MSN-FP6103 YueSipes Assessment 4 Creating a Professional Development Plan

Creating a Professional Development Plan

Healthcare is an ever-dynamic sector considering the influence of internal and external factors, including technological advancements, legislation changes, demographic aspects, and sociocultural contexts of care delivery. These changes prompt healthcare professionals to advance their knowledge, skills, and competencies. An ideal strategy for improving professional competencies is developing a lifelong learning plan and enhancing knowledge. According to Mlambo et al. (2021), continuing professional development (CPD) is a profound strategy for enabling healthcare professionals to keep their knowledge and skills up-to-date.

MSN-FP6103 YueSipes Assessment 4 Creating a Professional Development Plan

This approach entails various activities for bolstering knowledge and updating skills, including formal and informal learning, self-reflection, workplace informal learning, appraising literature for the best evidence, networking, and scholarship activities. This paper aims to elaborate on a professional development plan for my career as a nurse educator and an MSN-prepared nurse. The paper focuses on my area of specialty, professional goals, influential forces, scholarship activities, my leadership role, and a plan for professional development.

Area of Focus

As a nurse educator in an emergency care unit, my area of specialty and focus is promoting the incorporation of evidence-based practice (EBP) by educating clinical nurses on the tenets of nursing research and the assimilation of internal and external evidence. According to Brayer & Marcinowicz (2018), graduates of master’s programs demonstrate specialist knowledge in nursing that enables them to solve professional problems, conduct nursing research, monitor thresholds for care quality, and establish standards of professional care. Equally, an MSN-prepared nurse can develop and implement health education programs and select ideal teaching approaches that promote optimal knowledge acquisition consistent with clinicians’ learning needs. Implementing evidence-based practice (EBP) in emergency care units is among the most profound care quality measures.

Evidence-based practice has gained popularity as a strategy for decision-making and problem-solving. Koota et al. (2018) contend that EBP entails integrating the best evidence from robust studies, clinical expertise, and patient values to solve problems and inform decisions. In emergency care settings, clinicians must incorporate information from external and internal sources to foster patient-centered care and deliver quality care amidst predicaments that compromise care delivery mechanisms, including time pressure, overcrowding, and the overarching need to adhere to strict clinical guidelines.

As an MSN-prepared nurse, I intend to promote the integration and incorporation of EBP in clinical practices by educating nurses on effective research methods, coordinating efforts of interdisciplinary teams, and operating as a “knowledge worker.” According to McGonigle and Mastrian (2018), knowledge workers are innovative, specialized, and have advanced education that contributes to a high degree of autonomy. As a knowledge worker, I target to contribute knowledge and provide expert opinions that promote the integration of evidence-based practice into clinical practices and decisions.

Professional Goals

The initial stage of creating a professional development plan is understanding personal and professional goals. In this sense, understanding professional goals enables MSN-prepared nurses to encourage life-long learning and continuous advancement of clinical skills. As a nurse educator, my first goal is to utilize knowledge, skills, and clinical experience to cultivate ideal environments for therapeutic, patient-centered, and quality care. In the current healthcare systems, translating theoretical knowledge and experience into practice is a daunting endeavor, considering the varying contextual factors.

According to Wensing and Grol (2019), knowledge translation enhances the usefulness of nursing research by enabling healthcare professionals to actualize and enact research findings and recommendations. Theoretical knowledge can assume various forms, including healthcare delivery models, technology, and evidence-based guidelines. By effectively translating theoretical knowledge into practice, it is possible to provide evidence-based care that promotes sound decisions and solutions to clinical problems.

