NHS FPX 6103 Assessment 2 Applying the Tripartite Model

NHS FPX 6103 Assessment 2 Applying the Tripartite Model KP

Teaching is one of the most significant roles of nurse educators. In this role, besides caring for patients, nurse educators who are passionate about teaching dedicate their time to teaching and advocating for nurses (Bullin, 2018). They instruct aspiring nurses in practical educational settings and guide them towards becoming practical nurses. This nurse educator role is nursing teachers, where the role players instruct and guide other nurses towards their nursing profession (Bullin, 2018). The contexts where this role applies in universities, colleges, and research hospitals. Besides teaching in these settings, nursing teachers also care for patients.

The teaching, service, and scholarship expectations for a Nursing Teacher

Teaching and learning are significant in all faculties and for all new educators. However, although teaching is a responsibility in nursing, it is not the only focus for nursing educators. However, nurse educators who take the teaching role must develop it with experience, time, and knowledge (Evans, 2018). Each nursing teacher creates their unique teaching style influenced by pedagogies, individual beliefs, learners’ styles, and philosophies in their academic institutions. It is important for all nursing educator to improve their educational teaching skills for nursing (Herrman, 2019). Concerning service, it is a way of giving time and energy to the community. Nursing teachers can offer their services through serving in nursing school committees, speaking at local events, becoming board and advisory members, and mentoring new faculty. Lastly, they must engage in research to serve their scholarship expectations (Bullin, 2018). They can do this by obtaining grants, publishing material, presenting scholarly work, and consulting.

Publications, Journals, and Conferences that Could be a Fit for the Scholarship of Nursing Teachers

Various platforms support the development of nursing educators and nursing education as a field in nursing. Nursing teachers also find support from various academic professions and platforms. They can use journals like the Journal of Professional Nursing, Nurse Education Today, Journal of Nursing Education, and Teaching and Learning in Nursing (Chang et al., 2018). They could also participate in conferences such as Nursing Advancement Professionals (NAP) Conference, Graduate Nursing Admissions Professional (GNAP) Conference, and CNL Summit. The scholarships created for education in nursing include the creation of teaching plans and assessing methods, knowledge of education-learning theories, role modeling, and program development.

A Plan for Nurse Teachers to Meet their Roles

Indeed, being a nursing teacher is a challenging and demanding role as it prepares individuals to become future nurses. Hence, there is a significant need to be prepared to practice the role and meet all expectations of a nursing teacher. First, it is vital to loving the role. Having a passion for teaching nurses and a desire to make a difference goes a long way in helping nurse teachers to deliver their duties. Secondly, a nurse teacher must possess various elements, including academic knowledge, clinical experience, and excellent communication skills (Reising et al., 2018). Lastly, they must address the needs of their role by addressing various learning styles and establishing innovative ways to deliver content to their students. 

Additional qualifications

Although nursing teachers or educators generally do not need certifications, having them is an added advantage. Hence, nurse educators could have certifications like Certified Clinical Research Associate (CCRA) and Certified Clinical Research Coordinator (CCRC) (Meldrum, 2020). Having these certifications can help nurse educators to climb the radar in their profession by attaining coveted positions in nursing education.

Qualifications and Areas of Expertise Related to Teaching in Nursing

For nursing teachers to serve as change agents in their field, they must have several qualifications and expertise. These may include leadership, professionalism, interpersonal skills, and core competencies (Herrman, 2019). These qualifications ate vital because nurse educators deal with people, and they must interact significantly with them for their instructions to be practical.

References

Bullin, C. (2018). Doctoral education supported hypothetical nurse  in their teaching roles: BMC nursing, 17(1), 1-18. (“[Solved] What is the value of a master’s degree in nursing …”) /orders/bmcnurs.biomedcentral.com/articles/10.1186/s12912-018-0273-

Chang, C. Y., Lai, C. L., & Hwang, G. J. (2018). The Trends of mobile learning styles studies in nursing education. Computers & Education, 116, 28-48. (“Chiu-Lin, Lai – Google Scholar”) /orders/www.sciencedirect.com/science/article/pii/S0360131517301999

Evans, J. D. (2018). Why I am a nurse educators: Nursing education outlook perspectives, 39(2), 61-65. (“Why We Became Nurse Educators (Journal Club) – Nursing …”) /orders/journals.lww.com/neponline/FullText/2018/03000/Why_We_Became_Nurse_Educators__Findings_From_a.3.aspx

Herrman, J. W. (2019). Creative teaching strategies for the nurse educator. FA Davis. /orders/books.google.com/books?hl=en&lr=&id=jjHEDwAAQBAJ&oi=fnd&pg=PR1&dq=teaching+as+a+nurse+educator+role&ots=dEhHD7nbRX&sig=oWVsWBY2Hn3FdG9paEGpsLkqfqI

Meldrum, C. A. (2020). Qualifications of the Research Staff. Principles and Practice of Clinical Trials, 1-11. /orders/link.springer.com/content/pdf/10.1007/978-3-319-52677-5_283-1.pdf

Reising, D. L., James, B., & Morse, B. (2018). The clinical instructor characteristics affecting clinical practices. Nursing teaching perspectives, 39(1), 4-9. /orders/journals.lww.com/neponline/fulltext/2018/01000/Student_Perceptions_of_Clinical_Instructor.3.aspx

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. NHS FPX 6103 Assessment 2 Applying the Tripartite Model

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

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