Name
Capella University
NURS-FPX6103: The Nurse Educator Role
Instructor’s Name
October, 2024
Creating a Professional Development Plan
Nurse educators are most important because they prepare future nurses to provide competent patient care in different practice systems. As noted by the Institute of Medicine, the growing role of nurses in shaping healthcare organizing shows why nurse educators must keep up with such changes (Gonçalves et al., 2023). This nursing plan is written in the APA model from the professional growth goals and aims at the vision of a nursing instructor. This way it acts as a map that will steer my path as well as future progress in the area of nursing education.
Nurse Educator Focus, Competencies, and Professional Goals
Being a practicing nurse educator with an emphasis on critical care, I understand the challenges of this field. It demands much information, quick decision-making, as well as comprehending the interactions that are typical for the patient care context (Harper et al., 2020). Therefore, the intensive care unit nursing experience has helped develop some necessary skills and knowledge that will help in teaching critical care nursing appropriately. Applying all the knowledge I’ve gained during the clinical practice, I do my best to make my students understand how the given material can be used in practice.
Professional Goals
Becoming a role model and leader in nursing education requires a commitment to professional development. Wearing the apron symbolizes my readiness to take on the responsibilities of a nurse educator and to act as a change agent within the healthcare system(Graebe et al., 2022). My primary goal is to inspire my students to embrace change, fostering a culture of continuous improvement and excellence.
My passion lies in advocating for patient care and promoting ongoing education. I aspire to attain the status of a highly effective educator, using research-backed strategies to cater to diverse learning preferences (Alshahrani, et al., 2021). My long-term objective is to be recognized as a leader in nursing education, encouraging others to engage in their professional development. This entails creating an environment that fosters growth, critical thinking, and elevated standards of nursing practice.
Focus on Evidence-Based Practices
In the construction and development of my curriculum, I would want to ensure that critical care nursing education has some of the findings, principles, or strategies brought forward implemented. This includes conducting research and publishing in evidence-based peer-reviewed sources for the enhancement of nursing education (Alshahrani, et al., 2021) research and contributing to reputable nursing education journals to advance the knowledge base of the profession (Alshahrani, et al., 2021). I understand the current trends in nursing education including the rising use of high-fidelity simulations as vital in improving on the student’s experiential learning. Through this, I hope to bridge the gap between what I know and what I practice.
Moreover, the current COVID-19 situation has revealed the need for Telehealth services that I also plan to include in my curriculum (Antón et al., 2021). Preparation of future nurses for a future landscape of such a healthcare system owes it to itself. Again, I pay adequate attention to the cultural competence education that should equip my students to offer quality care to different cultures, within the society.
Influences on the Nurse-Educator Role
Several factors may affect the career of a nursing educator such as the diversification of students as well as patients. In response, I propose that multicultural education should be incorporated into nursing courses stating that its incorporation is vital for preparing students to offer culturally appropriate care for patients (Immonen et al., 2019). Realization of the facts related to socioeconomic determinants of health care must be known to the nursing education to eradicate these societal evils.
Also, the challenge of funding nursing education persisted because most schools lacked adequate funds. This reality cuts a dice with fluidity for innovative approaches to teaching as well as the costs involved especially in simulations (Jarding et al., 2021). The problem with most genuine simulation instruments is that they are very costly, but since nursing students need quality education, they should look for scholarships and other sources of funding. Healthcare policies and rules, together with the policies on the nursing profession, also contribute to altering the expectations of nurse educators (Yoo et al., 2019). Embracing value-based healthcare principles, which prioritize patient outcomes, is also essential for contemporary nursing education.
Scholarship Plan
From my perspective, students who enroll in critical care nursing come in with different backgrounds of basic knowledge. Thus, it is crucial to align myself with the idea of differentiation to meet those needs (Yoo et al., 2019). One can promote student self-identification, so that, together, prejudices and biases that may interfere with effective learning, will be overcome.
As a critical care nursing educator in my capacity, I plan to pursue research and publications seriously and more enthusiastically. My objective is to examine the effectiveness of the different approaches to teaching that involve a look at simulation-based learning on clinical decision-making skills (Griffiths et al., 2019). To continue the development of nursing education, I will disseminate the results of my study in reputable learned journals including the Nurse Educator and the Journal of Nursing Education.
