MSN-FP6103 YueSipes Assessment 2 Applying the Tripartite Model Example Paper
Applying the Tripartite Model
The Nurse Educator Clinical Competency Coordinator
The nurse trainer Clinical Competency Coordinator is a position inside a healthcare institution responsible for supervising nursing students’ clinical competency during clinical rotations, particularly in the medical-surgical nursing field. This position serves as a bridge between clinical nurse educators, nursing staff, nursing leadership, and other healthcare professionals to ensure that nursing students have the information, skills, and abilities needed to deliver safe and effective patient care (Gwynedd Mercy University, 2022). The Nurse Educator’s Role Clinical Competency Coordinator role includes:
- Creating and delivering continuing education and training programs for nursing students to improve clinical competency in medical-surgical nursing.
- Assessing and evaluating nursing students’ clinical competency and identifying areas for improvement.
- Assisting nursing students by providing guidance and support in tackling clinical competency issues.
- Conducting research and disseminating results linked to clinical competency enhancement in medical-surgical nursing.
- Keeping up to date on the latest research and best practices in the field, as well as sharing this insight with nursing students and other healthcare professionals.
Teaching, Service, And Scholarship Expectations For Nurse Educator’s Clinical Competency Coordinator Role, And How Those Expectations Fit With The Role
Teaching: As the Clinical Competency Coordinator, a nurse educator may design and administer continuing education and training sessions for nursing students working in the medical-surgical unit to improve their clinical competence in medical-surgical nursing (Jeffries, 2022). This expectation is consistent with the role of the nurse educator Clinical Competency Coordinator, who is responsible for assuring the clinical competency of nursing students and providing education and training is an important component of achieving this aim.
Service: The Clinical Competency Coordinator nurse educator can serve as a consultant for nursing students and other healthcare workers, giving guidance and assistance in resolving clinical competency difficulties (Jeffries, 2022). They can also actively engage in multidisciplinary teams and committees to improve patient care quality.
Scholarship: The Clinical Competency Coordinator nurse educator can undertake research and publish results relevant to improving clinical competency in medical-surgical nursing (Jeffries, 2022). They can also remain up to date on the newest research and best practices in the sector, which they may then share with nursing students and other healthcare professionals (Moyer, 2022).
Publications, Journals, And Conferences That Could Be A Fit For The Scholarship Conducted In This Role And The Kinds Of Scholarship That Would Be A Good Fit For a Person In This Role And With This Expertise
There are various publications, journals, and conferences that would be appropriate for the scholarship undertaken in the job of nurse educator Clinical Competency Coordinator, particularly in the field of medical-surgical nursing:
- Journal of Continuing Education in Nursing: focuses on continuous education and professional development for nurses. As it pertains to continuous education and training programs for nursing students, it would be a suitable fit for the scholarship administered by the nurse educator Clinical Competency Coordinator.
- Publication of Professional Nursing: This journal focuses on professional nursing practice and would be an excellent fit for the scholarship undertaken by the nurse educator Clinical Competency Coordinator in medical-surgical nursing.
- The Journal of Nursing Education is concerned with the creation and implementation of educational and training programs for nursing professionals and students.
- International Publication of Medical-Surgical Nursing: As it relates to clinical competency in medical-surgical nursing, this journal would be an excellent fit for the scholarship undertaken by the nurse educator Clinical Competency Coordinator.
- NTI (National Teaching Institute and Critical Care Exposition): The American Association of Critical-Care Nurses organizes this yearly conference, which provides an excellent platform for the nurse educator Clinical Competency Coordinator to demonstrate research and best practices in medical-surgical nursing.
Scholarship on the efﬁcacy of education and training programs for nursing students, assessments of clinical skills in medical-surgical nursing, and the advancement of best practices for improving clinical competency in medical-surgical nursing would be appropriate for someone in this role and with the expertise of clinical competency coordinator (Jowsey et al., 2020).
Plan That A Clinical Coordinator Role Could Use For Meeting Each Of The Expectations Analyzed.
- Create a continuous education and training program for nursing students to improve their clinical competency in medical-surgical nursing,
- Make and keep a list of teaching resources such as handouts, videos, and case studies, and
- Assess and evaluate the success of the education and training program and utilize the input to make adjustments (Fay et al., 2021).
