NURS FPX 6103 Assessment 2 Applying the Tripartite Model

You are currently viewing NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Applying the Tripartite Model

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Nurse educators may be referred to as the group of registered nurses who can teach nursing courses in nursing schools and colleges. It is the responsibility of nurse educators to teach clinical skills, best collaboration practices, and patient care techniques to young nurses. The tripartite model is the best model that is used in healthcare facilities to identify the different roles of nursing educators in their field of profession. This model is equally beneficial in planning nursing education in terms of three pillars: scholarship, care, and teaching (Dugué et al., 2021). In this paper, we will discuss the role of nurse educators and will evaluate the teaching, service, and scholarship expectations of nurse educators. Moreover, in this paper, the plan for the tripartite model will also be discussed, along with their multiple scholarship opportunities.

Specific Nurse Educator Role

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Future patient care is being established by nurse educators who can mentor, teach, and motivate the nursing workforce. Without them, newly graduated nurses would not be able to meet the continuously changing needs of the modern, dynamic healthcare system (KEYPATH EDUCATION, 2020). In this paper, I plan to discuss the nurse educator’s role in the maternal child department as a clinal educator. The clinical educator owns all the responsibilities to teach the Registered Nurses (RN) of the maternal child center. The unit’s nurses can benefit from the skill labs these nursing educators perform. By using these skill labs, where pregnant dummy “patients” can give birth, registered nurses will also be able to gain practical experience. The nurse educator can induce a seizure by using the mannequin (dummy doll or patient), and the registered nurses must utilize their expertise to calm their “patients.” Another example of teaching in the skill labs can be taken as a blood draw practice through which EKG is performed, and registered nurses will be able to know the use of equipment that is provided in the delivery rooms.

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Talking about the service roles of nurse educators, they have to attend and, most of the time, speak at the conferences of AWHONN (Association of Women’s Health, Obstetric, and Neonatal Nurses) (Renbarger et al., 2022). Moreover, they must demonstrate support for regional causes and groups that may focus on the maternal child. These regional causes may be in the form of the March of Dimes, Madison’s Miracles, and so on. Writing new hospital policies and procedures that align with the institution’s standards and those proposed by the AWHONN are among the scholarships that pertain to this position. In addition to that, nurse educators must be well aware of the new technologies and innovations that are being the worldwide. This will be helpful for them to identify important clinical problems and may implement them in the study. 

Analyzing The Teaching, Service, and Scholarship Expectations

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Nurse educators may teach new nurses about clinical skills and may train them to handle the complex cases of healthcare facilities in their field of interest. Using the tripartite model, nurse educators’ roles are best described by teaching, services, and scholarship. Nurses’ moral duty is to teach all the theories and clinical aspects of nursing to nursing students and nursing schools and colleges. Services may include unpaid volunteer work that is accomplished inside or outside the college environment. Speaking engagement at local events, serving on the national committee, and serving on advisory brands are some important examples of service. The scholarship is always related to research services for a nurse educator. It may include presenting public material, conducting research, and scholarly work. 

Plan for Meeting Each Aspect of the Tripartite Model

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

When starting a new position, every educator needs to have a plan. Nurse educators must know about the strength and weaknesses of their staff. In terms of teaching and service, they should also be familiar with the abilities of their staff so that they will know which employee needs additional practice to live up to all of the standards I discussed above. Also, nurse educators must know what they have to teach, especially the teaching guides and materials should be updated and advanced so that they are helpful for the learners. Moreover, educators should find local charities that may locate the community charity hosting events and may also organize volunteers for them. These are helpful for the service in their profession. After finding the local community, simply examine the hospital’s policies and may contrast them with AWHONN’s rules and regulations. Likewise, if anything is missing in knowledge or required advanced competencies, they should avail scholarship for a doctorate in order to identify the latest methods and techniques.

NURS FPX 6103 Assessment 2 Applying the Tripartite Model 

Likewise, facilitating and promoting the ongoing professional development of nurse educators in the classroom can be accomplished through the utilization of services and research conducted by nursing educators. The ability to educate effectively necessitates an awareness of shifting trends in nursing practice on the part of nurse educators and the flexibility to incorporate newly acquired information into their lesson plans. Research and the provision of services at the school clinic are two methods that nurse educators can use to continue the development of new nursing skills and acquire new nursing skills.

Opportunities for Scholarship

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Nursing educators are using different education fields for their growth in healthcare, such as Learning and Instruction in Nurses, Nurse Education Today, and Journal of Nursing Practice (O’Connor et al., 2020). Nursing educators must also be able to attend different events for a scholarship, such as CNL Symposium, Nursing Advance Professional (NAP) Convention, and so on. Familiarity with learning and instruction, formulation of lesson strategies and procedures for assessment, and task scheduling are all helpful for the nursing curriculum scholarships. Moreover, different scholarships are also available to different healthcare professionals, such as NLN Association for Baccalaureate Nursing Scholarship Awards which might offer various scholarships for students annually (Noone et al., 2020). It is pertinent to mention that previous educational background in nursing must attain such scholarships. 

Qualification of Nurse Educator

A master’s degree in nursing education is mandatory for the position of maternal child educator. As a registered nurse, the nursing educator should have an experience in a maternal-child position, such as in labor, delivery, antepartum, postpartum, and so on. To guarantee that the staff they are instructing is up to date, the educator must stay current on policies, practices, and certifications. Moreover, the nursing educator should keep them up-to-date with the latest policies, practices, and certifications of maternal-child care. In addition, nursing educators should also ensure that staff is updated with the latest information.

Also, Get free NURS FPX6103 Assessment1

Conclusion

This paper discusses the role of nursing educators based on the Tripartite model, which may include teaching, services, and scholarship. Nursing educators are those educators that provide their teaching services and clinical skills to new nurses. In addition, the scholarship possibilities and a strategy for achieving them are discussed through the tripartite model. In the last, the qualification for nursing educators is discussed.

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Reference

Dugué, M., Sirost, O., & Dosseville, F. (2021). A literature review of emotional intelligence and nursing education. Nurse Education in Practice54, 103124.

https://doi.org/10.1016/j.nepr.2021.103124 

Noone, J., Najjar, R., Quintana, A. D., Koithan, M. S., & Vaughn, S. (2020). Nursing workforce diversity: Promising educational practices. Journal of Professional Nursing, 36(5).

https://doi.org/10.1016/j.profnurs.2020.02.011 

O’Connor, S., & LaRue, E. (2020). Integrating informatics into undergraduate nursing education: A case study using a spiral learning approach. Nurse Education in Practice, 50, 102934.

https://doi.org/10.1016/j.nepr.2020.102934 

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Renbarger, K. M., McIntire, E., Twibell, R., Broadstreet, A., Place, J. M., Trainor, K. E., Jones, H., & Fry, S. (2022). Descriptions of maternal mortality from nurses who practice in perinatal settings. Nursing for Women’s Health, 26(4), 288–298.

https://doi.org/10.1016/j.nwh.2022.05.003 

KEYPATH EDUCATION. (2020, August 21). The role of nurse educators | Global health education. Globalhealtheducation.com.

https://globalhealtheducation.com/article/role-of-nurse-educators