Tripartite Model Paper
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 the 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 to 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 teaching, service, and scholarship expectations 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