- Participate in multidisciplinary teams and committees to improve patient care quality.
- Offer assistance and mentoring to new nurses and nursing students (Fay et al., 2021).
- Conduct research on the efficacy of nursing student education and training programs in assessing clinical competency in medical-surgical nursing, as well as the creation of best practices for promoting clinical competency in medical-surgical nursing (Fay et al., 2021).
Analyze Additional Qualifications That You Believe Are Needed For This Role
The qualifications that would be advantageous for the nurse educator Clinical Competency Coordinator post, in addition to a nursing degree and appropriate experience in medical-surgical nursing, include a Master’s degree in Nursing Education, Certification in Medical-Surgical Nursing, Experience in nursing education and staff development, communication and leadership abilities, and computer skills are some of the requirements (Jeffries, 2022).
Analyze The Qualifications And Areas Of Expertise Related To This Role That Would Facilitate Serving As A Change Agent
Leadership skills are important to a change agent to inspire and lead people to create changes and improvements (Jeffries, 2022). A change agent must have strong communication skills to successfully express the need for change and the advantages of the proposed changes to nursing staff and other healthcare professionals. Analytical abilities are also crucial to a change agent as analytical abilities are required because they must be able to examine data, find patterns and areas for improvement, and design plans to address those areas. Lastly, professional development and continuous learning facilitate change whereby the change agent is expected to keep up to date on the latest research and best practices in the field by conducting regular literature reviews, attending conferences, and continuing education opportunities (Jeffries, 2022).
Fay, R., Swint, C., & Thrower, E. J. B. (2021). Development of an interprofessional scholarship workgroup: Systematic process for creating and disseminating nursing knowledge. Nurse Educator, 46(2), 65–68. https://doi.org/10.1097/nne.0000000000000880
Gwynedd Mercy University. (2022). Nurse educator career options. Gmercyu.edu. https://www.gmercyu.edu/academics/learn/nurse-educator-job-description
Jeffries, P. (2022). Clinical simulations in Nursing Education: Advanced concepts, trends, and Opportunities. Wolters Kluwer Health. https://books.google.at/books?id=KPGKEAAAQBAJ
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), 102775. https://doi.org/10.1016/j.nepr.2020.102775
Moyer, S. M. (2022). Work-life balance of nursing faculty: A scoping review: A scoping review. Nursing Education Perspectives, 43(4), 211–216. https://doi.org/10.1097/01.NEP.0000000000000952
Assessment 2 Instructions: Applying the Tripartite Model
- Create a two-page plan addressing the scholarship, service, and teaching elements of a specific nurse educator role in a specific context.
For nursing faculty in colleges and universities, promotion and tenure will be partially determined by meeting expectations in all three areas:
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?
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.
- 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.
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.
Applying the Tripartite Model Scoring Guide
|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.|
|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.|
Applying the Tripartite Model Example 2
Nurse educators play a significant role in improving nursing students’ readiness to transition from learners to practitioners. According to Dolan (2017), educators are responsible for orientation and unit-based education that focuses on multiple aspects, including clinical competence, nursing theories, performance improvement, ethical issues, legal guidelines, and standards of nursing practices.
Amidst the problems nurses encounter when translating theoretical knowledge to practice, educators can provide guidance, knowledge support, and necessary resources. Therefore, they must advance their knowledge consistently and embrace interventions that enhance the three components of the tripartite model: teaching, service, and scholarship.
Nurse Educator Role
In an emergency care unit, nurses must provide high-quality care regardless of contextual factors like time pressure and heavy workload. According to Koota et al. (2021), clinicians in emergency departments should embrace evidence-based practice (EBP) as a profound strategy for improving patient care outcomes. As a result, nurse educators in this clinical setting are responsible for educating nurses on evidence-based practice (EBP). Equally, nurse educators in the emergency department are responsible for developing clinical guidelines, enabling clinicians to translate knowledge into practice, and incorporating clinical programs that enhance patient outcomes.
