NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

Student Name

Capella University

NURS-FPX 6103 The Nurse Educator Role

Prof. Name:

Date

Nurse Educator Philosophy Statement

The nurse educator’s role necessitates a philosophy statement that reflects an individual’s ideas and values about development and learning. As a nurse educator, my philosophy is centered on providing an engaging learning atmosphere for adult learners, which is critical to their continued success. I recognize adult learners’ unique personalities, circumstances, and learning abilities by establishing a supportive and encouraging atmosphere that promotes innovative thinking abilities and enhances multidisciplinary collaboration, encouraging them to take an integral part in their education.

My goal is to promote the development of the expertise and skills in medical personnel through successful teaching practices such as problem-oriented instruction, practical training, and experiential education. This philosophy guides my teaching, scholar, and service responsibilities, allowing me to contribute to nursing education.

Philosophy Statement Grounded in Practice and Literature

My nurse educator perspective is shaped by my principles and values about adult learners, their educational atmosphere, and teaching methods. I am confident that adult learners, who have various opinions and significant life experiences, are autonomous. In my philosophy, I encourage cooperation and acknowledge adult learners’ active participation in their learning to establish a positive educational atmosphere fostering open discussion. The nursing education practice update 2022 promotes the individualized learning approach outlined in the philosophy statement.

Competency-based learning uses tailored learning strategies to develop abilities successfully. These learnings are based on individuals’ previous expertise and knowledge (Lewis et al., 2022). This method promotes interdisciplinary collaboration and improve decision-making skills during nursing practice. In a secure and positive learning atmosphere, adult learners can express and share their experiences. I support the development of a feeling of mutual respect and trust among learners, using educational approaches such as simulations, research projects, and problem-oriented instruction. It improves analytical abilities by overcoming barriers between theory and practice (Gagne et al., 2021).

NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

The constructive and adult educational theories offer support for my philosophy statement. Malcolm Knowles’ adult learning theory, or andragogy, outlines to determine and address gaps between students’ previous knowledge and learning through activities and experience (Lewis & Bryan, 2021). My philosophy complies with this theory, as I intend to use learner-centric approaches to teaching, like hands-on learning.

It will assist students improve their prior knowledge and abilities to make effective medical choices. Moreover, constructivism enables individuals to generate information through interpersonal interactions (Weeks et al., 2019). My philosophy, which represents the constructivist method, focuses on creating an inclusive and positive atmosphere to evaluate students’ involvement and foster peer instruction.

Application to the Tripartite Roles

Recognizing and valuing adult students’ diverse personalities, prior experiences, and learning abilities are crucial for improving nursing education based on the tripartite model. Constructivism and adult learning support my viewpoints. My philosophy supports my teaching technique by prioritizing learners’ active participation in the learning process. I support student-centered teaching, which involves adjusting teaching techniques according to the requirements and preferences of individual students.

This method fosters an encouraging and stimulating educational atmosphere using small group conversations, scenarios, and simulation exercises (Yeung et al., 2023). These strategies foster collaborative learning by enabling students to reflect on their encounters and actively engage with the learning process. Through discussion and shared experiences, students develop their expertise and knowledge (Pivač et al., 2021).

As a scholar, this perspective motivates me to remain updated with the most effective research-based approaches. Therefore, I constantly look for possibilities to acquire knowledge and engage in academic activities, including scholarly conferences, researcher meetings, and the publication of scholarly research to expand my understanding of nursing education. These scholarship activities are critical for nurse educators to provide recent and reliable evidence to learners through improved and efficient instructional approaches (Pullen, 2022). The continual process of data generated by scholarly study helps to develop and enhance my teaching approaches. I make sure that my teaching methods are evidence-based and effective.

NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

In terms of service of the tripartite model, my philosophy demonstrates my dedication to serving the nursing education profession and supporting students in developing skills. I seek to meet my obligation by participating in mentorship programs that assist new educators in applying excellent teaching methods. This is consistent with the philosophy of fostering an encouraging, inclusive educational atmosphere. Furthermore, I am engaged in creating curriculum endeavors by incorporating evidence-based instructional methods. This service position helps in the improvement of nursing education and community health. (Wakibi et al., 2020). 

However, there is an aspect that needs more information and research, which is the implementation of digital tools in nursing education. There is a need for more knowledge about integrating technology to foster a student-centered learning environment and enhance analytical thinking (Gause et al., 2022). Moreover, more information is required for inclusion and diversity in nursing education to foster a positive atmosphere for students from different cultures. Recognizing cultural diversity in nursing education is vital to establishing an inclusive health system and promoting culturally competent patient care (Sumpter et al., 2022). 

Influence of Historical Events

A historical event in the 1960s, the Civil Rights Movement, resulted in significant shifts in nursing education. The movement assisted in eliminating prejudice due to race and ethnicity in nursing practice. It aids in setting guidelines in nursing education regarding job diversity and ensuring the inclusion of learners from various cultures (Bennett et al., 2019). This event assisted nurse educators in adapting their teaching approaches to address racial and gender gaps in nursing practice and education (Roy et al., 2022).

