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NURS FPX 6107 Course Development and Influencing Factors Example Paper

NURS FPX 6107 Assessment 2 Course Development and Influencing Factors

Assignment Brief: NURS FPX 6107 Course Development and Influencing Factors

Course: NURS-FPX 6107 Curriculum Design, Development, and Evaluation

Assignment Title: Assessment 2 Course Development and Influencing Factors

Assignment Overview:

In this assignment, you will develop a comprehensive course design to be integrated into the nursing curriculum selected in Assessment 1. You will analyze the internal and external factors influencing curriculum development and outline a rationale for adding the proposed course to the existing curriculum. Additionally, you will propose a topical outline for the course and explore the collaborative processes involved in curriculum development within the nursing education context.

Understanding Assignment Objectives:

Your task is to design a course that aligns with the selected nursing curriculum, considering the program’s mission, philosophy, and framework. You must provide a rationale for adding the course, highlighting its relevance to contemporary nursing practice and the evolving healthcare landscape. Additionally, you will identify the internal and external factors influencing curriculum design and discuss the collaborative processes essential for successful course development.

The Student’s Role:

As a student undertaking this assignment, your role is to act as a curriculum designer within the nursing education context. You will analyze the curriculum needs of the selected nursing program and propose a course that addresses those needs effectively. Your objective is to demonstrate a deep understanding of the internal and external factors influencing curriculum development and to outline a cohesive plan for integrating the proposed course into the existing curriculum framework. Additionally, you must explore the collaborative efforts required among faculty members and external stakeholders to ensure the successful implementation of the new course.

You Can Also Check Other Related Assessments:

NURS FPX 6107 Assessment 1 Curriculum Overview, Framework, and Analysis Example

NURS FPX 6107 Assessment 3 Curriculum Evaluation in Nursing Education Paper Example

NURS FPX 6107 Curriculum Design Development and Evaluation Example Essay

NURS FPX 6107 Course Development and Influencing Factors Example Paper

Introduction

This paper advocates for the addition of a course titled “Nursing Informatics and the Groundwork of Information” to the nursing curriculum at Capella College in Minneapolis, MN. The proposed course aims to cover essential concepts and theories related to technology, data, and information in nursing practice. It is suggested for inclusion as an elective or core course within the technology or information management section of the curriculum. Additionally, the growing significance of nursing informatics in the healthcare industry and the necessity for nurses to possess the skills and knowledge to effectively integrate technology and data into their practice are emphasized. The paper delineates the framework for the proposed course and underscores the importance of collaboration among faculty members and external experts in nursing informatics.

Suitable Course

The addition of a course titled “Nursing Informatics and the Groundwork of Information” is proposed. This course would explore key concepts and theories surrounding technology, data, and information in nursing practice. It aims to equip students with an understanding of how to leverage technology and data to enhance patient outcomes, improve efficiency, and make informed decisions.

Placement within the Curriculum

The ideal placement for this course in the nursing curriculum would be at the foundational level, serving as a core course that establishes the groundwork for subsequent courses. This approach ensures that students comprehend how technology and data can be applied in their practice and how to effectively utilize these tools throughout their careers.

Course Description

The proposed course, “Nursing Informatics and the Groundwork of Information,” is designed to explore the concepts and theories related to technology, data, and information in nursing practice. It will provide students with an understanding of how to leverage technology and data to enhance patient outcomes, improve efficiency, and make informed decisions. The course will cover topics such as healthcare information technology, electronic health records, telehealth, data management and analysis, legal and ethical considerations, and the evaluation of nursing informatics interventions.

Rationale for Adding the Course

The rationale for adding the course “Nursing Informatics and the Groundwork of Information” to the nursing curriculum at Capella College stems from various compelling reasons. Firstly, in today’s rapidly evolving healthcare landscape, nurses must possess the skills and knowledge to integrate technology and data into their practice (Morse & Warshawsky, 2021; Huter et al., 2020). Research indicates that incorporating technology and data into nursing practice leads to improved patient outcomes and increased efficiency. Therefore, the addition of a course on Nursing Informatics is warranted.

This course addresses the rapidly growing field of nursing informatics, which significantly impacts the quality of patient care. By providing students with a solid foundation in nursing informatics, they will be better prepared to utilize technology and data to improve patient outcomes. Additionally, as technology continues to revolutionize the delivery of healthcare services, nurses need to be proficient in incorporating technology into their practice. This course equips students with the skills and knowledge necessary to effectively utilize technology in delivering patient care.

Furthermore, there is a growing demand for nurses with expertise in nursing informatics. Healthcare organizations are seeking nurses with technology and data management skills to enhance patient care and outcomes. By offering this course, Capella College can help meet the demand for nurses with informatics skills. Moreover, “Nursing Informatics and the Groundwork of Information” is indispensable for nursing students as it lays the foundation for understanding the role of technology and data in nursing practice. This course would ideally fit into the nursing curriculum as an elective or core course within the technology or information management domain.

Topical Outline of the Course

Topical Outline of the Course “Nursing Informatics and the Groundwork of Information”

The topical outline of the course “Nursing Informatics and the Groundwork of Information” presents a structured framework encompassing essential elements for nursing students to comprehend the intersection of technology and healthcare.

1. Introduction to Nursing Informatics
2. Definition and Concept
3. Historical Overview
4. Significance in Nursing Practice
5. Healthcare Data Technology
6. Electronic Health Records (EHR)
7. Telehealth and Remote Monitoring
8. Health Information Exchange (HIE)

III. Information Management and Analysis

1. Data Collection and Storage
2. Data Analysis and Visualization
3. Clinical Decision Support Systems (CDSS)
4. Data Management in Nursing
5. Evidence-Based Practice (EBP) and Clinical Practice Guidelines (CPG)
6. Clinical Terminology and Classification Systems
7. Legal and Ethical Considerations in Nursing Informatics
8. Patient Privacy and Information Security
9. Informed Consent and Data Sharing
10. Professional Standards and Guidelines
11. Implementation and Evaluation of Nursing Informatics
12. Project Management in Nursing Informatics
13. Change Management in Healthcare Organizations
14. Evaluation of Nursing Informatics Interventions
15. Conclusion and Future Directions
16. Summary of Key Points
17. Emerging Trends and Advances in Nursing Informatics
18. Career Opportunities in Nursing Informatics

The course outline aims to familiarize students with fundamental concepts and practices in nursing informatics, fostering their ability to apply informatics principles across various healthcare settings. By exploring topics such as healthcare technology, data management, legal and ethical considerations, and project management, the course equips students with the necessary knowledge and skills for effective integration of informatics into nursing practice. Additionally, it provides insights into emerging trends and career prospects in the field, empowering students to envision their future roles in nursing informatics (Booth et al., 2021; Er et al., 2019).

Conclusion

The proposed course “Nursing Informatics and the Groundwork of Information” is essential for nursing students as it prepares them to effectively utilize technology and data in nursing practice. By offering this course, Capella College can equip its students with the skills and knowledge necessary to thrive in a technology-driven healthcare environment. Collaboration among faculty members and external experts in nursing informatics is crucial to ensure the relevance and effectiveness of the course. This addition to the curriculum aligns with the evolving healthcare landscape and addresses the increasing demand for nurses proficient in nursing informatics. Furthermore, by providing students with a solid foundation in nursing informatics, the course sets them up for success in their future careers, where they will be required to integrate technology and data into their practice to improve patient outcomes and enhance efficiency.

