Nursing Roles Graphic Organizer Template Paper
The changing nature of health care provision and diversity in population implore nurses to specialize in different areas to help meet patients based on models like Quadruple Aim and value-based purchasing. These models aim at improving the quality of care, reducing costs, enhancing accessibility, and addressing the welfare of both patients and healthcare providers. Understanding the different specialties for nurses is essential to appreciate their roles in care provision. The purpose of this graphic organizer is to compare the roles played by nurse educators and clinical nurse specialist and their variations.
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| Nurse Educator | Clinical Nurse Specialist | Observations (Similarities/Differences) | |
| Ethics | Nurse educators protect and teach about ethics to nursing students. They have an obligation to ensure that students and nurses uphold codes of nursing ethics in their different situations(Coffey&White, 2019). They implore all stakeholders to implement codes of conduct in care settings through curriculum content. | Clinical nurse specialists (CNSs) show competency when making ethical decisions and help colleagues address ethical issues. CNSs practice using national nursing codes. They ensure honesty and autonomy(Stamps et al., 2021). They participate in community activities to offer awareness on ethical issues like advance directives in end of life. | They both protect nursing ethics and guide colleagues to use ethical standards in different situations. However, nurse educators’ role is limited in faculty setting, but CNSs impact the use of ethical standards at different levels; especially in public health and community settings. |
| Education | Nurse educators need a certification as registered nurses (RNs) as the basic qualification. However, a majority of nurse educators possess a Master’s in nursing alongside other certifications and training. Nurse educators should also possess a certification in their specialty area of practice. | CNSs are advanced nurse practitioners and should have a Master’s of Science in Nursing qualification. CNSs should also have a current license as registered nurses and ought to have completed over 500 hours of supervised specialty care (Mohr & Coke, 2018). They can also have other graduate qualifications. | Both nurse educator and CNSs require mandatory licensure and a Master’s in Nursing qualification and above. However, nurse educators do not need 500 hours of practice to specialize in their practice. |
| Leadership | Nurse educators are leaders and role model as they nurture and prepare future nurse practitioners in their respective specialties. Nurse educators manifest leadership abilities by being role models and influencing changes in nursing education curriculum to capture trends and emerging issues(Coffey&White, 2019). They are mentors and lead in implementation of models like evidence-based practice (EBP) approaches in education and practice settings.
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CNSs are leaders in their respective practice due to their specialty roles. They are mentors and inspire others to specialize so that they accomplish professional growth goals. They participate in legislative and decision-making processes through collaboration to improve patient care provision. They offer leadership aimed at increasing teamwork, professional development, improving patient outcomes and enhancing efficacy in health care provision.  Struggling to meet your deadline ?Get assistance on Nursing Roles Graphic Organizer Template Paper done on time by medical experts. Don’t wait – ORDER NOW! They are leaders in dissemination of new nursing knowledge and best practices. |
The similarity between nurse educators and CNSs in leadership is that they are all role models, mentors and influence change in their practice areas. They possess leadership credentials that allow them to mentor others effectively. The only variance is that CNSs participate in others’ professional development actively while educators can only do it passively through curriculum changes. |
| Public Health | Nurse educators participate in public health interventions through multidisciplinary teams. The educator uses EBP to establish and deliver interventions on a host of health issues impacting communities. Nurse educator are public health change agents(Stamps et al., 2021). They can also participate through inter-professional collaborations in formulating interventions for better management of any health threats. | Clinical nurse specialists have an essential role to ensure the public attains holistic careBastable, 2019. They enhance access to wellness and primary care by identifying populations and individuals who are predisposed to disease causing agents and environments. CNSs play an integral role in rolling out public health interventions, education and awareness to attain better health for populations. | Both nurse educator and CNS focus on wellness of individuals and populations as change agents. However, CNS takes an active role in public health but the nurse educator is passively involved. Nurse educator confines their involvement to developing interventions through curriculum content and not real public activities. |
| Health Care Administration | Nurse educators play critical roles in health administration by teaching the use of EBP to support nurses and nursing students in their practice settings(Raymond et al., 2018). In most cases, they form part of the administrative committees in their nursing schools and faculties to address departmental and academic progression matter and policies. | CNSs can be supervisors in their care facilities through leading CNS clinics and providing solutions where gaps in care provision exist. The implication is that they assume leadership roles based on their competencies and settings. | Both educators and CNSs take administrative roles but in different ways. More fundamentally, CNSs take active roles in administration of different care components in their practice. However, nurse educators’ roles are mainly delegated. Secondly, while CNSs roles are mainly in administration, nurse educators can administer both in practice and academic settings. |
| Informatics | Nurse educator deploy different aspects of nursing informatics while disseminating information in their faculty settings. These include information management systems and analytical science(Bastable, 2019). Nurse educators are critical users of informatics to pass information based on their specialty classes.