My second professional goal is to influence the incorporation of evidence-based practice into clinical practice by teaching clinicians about the standards of effective nursing research. Brayer and Marcinowicz (2018) argue that MSN-prepared nurses influence the hospital’s organizational culture and behaviors by cultivating the habit of continuous learning and the normalcy of utilizing information to inform decisions and practices. I intend to promote nursing research and evidence-based practice by creating a culture of inquiry and actively participating in disseminating and assimilating evidence. According to Melnyk and Fineout-Overholt (2019), developing a culture of inquiry entails developing foreground questions and using them as a guide to research activities. As a nurse educator, I will teach clinicians how to develop research questions, select and appraise evidence sources, and leverage findings to guide practices and solve problems.

Finally, my third professional goal is to develop leadership skills that will enable me to operate as a change agent. Change is inevitable in healthcare, considering social, economic, political, and institutional dynamics. According to Poindexter (2022), nurse educators can play a forefront role as change agents by transforming nursing education to prepare an agile, competent, and confident nursing workforce. Equally, they demonstrate adaptability to implement experiential clinical models, advancing healthcare technologies, and rapid designs for program delivery. As a leader and change agent, I can promote innovation and creativity, influence the implementation of quality improvement initiatives, and understand benchmarks for success. Equally, I can address the restraining factors for change and motivate clinicians to embrace change.

Influences

Undoubtedly, various external and internal factors influence the trajectories of nursing education programs and the role of nurse educators. Influential forces can be either social, economic, political, or institutional aspects. Social factors that influence nursing education programs include the overarching need to improve cultural competency, ensure social justice, and apply knowledge to address poor social determinants of health (SDOH). On the other hand, political factors, including policy failures and limited government involvement in career development, affect nursing education by limiting opportunities for knowledge acquisition and skill advancement.

Thirdly, the economic environment affects nursing education by defining the demand for qualified healthcare professionals and justifying the need for appropriate employee retention policies and practices. Finally, organizational issues like the internal culture of talent retention, workplace invincibility, education patterns and models, and opportunities for career development determine how nurses advance their knowledge, competencies, and skills. As a result, a successful nursing education program relies massively upon positive inputs from political, economic, sociocultural, and organizational environments that provide opportunities for knowledge acquisition, skill advancement, and life-long learning.

Analysis of Scholarship Activities

The scholarship is one element of the tripartite model of nursing education. According to Dolan (2017), the scholarship role of nurse educators includes various aspects, such as spearheading research practices, presenting scholarly works, obtaining grants, and public scientific materials. The primary objective of these scholarship activities is to advance professional knowledge and develop a scholarly foundation of clinical care and future nursing practices. Therefore, it is a fundamental concept that enables healthcare professionals to adapt to the dynamic nature of the healthcare sector and improve knowledge of the scholarly and theoretical underpinnings of the nursing profession.

Based on the need to improve my scientific knowledge and advance my professional skills through scholarship, I intend to participate in interdisciplinary activities, including nursing research and dissemination of research findings within and outside the organizational environment. I target to publish journal articles in reputable publication databases for peer reviewing and the subsequent knowledge contribution to different nursing topics and concepts. Another ideal scholarship activity is utilizing workshops and other platforms to present the findings of my research reports and improve networking opportunities. By publishing and disseminating the findings of my research reports in workshops and publication databases, it will be possible to offer recommendations and contribute knowledge to foreground questions and clinical practices.

Leadership Role.

As a nurse educator, I am responsible for facilitating and influencing positive change by educating nurses and encouraging creativity. According to Poindexter (2022), educating nurses can improve their agility, competencies, and confidence to provide quality and culturally responsive care. My role as a change agent necessitates the need to develop my leadership skills and competencies that would allow me to collaborate with interdisciplinary teams during the change process. The first strategy for improving my leadership role is enhancing my communication skills. In this sense, effective communication promotes teamwork, coordination of nursing activities, and collaboration. I intend to improve my communication skills by practising active listening, addressing implicit biases, and incorporating emotional intelligence when interacting with colleagues and other clinicians.

Besides improving my communication skills, I should familiarize myself with leadership theories and models that align with different organizational contexts. Also, it would be essential to understand the characteristics of a successful leader, including behaviors, traits, and elements of personality. I intend to enroll in an online leadership course and conduct regular personal leadership skills assessments to understand my leadership strengths and identify areas of improvement.

