FP 6103 Assignment: Applying The Tripartite Model Paper

FP 6103 Assignment: Applying The Tripartite Model Paper

Applying the Tripartite Model

The roles of nurse educators are not only limited to providing nursing students with information but also to professionally following the traditional triad comprising of teaching, scholarship, and service (Pritchard, 2019). Currently, new nursing educators take the teaching role differently, as they can join an adjunct faculty, or become guest lecturers, students mentor, full professors, or associate professors. With the increasing need for more nurse educators as a result of the shortage of registered nurses in practice, I look forward to becoming a geriatric nurse educator. This discussion addresses the teaching, scholarship, and service elements of the roles of a nurse educator in gerontology.

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Nurse Educator Roles

The geriatric staff nurses’ primary focus is providing care services to older adults. With the continuously increasing aging population, the need for a geriatric nurse practitioner is increasing (Gentry & Johnson, 2019). As a nurse educator in the gerontological nursing program, I plan to focus on equipping nursing students with adequate knowledge and understanding on how to manage complex physical and mental health needs common among older adults. I will also educate nurses on better ways of helping and protecting the health of older adults, in addition to measures that they can adapt to be able to cope with the changes in their mental and physical abilities as they age.

Analysis of the Teaching, Service, and Scholarship Expectations

As a result of the increasing population of the elderly, there is an increasing demand for gerontological nurses. The teaching expectation for the geriatric nurse program has thus increased over the years as reported by the Gerontological Society of America (GSA). The main service expectations of a nurse educator in a geriatric nursing career include educating students on the development of treatment plans and drug administration for the elderly and assisting patients with daily living activities among others (Pritchard, 2019). Several scholarships have also been availed to promote the number of nurse educators in gerontology. Such scholarships include the annual scholarship fund of up to $8,000 by the NLN Nursing Education Scholarship Award among others.

Nurse Educator Plan

As an academic nurse educator in the gerontology nursing program, I will engage in activities that promote the knowledge and understanding of my students in caring for the elderly, to meet my teaching demands. In service provision, I will ensure that I take up the maximum number of practicum hours to guide students on how to diagnose, manage and monitor complex physical and mental disorders common among the elderly (Register & King, 2018). Lastly, I will sign up for as many scholarships as possible to build my knowledge and skills in gerontological care. I will also sign up my students for scholarships in the same field.

Scholarship Opportunities

            The Gerontological Society of America (GSA) among other organizations in the field provides scholarship awards yearly to nurses who qualify and are willing to promote their academic knowledge in gerontology (Wyman et al., 2019). Examples of such awards, as outlined on the GSA journal page include “Spring Awards celebrating mid and early career innovators in the field of gerontology” such as the student leadership award and the Margret M. and Paul B. Baltes Award in Behavioral and Social Gerontology.

Qualifications

To become a nurse educator in gerontology, one needs to attain first a BSN degree, then pass the NCLEX-RN certification exam, and earn an MSN program that specializes in geriatric care (Negrin et al., 2020). One also needs to gain experience working as an RH, and pass the GNPC exam. Becoming a change agent requires joining a faculty team and nursing organization in the field such as the GSA.

Conclusion

The tripartite model focuses on teaching, service, and scholarship. A nurse educator also has the mandate of meeting every aspect of the tripartite model. As a nurse educator in the gerontology department, it is necessary to adopt the appropriate knowledge and competencies to teach students how to better protect and meet the health needs of older adults.

References

Gentry, J., & Johnson, K. V. (2019). Importance of and satisfaction with characteristics of mentoring among nursing faculty. Journal of Nursing Education, 58(10), 595-598. https://doi.org/10.3928/01484834-20190923-07

Negrin, K. A., Slaughter, S. E., Dahlke, S., & Olson, J. (2020). Factors affecting undergraduate nurse educators’ knowledge, skills or attitudes about older persons and their care: An integrative review. International journal of older people nursing, 15(1), e12293.https://doi.org/10.1111/opn.12293

Pritchard, T. (2019). Advancing nursing education scholarship: a roadmap for faculty success. Journal of Nursing Education, 58(7), 379-380. https://doi.org/10.3928/01484834-20190614-01

Register, S. J., & King, K. M. (2018). Promotion and tenure: application of scholarship of teaching and learning, and scholarship of engagement criteria to health professions education. Health Professions Education, 4(1), 39-47. https://doi.org/10.1016/j.hpe.2017.02.002

Wyman, J. F., Abdallah, L., Baker, N., Bell, C., Cartwright, J., Greenberg, S. A., … & of Gerontological, T. N. H. C. (2019). Development of core competencies and a recognition program for gerontological nursing educators. Journal of Professional Nursing, 35(6), 452-460. https://doi.org/10.1016/j.profnurs.2019.04.003

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INSTRUCTIONS

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

Introduction

For nursing faculty in colleges and universities, promotion and tenure will be partially determined by meeting expectations in all three areas:

• Teaching.
• Service.
• Scholarship.

