NURS FPX 6103 Assessment 2

NURS FPX 6103 Assessment 2

Applying the Tripartite Model

The following sections: The Tripartite Model, a framework that spotlights the research through, the service, and the teaching that (collectively, the) nurse educator engages in daily. Moreover, it is equally crucial to implement the suggested improvements toward the three aspects of the environment of function as a nursing faculty member at a university.

The nurse educator should continue building research and academic components to advance nursing science and practice. Altogether, the Tripartite Model can be considered helpful for nurse educators to navigate their full scope of responsibilities as related to expounding knowledge in the field of nursing, enlisting voluntary contributions to the profession, and enhancing the quality of nursing education (Dugué et al., 2021).

Description of Nurse Educator Role

A clinical nurse educator’s role is to improve knowledge and switch between nursing theory and reality. Their main tasks are to support the training development nt of nursing personnel, learners, and other relevant clinical personnel. They work from various venues such as health facilities, physicians’ practices, and schools. CNEs have the role of developing and implementing education programs, including staff orientation programs, employee training programs, and ongoing education in nursing.

They also could formulate and implement patient safety, quality, and care policies. Clinical nurse educators may also work clinically, which entails working with patients and serving as a reference to other nursing staff members besides working as trainers. It may be educating first-year students, TNT, MSc, or post-registered nurses as preceptors or tutors to offer them directions as they gain more clinical experience.

Another responsibility of clinical nurse educators includes engagement in academic activities like teaching, research, writing, and presenting their papers and proposals at various forums. These activities increase the body of nursing knowledge and ensure CNs remain informed and current on trends and standards in the clinical nurse educator role. Anchored in encouraging the growth of nurse professionals and nurturing the advancement of the nursing profession, clinical nurse educators’ work is challenging and rewarding at the same time (Coffey & White, 2019).

Example

A more elaborate description of the duties of a CN is that they are an essential part of the nursing profession and are responsible for performing numerous tasks. As trainers and coordinators of educational programs and workshops, they help newly certified and experienced nurses enhance their proficiency. They offer nurses guidelines and features on how to perform their duties safely without compromising the patients’ lives and how to deliver the best treatment backed up by science and knowledge.

Clinical nurse educators also play a critical role in nurses’ trainers and supervisors due to their clinical experiences mentoring other nurses to help them grow in their profession. This paper aims to identify how clinical nurse educators meet their responsibilities as service providers, enhance their professional practice through participation in committees and associations, and contribute to the growth of the nursing profession. While flying the discipline, they conduct research studies, produce literature, present papers at conferences, and collaborate with other nursing scholars (Ross & Silver Dunker, 2019).

Teaching Service and Scholarship Expectations

Clinical nurse educators have a specific teaching portfolio and are responsible for service and education. The following pages provide examples of outstanding clinical nurse educators who have demonstrated that they can rise to those standards and have made a positive and profound contribution to the nursing profession.

Clinical nurse educators can demonstrate professionalism and aptitude and the ability to develop and implement effective nurse education and training programs. For example, they could design games incorporated into educational content, create 3D study halls for practice, and ensure proper control and assessment of the effectiveness of educational sequences for nurses. They may also employ different instructional strategies to appeal to other students or knowledge acquisition styles or use such tools as case studies, group discussions, and role play.

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Professional clinical nurse educators engage in committee work and membership in appropriate professional organizations in a bid to advance the acquisition of a new knowledge base in the nursing profession while at the same time supporting the specialty’s growth and development. For example, they could engage in policy formulation procedures that affect the nursing profession, join the boards of all the professional associations of nursing, give encouragement, and offer guidance to other nurses as they proceed up the career ladder. They could also engage in community health-enhancing activities to increase the awareness of nurses and the community.

Scholarship Expectations

Clinical nurse educators meet the demands of continuing research and scholarship to enhance nursing knowledge and best practices. To participate in developing the discipline, they could, for example, conduct research studies, produce scholarly articles for publication in academic and peer-reviewed journals and newspapers, deliver papers at national and international conferences, and collaborate with other nursing professionals. This way, they can also apply the findings of their study in shaping their teaching and service efforts from time to time and, thus, maintain their relevance (Medina et al., 2020).