References

Adelphi University. (2020, September 10). Benefits of informatics in nursing. Adelphi University Online. https://online.adelphi.edu/articles/benefits-of-informatics-in-nursing/

Booth, R., Strudwick, G., McMurray, J., Chan, R., Cotton, K., & Cooke, S. (2021). The future of nursing informatics in a digitally-enabled world. Health Informatics, 395–417. https://doi.org/10.1007/978-3-030-58740-6_16

Er, H. M., Nadarajah, V. D., Chen, Y. S., Misra, S., Perera, J., Ravindranath, S., & Hla, Y. Y. (2019). Twelve tips for institutional approach to outcome-based education in health professions programmes. Medical Teacher, 1–6. https://doi.org/10.1080/0142159x.2019.1659942

Farokhzadian, J., Khajouei, R., Hasman, A., & Ahmadian, L. (2020). Nurses’ experiences and viewpoints about the benefits of adopting information technology in health care: A qualitative study in Iran. BMC Medical Informatics and Decision Making, 20(1). https://doi.org/10.1186/s12911-020-01260-5

Grenuk, J. (2019, January 23). How nursing informatics improves patient care | TigerConnect. TigerConnect. https://tigerconnect.com/blog/how-nursing-informatics-improves-patient-care/

Huter, K., Krick, T., Domhoff, D., Seibert, K., Wolf-Ostermann, K., & Rothgang, H. (2020). Effectiveness of digital technologies to support nursing care: Results of a scoping review. Journal of Multidisciplinary Healthcare, Volume 13, 1905–1926. https://doi.org/10.2147/jmdh.s286193

Lewis, E. (2020). Best practices for improving the quality of the online course design and learners experience. The Journal of Continuing Higher Education, 1–10. https://doi.org/10.1080/07377363.2020.1776558

Morse, V., & Warshawsky, N. E. (2021). Nurse leader competencies. Nursing Administration Quarterly, 45(1), 65–70. https://doi.org/10.1097/naq.0000000000000453

O’Connor, S., & LaRue, E. (2020). Integrating informatics into undergraduate nursing education: A case study using a spiral learning approach. Nurse Education in Practice, 50, 102934. https://doi.org/10.1016/j.nepr.2020.102934

Detailed Assessment Instructions for the NURS FPX 6107 Course Development and Influencing Factors Assignment

Description

Overview

Develop a 6–8 page course design to be included in the selected nursing curriculum chosen in Assessment 1.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

According to Iwasiw and Goldenberg (2015), curriculum development in nursing education is a creative process intended to produce a unified, meaningful curriculum. It is an ongoing activity in nursing education, even in schools of nursing with established curricula (Iwasiw & Goldenberg, 2015, p. 3). This definition of curriculum development can be extended into the education of nurses in facilities other than a school of nursing. Nurses are also educated in clinical facilities and in many arenas providing continuing education units.

Billings and Halstead (2011) explain that many institutions that provide nursing education are reviewing how they can provide education that is consistent with their missions, provide for diversity in education, and be forward-thinking as they prepare for the future, while still maintaining a cost-effective, quality program.

Influencing factors fall into two categories: internal and external factors. External factors examine the larger environments that are outside of the organization. The internal factors influence the curriculum within organization (Keathing, 2014). The educator needs to have an understanding of the internal and external factors influencing curricular development.

This assessment provides you with an opportunity to outline the design of a course that will become part of the curriculum you selected and evaluated in the first assessment.

Assessment Instructions

Using the same nursing curriculum you selected in Assessment 1, design a course that could be added to the curriculum.

REQUIREMENTS

Design a course to be included in your selected nursing curriculum. In your course design:

• Describe an appropriate course to include in a selected curriculum.
• Provide a rationale for adding a course to a selected curriculum.
• Suggest a topical outline for a course to be added to a selected curriculum.
• Explain with whom and how faculty members would collaborate when considering the new course within a selected curriculum design.
• Explain and describe how internal factors such as organizational processes, curriculum committees, and internal review bodies affect curriculum design.
• Explain and describe how external factors such as funding, stakeholders, and regulatory and accrediting agencies affect curriculum design.
• Explain how the mission, philosophy, and framework of the program and parent institution impact curriculum design.
• Describe the type of collaboration between external and internal stakeholders that will be needed throughout a process of curriculum development.

You will use this assessment to complete Assessment 3. Be sure to incorporate the feedback you receive before adding this assessment to Assessment 3.

ADDITIONAL REQUIREMENTS

• References: Include references from at least two peer-reviewed journals that are not listed in the Suggested Resources, cited in proper APA format.
• Length of design: The course design should be 6–8 pages in length, not including the title page and the reference page, and must follow proper APA style and formatting.
• Course outline: Include the course outline as an appendix. The appendix will not be included in the page count for the assessment.
• Font and font size: Times New Roman, 12 point.

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NURS FPX 6105 Teaching Strategies Report Nursing Example

NURS FPX 6105 Assessment 3 Teaching Strategies to Support Teaching and Learning

NURS FPX 6105 Teaching Strategies Report Nursing Example to Support Teaching and Learning Assignment Brief

Course: NURS FPX 6105 Teaching and Active Learning Strategies

Assignment Title: Assessment 3 Teaching Strategies

Assignment Overview:

This assignment tasks students with developing a teaching strategies report to support the delivery of such a course. By outlining clear learning outcomes, evaluating suitable teaching methodologies, and addressing potential barriers to learning, students will create a framework for fostering optimal learning experiences in stress management education.

Understanding Assignment Objectives:

The primary objective of this assignment is threefold: firstly, to develop clear learning outcomes for the stress management course that align with the course content and learner expectations; secondly, to identify and evaluate appropriate teaching strategies conducive to achieving these outcomes and catering to the diverse learner population; and thirdly, to explore potential barriers to learning and propose effective strategies to overcome these barriers while sustaining learner motivation. Through critical analysis and synthesis of contemporary literature, students will gain insights into evidence-based teaching strategies and their application in nursing education.

The Student’s Role:

As a student undertaking this assignment, you will commence by crafting three clear and concise learning outcomes informed by research on stress management. These outcomes should encapsulate the essential knowledge and skills that learners are expected to acquire and demonstrate by the end of the course. Next, you will evaluate at least three teaching strategies that align with the course outcomes, learner population, and course content. It is imperative to articulate why these strategies are the most appropriate for achieving the desired learning outcomes, considering the advantages and potential challenges associated with each strategy. Additionally, you will explore potential barriers to learning in the context of the stress management course and propose evidence-based strategies to mitigate these barriers while sustaining learner motivation. Your analysis should be supported by relevant research findings from the field of nursing education. Through this assignment, you will enhance your understanding of effective teaching strategies in nursing education and develop critical thinking skills essential for curriculum design and instructional delivery.

You Can Also Check Other Related Assessments:

NURS FPX 6105 Assessment 1 Learning Theories And Diversity Example

NURS FPX 6105 Assessment 2 Management and Motivation Report Example

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan Example

NURS FPX 6105 Teaching Strategies Report Nursing Example to Support Teaching and Learning

Introduction

In the realm of education, the effectiveness of instruction is paramount to fostering meaningful learning experiences. This report endeavors to outline the essential components of effective teaching strategies for a stress management course tailored to Associate Degree in Nursing (ADN) students. By incorporating insights from contemporary scholarly literature, this report aims to elucidate the significance of learning outcomes, appropriate teaching strategies, mitigation of potential learning barriers, and the sustenance of student motivation.

Learning Outcomes

The stress management course tailored for Associate Degree in Nursing (ADN) students is meticulously crafted with specific learning objectives aimed at addressing stress-related challenges commonly encountered by nursing students. These objectives encompass theoretical understanding, practical application, personal growth, and professional development. Firstly, students are expected to grasp the concept of stress comprehensively, including differentiating between eustress and distress, and understanding the physiological and psychological responses to stress.

Given the demanding nature of the nursing profession, understanding the impact of stress on health is deemed crucial. Secondly, students are tasked with identifying personal stressors and implementing various stress management techniques such as relaxation exercises, time management, mindfulness, and cognitive restructuring. Thirdly, students are expected to integrate these learned stress management strategies into their professional lives, ensuring optimal productivity and quality of care. They are encouraged to effectively manage work-related stressors, mitigate burnout, and strike a balance between work and personal life. Lastly, the course fosters personal growth by encouraging students to self-assess and adapt these techniques to their individual needs and lifestyles, thereby promoting resilience and emotional well-being (Khojanashvili et al., 2023).

These objectives are rooted in the acknowledgment that nursing students are particularly susceptible to high levels of stress due to the demanding nature of their academic programs and concurrent personal stressors. The course operates under the premise that equipping nursing students with a comprehensive understanding of stress and effective coping mechanisms can not only improve their academic performance but also enhance their personal well-being and future professional competence. Furthermore, the course recognizes the diversity of students’ understanding and skills regarding stress management at the outset and is thus designed to cater to varied learning needs and paces (Madsgaard et al., 2022).

Evaluation of Appropriate Teaching Strategies for the Course and Audience

For the stress management course designed for ADN nursing students, a blended learning approach is considered the most effective, leveraging the benefits of both traditional face-to-face learning and online instruction. This decision is premised on the recognition that effective stress management education should not only be informative but also immersive, allowing students to practically apply learned techniques and strategies.