Teaching, Service, and Scholarship
Teaching, service, and scholarship are the three elements of the tripartite model that summarize the roles of nurse educators. Dolan (2017) argues that educators should develop unique teaching styles influenced by personal beliefs, pedagogies, and institutional philosophy. Nurse educators teach theories and clinical subjects. As a result, they should develop appropriate teaching, learning, and evaluation interventions (Dolan, 2017).
Secondly, educators should offer various services to healthcare and academic institutions, including unpaid voluntary activities, serving in the school of nursing committees, and speaking at events. Finally, educators should embrace their scholarship role, which involves conducting research, consulting, publishing scholarly materials, presenting scientific work, and obtaining grants. These roles enable educators to contribute to the advancement of nursing science significantly.
Publications, Journals, and Conferences
Scholarly publications and journal articles provide scientific insights on foreground clinical questions and inform evidence-based practice. Educators in the emergency department can access various publications and reputable databases, including the Journal of Nursing Education, the Journal of Nursing Scholarship, and the Nursing Education Perspective Journal.
Educators can publish their scholarly work or access learning materials from these publication databases. Finally, educators can join professional nurse associations, including the American Association of Colleges in Nursing and the American Nurses Association. These associations sponsor networking events and conferences that provide learning opportunities and chances to present scholarly work.
A Plan for Meeting Expectations
A nurse educator can meet expectations of teaching, service, and scholarship by embracing ongoing learning and competence development approaches. Some of these strategies include consistently and actively volunteering in the health program, writing journal articles for publications, appraising and using credible evidence to enhance knowledge, and applying knowledge to solve problems. Further, an educator can meet the expectations of the tripartite model by developing comprehensive educational plans inspired by pedagogies and institutional philosophy of care delivery.
Additional Qualifications for Nurse Educators
Besides understanding education, service, and scholarship roles, nurse educators should exhibit academic knowledge and qualifications. Satoh et al. (2020) argue that educators must be competent in teaching, clinical practice, management, research, and ethics. Although academic qualifications and competence requirements for nurse educators vary across countries, the minimum education level should be a bachelor’s degree, clinical experience, and further vocational training. Regulations in Lithuania and Finland require educators to have a master’s degree and three years of clinical experience (Salminena et al., 2021). On the other hand, educators in Spain, Ireland, and Iceland should have a doctoral degree.
Qualifications for Nurse Educators as Change Agents
Besides academic qualifications, educators should have leadership competencies and skills that enable them to influence change. According to Poindexter (2022), nurse educators should embrace challenges and enhance the innovation spirit. Equally, they should engage in ongoing learning and demonstrate knowledge of advanced technologies. As leaders and change agents, nurse educators foster two-way communication, utilize virtual teaching modalities, and participate in interdisciplinary team approaches for developing solutions to clinical problems.
Nurse educators influence knowledge acquisition and learning mechanisms in healthcare institutions and departments. They educate nurses about nursing theories, evidence-based practice, clinical practice, standards of care, and legal and ethical perspectives of care. Nurse educators can use the tripartite model to develop their competencies and skills regarding teaching, service, and scholarship domains. Finally, they can advance their leadership skills and competencies to advocate for change.
Dolan, D. (2017). The New Nurse Educator: Mastering Academe (2nd ed.). New York Springer Publishing Company.
Koota, E., Kääriäinen, M., Kyngäs, H., Lääperi, M., & Melender, H. (2021). Effectiveness of evidence‐based practice (EBP) education on emergency nurses’ EBP attitudes, knowledge, self‐efficacy, skills, and behavior: A randomized controlled trial. Worldviews on Evidence-Based Nursing, 18(1). https://doi.org/10.1111/wvn.12485
Poindexter, K. (2022). Nurse educators as agents of change. Nursing Education Perspectives, 43(2), 71–72. https://doi.org/10.1097/01.nep.0000000000000948
Salminena, L., Tuukkanen, M., Clever, K., Fuster, P., Kelly, M., Kielé, V., & Koskinen, S. (2021). The competence of nurse educators and graduating nurse students. Nurse Education Today, 98, 104769. https://doi.org/10.1016/j.nedt.2021.104769
Satoh, M., Fujimura, A., & Sato, N. (2020). Competency of academic nurse educators. SAGE Open Nursing, 6, 1–11. https://doi.org/10.1177/2377960820969389