NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

Creating a Professional Development Plan

A strategic road map known as a Professional Development Plan (PDP) is created to assist people in identifying and achieving their career goals. PDPs help people recognize their strengths and shortcomings, make attainable objectives, and develop strategies to reach those goals. People may do this to acquire the information and skills they need to advance in their jobs and succeed. Even amid difficulties or failures, a well-designed PDP may support people in maintaining their motivation, attention, and sense of direction. A professional development plan is, in general, an essential tool for those who are dedicated to developing their professions and reaching their professional objectives. Nurse educators play a critical role in developing and implementing professional development plans for nurses, providing guidance, resources, and support to help them enhance their knowledge, skills, and competencies in delivering high-quality patient care (Yurtseven Avci et al., 2019).

Area of Focus

The creation of curricula is one area on which nurse educators specifically concentrate. Nurse educators must provide a curriculum that caters to the requirements of their students and the healthcare sector, specifically in the emergency department. Developing a curriculum that stresses the evaluation and treatment of acute and life-threatening illnesses and good communication and collaboration skills is one area where nurse educators in the emergency department may concentrate their efforts. This program may help learners and students by equipping them with the information and abilities needed to treat critically sick and wounded patients in a high-stress setting. This entails choosing suitable teaching methodologies and techniques, deciding on the course material, and creating timely assessment and evaluation instruments.

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

The ability to develop measurable learning outcomes, design and implement effective teaching strategies, create student-centered learning environments, use technology to enhance learning, and evaluate the efficacy of their teaching methods are just a few of the educator competencies that nurse educators should have to be effective in this field. To guarantee continuous progress, nurse educators should also be able to communicate clearly with students, coworkers, and stakeholders. They should also be able to integrate feedback and modify their curriculum for the emergency department as necessary (Gazza, 2018).

Professional Goals 

My teaching and learning philosophies correlate with my work objectives as a nurse educator. Education should be student-centered, meaning each student’s requirements, abilities, and shortcomings should be considered while designing the learning process. My objective is to provide a learning environment that encourages students’ critical thinking, creativity, and teamwork while equipping them with the information and abilities they need to succeed in the workplace (Linton et al., 2019).

To meet this objective, I want to keep improving my educator abilities in curriculum design, teaching methods, assessment, and evaluation. To stay current on the most recent trends and best practices in nursing education, I will look for professional development opportunities, such as attending conferences and workshops, participating in online courses and webinars, and working with colleagues (Brown Tyo & McCurry, 2019).

I also want to use technology in my teaching strategies to improve student engagement and learning. This involves using interactive multimedia, digital simulations, and other cutting-edge technology to provide my pupils with a fully immersive learning environment.

My professional objectives include encouraging a culture of lifelong learning among my pupils, which is a crucial component. Since nursing is a continuously changing sector, nurses must learn about and adjust to cutting-edge procedures, technology, and practices. To do this, I want to provide a learning environment where my students interact, work together on projects, and continue their professional growth (Ghasemi et al., 2020).

Connections to Recent Developments

Recent breakthroughs in curriculum design and development have underscored the significance of developing student-centered, flexible, and adaptable curricula. As a nurse educator, education should be customized to match each student’s requirements. Thus, this trend towards a more individualized approach to learning is congruent with my philosophy. I also understand the value of using technology to improve the educational process and develop more dynamic and exciting courses. Recent advancements in the subject have also highlighted the need for continuing curriculum review and evaluation, emphasizing continual improvement and adaptability to shifting demands and trends in the healthcare business. These advancements support my career objectives as a nurse educator, which include developing a learning environment that is efficient and attentive to the requirements of both my students and the healthcare sector. I want to construct a curriculum that is efficient, interesting, and pertinent to the changing demands of the healthcare business by remaining up to speed on these new advancements and implementing them into my teaching techniques (Oviawe, 2020).

Influence of Different Forces

Many pressures, including social, economic, political, and institutional ones, impact nurse educators’ roles in creating and implementing curricula. Societal factors, such as shifting demographics and cultural norms, may influence how nursing education programs are designed and delivered. For instance, the need for nurses with specific knowledge in gerontology is increasing as the population ages, necessitating adjustments to the nursing curriculum to fulfill this need.

