et al., 2021). Exemplary service as a clinical instructor involves active participation in academic committees, professional organizations, and community initiatives. NURS FPX 6103 Assessment 2 Applying the Tripartite Model The clinical instructor through curriculum development committee contribution and participation in community health promotion events like educational workshops, enhances program content and fosters local community well-being (Hargreaves et al., 2021; van Lankveld et al., 2020). Exemplary scholarship as a clinical instructor entails conducting research on innovative teaching methods or aspects like the effectiveness of simulation-based learning in nursing education. By publishing in journals and presenting in nursing summits, they notably enhance nursing education and evidence-based practices (Jeffries, 2022). Plan for Meeting Aspects of Tripartite Model The educator’s plan for teaching includes active learning strategies, technology use, regular feedback, and an inclusive environment. Methods such as case studies and simulations can foster engagement and self-directed learning (Jowsey et al., 2020). For service, the plan involves active participation in committees, mentoring new faculty, and community engagement. This fosters professional networking and growth (van Lankveld et al., 2020). In scholarship, the educator will engage in research, seek funding, collaborate on projects, and disseminate findings. This contributes to nursing education advancements. Failing to address any element of the model may lead to missed opportunities and hinder contributions to the field (Jeffries, 2022). Moreover, not addressing them could limit knowledge retention and student satisfaction and could undermine the educator’s academic standing. It may also hinder professional growth and opportunities for tenure and promotion.  Opportunities for Scholarship Nurse educators, with their unique expertise, are pivotal in shaping the future of healthcare education. This is achieved by aligning their specific skills with relevant scholarship opportunities. Those specialized in nursing simulation can explore scholarship by evaluating the effectiveness of simulation-based learning or developing innovative simulation scenarios. Findings can be published in journals like “Clinical Simulation in Nursing”. Conferences such as the International Nursing Simulation/Learning Resource Centers Conference are perfect platforms for presenting their work (Bryant et al., 2020). NURS FPX 6103 Assessment 2 Applying the Tripartite Model Nurse educators focused on clinical Teaching Strategies can research novel approaches to clinical instruction or effective preceptorship models. Publications such as the “Journal of Nursing Education” are suitable outlets for their work. The “National League for Nursing Education Summit” is a great stage for them to share their innovative strategies (Kaas, 2019). Qualifications as a Change Agent In the context of nursing education, the role of a nurse educator as a change agent requires specific qualifications that facilitate the initiation and drive for positive transformation. Such qualifications encompass strong leadership, effective communication abilities, a robust knowledge base, the courage to challenge existing practices, and a commitment to continuous professional development. With these qualities, a nurse educator can influence decision,  articulate change, propose innovative methodologies and stay updated on healthcare and education trends (Jeffries, 2022). Therefore, a nurse educator equipped with these qualifications is well-positioned 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 vital role in the career growth of a nurse educator. It underscores the importance of excelling in these areas to foster a positive learning environment and advance nursing education. The assessment highlighted the significance of mentorship for new educators and tenure recognition, both crucial to sustained excellence in the field. It identified various scholarship opportunities related to specific areas of expertise and evaluated key qualifications for nurse educators as change agents. Overall, it provided a thorough 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  Hargreaves, L., Zickgraf, P., Paniagua, N., Evans, T. L.,