Development Plan

Although I am an MSN-prepared nurse, adopting approaches for consistent knowledge and skills enhancement would enable me to thrive in ever-dynamic healthcare systems. As a result, my professional development plan includes the following steps: joining nursing associations, obtaining a doctorate in nursing practice (Ph. D), and emphasizing scholarship activities. Firstly, joining nursing associations like the American Nursing Association (ANA) is a profound step toward professional development. In this sense, these associations sponsor networking events and provide members with other multiple benefits and opportunities, including continuing learning, fellowship programs, and skill-based accreditation (Morin, 2021). As a result, joining such associations can provide opportunities for sharing knowledge, networking, and skill advancement.

Secondly, obtaining a doctorate in nursing and emphasizing scholarship activities are vital steps for advancing my academic knowledge and qualifications. For instance, obtaining a Ph.D. program would improve my leadership skills and provide opportunities for specializing in my clinical specialty (Dobrowolska et al., 2021). By advancing my education, I will gain insights into strategies for bridging the chasms in knowledge translation. Finally, engaging in scholarship activities like publishing scholarly journals in reputable databases and disseminating the findings of my research reports will improve my knowledge of clinical research and enable me to familiarize myself with different evidence-based models.

Reflection

As an MSN-prepared nurse, I have gained experience and knowledge of the theoretical underpinnings of nursing practices, organizational issues that affect care delivery, and communication skills necessary for promoting interdisciplinary collaboration. Also, I am aware of various thresholds for evidence-based practice, including strategies for developing clinical questions, selecting and appraising evidence sources, and translating knowledge into practice. However, I must encourage life-long learning amidst the dynamic nature of the healthcare environment. As a result, my professional development plan includes ideal strategies for ongoing and career-long learning, including obtaining a doctorate in nursing, participating in scholarship activities like publishing scholarly works in reputable publication databases and enrolling in an online leadership course to enhance my leadership skills.

MSN-FP6103 YueSipes Assessment 4 Creating a Professional Development Plan References

Brayer, A., & Marcinowicz, L. (2018). Job satisfaction of nurses with a master of nursing degrees in Poland: Quantitative and qualitative analysis. BMC Health Services Research, 18(1). https://doi.org/10.1186/s12913-018-3053-6

Dobrowolska, B., Chruściel, P., Pilewska-Kozak, A., Mianowana, V., Monist, M., & Palese, A. (2021). Doctoral programs in the nursing discipline: A scoping review. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00753-6

Dolan, D. H. (2017). The new nurse educator: Mastering academe (2nd ed.). Springer Publishing Company.

Koota, E., Kääriäinen, M., & Melender, H.-L. (2018). Educational interventions promoting evidence-based practice among emergency nurses: A systematic review. International Emergency Nursing, 41, 51–58. https://doi.org/10.1016/j.ienj.2018.06.004

McGonigle, D., & Mastrian, K. G. (2018). Nursing informatics and the foundation of knowledge (4th ed.). Jones & Bartlett Learning.

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice. Wolters Kluwer Health.

Mlambo, M., Silén, C., & McGrath, C. (2021). Lifelong learning and nurses’ continuing professional development, a meta-synthesis of the literature. BMC Nursing, 20(62), 1–13. https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-021-00579-2

Morin, K. H. (2021). Editorial: Contributions of professional nursing organizations. Journal of Advanced Nursing, 77(6). https://doi.org/10.1111/jan.14808

Poindexter, K. (2022). Nurse educators as agents of change. Nursing Education Perspectives, 43(2), 71–72. https://doi.org/10.1097/01.nep.0000000000000948

Wensing, M., & Grol, R. (2019). Knowledge translation in health: How implementation science could contribute more. BMC Medicine, 17(1). https://doi.org/10.1186/s12916-019-1322-9

Assessment 4 Instructions: Creating a Professional Development Plan

  • Write a 6-8 page professional development plan for your work as a nurse educator.