Economic factors may also impact nursing education, such as modifications to financing and reimbursement procedures. There may be a demand to shorten nursing programs or focus more on care delivery forms that are less expensive as healthcare expenses grow. This may make it difficult for nurse educators to balance the requirement for thorough instruction and the need to prepare nurses for the reality of the healthcare sector (Li et al., 2021).

Political pressures, such as changes in healthcare policy and legislation, may also impact the involvement of nurse educators in the creation and development of curricula. Nurse educators may need to adapt the nursing curriculum to comply with new criteria, such as modifications to accreditation standards or license requirements (Campbell & Shore-Sheppard, 2020).

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

Institutional variables, including corporate culture and leadership, may also influence the nurse educator’s involvement in creating and developing curricula. For instance, a culture at the institution that promotes innovation and ongoing development could inspire nurse educators to adopt new tools and methods of instruction to their curriculum (Cummings et al., 2020).

I am aware of these dynamics and how they could affect the creation of curricula as a nurse educator. The emergency department-specific curriculum developed by nurse educators aims to give learners and students a thorough understanding of the assessment and management of acute and life-threatening conditions as well as the necessary communication and teamwork skills to provide effective care in a fast-paced and high-stress environment. To improve patient outcomes and lower death rates in emergency departments, the program seeks to equip healthcare workers to deliver prompt and effective treatment to critically sick and wounded patients. I can better anticipate and respond to these forces while ensuring that my nursing curriculum remains relevant and effective in preparing nurses for the challenges and opportunities of the healthcare industry by staying up to date on the most recent developments in that sector and keeping open communication with colleagues and stakeholders.

Assumptions and Biases

One must be aware of their prejudices and preconceptions for successful communication and learning. As a nurse educator, I know how my personal experiences, convictions, and values may affect how I engage with students and how I teach them. I am conscious of my limits and regularly reflect upon and evaluate myself to reduce the influence of my prejudices and preconceptions. I regularly seek out feedback from my students and peers, and I am receptive to criticism that is directed in a positive direction. To deepen my knowledge and empathy for others, I also expose myself to various viewpoints and experiences in my personal life and teaching approaches. My goal in doing this is to make my classroom more accessible and conducive to learning for my students and keep developing my abilities as a nurse educator (Gazza, 2018).

Scholarship Plan and Standard Competencies

As a nurse educator, I play a crucial part in creating a scholarship strategy. My scholarship plan is based on expectations and skills expected in the professional world. It also analyzes how the scholarship will be applied to the nurse educator position.

First and foremost, my scholarly strategy is keeping abreast of the newest advances, trends, and technological and educational achievements in my focus, which is to provide nurse learners with skills that will help them be employed in the emergency department. This will include continual research and professional development activities, including participation in online forums and discussion groups, reading academic literature, attending conferences and seminars, and engaging in these events (Mejia & Kajikawa, 2020).

Secondly, I will incorporate evidence-based techniques into my teaching strategies and impart this information to my students and colleagues as part of my scholarly plan. This will include continuously assessing and evaluating my teaching strategies and working with other nurse educators and healthcare specialists to create and implement cutting-edge educational techniques (Labrague et al., 2019).

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

Finally, as part of my scholarship strategy, I will participate in academic pursuits that advance the nursing field. This might include writing research publications, giving conference presentations, and joining committees and professional groups.

I will use the National League for Nursing’s list of “Nurse Educator Core Competencies” to anchor my scholarly plan in expectations and skills considered professional standards (D’Antonio & Lewenson, 2019). These competencies cover assisting learning, curriculum design and assessment, and scholarship and professional development. I can show my dedication to excellence in the nurse educator position and help improve nursing by ensuring that my scholarship plan aligns with these skills (Li et al., 2021).

Development of a Leadership Role

To ensure that nursing education programs are efficient and current, nurse educators must take the initiative in curriculum creation and development. A leadership position in this field entails collaborating with other educators, administrators, and stakeholders to identify problem areas, create change plans, and introduce new instructional methods.