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Informatics is key to CNSs as they use it to enhance practice setting and care standards. Nurse informatics in clinical setting ensures that the practice uses technology to improve care provision to the public. CNSs also support nurses in using technologies and management of all systems. | Both nurse educator and CNS use informatics to improve overall quality of care but differently (Bastable, 2019). CNSs focus on wide system use to improve care whereas the nurse educator uses it as a means of giving out information in nursing schools. |
| Business/Finance | Profit maximization is a core aspect of any organization in healthcare provision; especially private entities. Nurse educators need financial and business knowledge to deliver cost-effective learning objectives and measures for their students. Having competence in business is critical to attain set goals and objectives. | CNSs evaluate issues related to efficiency and efficacy, safety, and cost based on the available resources to select the best option for better outcomes. They also seek cost-cutting measures to enhance the financial health of their facilities. | Both nurse educator and CNS require business and financial acumen to understand resource allocation and factors influencing different aspects of care provision. Both specialties require financial and business knowledge to implement innovative care models. |
| Specialty (e.g., Family, Acute Care) | Nurse educators can specialize in different areas that include acute care nursing, family nursing and critical care nursing. The implication is that they can specialize in all areas based on one’s career desires.
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CNSs like nurse educators can specialize in all areas, especially with the emerging use of telehealth and other aspects of health technology like artificial intelligence(Mohr & Coke, 2018). CNSs can specialize in public health, geriatrics care, communicable diseases like diabetes and mental health among others | Both specialties show a wide area of specialization opportunities for the practitioners. The only variance in specialization for these specialties may arise from core functions. |
| Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice | Nurse educators are certified and regulated by the American Association of Colleges of Nursing (AACN). The association ensures that nurse educators meet regulatory and state requirements to be faculty members(Bastable, 2019). Nurse educators also get their licenses from State Boards of Nursing.
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CNSs get accreditation examination from the American Nurses Credentialing Center (ANCC). CNSs should renew their license and certification every five years(Mohr & Coke, 2018). CNSs also get certification from different State Boards of Nursing who assess their competence levels to incorporate their specialty roles. | Both specialties require certification by respective professional associations and bodies as well as state boards of nursing. |
Conclusion
Nursing specialties allow nurses to practice in different areas and attain competence to deliver quality care interventions. However, these specialties have similarities based on the expected ethics, leadership roles and responsibilities, roles in public health and health administration among other areas. Therefore, nurse educators need to appreciate the different roles played by different specialty nurses in care provision. The comparison shows that all specialties work collaboratively through inter-professional collaborations to attain quality patient care.
References
Bastable, S. B. (2019). Nurse as educator: Principles of teaching and learning for nursing
practice. Burlington, MA: Jones & Bartlett Learning.
Coffey, J. S., & White, B. L. (2019). The clinical nurse educator role: A snapshot in time. The
Journal of Continuing Education in Nursing, 50(5), 228-232.
DOI: 10.3928/00220124-20190416-09.
Mohr, L. D., & Coke, L. A. (2018). Distinguishing the clinical nurse specialist from other
graduate nursing roles. Clinical Nurse Specialist, 32(3), 139-151. DOI: 10.1097/NUR.0000000000000373
Raymond, C., Profetto-McGrath, J., Myrick, F., &Strean, W. B. (2018). Balancing the seen and
unseen: Nurse educator as role model for critical thinking. Nurse education in practice, 31, 41-47. DOI: 10.1016/j.nepr.2018.04.010.
Stamps, A., Cockerell, K., &Opton, L. (2021). A modern take on facilitating transition into the
academic nurse educator role. Teaching and Learning in Nursing, 16(1), 92-94. DOI:10.1016/j.teln.2020.04.002
Nursing Roles Graphic Organizer – Rubric
Comparison of Roles in Relation to Ethics
12 points
Criteria Description
Comparison of Roles in Relation to Ethics
5. Targeted
12 points
A comprehensive comparison of roles in relation to ethics is thoroughly developed with supporting details.
4. Acceptable
11.04 points
A comparison of roles in relation to ethics is clearly provided and well developed.
3. Approaching
10.56 points
A comparison of roles in relation to ethics is present.
2. Insufficient
9.6 points
A comparison of roles in relation to ethics is present, but it lacks detail or is incomplete.
1. Unsatisfactory
0 points
A comparison of roles in relation to ethics is not included.
Comparison of Roles in Relation to Education
12 points
Criteria Description
Comparison of Roles in Relation to Education
5. Targeted
12 points
A comprehensive comparison of roles in relation to education is thoroughly developed with supporting details.
4. Acceptable
11.04 points
A comparison of roles in relation to education is clearly provided and well developed.
3. Approaching
10.56 points
A comparison of roles in relation to education is present.
2. Insufficient
9.6 points
A comparison of roles in relation to education is present, but it lacks detail or is incomplete.
1. Unsatisfactory
0 points
A comparison of roles in relation to education is not included.
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Comparison of Roles in Relation to Leadership
12 points
Criteria Description
Comparison of Roles in Relation to Leadership
5. Targeted
12 points
A comprehensive comparison of roles in relation to leadership is thoroughly developed with supporting details.
4. Acceptable
11.04 points
A comparison of roles in relation to leadership is clearly provided and well developed.