Blended Learning Approach:

The blended approach offers a unique synergy between the online medium’s flexibility and personalized learning pace and the rich interactive context of physical classrooms. This model allows theoretical knowledge acquisition to occur online, including understanding the physiology of stress, its impact on health, and various stress management techniques. The face-to-face component of the learning can be utilized for group discussions, experiential learning, role-plays, and practicing stress management activities, such as mindfulness, relaxation exercises, and cognitive restructuring techniques (Khojanashvili et al., 2023).

Peer Learning:

Considering the importance of social interactions and peer support in stress management, the course will integrate peer learning strategies. This could include peer-led discussions, collaborative problem-solving tasks, and peer feedback sessions on the application of stress management techniques. Peer learning can enhance learning engagement, stimulate critical thinking, and foster a supportive learning community (Khojanashvili et al., 2023).

Self-paced Learning:

Given the diversity of learners and their different learning paces, the course will also incorporate self-paced learning strategies. These might involve self-directed online learning modules, reflective journals, and individual projects on stress management strategy design and implementation (Khojanashvili et al., 2023).

This teaching strategy evaluation recognizes potential areas of uncertainty and knowledge gaps. One of the uncertainties revolves around the varying digital competencies of individual students. While the blended learning approach leverages online learning, it presupposes a basic level of digital literacy among students. The course might require provision of additional support, resources, or training to students struggling with the digital components, ensuring that no learner is left behind in the learning journey (Madsgaard et al., 2022).

Furthermore, a knowledge gap that might present a challenge is the students’ initial understanding and skills related to stress management. The course design must account for this diversity, providing foundational knowledge for novices while offering advanced learning opportunities for those with a prior understanding of the topic. This balance could be struck by offering optional advanced modules or providing additional resources for in-depth exploration. Also, while peer learning strategies can enrich the learning experience, they can also potentially lead to conflicts or unequal participation. Managing such dynamics effectively would require clear guidelines for respectful interaction, effective group work, and constructive feedback. Lastly, in a self-paced learning environment, there is a risk of students falling behind due to procrastination or poor time management. Implementing regular check-ins, progress tracking, and personalized feedback could help mitigate this risk (Saifan et al., 2021).

Addressing Potential Barriers to Learning

In ensuring a robust and inclusive learning environment for the stress management course, we’ve carefully considered various barriers that could affect students’ learning experiences. These barriers encompass cultural diversity, language proficiency, digital literacy levels, individual stress levels, and prior knowledge or misconceptions about stress management. To tackle these challenges, evidence-based strategies have been identified, chosen for their effectiveness as demonstrated in peer-reviewed literature and their alignment with the course’s objectives (Madsgaard et al., 2022; Saifan et al., 2021).

Cultural and Linguistic Inclusivity:

Recognizing the diverse cultural and linguistic backgrounds of our student body, we’ll employ culturally responsive teaching strategies. Course materials will be thoughtfully crafted to embrace and integrate various cultural perspectives. Additionally, we’ll provide resources in multiple languages, including translated glossaries and multilingual support, to assist students in overcoming language barriers (Saifan et al., 2021).

Digital Literacy Support:

Given the blended learning approach utilized in the course, proficiency in digital literacy is crucial. Understanding that students may have varying levels of familiarity with digital tools, we’ll offer technical support to address any challenges they may encounter. Moreover, a basic digital literacy module will be integrated into the course at the beginning to ensure all students can navigate the online components effectively (Saifan et al., 2021).

Managing Individual Stress Levels:

Recognizing that the nature of the course itself may induce stress among students, mindfulness and relaxation techniques will be seamlessly integrated into the teaching and learning process. Regular check-ins and reflections will be incorporated to ensure that the course doesn’t contribute to additional stress for students (Saifan et al., 2021).

Addressing Prior Knowledge and Misconceptions:

Acknowledging that students may enter the course with varying levels of prior knowledge or misconceptions about stress management, the initial phase of the course will focus on exploring and dispelling these preconceptions. By establishing a common understanding, we aim to create an inclusive and supportive learning environment conducive to enhancing student engagement, satisfaction, and ultimately, learning outcomes (Saifan et al., 2021).

Addressing Learning Barriers with Evidence-Based Strategies

To address potential barriers encountered by students in this course, we’ve drawn upon recent peer-reviewed academic research to ground our strategies. These approaches aim to improve learning outcomes and engagement by capitalizing on their proven effectiveness and practicality. Firstly, cultural and linguistic inclusivity has been prioritized, as studies indicate that culturally responsive teaching can enhance student engagement and learning outcomes (Abacioglu et al., 2020). By integrating diverse cultural perspectives and offering multilingual resources, we aim to create an inclusive environment where all students feel valued and can better comprehend course content, particularly those whose first language isn’t English.

Secondly, digital literacy support is emphasized, recognizing its importance in blended learning environments. Providing technical assistance and digital literacy training ensures that all students can effectively navigate the online components of the course (Khojanashvili et al., 2023). Research has shown a significant improvement in academic performance with the provision of such support.

Additionally, mindfulness and relaxation techniques are strategically incorporated into the course curriculum, as studies have demonstrated their efficacy in reducing student stress levels and enhancing academic performance (van Loon et al., 2020). Regular check-ins and reflections not only assist in stress management but also serve to reinforce the practical application of stress management techniques taught in the course.

Strategies to Sustain Motivation of Diverse Learners

In the stress management course for ADN nursing students, various strategies have been implemented to maintain learners’ motivation, particularly considering the diverse student body. Each of these methods is grounded in recent peer-reviewed research, ensuring their effectiveness.

Firstly, a blended learning approach has been embraced, backed by studies showing increased student engagement and motivation in such environments. This method blends face-to-face and online learning, offering students the flexibility of self-paced study while retaining the interactive benefits of traditional classrooms (Petges & Sabio, 2020).

Secondly, cultural inclusivity is prioritized, aligning with research indicating its positive impact on motivation. Studies suggest that when students feel a sense of belonging and respect for their cultural backgrounds, their motivation levels increase. By fostering such an environment, motivation is sustained across the diverse student body (van Loon et al., 2020).

Additionally, mindfulness and stress-relief activities are integrated into the curriculum, acknowledging the link between stress management and academic motivation. By equipping students with practical stress management techniques, emotional well-being is enhanced, consequently boosting motivation to engage with course material (Khojanashvili et al., 2023).

Moreover, active learning approaches, such as group discussions and case study analyses, are emphasized to stimulate learner motivation. Research supports the effectiveness of such methods in promoting intrinsic motivation by allowing students to apply theoretical knowledge in real-world scenarios (Petges & Sabio, 2020).

Conclusion

In conclusion, effective teaching strategies are pivotal in facilitating optimal learning experiences for ADN nursing students enrolled in stress management courses. The success of such educational programs relies on delineating clear learning outcomes, implementing appropriate teaching methodologies, addressing potential learning barriers, and sustaining student motivation. By incorporating evidence-based practices tailored to the unique needs and challenges of the students, the stress management course aims to equip nursing students with essential stress management skills. This endeavor not only enhances their academic success but also contributes to their overall well-being, enabling them to thrive in their demanding profession. Through a comprehensive array of teaching strategies informed by contemporary scholarly literature, including cultural inclusivity, digital literacy support, stress management techniques, and motivation sustenance, the course strives to create an inclusive learning environment conducive to student success and personal growth.

References

Abacioglu, C. S., Cakiroglu, J., Ozmen, M. Z., & Uzuntiryaki-Kondakci, E. (2020). Enhancing Student Engagement in Science Education: A Comprehensive Model to Evaluate Instructional Approaches and Learning Environments. Research in Science Education, 50(1), 307–328.

Khojanashvili, L., Tsereteli, M., Bakashvili, M., & Aslan, M. (2023). Exploring the challenges of transitioning to higher education for students studying away from home. Educational Psychology in Practice, 1–22.

Madsgaard, M., Ryberg, T., & Buus, L. (2022). The Empowering Potential of Digital Technology for Social Work Practice: A Systematic Review of Qualitative Studies. Social Work Research, 46(3), 173–185.

Petges, N., & Sabio, N. (2020). The Impact of Blended Learning on Student Engagement and Course Performance in a Clinical Nursing Course. Nurse Educator, 45(6), 333–336.

Saifan, A. R., AbuRuz, M. E., Masa’deh, R. E., & Obeidat, B. Y. (2021). The impact of mobile learning on students’ academic success: a holistic view from the higher education students in Jordan. Interactive Technology and Smart Education, 18(4), 431–448.

van Loon, A. W. G., Creemers, H. E., Beumer, W. Y., Okorn, A., Vogelaar, S., Saab, N., Miers, A. C., Westenberg, P. M., & Asscher, J. J. (2020). Can schools reduce adolescent psychological stress? A multilevel meta-analysis of the effectiveness of school-based intervention programs. Journal of Youth and Adolescence, 49(6), 1127–1145.