I will need to gain the essential knowledge and abilities, as well as good communication and teamwork skills, to take on a leading position in the design and implementation of curricula. This might include continuing my nursing education, joining committees and professional groups, and networking with other healthcare providers. I will also need to be up-to-date on the most recent trends and advancements in nursing education and be able to predict and adapt to changes in the healthcare sector. This will need continual research, professional development efforts, and a flexible and open-minded approach to creating curricula tailored to the need of students.

I will need strong collaboration and communication skills to lead the creation and development of curricula. Building connections with other educators, administrators, and stakeholders is necessary for this process, as is the significance and benefit of innovative educational methods and initiatives. I will need to have the ability to take others’ criticism and advice to heart and apply it to my work.

Lastly, being a nurse educator who plays a leadership role in curriculum creation and development calls for a mix of knowledge, skills, attitudes, and a dedication to lifelong learning and growth. I can help promote nursing education and the nursing profession by cultivating and exhibiting these traits (Männistö et al., 2019).

Multiple Ways of Development

As a nurse educator, it is crucial to investigate and use the many growth options available to me to consistently advance and broaden my knowledge and abilities. Formal education, such as earning an advanced degree or passing a certificate program in nursing education, is one route to advancement. Together with possibilities for networking and cooperation with other educators and healthcare professionals, this route offers planned and thorough learning opportunities.

Conferences and professional associations are other routes to advancement. These groups and occasions provide chances to network with other industry experts while learning about the most recent trends and promotions in nursing education. Moreover, they provide opportunities to share research and industry-recognized best practices, which may raise one’s profile and authority in the industry. Self-directed learning is an additional route to growth. This might include reading academic publications, participating in online forums and discussion groups, and asking mentors or coworkers for advice. Self-directed learning is flexible and individualized and may be modified to meet particular needs or areas of interest (Hoeve et al., 2019).

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

Lastly, a road to growth involves participating in practice-based learning via constant assessment and reflection. This entails evaluating the efficacy of instructional tactics and approaches, getting input from pupils and coworkers, and taking stock of one’s strengths and room for development. Nurse educators may maintain their current levels of expertise and knowledge and the efficiency and relevance of their teaching methods by participating in practice-based learning. Therefore, nurse educators must consider various growth options to increase their knowledge and abilities and continue to be successful and relevant in the ever-evolving healthcare sector (Kaihlanen et al., 2019).

Specific Plans Based on Nurse Educator Competencies

It is critical to create clear goals for professional development as a nurse educator that identify any further education, certificates, or training that can improve my abilities and expertise. This entails self-evaluating one’s present skills and identifying areas that need further growth. Based on this evaluation, I have identified several areas where extra education or training would be helpful. One is instructional design since it can improve my capacity to create educational tools and programs for students. To solve this, I want to register for an instructional design certificate program to give me the knowledge and abilities to build successful learning experiences (Rim & Shin, 2020). Get free NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

The use of technology in education is another avenue for professional development. Nurse educators must know the most recent tools and resources available to improve teaching and learning as technology advances. To address this, I want to participate in educational technology seminars, training sessions and research internet tools and resources that may be incorporated into my teaching (Dolighan & Owen, 2021). I also want to work toward being a Certified Nurse Educator (CNE). This credential will prove my expertise in curriculum design and development, teaching, and assessment (Basley et al., 2021). It is based on the nurse educator competencies established by the National League for Nursing (NLN). My reputation and visibility as a nurse educator will also increase thanks to this accreditation, which may lead to new job chances in healthcare or academic institutions (D’Antonio & Lewenson, 2019).

Ultimately, setting specific strategies for professional development based on existing nurse educator skills is crucial for keeping current and thriving in nursing education. I may improve my abilities and knowledge and help to progress nursing education and the nursing profession by recognizing my growth areas and obtaining more education, certifications, or training.

Assessment of Nurse Educator Abilities

It is critical to evaluate my capacity as a nurse educator to reach objectives, further my professional growth, and uphold ethical standards. To achieve this, I regularly assess my performance and ask for input from coworkers and students to ensure I am up to the demands of the position.