Phillip October 2, 2023 No Comments

NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

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 As a nurse educator, my philosophy is rooted in the belief that fostering a dynamic learning environment for adult learners is essential to their growth and development. By incorporating effective teaching strategies and embracing relevant learning theories, I aim to facilitate the acquisition of knowledge and skills necessary for competent and compassionate healthcare professionals. This philosophy will guide my practice in the tripartite roles of teaching, scholarship, and service, allowing me to make a meaningful impact on nursing education. Informed Nurse Educator Philosophy: Grounded in Practice and Literature As a nurse educator specialized in clinical skills development and simulation-based training, my nurse educator philosophy statement is driven by my beliefs and values regarding the adult learner, learning environment, and teaching strategies. I firmly believe that adult learners are autonomous individuals who possess valuable life experiences and diverse perspectives. I value collaboration, respect, and the active involvement of adult learners in their education. Recognizing the importance of their unique backgrounds, I strive to create a supportive learning environment that encourages open dialogue and fosters a sense of belonging. I prioritize creating a safe and inclusive learning environment where adult learners can freely express their thoughts, share their experiences. I believe in promoting a sense of community and mutual respect among learners. By cultivating an environment that encourages collaboration, I aim to facilitate rich learning experiences and enhance critical thinking skills (Tsimane & Downing, 2020). NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement My teaching strategies are influenced by learning theories such as andragogy, constructivism, and transformative learning. I believe that adult learners are self-directed and motivated to learn. Therefore, I adopt learner-centered teaching approaches that empower individuals to take ownership of their learning journeys. I utilize various instructional methods, including simulations, case studies, role-playing, and problem-based learning, to actively engage adult learners. These strategies bridge the gap between theory and practice, enabling learners to apply their knowledge effectively in real-world healthcare settings. Through my nurse educator philosophy, I seek to empower adult learners to excel in their nursing careers and become lifelong learners committed to delivering exceptional patient care. By embracing their unique experiences, fostering an inclusive learning environment, and employing learner-centered teaching strategies, I aim to inspire and support adult learners in their educational pursuits (Wang et al., 2020). Application to the Tripartite Roles My philosophy guides my approach to teaching by emphasizing the active involvement of learners in the educational process. I believe in learner-centered education, which acknowledges that each learner has unique needs and learning styles. By tailoring instructional methods to individual learners, I create a supportive and engaging learning environment. For example, I employ techniques such as small group discussions, case studies, and simulations to cater to diverse learning preferences. However, it would be beneficial to further discuss specific strategies or examples of how I customize instructional methods to meet the individual needs of my students. Additionally, in terms of fostering a supportive and engaging learning environment, I promote collaboration among students, encourage open dialogue, and provide constructive feedback. These aspects contribute to creating a safe space for active participation and enhance the overall learning experience (Matewere et al., 2022). In alignment with my philosophy, I value the pursuit of scholarly activities as a nurse educator. I engage in ongoing research and scholarship to advance nursing education and enhance teaching methodologies. Through my scholarly endeavors, I aim to contribute to the body of knowledge in nursing education and stay current with evidence-based practices. For instance, I have conducted research studies exploring the effectiveness of different teaching approaches in clinical settings. NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement However, it is important to note that specific examples of my research focus or recent scholarly contributions would provide a deeper understanding of my contributions to the field. I actively publish scholarly articles in peer-reviewed journals and participate in conferences and workshops to share my findings and collaborate with other educators. By integrating the latest research findings and best practices into my teaching, I ensure that my instructional strategies are evidence-based. However, it would be helpful to provide specific examples of how I incorporate research findings into my teaching methodologies or practical applications in the classroom (Wang et al., 2020). Guided by my philosophy, service is an integral part of my role as a nurse educator. I actively engage in service activities within professional organizations, committees, and community initiatives related to nursing education. For instance, I serve on the curriculum development committee of a nursing education association. Here I contribute to designing innovative teaching approaches and aligning the curriculum with current healthcare trends. However, it would be beneficial to provide specific examples of the professional organizations, committees, or community initiatives I am involved in to showcase the breadth and depth of my service contributions. NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement Through my service involvement, I advocate for the needs of nursing educators, promote excellence in teaching and learning, and foster innovation in nursing education. For example, I have delivered presentations at conferences on the importance of incorporating technology in nursing education. However, it would be valuable to provide more specific details on how I advocate for nursing educators or innovative teaching practices. By actively participating in service, I contribute to the growth and development of the field, ultimately benefiting both educators and students (Matewere et al., 2022). Influence of Historical Events Historical events have significantly shaped the role of nurse educators. For example, the Flexner Report, published in 1910, had a profound impact on nursing education. The report emphasized the importance of standardized nursing education and called for the closure of substandard nursing schools. As a result, many nursing schools were restructured, integrated into universities, and required to meet rigorous educational standards. This event not only elevated the status of nursing education but also prompted nurse educators