3. Approaching
10.56 points
A comparison of roles in relation to leadership is present.
2. Insufficient
9.6 points
A comparison of roles in relation to leadership is present, but it lacks detail or is incomplete.
1. Unsatisfactory
0 points
A comparison of roles in relation to leadership is not included.
Comparison of Roles in Relation to Public Health
12 points
Criteria Description
Comparison of Roles in Relation to Public Health
5. Targeted
12 points
A comprehensive comparison of roles in relation to public health is thoroughly developed with supporting details.
4. Acceptable
11.04 points
A comparison of roles in relation to public health is clearly provided and well developed.
3. Approaching
10.56 points
A comparison of roles in relation to public health is present.
2. Insufficient
9.6 points
A comparison of roles in relation to public health is present, but it lacks detail or is incomplete.
1. Unsatisfactory
0 points
A comparison of roles in relation to public health is not included.
Comparison Roles in Relation to Health Care Administration
12 points
Criteria Description
Comparison Roles in Relation to Health Care Administration
5. Targeted
12 points
A comprehensive comparison of roles in relation to health care administration is thoroughly developed with supporting details.
4. Acceptable
11.04 points
A comparison of roles in relation to health care administration is clearly provided and well developed.
3. Approaching
10.56 points
A comparison of roles in relation to health care administration is present.
2. Insufficient
9.6 points
A comparison of roles in relation to health care administration is present, but it lacks detail or is incomplete.
1. Unsatisfactory
0 points
A comparison of roles in relation to health care administration is not included.
Comparison of Roles in Relation to Informatics
12 points
Criteria Description
Comparison of Roles in Relation to Informatics
5. Targeted
12 points
A comprehensive comparison of roles in relation to informatics is thoroughly developed with supporting details.
4. Acceptable
11.04 points
A comparison of roles in relation to informatics is clearly provided and well developed.
3. Approaching
10.56 points
A comparison of roles in relation to informatics is present.
2. Insufficient
9.6 points
A comparison of roles in relation to informatics is present, but it lacks detail or is incomplete.
1. Unsatisfactory
0 points
A comparison of roles in relation to informatics is not included.
Comparison of Roles in Relation to Business or Finance
12 points
Criteria Description
Comparison of Roles in Relation to Business or Finance
5. Targeted
12 points
A comprehensive comparison of roles in relation to business or finance is thoroughly developed with supporting details.
4. Acceptable
11.04 points
A comparison of roles in relation to business or finance is clearly provided and well developed.
3. Approaching
10.56 points
A comparison of roles in relation to business or finance is present.
2. Insufficient
9.6 points
A comparison of roles in relation to business or finance is present, but it lacks detail or is incomplete.
1. Unsatisfactory
0 points
A comparison of roles in relation to business or finance is not included.
Comparison of Roles in Relation to Specialty
6 points
Criteria Description
Comparison of Roles in Relation to Specialty
5. Targeted
6 points
A comprehensive comparison of roles in relation to specialty is thoroughly developed with supporting details.
4. Acceptable
5.52 points
A comparison of roles in relation to specialty is clearly provided and well developed.
3. Approaching
5.28 points
A comparison of roles in relation to specialty is present.
2. Insufficient
4.8 points
A comparison of roles in relation to specialty is present, but it lacks detail or is incomplete.
1. Unsatisfactory
0 points
A comparison of roles in relation to specialty is not included.
Required Sources
6 points
Criteria Description
Required Sources
5. Targeted
6 points
Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.
4. Acceptable
5.52 points
Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.
3. Approaching
5.28 points
Number of required sources is met, but sources are outdated or inappropriate.
2. Insufficient
4.8 points
Number of required sources is only partially met.
1. Unsatisfactory
0 points
Sources are not included.
Visual Appeal
6 points
Criteria Description
Visual Appeal
5. Targeted
6 points
Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently.
4. Acceptable
5.52 points
Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently.
3. Approaching
5.28 points
Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout.
2. Insufficient
4.8 points
Color is garish or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited.
1. Unsatisfactory
0 points
There are few or no graphic elements. No variation in layout or typography is evident.
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Presentation
6 points
Criteria Description
Presentation
5. Targeted
6 points
The work is well presented and includes all required elements. The overall appearance is neat and professional.
4. Acceptable
5.52 points
The overall appearance is generally neat, with a few minor flaws or missing elements.
3. Approaching
5.28 points
The overall appearance is general, and major elements are missing.
2. Insufficient
4.8 points
The work is not neat and includes minor flaws or omissions of required elements.
1. Unsatisfactory
0 points
The piece is not neat or organized, and it does not include all required elements.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
6 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5. Targeted
6 points
The writer is clearly in command of standard, written, academic English.
4. Acceptable
5.52 points
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
3. Approaching
5.28 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
2. Insufficient
4.8 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.
1. Unsatisfactory
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.
Documentation of Sources
6 points
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5. Targeted
6 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Acceptable
5.52 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. Approaching
5.28 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
2. Insufficient
4.8 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. Unsatisfactory
0 points
Sources are not documented.
Total 120 points