I periodically check my professional growth plan to attain my objectives and evaluate my performance. This entails assessing my instructional methods and resources, getting student input, and considering areas for improvement. To guarantee that I am giving students the most pertinent and productive learning opportunities, I also keep up with the most recent research and advancements in nursing education. To advance professionally, I look for possibilities for professional development regularly. This covers attending conferences, getting further knowledge or certificates, and doing self-guided learning tasks. To further develop my expertise and abilities as a nurse educator, I also look for chances to work with colleagues and join trade associations (D’Antonio & Lewenson, 2019).

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

I am determined to achieve sustainable highest standards of professional conduct and ethical behavior. This entails upholding privacy and confidentiality, providing a welcoming and secure learning environment, and abiding by the moral guidelines established by specialized organizations like the National League for Nursing (NLN) and the American Nurses Association (ANA) (Thornton, 2019). To ensure that I deliver the best instruction possible and advance the nursing profession, I must evaluate my capacity to satisfy objectives, pursue professional growth, and uphold ethical standards. I can continue to improve my abilities and knowledge and provide students with the best learning chances possible by consistently assessing my performance and looking for possibilities for growth and development.

Addressing the Gaps

After self-evaluating my competencies as a nurse educator, I have discovered numerous areas where I need more knowledge or ability. I have created a strategy to strengthen my professional growth and raise my performance in these areas to fill these gaps. For instance, the use of technology in education is one area where I have seen a gap. To solve this, I want to participate in educational technology seminars and training sessions and look into online tools and resources that might be included in my teaching. I will also look for chances to work with people who have more knowledge in this field so that I may gain from their experience (Collard et al., 2020).

Adopting varied teaching tactics that consider various learning styles and cultural backgrounds is another area where I have yet to see a gap. I want to seek opportunities to engage with multiple groups of students to understand their learning requirements and preferences better and attend training sessions on cultural competency and diversity in education. Also, I will investigate the most recent findings on efficient teaching techniques and incorporate them into my curriculum development and practice (Weeks et al., 2019).

My strategy for filling up the knowledge and skill gaps includes that I  as a nurse educator look forward to professional development opportunities, working with colleagues, and incorporating the most recent research and best practices into my teaching. I can provide my students with the best education possible and help develop the nursing field by consistently trying to improve my performance in these areas (Weeks et al., 2019).

Conclusion

A nurse educator must have a professional development plan that specifies objectives, identifies areas for improvement and provides a strategy to address any knowledge or skill gaps. It is critical to keep up with the most recent advancements in nursing education, constantly look for possibilities for growth and development, and uphold the most ethical standards. By doing this, nurse educators may provide their students with the best possible education and progress in nursing and increase their professional satisfaction and career development. Nurse educators may consistently enhance their performance and benefit their students’ lives and the nursing profession via self-evaluation, goal-setting, and continuing professional development.

References

Basley, S. A., Erickson-Owens, D., McGrane, C., Palmer, M., Cloud, M. E., & Dugas, J. R. (2021). Passing the certified nurse educator exam. Nursing Education Perspectives, Publish Ahead of Print. https://doi.org/10.1097/01.nep.0000000000000799 

Brown Tyo, M., & McCurry, M. K. (2019). An integrative review of clinical reasoning teaching strategies and outcome evaluation in nursing education. Nursing Education Perspectives, 40(1), 11–17. https://doi.org/10.1097/01.nep.0000000000000375 

Campbell, A. L., & Shore-Sheppard, L. (2020). The social, political, and economic effects of the Affordable Care Act: Introduction to the issue. RSF: The Russell Sage Foundation Journal of the Social Sciences, 6(2), 1–40. https://doi.org/10.7758/rsf.2020.6.2.01 

Collard, S. S., Scammell, J., & Tee, S. (2020). Closing the gap on nurse retention: A scoping review of implications for undergraduate education. Nurse Education Today, 84(84). https://doi.org/10.1016/j.nedt.2019.104253 

Cummings, G. G., Lee, S., Tate, K., Penconek, T., Micaroni, S. P. M., Paananen, T., & Chatterjee, G. E. (2020). The Essentials of nursing leadership: A systematic review of Factors and educational interventions influencing nursing leadership. International Journal of Nursing Studies, 115. https://doi.org/10.1016/j.ijnurstu.2020.103842 

