NURS FPX 6103 Assessment 2 Applying the Tripartite Model

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

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 the context of nursing education, emphasizing teaching, service, and scholarship. It highlights the significance of mentoring, orientation, and tenure in a nurse educator’s career. Furthermore, it showcases exemplary teaching methods, service contributions, and scholarly achievements, providing concrete examples for each area. The article also considers the professional ramifications of neglecting any of these elements and offers insights into potential opportunities for further scholarship. Additionally, it discusses the attributes of a successful change agent, underscoring the importance of leadership and a willingness to challenge established norms.

Specific Nurse Educator Role and Role Functions

The nurse educator role selected for this analysis is that of a clinical instructor in a university nursing program. As a clinical instructor, the educator plays a pivotal role in preparing nursing students for clinical practice. They work closely with students during clinical rotations in healthcare settings. This position requires the clinical instructor to act as a facilitator of learning experiences, bridging the gap between theoretical knowledge learned in the classroom and its practical application in clinical environments (Heinonen et al., 2019). The role involves managing clinical experiences, overseeing student performance, coordinating placements in healthcare settings, and evaluating student growth by providing constructive feedback and guidance for skill improvement (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, and facilitating hands-on experiences (Jaffe et al., 2019). For example, a clinical instructor might develop interactive case studies that require students to apply their knowledge to complex patient scenarios (Hargreaves et al., 2021). In terms of service, clinical instructors engage in academic committee work, professional organizations, and community initiatives. Participation in curriculum development committees or involvement in community health events, such as educational workshops, serves to enhance both program content and local health promotion (Hargreaves et al., 2021; van Lankveld et al., 2020). Regarding scholarship, clinical instructors contribute by conducting research on teaching methodologies, such as exploring the effectiveness of simulation-based learning in nursing education, and sharing their findings through journal publications and conference presentations (Jeffries, 2022).

Table: Plan for Meeting Aspects of the Tripartite Model

Implications of Neglecting Aspects of the Tripartite Model

Failure to address any element of the tripartite model may result in missed opportunities and hinder one’s contributions to the field. For instance, neglecting teaching excellence could reduce student satisfaction and retention of knowledge, while disregarding service or scholarship could diminish professional growth, limit tenure opportunities, and undermine academic standing (Jeffries, 2022).

Opportunities for Scholarship

Nurse educators, due to their specialized expertise, play a crucial role in shaping the future of healthcare education. Those with expertise in nursing simulation, for example, can engage in research to evaluate the efficacy of simulation-based learning or create innovative simulation scenarios. Their work can be disseminated through journals like Clinical Simulation in Nursing or presented at conferences such as the International Nursing Simulation/Learning Resource Centers Conference (Bryant et al., 2020). Additionally, educators focused on clinical teaching strategies can investigate novel approaches to instruction or preceptorship models, contributing to journals such as the Journal of Nursing Education and presenting at events like the National League for Nursing Education Summit (Kaas, 2019).

Qualifications as a Change Agent

In the context of nursing education, a nurse educator serving as a change agent must possess several key qualifications. These include strong leadership capabilities, effective communication skills, a comprehensive knowledge base, and the courage to challenge established practices. A commitment to continuous professional development is also crucial. With these qualities, nurse educators are well-positioned to influence decision-making processes, advocate for change, and implement innovative methodologies while staying informed of trends in healthcare and education (Jeffries, 2022). These qualifications enable educators to drive positive transformation, fostering innovation and promoting continuous improvement in nursing education.

Conclusion

In summary, the tripartite model of teaching, service, and scholarship is fundamental to the professional development of nurse educators. Excellence in these areas fosters a positive learning environment and advances the field of nursing education. The assessment emphasized the importance of mentorship for novice educators and the value of tenure as key to sustained excellence in the field. It identified various scholarship opportunities and assessed the attributes required for nurse educators to become effective change agents. Overall, the analysis provided 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

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

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

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. 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