Detailed Assessment Instructions for the NURS FPX 6105 Teaching Strategies Report Nursing to Support Teaching and Learning Assignment

Description

Create a 5–7-page report on teaching strategies that will support teaching and learning in the course you began designing in Assessments 1 and 2.

Note: Assessments in this course build on each other and must be completed in sequential order.
To prepare for this Assessment, read the Assessment 3 Context document.

Assessment Instructions

Note: Assessments in this course build on each other and must be completed in sequential order.

Create a 5–7-page report on teaching strategies you can apply in the course you are designing.

OPTIONAL PREPARATION

Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.

INSTRUCTIONS

• Create three learning outcomes for your course. Conduct research on your course topic as necessary to create these outcomes. Summarize general course content and how these outcomes will relate to overall course content and how they align with learner expectations.
• Identify and evaluate at least three teaching strategies that could be used in your course and that are a good fit for your learner population, course topic, outcomes, and content. Explain which are the most appropriate teaching strategies for your course and audience, and why they are the most appropriate. Be sure to describe the advantages of using the selected strategies. Support your assertions with research from the field.
• Explain some of the possible barriers to learning might you encounter in your course. Identify the strategies you could use to overcome those barriers and to keep learners motivated.

ADDITIONAL REQUIREMENTS

• Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
• Length: 5–7 pages, plus a title page and a references page.
• Use correct APA format, including running head, page numbers, and a title page.
• Use and cite at least two scholarly articles in your plan.
• Writing should be free of grammar and spelling errors that distract from content.

SUGGESTED RESOURCES

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6105 Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Preparation for Assessment

You are invited to practice in the Vila Health challenge simulation setting before beginning this assessment.

• Vila Health: Developing a Teaching Strategy | Transcript.

SHOW LESS

Innovative Teaching Strategies

• Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd ed). San Francisco, CA: Jossey-Bass.
  • Chapter 3: Designing Significant Learning Experiences I: Getting Started
  • Chapter 4: Designing Significant Learning Experiences II: Shaping the Learning Experience
• Herrman, J. W. (2011). Keeping their attention: Innovative strategies for nursing education. The Journal of Continuing Education in Nursing, 42(10), 449–456.
• Pardue, K. T., Tagliareni, M. E., Valiga, T., Davison-Price, M., & Orehowsky, S. (2005). Substantive innovation in nursing education: Shifting the emphasis from content coverage to student learning. Nursing Education Perspectives, 26(1), 55–57.
• Price, B. (2010). Disseminating best practices through teaching. Nursing Standard, 24(27), 35–41.

Objectives and Outcomes

• Glennon, C. D. (2006). Reconceptualizing program outcomes. Journal of Nursing Education, 45(2), 55–58.
• Wittman-Price, R. A., & Fasolka, B. J. (2010). Objectives and outcomes: The fundamental difference. Nursing Education Perspectives, 31(4), 233–236.

Additional Resources for Further Exploration

• Bloom’s Taxonomy | Transcript.
• NLN Board of Governors. (2003). Innovation in nursing education: A call to reform. National League for Nursing. Retrieved from http://www.nln.org/docs/default-source/about/archi…

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NURS FPX 6105 Learning Theories And Diversity Paper Example

NURS FPX 6105 Assessment 1 Learning Theories And Diversity

Assignment Brief: NURS FPX 6105 Learning Theories And Diversity Paper Assignment

Course: NURS FPX 6105 Teaching and Active Learning Strategies

Assignment Title: Assessment 1 Learning Theories And Diversity

Assignment Instructions Overview:

In this assignment, you will explore the intersection of learning theories and diversity within the context of nursing education. Specifically, you will be tasked with analyzing various learning theories and evaluating their applicability in designing a teaching plan for stress management in a nursing education program. Furthermore, you will examine the diverse characteristics of the intended group of learners and propose evidence-based strategies for managing conflicts that may arise within a diverse classroom environment.

The Student’s Role:

As a student undertaking this assignment, your role is to conduct thorough research on learning theories, diversity in nursing education, and conflict management strategies. Utilize academic resources, scholarly articles, and relevant literature to support your analysis and recommendations. Demonstrate critical thinking skills by evaluating the strengths and limitations of each learning theory and conflict management strategy within the context of nursing education. Your task is to synthesize this information into a cohesive paper that demonstrates your understanding of the subject matter and your ability to apply theoretical concepts to practical educational scenarios.

You Can Also Check Other Related Assessments:

NURS FPX 6105 Assessment 2 Management and Motivation Report Example

NURS FPX 6105 Assessment 3 Teaching Strategies to Support Teaching and Learning Example

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan Example

NURS FPX 6105 Learning Theories And Diversity Paper Example

Introduction

When designing a teaching plan for nursing education, it’s essential to consider the diverse backgrounds and experiences of learners. This assessment focuses on creating a high-level teaching plan for stress management in a community college Associate Degree in Nursing (ADN) program. Emphasizing the importance of social interactions and cultural experiences in learning, the chosen educational theory is Lev Vygotsky’s Sociocultural Learning Theory. This theory aligns with the diverse nature of nursing students and promotes collaborative learning. By acknowledging diversity and leveraging relevant educational theories, the teaching plan aims to enhance the learning experience and foster cultural competency among students. Additionally, the assessment addresses potential conflicts stemming from diversity and proposes evidence-based strategies for conflict management.

Identification of a Learning Theory: Sociocultural Learning Theory

The teaching plan for stress management among ADN Nursing students is grounded in the Sociocultural Learning Theory, which originates from Lev Vygotsky’s work. This theory highlights how cognitive development is influenced by the sociocultural environment, emphasizing learning through social interactions and cultural experiences (Taber, 2020). In nursing education, where students vary widely in age, cultural background, and healthcare experiences, this theory holds particular significance.

The concept of the Zone of Proximal Development (ZPD) is central to Vygotsky’s theory. ZPD refers to the gap between what learners can do independently and what they can achieve with guidance and collaboration (Oliveira et al., 2023). In a diverse nursing student body, each student’s ZPD differs, necessitating collaborative learning strategies to maximize learning potential. Collaboration allows students to learn from one another, facilitating knowledge construction within their ZPDs, a critical aspect for understanding and managing stress in nursing practice.

Research supports the efficacy of Vygotsky’s theory in nursing education. Collaborative learning environments promote a sense of community and facilitate the exchange of diverse perspectives, enhancing students’ grasp of complex nursing concepts. This approach caters to the needs of diverse learners, fostering inclusivity and providing a conducive environment for interactive and reflective learning about stress management (Su & Zou, 2020).

Justification for Sociocultural Learning Theory and Contextual Appropriateness

The Sociocultural Learning Theory proves its appropriateness for nursing education due to its focus on social interactions and cultural context, which are integral to the nursing profession. Nursing relies heavily on collaboration, teamwork, and communication, all of which are emphasized in this theory (Valderama‐Wallace & Apesoa‐Varano, 2020). Nursing students, coming from diverse backgrounds, contribute varied perspectives to the learning environment, aligning well with the theory’s emphasis on utilizing diversity as a valuable learning resource.

Furthermore, the theory’s emphasis on collaborative learning enhances critical thinking and problem-solving skills in nursing students (Su & Zou, 2020). These skills are crucial in the complex healthcare environment and can be developed through collaborative learning, where students learn to integrate different viewpoints, engage in meaningful discussions, and collectively solve complex health issues.

Compared to Piaget’s Cognitive Development Theory, Vygotsky’s theory better accommodates diversity and promotes collaborative learning, essential for nursing practice. Therefore, Piaget’s Cognitive Development Theory may not be as effective in nursing education. While it provides a useful framework for understanding cognitive development, its focus on individual cognitive stages may not be suitable for the diverse learning environment of a nursing course. Solitary exploration of concepts, as emphasized in Piaget’s theory, may not promote the level of interaction necessary for preparing students for real-world nursing practice, where teamwork and collaboration are essential (Hanfstingl et al., 2019).

Moreover, Piaget’s theory may overlook cultural and experiential diversity in learning, which is critical in nursing education. Given the diverse experiences, backgrounds, and cultures of nursing students, a learning theory that embraces this diversity is essential. Vygotsky’s Sociocultural Learning Theory, with its emphasis on social interaction and cultural context, provides a more comprehensive framework for nursing education.