Preparation

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

• How do the scholarship, teaching, and service interrelate in a nurse educator’s career? How do they contribute to the nurse educator’s skills?
• Why are orientation and mentoring important for new nurse educators?
• What is your understanding of tenure in the academic nurse educator role?

Instructions

Create a short (approximately two 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, please 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

• Format: 12-point Times New Roman or Arial font, double spaced in Microsoft Word.
• Length: Approximately two pages plus a title page and a references page.
• Use correct APA format, including page numbers and a title page. Citations and references (if used) are to be in correct APA format.
• Writing should be free of grammar and spelling errors that distract from content.

Competencies Measured

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

• Competency 2: Analyze the tripartite role of teaching, service, and scholarship.

• • Describe a specific nurse educator role.
  • Analyze the teaching, service, and scholarship expectations for a chosen nurse educator role.
• Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice.

• • Analyze qualifications in a chosen nurse educator role that facilitate being a change agent.
• Competency 6: Develop a plan for engaging in scholarship in an established area of expertise.

• • Explain opportunities for scholarship related to a specific area of expertise.
• Competency 7: Establish a plan for pursing continuous improvement in the nurse educator role.

• • Generate a plan for meeting each aspect of the tripartite model (teaching, service, and scholarship).
• Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.

• • Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.

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RUBRIC

 

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Applying the Tripartite Model Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Describe a specific nurse educator role.	Does not describe a specific nurse educator role.	Partially describes a specific nurse educator role.	Describes a specific nurse educator role.	Describes a specific nurse educator role, providing specific examples of how that role functions.
Analyze the teaching, service, and scholarship expectations for a chosen nurse educator role.	Does not analyze the teaching, service, and scholarship expectations for a chosen nurse educator role.	Describes but does not analyze the teaching, service, and scholarship expectations for a chosen nurse educator role.	Analyzes the teaching, service, and scholarship expectations for a chosen nurse educator role.	Evaluates the teaching, service, and scholarship expectations for a chosen nurse educator role, providing examples of exemplary teaching, service, and scholarship.
Generate a plan for meeting each aspect of the tripartite model.	Does not generate a plan for meeting each aspect of the tripartite model.	Generates a limited plan for meeting each aspect of the tripartite model.	Generates a plan for meeting each aspect of the tripartite model.	Generates a plan for meeting each aspect of the tripartite model; describes professional implications when one of these elements is unaddressed.
Explain opportunities for scholarship related to a specific area of expertise.	Does not explain opportunities for scholarship related to a specific area of expertise.	Identifies opportunities for scholarship related to a nurse educator role but does not explain how they fit with a specific area of expertise.	Explains opportunities for scholarship related to a specific area of expertise.	Explains multiple opportunities for scholarship related to a specific area of expertise; explanation includes specific kinds of work that would be a fit for specific publications, conferences, and journals.
Analyze qualifications in a chosen nurse educator role that facilitate being a change agent.	Does not identify qualifications in a chosen nurse educator role that facilitate being a change agent.	Incorrectly or incompletely analyzes qualifications in a chosen nurse educator role that facilitate being a change agent.	Analyzes qualifications in a chosen nurse educator role that facilitate being a change agent.	Evaluates qualifications in a chosen nurse educator role that facilitate being a change agent.
Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.	Does not write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.	Writes to support an idea but commits major errors of grammar, usage, and mechanics.	Writes coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.	Writes coherently, using evidence to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.

SUGGESTED REFERENCES:

• Gentry, J., & Johnson, K. V. (2019). Importance of and satisfaction with characteristics of mentoring among nursing faculty. Journal of Nursing Education, 58(10), 585–598.
• Pritchard, T. (2019). Advancing nursing education scholarship: A roadmap for faculty success. Journal of Nursing Education, 58(7), 379–380.
• Register, S. J., & King, K. M. (2018). Promotion and tenure: Application of scholarship of teaching and learning, and scholarship of engagement criteria to health professions education. Health Professions Education, 4(1), 39–47.
• Schoening, A. M. (2013). From bedside to classroom: The nurse educator transition model. Nursing Education Perspectives, 34(3), 167–172.
• Udod, S., & Wagner, J. (2018). Common change theories and applications to different nursing situations. In Wagner, J. (Ed.), Leadership and influencing change in nursing. University of Regina Press. https://opentextbooks.uregina.ca/leadershipandinfluencingchangeinnursing/chapter/chapter-9-common-change-theories-and-application-to-different-nursing-situations/

NOTE: For nursing faculty in colleges and universities, promotion and tenure will be partially determined by meeting expectations in all three areas:

• Teaching.
• Service.
• Scholarship.

 

THE WRITER  CAN  THESE TITLES TO APPROACH THE QUESTION

Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

To Prepare:

• Review the concepts of technology application as presented in the Resources.
• Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.

In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your or any organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:
• Describe the project you propose.
• Identify the stakeholders impacted by this project.
• Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.
• Identify the technologies required to implement this project and explain why.
• Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.
• Use APA format and include a title page and reference page.