The Aspect of the Tripartite Model

The tripartite model offers comprehensive educational experiences for nurses, including skills, skills, knowledge enhancement, activities, and tests to measure the program’s effectiveness. Teaching methods: It employs techniques like case restraints, group discussions, and role-play, among others, to meet learning needs. Utilize daily briefings/checklists to have touch points throughout the shift and effectively educate the nurses on current procedures and recommendations.

Become a member of committees and groups to advance nursing knowledge and the discipline of nursing. Mentoring them should help nurture the future and present nurses. Join community parades or organize meetings to be involved in community activities that enhance their health and inform people about the nursing profession.

Carry on advancing your education and consistently seek knowledge to add to the body of knowledge in nursing, which will help build a better evidence-based practice. Conduct research locally and internationally, author research papers for academic journals, and give conference presentations. Another strategy to implement the advancement of the nursing profession entails collaborating with other nursing professionals. Setting goals among the task of activity, we have to set objectives precisely for each of the model’s three components to realize how effective this strategy is constantly when carrying out further progress evaluation.

Read comments and suggestions from coworkers, classmates, and students to repeat and further refine the process. The next goal is to consider opportunities for collaboration within the nursing field to enhance the performance of the devised system. The work of the clinical nurse educator illustrated with specific initiatives of the strategy under discussion may meet the demands of the tripartite model and significantly contribute to the development of the nursing profession.

Implications

A clinical nurse educator failing to teach practice or produce research appropriately may harm one’s career. For example, if faculty fails to adhere to teaching standards, it becomes detrimental to the patients, worsens outcomes, and denies opportunities for professional advancement. Nurses may feel isolated and demoralized to practice all those issues related to lack of service standards when the available and required studies are considered.

Thus, the scholarship’s failure to attain its set standards may hold back the knowledge and advancement of nursing, limiting the acknowledgment and career opportunities for professional development. Finally, a clinical nurse educator’s career must thrive and develop to meet the aim of each part of the triple F model (Harnish & Roster, 2018).

Opportunities for Scholarships

It is possible to have many prospects for scholarships if one is a clinical nurse educator with knowledge of diabetes care. One field of research where a scholarship can be done is exploring new approaches to diabetes treatment or the proper management of the disorder.

These research results may be considered for publication in research journals such as Diabetes Care, the Journal of the American Association of Nurse Practitioners, and the Journal of Diabetes Science and Technology. It may also enhance its visibility and acceptance in the industry if it presents the study’s outcome at some meetings like the American Diabetes Association Scientific Sessions or the National Association of Clinical Nurse Specialists Annual Conference. Another suggestion is to finance the treatment by writing book chapters or, if one has enough knowledge, books dedicated to diabetes treatment.

These publications may be helpful to nurses and other healthcare workers who require enhanced information and skill levels in managing diabetes. This work could be published by Jones & Bartlett Learning, Springer Publishing Company, or Lippincott Williams & Wilkins (Saunders, 2021). It is worth noting that students also have a chance to be selected for scholarships through the Internet and social networks, apart from the typical scholarship programs offered. One can actively gain knowledge through exchanging ideas.

one can further be involved in blogging or writing simple articles on nursing blog sites or other nursing websites, a nursing magazine, or a nursing podcast. Consequently, one of the leading sources and the official magazine for the American Nurses Association is The American Nurse Journal, Nurse. The distribution channels could include the International Journal of Nursing Education Scholarship Nursing Standard Cod co and the Nursing Show podcast (Thomas et al., 2019).

Qualifications in Nurse Educator Role

In light of this, it argued that for CNs to serve their purpose and meet the health needs of the public, they must be able to bring change in nursing practice to foster its practice growth continually. Also highly related to change agent roles are the skills that enhance the process of leading and implementing changes among the patients and the health care service providers. Significant changes require education, which can only be achieved through higher learning and training institutions.