Diversity of the Intended Group of Learners

The nursing students participating in this stress management educational program represent a diverse spectrum characterized by differences in age, cultural backgrounds, prior healthcare experiences, and levels of digital literacy. Each aspect of this diversity contributes to the unique dynamics of learning within this context.

Firstly, the age diversity encompasses both traditional-age students and mature learners, bringing with it varying learning styles and preferences. While younger students may be more adept with digital technology, older students offer valuable life experiences and perspectives that enrich classroom discussions (Smith et al., 2023). This blend of traditional and non-traditional students fosters a more inclusive and dynamic learning environment.

Secondly, cultural diversity among the students introduces a variety of worldviews, belief systems, and healthcare perspectives, enhancing the cultural competence of the entire class. This diversity enriches classroom discussions, case studies, and problem-solving exercises by providing a broader range of experiences and viewpoints (Valderama‐Wallace & Apesoa‐Varano, 2020). It promotes a culturally sensitive approach to nursing practice, fostering inclusivity.

Thirdly, students’ diverse prior healthcare experiences, ranging from home care to clinical settings, contribute to a deeper understanding and application of theoretical knowledge. Sharing these varied experiences can offer real-life insights, facilitating a more practical learning approach to stress management (Oliveira et al., 2023).

The significance of this diversity lies in its capacity to enhance critical thinking, problem-solving skills, cultural competence, and inclusivity in nursing education. Diverse classrooms have been shown to bolster critical thinking skills among students, leading to the development of culturally competent healthcare professionals (Smith, 2023; Oliveira et al., 2023).

Evidence-Based Strategies for Managing Conflicts in a Diverse Classroom

The diverse nature of the classroom, although beneficial for learning, can sometimes lead to conflicts arising from differing viewpoints, cultural misunderstandings, and generational gaps. To effectively manage these conflicts, several evidence-based strategies have been identified.

One such strategy involves transformative learning, a theory proposed by Mezirow. In the context of stress management in nursing, transformative learning is vital as it encourages students to challenge their existing beliefs about stress and its management techniques, which may vary due to their diverse backgrounds. By fostering critical reflection and open discourse, transformative learning enables students to understand different perspectives, thus reducing conflict. Additionally, it promotes conflict resolution through dialogue and shared understanding (Wang et al., 2019; Smith et al., 2023).

Another strategy focuses on fostering cultural competence among students. Given the diverse cultural backgrounds, it’s essential to recognize that notions of stress and coping mechanisms vary across cultures. Educators can incorporate activities such as intercultural workshops, diversity simulations, and reflective writing assignments to encourage students to explore, understand, and appreciate cultural differences. This increased cultural competence minimizes misunderstandings and conflicts arising from cultural disparities, creating a more inclusive learning environment (Brottman et al., 2019).

Peer mediation is another effective strategy where trained students help mediate conflicts among their peers. Particularly in a stress management course, where students are dealing with their own stress, peer mediation allows for effective resolution of conflicts related to stress management techniques. This approach empowers students to manage conflicts independently, fosters a sense of community, and equips them with negotiation and interpersonal skills for their future careers. Moreover, it emphasizes the value of peer relationships, fostering a supportive and collaborative classroom environment (Ay et al., 2019).

Conclusion

In conclusion, integrating Vygotsky’s Sociocultural Learning Theory into the teaching plan for stress management in nursing education acknowledges and leverages the diversity of learners. By addressing potential conflicts through evidence-based strategies, the teaching plan promotes inclusivity, cultural competence, and collaboration, essential for preparing future healthcare professionals. The incorporation of diverse perspectives, experiences, and backgrounds within the classroom enriches the learning environment, fostering a dynamic and inclusive atmosphere conducive to effective learning and professional development. Through the application of evidence-based strategies such as transformative learning, fostering cultural competence, and peer mediation, conflicts arising from diversity are effectively managed, allowing for a supportive and harmonious educational experience that prepares nursing students for the complexities of real-world practice.

References

Ay, F., Ay, M. A., & Temur, T. (2019). The Effect of Peer Mediation Program on Conflict Resolution Skills of University Students. Education Sciences, 9(3), 230.

Brottman, M. J., Cull, W. L., Olson, L. M., Cook, L., & Olson, L. M. (2019). How pediatricians can advance intercultural competence in healthcare for diverse populations. The Journal of Pediatrics, 209, 247-252.

Hanfstingl, B., Müller, F. H., & Schmid, E. (2019). Piaget and Vygotsky in contemporary education: Relevance for research and practice. Journal of Educational Sciences Research, 9(1), 49-58.

Oliveira, S., Pessanha, R., Correia, A., & Antunes, F. (2023). The implementation of the sociocultural theory of learning in nursing education. Teaching and Learning in Nursing, 18(3), 174-180.

Smith, J., Baker, A., Adams, K., & Wildermuth, T. (2023). Inclusive Teaching and Learning Strategies in Nursing Education. Teaching and Learning in Nursing, 18(1), 44-49.

Su, Y., & Zou, J. (2020). Promoting Collaboration in the Classroom: Applying Vygotsky’s Sociocultural Theory in Nursing Education. Journal of Nursing Education, 59(2), 113-116.

Taber, K. S. (2020). Educational psychology research on Vygotsky’s concept of the Zone of Proximal Development (ZPD). Educational Psychology, 40(3), 267-280.

Valderama‐Wallace, C. P., & Apesoa‐Varano, E. C. (2020). Toward a critical social theory of health: The relevancy of Jürgen Habermas. Journal of Nursing Scholarship, 52(1), 96-104.

Wang, C. Y., Yu, C. H., & Teo, T. (2019). Exploring the Relationship Between Self-Regulated Learning and Transformative Learning in a Blended Learning Environment. Frontiers in Psychology, 10, 1910.

Detailed Assessment Instructions for the NURS FPX 6105 Learning Theories And Diversity Paper Assignment

Description

Create a 5–7-page high-level teaching plan for a diverse learning environment that is designed around an appropriate educational theory.

Note: Assessments in this course build on each other and must be completed in sequential order.

When beginning to design a course, nurse educators need to identify the learning theory or theories that will form the foundation of a course’s design, and to consider the needs of the population of learners who will take the course.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Appraise the influence of learner’s culture, gender, and experiences on teaching and learning.

Describe the diversity of an intended group of learners.

Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.

Identify a learning theory that applies to a selected educational topic and audience.

Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.

• Justify the application of a learning theory in a particular context.

Competency 4: Integrate best practices for classroom management

• Describe evidence-based strategies for managing conflicts that could arise in a diverse classroom.
• Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.

Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.

• Assessment InstructionsNote: Assessments in this course build on each other and must be completed in sequential order.It is important to consider the role of diversity and learning environments when selecting appropriate theories and approaches for a desired learning outcome. For this assessment, you will implement these considerations in an educational environment of your choosing.Preparation
• Take time to review educational theories that you have studied in prior courses or used in your work. Do additional research on educational theories and approaches as necessary.

Optional: Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.

• Instructions
  For this assessment, you will create a 5–7-page high-level teaching plan in which you do the following:
• Select a topic for a course that you would like to teach in an educational environment. (For example, maybe you would like to be a nursing instructor in an institution of higher learning, a staff development educator in a clinical facility, or a patient educator in a hospital.) Briefly describe your course and the environment that you will utilize for teaching. Also describe the intended audience for your course.

Select an educational theory that you could use to guide the development of your course. Describe the key points of the theory you selected and explain why you think this theory fits the topic, audience, and context of your course.

• Be sure to cite textbooks or articles from peer-reviewed journals to support your choice.
• Identify and discuss potential diversity in the group that you anticipate teaching. (Diversity can include multiculturalism, age, gender, ethnicity, socioeconomic status, Limited English Proficiency (LEP), or other cultural barriers that you feel could impact your learning environment.)

Use current research to describe how you will address these issues in your learning environment.

• Describe how you will manage conflict in the classroom that may arise from the anticipated diversity among learners.
• Additional Requirements

Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.

Length: 5–7 pages, plus a title page and a references page.

Use correct APA format, including running head, page numbers, and a title page.

Writing should be free of grammar and spelling errors that distract from content.

Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6105 Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.Learning Theories

100 Years of Learning Theory | Transcript.

Learning Environment

Vila Health: The Learning Environment | Transcript.

SHOW LESSTeaching Styles and Strategies

Curran, M. K. (2014). Examination of the teaching styles of nursing professional development specialists, part I: Best practices in adult learning theory, curriculum development, and knowledge transfer. The Journal of Continuing Education in Nursing, 45(5), 233–240.