Also, the exchange of knowledge and ensuring being updated on the current trends is deemed important(Griffiths et al., 2019). I would like to call FULL papers and ABSTRACT for presentation at the next National League for Nursing (NLN) annual meeting and American Association of Colleges of Nursing, to share my findings with active professionals (Chipps et al., 2020). Thus, I can also realize that by positioning myself according to the Nurse Educator Competencies developed by the NLN, I will be able to stay faithful to the idea of continual education and be effective in the profession.
Building of Leadership Role
Thus, the development as a nurse educator does not only lie in teaching but also in forming and providing sensitive care nursing programs. I agree with the authors that, for me and my students, constant learning is the key (Cummings et al., 2021). For my development, I attend leadership development courses and training sessions to new findings in nursing education and leadership.
I also try to get tutorial support from other nursing educators and professionals who have experience in the field (Elsheikh et al., 2023). They offer direction that expands my learning beyond my training and enables me to improve his or her knowledge in nursing education and leadership. Therefore, by focusing on creating a favorable environment for myself and the students that I teach, leadership qualities will be developed to better my nursing career.
Make a Professional Development Plan
Seeking updates in professionalism, more so online courses, certifications, and workshops upgrades my career as a nurse educator. The first process I undertook in this voyage it to attend a post-master’s nursing education program (Elsheikh et al., 2023). This advanced degree will provide knowledge about the curriculum, instructional strategies for teaching, and assessment practices to improve my work productivity in the class.
Besides, I would like to achieve the Certified Nurse Educator (CNE) offered by the National League for Nursing upon successful completion of the indications (Cummings et al., 2021). This credential will not only attest to the level of proficiency but also to competence in adhering to high standards in nursing and education. I find the question incredibly important since attending webinars or conferences regularly helps to be aware of the current tendencies and leading practices, and this sphere is rather dynamic.
Self-Assessment and Addressing Gaps
It is imperative that I continuously monitor my behavior to ensure that ethical standards are upheld in my practice as well as make progress toward my professional development goals. I always evaluate and self-assign the lessons learned to students and colleagues for better performance in the future (Heinen et al., 2019). Continued embrace of the reflectiveness of methods patented and embracing of constructive criticism is very crucial for my personal development.
I value being able to take advantage of the chance to learn throughout one’s career, including workshops and extra certifications. If I am to equip my students appropriately for the future I can comprehend the need to keep abreast with future developments in healthcare as outlined by Heinen et al., (2019). Comments of each mentor and student are very useful for assessing my abilities and revealing the weak and strong sides of my teaching strategies.
This way I can learn what is effective in my teaching practice and what may need improvement in the future. Thus, this process also allows for availing necessary changes that meet the student goals as well as being an effective educator (Coiner & Wingo, 2011). It’s appropriate that the NLN’s Code of Ethics should be adhered to; I shall endeavor to treat students and peers and colleagues with honor, deserved decorum. Incorporating professional advice about ethical issues more often in my tutorials will also enhance of handle ethical issues in the teaching profession.
NURS FPX 6103 Assessment 4 Conclusion
This professional development plan also looks at a framework for the growth of this nurse educator in detail. It captures my career interests, factors affecting my position, scholarships, leadership development, and self-reflection plans (Van et al., 2020). In this regard, I want to raise my competency level in nursing education and be ready for changes that are bound to occur in this field on the contingency of maintaining this plan. Surely if I adopt the structure as outlined above I will be ready to teach those who will follow me to be stewards of our future nursing profession that is defined by skill, creativity, and compassionate nursing practice.
