Essay NURS FPX 6103 Assessment 2 Applying the Tripartite Model

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Applying the Tripartite Model

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

A nurse educator is expected to meet the teaching, service, and scholarship elements of the role that they occupy. For this analysis, the role selected is that of a Clinical Nurse Educator (CNE), who is also known as a nursing professional development specialist. The CNE serves the function of educating the nurses who ply their trade in various healthcare facilities or clinical settings on the competencies and practical skills they need to deliver the highest quality of care to patients (Brennan & Olson, 2018). The CNE is usually based at a healthcare facility and collaborates with the administrators to ensure that the nurses have the required levels of training needed to succeed in various units.

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Teaching, Service, and Scholarship Expectations

In the domain of teaching, the CNE is required to identify areas of training needed for successful practice in various units at the facility, identify the relevant certifications needed, develop a suitable curriculum, and implement the required training to ready the nurses for practice (Erstad, 2018). The CNE also provides mentorship and capacity building for nurses to excel in delivering high-quality patient care. In the service domain, the CNE is required to demonstrate civic responsibility, impartiality in training nurses from diverse backgrounds and delivering care to patients of all backgrounds when called upon, and health policy advocacy by championing changes aimed at improving patient care. As a scholar, the CNE is required to stay abreast of healthcare changes, medical practice, clinical standards and guidelines, and health policies and regulations (Erstad, 2018). Through active research and the application of the “scholarship of teaching and learning,” the CNE can then determine the value of the training programs and educational materials used at the facility (Register & King, 2018).

Opportunities for Scholarship

The opportunities for scholarship for a CNE are based on the need for the latest evidence to inform nursing practice at the facility. The most prominent opportunity is basic research in the healthcare setting where the CNE is situated and is characterized by the pursuit of the latest knowledge on the nursing needs of the facility. This resident teaching model allows the CNE to perform interdisciplinary inquiry, the discovery of new information and testing of existing knowledge, teaching as a form of inquiry to produce knowledge and the application of learned items into practice. The CNE, through the scholarship efforts, can acquire information on the latest care standards for specific clinical conditions, policy advocacy needs for certain institutional types, and the latest evidence for nurse education. The information can be published in conferences and journals such as the Journal of Clinical Nursing, Journal of Advanced Nursing, Nurse Education in Practice, the Nursing World Conference, Nursing Education Conference, and Global Nursing Care and Patient Safety.

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Plan for Meeting the Expectations

The failure to meet any requirements of the tripartite model for the CNE could render the professional ineffective in their delivery of services. A failure to teach, for instance, renders the CNE role obsolete since the individual would be neglecting their core purpose, whereas a failure in scholarship would render the training lessons, materials, and structures unprofitable for the nurses since they would not be grounded on the latest available information. The CNE, thus, needs to address all three elements.

A suitable plan for meeting the teaching, service, and scholarship elements comprise five critical steps. The first is self-evaluation to identify areas that need improvement in teaching, interacting with nurses, and knowledge of the latest nursing practices. The second is the exploration of evidence-based teaching strategies that can improve the delivery of lessons. The third is a search of literature and performance of surveys with experts in the field of nursing as part of the scholarship journey, with the topics of research based on the areas of weakness and practice requirements. The fourth is the assessment of the organization’s policies and regulations followed by advocacy for desirable changes, which would fulfill the service requirement.

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Additional Qualifications Needed

The CNE needs additional qualifications in intravenous (IV) therapy administration, urinary catheterization, the use of electrocardiograms, curriculum design and execution, and policy development and advocacy. These qualifications enable the CNE to be competent in the provision of clinical nursing services and the training of nurses on the latest approaches to delivering services. The policy development and advocacy qualification would aid the CNE in identifying policy needs, evaluating possible policy change options, and helping in the design of appropriate policies. The qualification would also enable the CNE to be a change agent at the organization by championing new policies and their implementation. 

References

Brennan, J., & Olson, E. L. (2018). Advancing the profession: The clinical nurse educator. Nursing, 48(10), 53-54. https://doi.org/10.1097/01.NURSE.0000545017.83543.8f

Erstad, W. (2018, January 23). What does a clinical educator do? A look at the nurses guiding the next generation. Retrieved from Rasmussen University: https://www.rasmussen.edu/degrees/nursing/blog/what-does-clinical-educator-do/

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