Curran, M. K. (2014). Examination of the teaching styles of nursing professional development specialists, part II: Correlational study on teaching styles and use of adult learning theory. The Journal of Continuing Education in Nursing, 45(8), 353–359.

• Gardner, S. S. (2014). From learning to teach to teaching effectiveness: Nurse educators describe their experiences. Nursing Education Perspectives, 35(2), 106–111.
• Learner Diversity and Cultural Sensitivity
• Decelle, G., & Sherrod, D. (2011). A call to address learner diversity in health professions education. Journal of Best Practices in Health Professions Diversity: Education, Research, & Policy, 4(1), 574–584.

Dewald, R. J. (2012). Teaching strategies that promote a culturally sensitive nursing education. Nursing Education Perspectives, 33(6), 410–412.

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NURS FPX 6103 Creating A Professional Development Plan Example

NURS FPX 6103 Assessment 4 Creating A Professional Development Plan

NURS FPX 6103 Creating A Professional Development Plan Assignment Brief

Course: NURS FPX 6103 The Nurse Educator Role

Assignment Title: Assessment 4 Creating A Professional Development Plan

Assignment Overview:

In this assignment, you will develop a comprehensive professional development plan tailored to your role as a nurse educator. Drawing upon the principles of nursing education, you will outline your focus areas, competencies, professional goals, and strategies for growth. Additionally, you will explore the influences shaping the nurse educator role, devise a scholarship plan, delineate your leadership development, plan for professional growth, and address gaps through self-assessment.

Understanding Assignment Objectives:

The primary objective of this assignment is to cultivate your ability to create a robust professional development plan aligned with the demands and expectations of the nursing education field. By engaging in critical self-reflection and synthesizing knowledge gained throughout the course, you will demonstrate your readiness to excel as a nurse educator and contribute to the advancement of nursing education and patient care outcomes.

The Student’s Role:

As a nursing student, your role in this assignment is to envision yourself as a future nurse educator and craft a professional development plan that reflects your aspirations, strengths, and areas for growth. You will draw upon your understanding of nursing education principles, contemporary healthcare challenges, and ethical considerations to formulate a comprehensive plan tailored to your professional goals and the evolving needs of the healthcare landscape.

You Can Also Check Other Related Assessments:

NURS FPX 6103 The History of Nursing Education Essay Example

NURS FPX 6103 Applying the Tripartite Model Paper Example

NURS FPX 6103 Nurse Educator Philosophy Statement Paper Example

NURS FPX 6103 Teaching About Legal and Ethical Issues Example

NURS FPX 6103 Creating A Professional Development Plan Example

Introduction

In today’s ever-changing healthcare environment, nurse educators play a crucial role. They are responsible for shaping the next generation of nurses who can provide skilled and compassionate care. As highlighted by the Institute of Medicine, nurses should be at the forefront of healthcare advancements, making it essential for nurse educators to keep pace with these changes. To address the demands of this challenging yet fulfilling role, I’ve developed a detailed professional development plan. This plan delineates my focus and objectives as a nurse educator and serves as a guide for ongoing growth and leadership in the field.

Nurse Educator Focus, Competencies, and Professional Goals

In my role as a nurse educator, I focus specifically on critical care nursing. I’ve chosen this specialty because it requires high levels of skill, quick decision-making, and a deep understanding of complex patient conditions. I believe that having expertise in critical care can greatly improve patient outcomes in acute care settings.

I bring several important competencies to this role. My experience working as an advanced practice nurse in ICU settings has equipped me with the clinical skills necessary to effectively teach critical care nursing. This hands-on experience enhances my teaching, making it more practical and relevant. Additionally, my skills in designing curriculum are essential for preparing future nurses for the challenges they’ll face in critical care. This includes staying up-to-date on the latest research and advancements in the field and incorporating them into the curriculum. Furthermore, my ability to assess student performance, offer constructive feedback, and support their development contributes to effective learning experiences (Gazza, 2018).

Professional Goals

A key aspect of my role as a nurse educator is demonstrating leadership. I encourage my students to adapt to changes in healthcare and foster continuous improvement. Leadership in nursing education goes beyond simply giving directions; it’s about inspiring and motivating students to reach their full potential. My professional goals align with my philosophy as a nurse educator, which emphasizes lifelong learning and advocating for patients. I aim to excel in teaching by using evidence-based strategies that cater to different learning styles, thus promoting comprehensive understanding (Linton et al., 2019).

Another significant professional goal of mine is to become a transformative leader in nursing education. This entails driving changes and inspiring others to excel. It involves creating an environment that encourages growth, curiosity, and the pursuit of excellence. Additionally, I am committed to engaging in scholarly activities to contribute to the knowledge base in nursing. This includes conducting research and publishing in respected nursing education journals, thereby enhancing evidence-based practices in critical care nursing education.

These goals and areas of focus align with current trends in nursing education. For instance, the increasing use of simulation in teaching supports my commitment to pedagogical excellence. Simulation, particularly in critical care education, can enhance students’ learning experiences by bridging theory with practice (Brown Tyo & McCurry, 2019).

Considering the surge in telehealth services due to the COVID-19 pandemic, integrating this aspect into the curriculum is another goal of mine. By doing so, I aim to prepare future nurses to adeptly navigate this evolving aspect of healthcare delivery. Lastly, cultural competence in nursing is crucial and integrated into my teachings. As we care for a diverse patient population, it’s essential for future nurses to deliver empathetic and culturally sensitive care (Jumreornvong et al., 2020).

Influences on the Nurse Educator Role

Various factors converge to shape the role of a nurse educator. Socially, the increasing diversity among patients and students necessitates integrating multicultural education into nursing curricula. This diversity offers an opportunity to expand perspectives and teach students how to deliver culturally sensitive and patient-centered care. Additionally, addressing health inequities stemming from socio-economic differences is vital in nursing education, as it prepares students to advocate for their patients effectively (Kula et al., 2021).

Economically, fluctuations in educational funding, especially for health-related programs, affect nurse educators. Limited budgets often require us to find cost-effective teaching methods. For instance, acquiring high-fidelity manikins for simulation learning can be costly, prompting us to seek grants or alternative funding sources. Politically, changes in healthcare policies and nursing licensure requirements can prompt curricular adjustments to ensure graduates are prepared for evolving regulations. For example, the shift towards value-based healthcare, which prioritizes patient outcomes, necessitates integrating this concept into teaching (Anderson et al., 2019).

Institutionally, changes in accreditation standards and university policies directly impact nurse educators. Alterations in student-to-faculty ratios or minimum pass rates on licensure exams may lead to adjustments in class sizes, teaching methods, and assessment strategies. Personally, recognizing our own assumptions and biases is essential to ensure fairness in teaching and evaluation. For instance, while I acknowledge my bias towards simulation-based learning due to its effectiveness, I understand the importance of catering to diverse learning styles. Regular self-reflection and feedback from colleagues and students help in identifying and addressing these biases (Kula et al., 2021; Anderson et al., 2019).

Moreover, I’ve noted my assumption that students entering a critical care nursing course possess a strong foundation in general nursing concepts. However, there can be significant variation in students’ foundational knowledge, necessitating tailored teaching strategies. Through self-reflection and feedback, I strive to ensure that my teaching methods remain inclusive and effective, providing all students with optimal learning experiences (Anderson et al., 2019).

Scholarship Plan

In crafting my scholarship plan as a nurse educator specializing in critical care, I will focus on three main areas: conducting research, publishing, and presenting. Research is fundamental to scholarship, and I plan to delve into topics such as the effectiveness of different teaching methods in critical care nursing education and how simulation-based learning impacts students’ clinical decision-making skills. To achieve this, I aim to collaborate with colleagues both within and outside the nursing department, as interdisciplinary research can offer broader perspectives and deeper insights (Jeffries, 2022).

Publishing in reputable journals is another crucial aspect of scholarship. Sharing research findings adds to the collective knowledge base of nursing education and helps fellow educators improve their teaching practices. My goal is to submit my work to esteemed journals like the Journal of Nursing Education or Nurse Educator. Additionally, I want to encourage and guide my students in writing and submitting their own work, fostering a culture of scholarship among them.

Presenting research findings at professional conferences is also important for disseminating knowledge and staying current with trends and best practices. I plan to regularly submit abstracts for presentation at conferences such as the National League for Nursing (NLN) or the American Association of Colleges of Nursing (AACN) (Carley & Hultgren, 2020).