Phillip October 2, 2023 No Comments

NURS FPX 6103 Assessment 1 The History of Nursing Education

NURS FPX 6103 Assessment 1 The History of Nursing Education Student Name Capella University NURS-FPX 6103 The Nurse Educator Role Prof. Name Date The History of Nursing Education When nursing schools were first founded in the United States in the early 20th century, the nurse educator position began to take on a lengthy history. The responsibility of nurse educators at the time was to instruct and educate future nurses. The function of a nurse educator has expanded throughout time to include a wider variety of duties, including curriculum creation, program assessment, and research. Today, nurse educators must also ensure that nursing students are ready to tackle the challenges of a healthcare environment undergoing fast change. The nurse educator’s job will continue to be crucial to advancing nursing as we look to the future. Nurse educators must change and adopt new pedagogical strategies as the healthcare sector grows more complicated and technology develops. Incorporating cutting-edge technology like virtual reality and other ones into nursing courses is one way to do this. Another is to introduce new subjects like genomics and customized medicine. To ensure that nursing education programs align with the healthcare system’s demands, nurse educators must also engage closely with healthcare providers and policymakers (Duncan et al., 2020). Five Historical Influences on Nursing Several notable historical impacts on nursing and nursing education have shaped the field into what it is now. Florence Nightingale, primarily regarded as the father of modern nursing, was one of the key influencers. Nursing was mainly uncontrolled and untrained until Nightingale’s efforts during the Crimean War in the middle of the 19th century. It converted it into a respectable profession with a solid scientific foundation. Her work inspired contemporary nursing education since it stressed the need for cleanliness and hygiene to halt the spread of illness (Alligood, 2021). Mary Eliza Mahoney, the first African American registered nurse in the United States, had a significant historical impact on nursing. Racial barriers in the nursing field were reduced because of Mahoney’s efforts. She opened the way for subsequent generations of minority nurses by fighting for equitable access to school and career opportunities (Houlahan et al., 2022). NURS FPX 6103 Assessment 1 The History of Nursing Education Another crucial historical development that affected nursing education was the founding of the American Nurses Association (ANA) in 1911. The ANA played a significant role in creating standards for nursing education and practice, and its efforts enhanced the quality of care nurses offer nationwide. The ANA is still a considerable influence in the nursing profession today, fighting for the rights of nurses and their patients (Houlahan et al., 2022). The development of contemporary medical technologies has significantly impacted nursing and nursing education. Nurses now interact with patients and other healthcare professionals differently because of developments in medical technology like electronic health records and telemedicine. Today’s nurses must be adept at using current technologies and adjusting to new ones as they are developed (Maibaum et al., 2021). Lastly, nursing and nursing education has been significantly impacted by the COVID-19 epidemic. Because of the pandemic, nursing education programs that adequately equip nurses to react to public health crises are more critical than ever. The epidemic has also emphasized nurses’ crucial role in the healthcare system. New technology and care delivery methods have also been adopted more quickly due to the epidemic, which is expected to have a lasting effect on nursing (Bolina et al., 2020). Importance of Influences These historical factors have significantly impacted nursing and nursing education, helping mold the field into what it is today. Florence Nightingale, for instance, contributed to the development of nursing as a field with a strong emphasis on evidence-based practice and a scientific foundation. With a focus on critical thinking, research, and the advancement of clinical skills, this legacy has continued to impact nursing education. Racial barriers in nursing were reduced because of Mary Eliza Mahoney’s achievements, which paved the path for a more inclusive and varied industry. The creation of the American Nurses Association and its efforts to create norms for nursing practice and education have contributed to raising the level of nursing care and guaranteeing that patients get safe and effective care. The way nurses provide care has changed due to advancements in medical technology, making them more successful at what they do. The COVID-19 pandemic has also spurred the introduction of new technology and care delivery models and shown the value of nursing education in training nurses to handle public health crises. These historical factors, taken as a whole, have shaped nursing into a valued and influential profession vital to the healthcare system (Bolina et al., 2020). Impact of Three Trends on Nursing Several factors anticipate to impact future nursing and nursing education significantly. As the healthcare sector undergoes a rapid transformation, nurses needs to know various techniques to provide safe and effective treatment. This involves, among other things, wearable technology, telemedicine, and electronic health records. When new technologies develop, nurses must be taught how to utilize them efficiently and change with them (Maibaum et al., 2021). There will be a greater need for nurses with population health management expertise as the population ages and expands. This calls for collaboration with patients and communities to enhance health outcomes and prevent illness. To improve health outcomes, nurses must learn methods for encouraging healthy habits, recognizing risk factors for chronic disease, and putting evidence-based treatments into practice (Drennan & Ross, 2019). NURS FPX 6103 Assessment 1 The History of Nursing Education Nurses must function well in multidisciplinary teams to provide high-quality, patient-centered care. Inter-professional education and cooperation are becoming increasingly crucial in the healthcare industry. Training in teamwork and communication skills, as well as knowledge of the duties and obligations of other healthcare professionals, are necessary for this (Irajpour et al., 2019). These changes will likely significantly impact future nursing and nursing education. Nursing education programs must adapt to these changes to adequately train nurses for the changing healthcare environment. This can include increasing the

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