A clinical nurse educator could be provided with an increased understanding of the multifaceted issues affecting nursing practice and the potential to address the issues through research in the case of acquiring a Ph. .D. or a post-certificate master’s degree in nursing education. It also presents leadership and communication skills as essential aspects of getting a chance to be a change agent as a clinical nurse educator.

A clinical nurse educator must build credibility, gain support, and collaborate with others to implement change. Finally, being a change agent also involves significant clinical understanding and practice. Consequently, for clinical nurse educators to identify problems and make improvements, the CNs and CNEs must develop a broad knowledge of the clinical environment of the clinical settings, procedures regarding patient care, and overall nursing practice.

It also entails an obligation to pursue knowledge for the rest of one’s life after attaining a particular position or status of change agent. Clinical nurse educators should be individuals who engage in professional development, at least in terms of attending conferences and or research studies or keeping up-to-date with the developments in nursing practice.

hence, it can be postulated that clinical nurse educators who engage in professional development activities are capable of taking the initiative to pursue improvements. Another quality of a change agent is flexibility and the aptitude to change or flex as the situation demands it. As for nursing education, Padilha et al. (2019) maintained that clinical nurse educators should not avert their gaze away from the challenge and focus on the reward of espousing change.

Conclusion

The three-part model of teaching, service, and research is vital to helping nurse educators perform effectively, especially for those serving as clinical nurse educators. Effectively managing competencies and performing well in all three areas could lead to enhanced patient outcomes, positive development of nursing practice, and advancement in nursing careers. Being a nurse educator demands commitment, self-reflection, and continued efforts to review one’s work to meet the evolving demands of the nursing career.

If you need complete information about class 6103, click below to view a related sample:

NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

References

Coffey, J. S., & White, B. L. (2019). The clinical nurse educator role: A snapshot in time. The Journal of Continuing Education in Nursing, 50(5), 228–232.

https://doi.org/10.3928/00220124-20190416-09

Dugué, M., Sirost, O., & Dosseville, F. (2021). A literature review of emotional intelligence and nursing education. Nurse Education in Practice, 54(54), 103124.

https://doi.org/10.1016/j.nepr.2021.103124

Harnish, R. J., & Roster, C. A. (2018). The tripartite model of aberrant purchasing: A theory to explain the maladaptive pursuit of consumption. Psychology & Marketing.

https://doi.org/10.1002/mar.21159

McPherson, S., Reese, C., Van Schyndel, J., & Wendler, M. C. (2021). Educational requirements and support for nursing faculty development and career advancement: A nationwide Delphi study. Nursing Education Perspectives, 42(2), 69–73.

https://doi.org/10.1097/01.nep.0000000000000784

Medina, M. S., Melchert, R. B., & Stowe, C. D. (2020). Fulfilling the tripartite mission during a pandemic. American Journal of Pharmaceutical Education, 84(6).

https://doi.org/10.5688/ajpe8156

Ndukwe, I. G., & Daniel, B. K. (2020). Teaching analytics, value and tools for teacher data literacy: a systematic and tripartite approach. International Journal of Educational Technology in Higher Education, 17(1).

https://doi.org/10.1186/s41239-020-00201-6

Padilha, J. M., Machado, P. P., Ribeiro, A., Ramos, J., & Costa, P. (2019). Clinical virtual simulation in nursing education: Randomized controlled trial. Journal of Medical Internet Research, 21(3), e11529. https://doi.org/10.2196/11529

Ross, J. G., & Silver Dunker, K. (2019). New clinical nurse faculty orientation. Nursing Education Perspectives, 40(4), 210–215.

https://doi.org/10.1097/01.nep.0000000000000470

Saunders, M. M. (2021). Informing and supporting the new clinical nurse specialist prescriber. AACN Advanced Critical Care, 32(4), 404–412.

https://doi.org/10.4037/aacnacc2021869

Thomas, C. M., Bantz, D. L., & McIntosh, C. E. (2019). Nurse faculty burnout and strategies to avoid it. Teaching and Learning in Nursing, 14(2), 111–116.

https://doi.org/10.1016/j.teln.2018.12.005

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