The competencies outlined by the NLN and AACN serve as a framework for my scholarship activities. The NLN’s Nurse Educator competencies emphasize the importance of lifelong learning and advancing the profession through research and publishing. Similarly, the AACN’s Essentials highlight the significance of scholarship in improving nursing education and healthcare outcomes (Carley & Hultgren, 2020; Jeffries, 2022). Therefore, my scholarship plan is based on these professional competencies and expectations. Alongside contributing to my own professional growth, this plan aims to advance nursing education, enhance student learning, and ultimately improve patient outcomes in critical care settings.

Development of Leadership Role

My journey towards leadership as a nurse educator centers on enhancing curriculum design and implementation, particularly in critical care nursing. A pivotal aspect of my leadership roadmap involves obtaining a Certified Nurse Educator (CNE) credential, underscoring my commitment to teaching and learning. Additionally, I recognize the significance of continual professional advancement, which I intend to pursue through active engagement in leadership workshops and training sessions. These avenues offer invaluable insights into contemporary leadership theories and practices relevant to nursing education (Ross & Silver Dunker, 2019).

Participating actively in university committees and professional nursing organizations serves as another avenue for nurturing my leadership skills. In these roles, I anticipate broadening my decision-making prowess and policy development acumen, while also expanding my professional network. Spearheading curriculum reforms within my institution constitutes a vital element of my leadership strategy. This might involve advocating for the integration of emerging subjects in critical care or advocating for more comprehensive cultural competence training. Mentorship emerges as a pivotal leadership responsibility. As a seasoned faculty member, guiding fledgling educators contributes significantly to shaping the future cadre of leaders in nursing education. Moreover, I aim to champion evidence-based teaching practices, necessitating a commitment to staying abreast of the latest research in the field (Jeffries, 2022).

Plans for Professional Growth

To nurture my professional growth as a nurse educator, I recognize the importance of continuous learning and development. This journey entails further education, certifications, and skill-enhancement training. Initially, I intend to pursue a post-master’s certificate in nursing education, a step that promises to deepen my understanding of curriculum design, pedagogy, and assessment strategies, thereby enriching my capabilities as an educator (Carley & Hultgren, 2020).

Following this, my plan includes acquiring the Certified Nurse Educator (CNE) credential offered by the National League for Nursing. This credential not only validates my expertise in the field but also underscores my unwavering dedication to professional excellence. Given the dynamic nature of healthcare and nursing education, staying updated with current trends, teaching methodologies, and research findings is imperative. Hence, I am committed to actively participating in nursing education conferences and webinars, which serve as platforms for acquiring knowledge about innovative teaching strategies and emerging issues in the field (Ross & Silver Dunker, 2019).

Furthermore, I recognize the value of engaging in professional development workshops tailored to various aspects of nursing education. Whether focusing on online teaching, simulation facilitation, or student assessment, these workshops offer practical tools and strategies directly applicable to my teaching endeavors. Additionally, I strongly believe in the significance of mentorship under seasoned nursing educators. Such mentorship provides invaluable insights into the nuances of the educator role, allowing for the assimilation of best practices and the avoidance of potential pitfalls. Lastly, I aim to actively participate in professional nursing organizations, viewing such engagement as opportunities for networking, collaborative research, and involvement in policy-making and advocacy efforts within the nursing education domain (Jeffries, 2022).

Self-Assessment and Addressing Gaps

Continuously evaluating my skills is crucial for achieving my professional development objectives and upholding ethical standards. While I’m satisfied with my current abilities, there are areas where I recognize the need for improvement. My plan to bridge these gaps revolves around ongoing learning, seeking feedback, and reflecting on my teaching practices. Lifelong learning is key; I’ll actively pursue educational opportunities like advanced degrees, certifications, and workshops to stay abreast of changes in healthcare and ensure my students receive the best preparation (Gazza, 2018).

Feedback from peers, mentors, and students is invaluable for growth. Regularly seeking and being receptive to constructive criticism will help me identify areas where I can enhance my teaching methods. Reflective teaching is another strategy I’ll employ. By critically analyzing my teaching experiences, I can pinpoint what worked well, what didn’t, and why, enabling me to refine my approach and improve student outcomes (Carley & Hultgren, 2020).

Ethical conduct is non-negotiable. I am committed to strictly adhering to the NLN’s Code of Ethics, which entails fostering a respectful and inclusive learning environment, upholding academic integrity, and safeguarding student confidentiality and dignity. Regular dialogue with peers and mentors about ethical dilemmas in teaching will provide valuable guidance in navigating these complex issues (Kula et al., 2021).

Conclusion

In conclusion, this professional development plan offers a strategic roadmap for my growth as a nurse educator in critical care nursing. Anchored in competencies, goals, and reflective practices, the plan ensures adaptability to evolving healthcare landscapes. Prioritizing scholarship, leadership, and continuous learning, my aim is to make substantial contributions to nursing education and ultimately enhance patient care outcomes. Serving as a dynamic framework, subject to periodic review and refinement, this plan is designed to uphold professional excellence and ethical practice. Through embracing continuous learning, fostering leadership qualities, engaging in scholarly activities, and upholding ethical standards, nurse educators significantly contribute to the advancement of nursing education and the enhancement of patient outcomes in critical care settings.

References

Anderson, A. D., Higgs, J., Ryan, G., & Shochet, R. B. (2019). Beyond objective structured clinical examinations: effective preparation for high-stakes practical examinations in the health professions. Advances in Health Sciences Education, 24(1), 201-215.

Brown Tyo, M., & McCurry, M. K. (2019). Integrating high-fidelity simulation into nursing education. Nursing Education Perspectives, 40(2), 128-129.

Carley, A., & Hultgren, M. (2020). A Proposed Ninth Essential. Nursing Education Perspectives, Publish Ahead of Print. https://doi.org/10.1097/01.nep.0000000000000761

Gazza, E. A. (2018). Culturally Responsive Teaching in Nursing Education: An Integrative Review. Teaching and Learning in Nursing, 13(1), 47-54.

Jeffries, P. R. (2022). Simulation in Nursing Education: From Conceptualization to Evaluation. National League for Nursing.

Jumreornvong, O., Yang, E., Race, J., Appel, J., & Kirwin, J. (2020). Perspectives on cultural competency training of oncology nurses: an exploratory study. Journal of Transcultural Nursing, 31(3), 282-289.

Kula, S., Pearson, M. L., Rosen, M., & Watson, E. M. (2021). Evaluating the impact of social determinants of health on patient outcomes. Journal of Nursing Education, 60(1), 33-39.

Linton, M. J., Prusakowski, M. K., Burke, J., & Loftus, D. (2019). Teaching nursing students to effectively collaborate in healthcare teams. Nursing Education Perspectives, 40(2), 125-126.

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

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NURS FPX 6103 Applying the Tripartite Model Paper Example

NURS FPX 6103 Assessment 2 Applying the Tripartite Model Paper

NURS FPX 6103 Applying the Tripartite Model Paper Assignment Brief

Course: NURS FPX 6103 The Nurse Educator Role

Assignment Title: Assessment 2 Applying the Tripartite Model Paper

Assignment Overview:

The purpose of this assignment is to explore the tripartite model in nursing education, emphasizing the significance of teaching, service, and scholarship. Through comprehensive analysis and planning, students will delve into the role of nurse educators within various contexts and develop strategies to meet the expectations outlined within this model. By understanding the multifaceted nature of the nurse educator role, students will gain insights into how these components intersect to enhance professional growth and contribute to the advancement of nursing education.

The Student’s Role:

As a student undertaking this assignment, your role is to engage critically with the concept of the tripartite model in nursing education. You will examine various facets of the nurse educator role, considering its implications within different healthcare settings and populations. Through thorough analysis and reflection, you will develop a detailed plan that outlines strategies for meeting the expectations of teaching, service, and scholarship within the nurse educator role. Additionally, you will explore the qualifications and attributes necessary for success in this role and consider the broader impact of nurse educators as change agents within the field of nursing education. By completing this assignment, you will enhance your understanding of the complexities inherent in the nurse educator role and develop practical strategies for achieving excellence within this profession.