Instructions

Write a 6–8 page professional development plan for your career as an MSN-prepared nurse. The professional development plan should include the following:

    • Introduction – A brief introductory paragraph that clearly states the purpose of the paper. Do not use the heading introduction—use the title of the paper in a Level 1 heading format.
    • Area of focus – A description of your specific area of focus in nursing education, the position that you wish to obtain, and the educator competencies that you will need as an MSN-prepared nurse.
    • Professional Goals – A statement of your specific professional goals (a minimum of three) and discussion of their relationship to your nurse educator philosophy.
    • Influences – A brief description of any additional forces (social, economic, political, institutional) that may influence your nursing education role.
    • Analysis – An analysis of how you will carry out scholarship activities as an MSN-prepared nurse and a specific plan for scholarship based on a model.
    • Leadership Role – A discussion of specific ways (a minimum of two) that you will develop a leadership role in the area of focus you have chosen.
    • Development Plan – Specific plans for professional growth and any additional education, certifications, or training to be acquired.
    • Reflection – A reflection in a concluding paragraph on your abilities to meet goals and achieve your professional development plan and ethical practice.

Additional Requirements

    • Format: 12-point Times New Roman or Arial font, double spaced in Microsoft Word.
    • Length: 6-8 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.
    •  

Creating a Professional Development Plan Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy. Does not describe area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy. Describes area of focus in ways that are inconsistent with current conditions in the field or with nurse educator philosophy. Describes area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy. Describes area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy; makes explicit and insightful connections to recent developments in the field.
Describe forces (social, economic, political, institutional) that may influence the nurse educator role. Does not describe forces (social, economic, political, institutional) that may influence the nurse educator role. Inaccurately or inadequately describes forces (social, economic, political, institutional) that may influence the nurse educator role. Describes forces (social, economic, political, institutional) that may influence the nurse educator role. Describes forces (social, economic, political, institutional) that may influence the nurse educator role; acknowledges one’s own assumptions and biases.
Develop a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role. Does not develop a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role. Develops a scholarship plan that does not include analysis of how scholarship will be carried out in the nurse educator role or does so inadequately. Develops a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role. Develops a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role; grounds plan in explicitly referenced, professionally standard competencies and expectations.
Discuss development of a leadership role in a chosen area of nurse educator focus Does not discuss development of a leadership role in a chosen area of nurse educator focus. Discusses development of a leadership role in a chosen area of nurse educator focus in a manner that indicates a lack of understanding of that role. Discusses development of a leadership role in a chosen area of nurse educator focus. Discusses development of a leadership role in a chosen area of nurse educator focus; explores multiple pathways to development.
Develop specific plans for professional growth that identify any additional education, certifications, or training to be acquired. Does not develop specific plans for professional growth that identify any additional education, certifications, or training to be acquired. Develops plans for professional growth that identify inapplicable education, certifications, or training for a chosen role. Develops specific plans for professional growth that identify any additional education, certifications, or training to be acquired. Develops specific plans for professional growth that identify any additional education, certifications, or training to be acquired; bases identification on current nurse educator competencies.
Assess abilities to meet goals, achieve professional development, and maintain ethical practices. Does not assess abilities to meet goals, achieve professional development, and maintain ethical practices. Unrealistically or inaccurately assesses abilities to meet goals, achieve professional development, and maintain ethical practices. Assesses abilities to meet goals, achieve professional development, and maintain ethical practices. Assesses abilities to meet goals, achieve professional development, and maintain ethical practices; indicates plan to address the gaps.
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.

Assessment 5 Instructions: Teaching About Legal and Ethical Issues

  • Create a 12-20 slide teaching PowerPoint presentation on a legal or ethical issue pertinent to nurse educators.