NURS FPX 6103 Assessment 4 References
Alshahrani, B., Sim, J., & Middleton, R. (2021). Nursing interventions for pressure injury prevention among critically ill patients: A systematic review. Journal of Clinical Nursing, 30(15-16), 2151–2168.https://onlinelibrary.wiley.com/doi/10.1111/jocn.15709
Antón, I., Tambo, E., Hamam, N., Vanceulebroeck, V., Dehaes, S., Kalkan, I., Kömürcü, N., Coelho, M., Coelho, T., Casa Nova, A., Cordeiro, R., Sagarra-Romero, L., Subirón-Valera, A. B., & Huércanos-Esparza, I. (2021). Nursing students’ experience of learning cultural competence. PloS One, 16(12), e0259802.https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0259802
Chipps, E., Tucker, S., Labardee, R., Thomas, B., Weber, M., Gallagher, L., & Melnyk, B. M. (2020). The Impact of the electronic health record on moving new evidence-based nursing practices forward. Worldviews on Evidence-Based Nursing, 17(2), 136–143.https://sigmapubs.onlinelibrary.wiley.com/doi/10.1111/wvn.12435
Cummings, G. G., Lee, S., Tate, K., Penconek, T., Micaroni, S. P. M., Paananen, T., & Chatterjee, G. E. (2021). The essentials of nursing leadership: A systematic review of factors and educational interventions influencing nursing leadership. International Journal of Nursing Studies, 115, 103842.https://www.sciencedirect.com/science/article/abs/pii/S0020748920303333?via%3Dihub
Coiner, S. E., & Wingo, N. P. (2021). Addressing gaps in nurses’ knowledge of sepsis: A literature review. Journal of Continuing Education in Nursing, 52(1), 43–46. https://journals.healio.com/doi/10.3928/00220124-20201215-11
Elsheikh, R., Le Quang, L., Nguyen, N. Q. T., Van, P. T., Hung, D. T., Makram, A. M., & Huy, N. T. (2023). The role of nursing leadership in promoting evidence-based nursing practice. Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing, 48, 93–98.https://www.sciencedirect.com/science/article/abs/pii/S8755722323001035?via%3Dihub
Gonçalves, I., Mendes, D. A., Caldeira, S., Jesus, É., & Nunes, E. (2023). The primary nursing care model and inpatients’ nursing-sensitive outcomes: A systematic review and narrative synthesis of quantitative studies. International Journal of Environmental Research And Public Health, 20(3), 2391. https://www.mdpi.com/1660-4601/20/3/2391
Graebe, J., McIntyre-Hite, L., & Monaghan, D. (2022). The future of workforce development in professional nursing practice. Journal of Continuing Education in Nursing, 53(6), 246–250.https://journals.healio.com/doi/10.3928/00220124-20220505-04
Griffiths, N., Spence, K., Loughran-Fowlds, A., & Westrup, B. (2019). Individualized developmental care for babies and parents in the NICU: Evidence-based best practice guideline recommendations. Early Human Development, 139, 104840.https://www.sciencedirect.com/science/article/abs/pii/S0378378219304785?via%3Dihub
Harper, M. G., Dougherty, D., & Price, M. G. (2020). Nursing professional development practice during a pandemic. Journal of Continuing Education in Nursing, 51(8), 349–351. https://journals.healio.com/doi/10.3928/00220124-20200716-02
Heinen, M., van Oostveen, C., Peters, J., Vermeulen, H., & Huis, A. (2019). An integrative review of leadership competencies and attributes in advanced nursing practice. Journal of Advanced Nursing, 75(11), 2378–2392.https://onlinelibrary.wiley.com/doi/10.1111/jan.14092
Immonen, K., Oikarainen, A., Tomietto, M., Kääriäinen, M., Tuomikoski, A. M., Kaučič, B. M., Filej, B., Riklikiene, O., Flores Vizcaya-Moreno, M., Perez-Cañaveras, R. M., De Raeve, P., & Mikkonen, K. (2019). Assessment of nursing students’ competence in clinical practice: A systematic review of reviews. International Journal of Nursing Studies, 100, 103414. https://www.sciencedirect.com/science/article/abs/pii/S0020748919302214?via%3Dihub
Jarding, E. K., & Flynn Makic, M. B. (2021). Central line care and management: Adopting evidence-based nursing interventions. Journal of Perianesthesia Nursing: Official Journal of the American Society of PeriAnesthesia Nurses, 36(4), 328–333. https://www.jopan.org/article/S1089-9472(20)30368-3/abstract
Van Diggele, C., Burgess, A., Roberts, C., & Mellis, C. (2020). Leadership in healthcare education. BMC Medical Education, 20(Suppl 2), 456.https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02288-x
Yoo, J. Y., Kim, J. H., Kim, J. S., Kim, H. L., & Ki, J. S. (2019). Clinical nurses’ beliefs, knowledge, organizational readiness and level of implementation of evidence-based practice: The first step to creating an evidence-based practice culture. PloS One, 14(12), e0226742.https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0226742