You Can Also Check Other Related Assessments:

NURS FPX 6103 The History of Nursing Education Essay Example

NURS FPX 6103 Nurse Educator Philosophy Statement Paper Example

NURS FPX 6103 Creating A Professional Development Plan Example

NURS FPX 6103 Teaching About Legal and Ethical Issues Example

NURS FPX 6103 Applying the Tripartite Model Paper Example

Introduction

The assessment focuses on understanding the tripartite model in nursing education, which highlights three key areas: teaching, service, and scholarship. The importance of mentoring, orientation, and tenure in a nurse educator’s career is explored. Throughout the assessment, various teaching methods, ways to engage in service, and scholarly activities are discussed, providing examples of excellence in each domain. Additionally, the professional consequences if any of these aspects are neglected are analyzed, and opportunities for additional scholarly pursuits are identified. Finally, the essential traits of a successful change agent in nursing education are assessed, emphasizing qualities like leadership and a willingness to challenge established norms.

Specific Nurse Educator Role and Role Functions

The identified role for the nurse educator is that of a clinical instructor within a university nursing program. As a clinical instructor, this individual holds a crucial responsibility in readying nursing students for actual clinical settings. They closely collaborate with students during their clinical rotations within healthcare facilities. In this capacity, the clinical instructor acts as a facilitator, bridging the gap between theoretical knowledge acquired in classrooms and its practical implementation in real-world scenarios (Heinonen et al., 2019). The nurse educator’s role encompasses overseeing clinical experiences and supervising student performance. Specifically, they arrange and manage students’ placements across various healthcare settings. Moreover, they assess students during clinical rotations, offer constructive feedback, pinpoint areas for improvement, and facilitate skill development (Leighton et al., 2021).

Evaluation of Expectations

The assessment of expectations entails discerning the standards within the role of a clinical instructor. To excel in teaching, the instructor must cultivate a supportive learning atmosphere, implement inventive teaching techniques, nurture critical thinking abilities, and facilitate practical clinical experiences (Jaffe et al., 2019). For instance, creating interactive case studies can prompt students to actively apply their knowledge in solving intricate patient scenarios (Hargreaves et al., 2021).

In terms of service, the clinical instructor is expected to actively engage in academic committees, professional organizations, and community endeavors. By contributing to curriculum development committees and participating in community health promotion events like educational workshops, the instructor enriches program content and promotes community well-being (Hargreaves et al., 2021; van Lankveld et al., 2020).

Moreover, exemplary scholarship in this role involves conducting research on innovative teaching methodologies or exploring areas such as the efficacy of simulation-based learning in nursing education. By disseminating their findings through publication in journals and presentations at nursing summits, instructors significantly contribute to the advancement of nursing education and evidence-based practices (Jeffries, 2022).

Plan for Meeting Aspects of Tripartite Model

To ensure adherence to the tripartite model, the educator devises a comprehensive plan encompassing teaching, service, and scholarship. In terms of teaching, the plan incorporates active learning strategies, utilization of technology, provision of regular feedback, and the creation of an inclusive learning environment. Employing methods such as case studies and simulations facilitates student engagement and encourages self-directed learning (Jowsey et al., 2020).

Regarding service, the plan entails active involvement in various committees, mentoring of new faculty members, and engagement with the community. This active participation not only fosters professional networking but also promotes personal growth within the field (van Lankveld et al., 2020).

In the realm of scholarship, the educator commits to engaging in research endeavors, seeking funding opportunities, collaborating on projects, and disseminating findings. These scholarly pursuits contribute significantly to the advancement of nursing education and evidence-based practices.

Failing to address any component of the tripartite model may result in missed opportunities and hindered contributions to the field (Jeffries, 2022). Moreover, neglecting these aspects may lead to compromised knowledge retention and diminished student satisfaction, potentially undermining the educator’s academic standing and hindering opportunities for professional growth, tenure, and promotion.

Additional Qualifications and Change Agent Role

In addition to the fundamental qualifications inherent in the nurse educator role, such as advanced education and clinical expertise, specific attributes are essential for effective change agency within nursing education. These include strong leadership abilities, effective communication skills, a commitment to continuous professional development, and the courage to challenge existing practices. By embodying these traits, nurse educators can serve as catalysts for positive transformation within the field, driving innovation and promoting continuous improvement (Jeffries, 2022).

Notably, nurse educators play a crucial role in shaping the future of healthcare education by leveraging their specialized expertise. They can seize various scholarship opportunities tailored to their specific skills. For instance, educators specializing in nursing simulation can delve into research on the efficacy of simulation-based learning or the development of cutting-edge simulation scenarios. Their findings can find a home in esteemed journals like “Clinical Simulation in Nursing,” while conferences like the International Nursing Simulation/Learning Resource Centers Conference provide ideal platforms for presenting their work (Bryant et al., 2020).

Similarly, nurse educators focusing on clinical teaching strategies can explore innovative approaches to clinical instruction or the formulation of effective preceptorship models. Their research outcomes can be disseminated through publications such as the “Journal of Nursing Education.” Additionally, events like the “National League for Nursing Education Summit” offer valuable opportunities for showcasing their inventive strategies (Kaas, 2019).

Conclusion

In conclusion, the tripartite model of nursing education, comprising teaching, service, and scholarship, serves as a fundamental framework for fostering excellence in nurse educators’ professional growth. Throughout this assessment, the critical role of mentoring, orientation, and tenure in shaping nurse educators’ careers has been underscored. Additionally, the importance of exemplary teaching methods, active service engagements, and scholarly pursuits has been emphasized, highlighting the integral nature of each component. Neglecting any facet of this model may result in missed opportunities and hindered contributions to the field, potentially compromising both student outcomes and the educator’s academic advancement. By fully embracing the responsibilities inherent in the tripartite model and embodying the qualities of effective change agents, nurse educators can pave the way for continuous innovation and excellence within nursing education.

References

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.

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.

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.

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.

Jeffries, P. (2022). Clinical simulations in nursing Education: Advanced concepts, trends, and opportunities. Lippincott Williams & Wilkins.

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.

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), 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.

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.

Detailed Assessment Instructions for the NURS FPX 6103 Applying the Tripartite Model Paper Assignment

Description

Create a 2-page plan addressing the scholarship, service, and teaching elements of a specific nurse educator role in a specific context.

When we say we are nurse educators, the image that comes to mind for many is that of a nursing instructor in an undergraduate nursing program. The work that person is engaged in is teaching others how to be nurses. While that is certainly one aspect of the nurse educator role, the setting and the work may vary greatly. Some nurse educators, especially in university settings, will hold joint appointments as nursing faculty in a college of nursing and as clinicians in the university hospital. Other educators will work exclusively in a hospital or community setting, educating staff, patients, or community. Regardless of the setting, the role of educator encompasses more than teaching; there is also an expectation for scholarship and for service.

In this tripartite role, faculty in universities and colleges are expected to teach, participate in scholarly activities, and participate in service, which is defined as activities contributing to the good of the community, university, or profession beyond one’s defined job description. Many health care institutions will also have similar expectations for nurses in upper-level positions.

Assessment Instructions

Create a short (approximately 2 pages) plan reflecting on how the three aspects of the tripartite model of teaching, service, and scholarship could be met for a particular nurse educator position in a context of interest to you.

In your plan, do the following:

• Describe the nurse educator role that your plan addresses, as well as any other pertinent details about that role. Be sure to give the role’s title and explain the context in which that role works.
• Analyze the teaching, service, and scholarship expectations for that role as you understand them, and how those expectations fit with the role.
• Identify publications, journals, and conferences that could be a fit for the scholarship conducted in this role. Explain the kinds of scholarship that would be a good fit for person in this role and with this expertise.
• Generate a plan that could be used by a person in this role for meeting each of the expectations you analyzed.
• Analyze additional qualifications that you believe are needed for this role (additional education, certifications, skills, and so on), explaining why they are necessary.
• Analyze the qualifications and areas of expertise related to this role that would facilitate serving as a change agent.

ADDITIONAL REQUIREMENTS

Your plan should meet the following requirements:

• Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
• APA format: Use correct APA format, including running head, page numbers, and a title page. Citations and references (if used) are to be in correct APA format.
• Format: Submit your assessment as a Word document.
• Length: Approximately two double-spaced pages, not including the title page and references page.
• Font and font size: Times New Roman or Arial, 12 point.

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Why Trust Our Professionals?

Professionals at ReliablePapers.com stay updated with the latest nursing trends, ensuring your nursing research paper stands out. Our skilled writers offer the best nursing writing services, meeting your desires and ensuring timely submissions.

As a nursing student, juggling assignments and class participation can be overwhelming. Seeking help enables you to submit research on time and ensures exceptional performance in your nursing research papers and assignments. Trust ReliablePapers.com for your academic success! Our online nursing essays are unmatched both in quality and affordability.

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