Introduction

As nurses we are all, no doubt, very aware of the myriad of legal and ethical issues in any health care setting. We are familiar with licensing for health care professionals, perhaps carry our own malpractice insurance, and have been cautioned by our employing institutions to always follow policy and procedures.

Nursing education is no different; there are specific legal and ethical issues that are of concern to nurse educators. Some of the specific areas of which nurses working in education need to be well aware include the following:

    • Faculty rights and responsibilities.
    • Student rights.
    • Clinical evaluation of students.
    • Academic dishonesty.
    • Family Education Rights and Privacy Act (FERPA).

In addition, it is also important to understand the responsibility of faculty regarding information about students. This is important for both academic faculty and for clinical faculty supervising students in clinical areas.

As in clinical practice, documentation of concerns and issues that arise in educational settings can be very important.

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 does the Family Education Rights and Privacy Act (FERPA) impact the work of a professor in a university-based nursing program?
    • How would you handle plagiarism in the nursing classroom?

In this assessment, you will create a PowerPoint presentation that you could use to teach a group about a legal or ethical issue related to nursing or nursing education. To do so, you will select a case from the Nursing Education Legal and Ethical Scenarios | Transcript media piece to be your focus.

    • Review the case and take time to reflect on the change that needs to occur and the group that you will be addressing.
    • Research what the group needs to know to improve the legal or ethical situation that has occurred.
    • Use a minimum of seven references, a minimum of five of which should come from peer- reviewed sources.

As you conduct research, synthesize information that will be needed to evoke a change in the situation.

Instructions

Create a 12–20 slide PowerPoint presentation that you would use to teach about the legal or ethical situation and to create change related to that situation.

Note: You must include 2–4 context slides. These are additional slides that provide contextual information for this assessment. Follow the guidelines for the two types of slides below.

Presentation Slides

For your 12–20 slide presentation:

    • Choose an appropriate theme and style.
    • Include an introductory slide that identifies the problem and your role.
    • Use slides to convey the important information and understandings to the group.
    • Provide a summary slide that reiterates the important points of the presentation.
    • Also provide a slide that offers resources for the group after the teaching/learning experience.
    • Include a slide with any references used in preparing the PowerPoint.
    • Use the speaker’s notes feature to provide any additional information that you would include in the presentation. This should include any cultural sensitivity aspects and how the content is expected to make a change regarding the issue being addressed.

Context Slides

For the 2–4 contextual slides (which are not considered part of the actual presentation but rather should contain information that you as a presenter would need to consider in your preparation and presentation):

    • Discuss any specific cultural and/or diversity aspects of the presentation that could be significant in the learning process. Include references and sources used to inform this.
    • Analyze how the presentation may result in a significant change in the identified environment. Cite any relevant sources.
    • Develop specific plans for how you might stay informed about the legal or ethical issue that was your focus. What resources could you use to learn about changes or developments that would impact your work?

Additional Requirements

    • Create a professional-looking PowerPoint presentation, using speaker notes throughout.
    • Length: 12–20 slides for teaching presentation plus 2–4 additional contextual slides.
    • Use correct APA format for all citations and references; include a reference page.
    • Writing should be free of grammatical errors.

Competencies Measured

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

    • Competency 4: Apply knowledge of legal and ethical issues relevant to higher education and nursing education.
      • Describe a legal or ethical issue that requires changes in staff, faculty, or student behaviors.
      • Synthesize resource information needed to evoke a change in the described situation.
    • Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice.
      • Create a teaching presentation on a legal or ethical issue designed to evoke change in staff, faculty, or a student group.
      • Identify culturally sensitive issues and how they should be addressed in the change process.
    • Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role.
      • Develop specific plans for continuous learning about a legal or ethical issue impacting nurse educators.
    • Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
      • Design a PowerPoint presentation consistent with current professional standards that demonstrates correct grammar, usage, and mechanics in addition to following APA standards.

Also Read: MSN-FP6103 YueSipes Assessment 1: The History of Nursing Education