D’Antonio, P., & Lewenson, S. B. (2019). National League for Nursing Archive preservation project. Nursing Education Perspectives, 40(2), 129. https://doi.org/10.1097/01.nep.0000000000000481 

Dolighan, T., & Owen, M. (2021). Teacher efficacy for online teaching during the COVID-19 pandemic. Brock Education Journal, 30(1), 95. https://doi.org/10.26522/brocked.v30i1.851 

Gazza, E. A. (2018). Alleviating the nurse faculty shortage: Designating and preparing the academic nurse educator as an advanced practice registered nurse. Nursing Forum, 54(2), 144–148. https://doi.org/10.1111/nuf.12307 

Ghasemi, M. R., Monaghan, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: A narrative review. Korean Journal of Medical Education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159 

Hoeve, Y., Brouwer, J., & Kunnen, S. (2019). Turnover prevention: The direct and indirect association between organizational job stressors, negative emotions and professional commitment in novice nurses. Journal of Advanced Nursing, 76(3), 836–845. https://doi.org/10.1111/jan.14281 

Kaihlanen, A.-M., Hietapakka, L., & Heponiemi, T. (2019). Increasing cultural awareness: Qualitative study of nurses’ perceptions about cultural competence training. BMC Nursing, 18(1), 1–9. https://doi.org/10.1186/s12912-019-0363-x 

Labrague, L. J., McEnroe-Pettite, D., Tsaras, K., D’Souza, M. S., Fronda, D. C., Mirafuentes, E. C., Yahyei, A. A., & Graham, M. M. (2019). Predictors of evidence-based practice knowledge, skills, and attitudes among nursing students. Nursing Forum, 54(2), 238–245. https://doi.org/10.1111/nuf.12323 

Li, W., Gillies, R., He, M., Wu, C., Liu, S., Gong, Z., & Sun, H. (2021). Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: Perspectives from international students from low- and middle-income countries and their teaching staff. Human Resources for Health, 19(1). https://doi.org/10.1186/s12960-021-00609-9 

Linton, M., Knecht, L., Dabney, B., & Koonmen, J. (2019). Student-centered curricular revisions to facilitate the transition from an associate degree in nursing to a bachelor of science in nursing education. Teaching and Learning in Nursing, 14(4), 279–282. https://doi.org/10.1016/j.teln.2019.06.008 

Männistö, M., Mikkonen, K., Kuivila, H., Virtanen, M., Kyngäs, H., & Kääriäinen, M. (2019). Digital collaborative learning in nursing education: A systematic review. Scandinavian Journal of Caring Sciences, 34(2), 280–292. https://doi.org/10.1111/scs.12743 

Mejia, C., & Kajikawa, Y. (2020). Emerging topics in energy storage based on a large-scale analysis of academic articles and patents. Applied Energy, 263. https://doi.org/10.1016/j.apenergy.2020.114625 

Oviawe, J. I. (2020). Technical education lecturers’ knowledge of students’ engagement in the application of interactive instructional strategies. Journal of Technology and Humanities, 1(1), 1–10. https://doi.org/10.53797/jthkkss.v1i1.1.2020 

Rim, D., & Shin, H. (2020). Effective instructional design template for virtual simulations in nursing education. Nurse Education Today. https://doi.org/10.1016/j.nedt.2020.104624 

Thornton, L. (2019). A brief history and overview of holistic nursing. Integrative Medicine: A Clinician’s Journal, 18(4), 32–33. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7219452/ 

Weeks, K. W., Coben, D., O’Neill, D., Jones, A., Weeks, A., Brown, M., & Pontin, D. (2019). Developing and integrating nursing competence through authentic technology-enhanced clinical simulation education: Pedagogies for reconceptualizing the theory-practice gap. Nurse Education in Practice, 37(37), 29–38. https://doi.org/10.1016/j.nepr.2019.04.010 

Yurtseven Avci, Z., O’Dwyer, L. M., & Lawson, J. (2019). Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2). https://doi.org/10.1111/jcal.12394