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., & 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 

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

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 

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