Another event is Florence Nightingale’s revolutionary work, which has had a profound impact on the role of nurse educators. This influenced the recognition of nursing as a legitimate profession providing care for wounded troops throughout the war (Ward et al., 2020). Florence has emphasized incorporating scientific ideas, prioritizing patients’ care, and moral behavior into nursing procedures. The event contributed to establishing specialized nursing education, the demand for licenses after completing the program, and the establishment of new nursing institutions.

NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

Florence established nursing practices centered on evidence-based practices (McKenna et al., 2020). However, the influence in particular areas of nursing remains in doubt. For instance, the quickly changing medical system can have unintended and adverse consequences for nurse educators’ capacity to adopt novel teaching methodologies and equip students for the rapidly changing clinical environment.

Another aspect of uncertainty is global healthcare, which includes chronic ailments and infectious diseases. Because of these unpredictable factors, nurse educators must constantly adjust their programs and train nurses for new difficulties. Another historic event is COVID-19, which impacted nursing education and its practices. The pandemic has underlined the importance of nursing training and educational initiatives that guide nurses to respond effectively to health crises. The adoption of emerging technologies and patient-care procedures during crises has significant effects on nursing practices. Nurse educators should be able to adapt to changing situations and worldwide issues (Agu et al., 2021).

Competencies for the Nurse Educator Role

A nurse educator must possess a range of competencies to excel in their profession. For instance, the ability to effectively integrate technology indicates that nurse educators can create compelling and evidence-based educational opportunities for nursing students by leveraging modern technology. The growing demand for digitization training among nurses in healthcare encouraged the adoption of this competency among nurse educators (Jobst et al., 2022). In practice, nurse educators should integrate their abilities with the changing healthcare education system, equipping students to work in technologically advanced medical environments.  Moreover, effective assessment and evaluation competency is critical for nurse educators.

This competence offers the ability to develop credible and legitimate assessments, provide constructive feedback, and identify opportunities for advancement. To ensure that students acquire valuable information, these assessments must be aligned with the objectives of the curriculum (Lemetti et al., 2023). This competency enables the fostering of a setting of continuous development, improving standards of learning, and equipping nursing students for future practice. Additionally, competencies encompass efficient communication and collaboration, interpersonal ability, participation in scholarship and research, teamwork, leadership, and cultural competence to assist in reforming nursing education (Labrague, 2021).

Conclusion

My nursing educator philosophy summarizes my principles and opinions about adult learners, their educational atmosphere, and teaching practices. The philosophy leads me to adhere to the tripartite model, creating an efficient learning atmosphere and improving nursing education. The competencies required for the nurse educator role offer efficient education and assistance to future nursing professionals.

References

Agu, C. F., Stewart, J., McFarlane-Stewart, N., & Rae, T. (2021). COVID‐19 pandemic effects on nursing education: Looking through the lens of a developing country. International Nursing Review, 68(2), 153–158. https://doi.org/10.1111/inr.12663

Bennett, C., Hamilton, E. K., & Rochani, H. (2019). Exploring race in nursing: Teaching nursing students about racial inequality using the historical lens. Online Journal of Issues in Nursing, 24(2). https://doi.org/10.3912/OJIN.Vol24No02PPT20

Gagne, D. J. C., Koppel, P. D., Park, H. K., Cadavero, A., Cho, E., Rushton, S., & Jung, D. (2021). Nursing students’ perceptions about effective pedagogy: Netnographic analysis. JMIR Medical Education, 7(2), e27736. https://doi.org/10.2196/27736

Gause, G., Mokgaola, I. O., & Rakhudu, M. A. (2022). Technology usage for teaching and learning in nursing education: An integrative review. Curationis, 45(1). https://doi.org/10.4102/curationis.v45i1.2261

Jobst, S., Lindwedel, U., Marx, H., Ronja Pazouki, Ziegler, S., König, P., Kugler, C., & Feuchtinger, J. (2022). Competencies and needs of nurse educators and clinical mentors for teaching in the digital age – a multi-institutional, cross-sectional study. BioMed Central Nursing, 21(1). https://doi.org/10.1186/s12912-022-01018-6 

NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

Labrague, L. J. (2021). Use of simulation in teaching nursing leadership and management course: An integrative review. Sultan Qaboos University Medical Journal, 21(3), 344. https://doi.org/10.18295%2Fsqumj.4.2021.007

Lemetti, T., Pakarinen, A., Salminen, L., Virtanen, H., & Haapa, T. (2023). Instruments assessing nurse educator’s competence: A scoping review. Nursing Open, 10(4), 1985-2002. https://doi.org/10.1002%2Fnop2.1479

Lewis, L. S., Rebeschi, L. M., & Hunt, E. (2022). Nursing education practice update 2022: Competency-based education in nursing. SAGE Open Nursing, 8, 237796082211407-237796082211407. https://doi.org/10.1177/23779608221140774

Lewis, N., & Bryan, V. (2021). Andragogy and teaching techniques to enhance adult learners’ experience. Journal of Nursing Education and Practice, 11(11), 31-40. https://doi.org/10.5430/jnep.v11n11p31

McKenna, L., Davis, J., & Williams, E. (2020). Nursing and midwifery education: Historical perspectives. Clinical Education for the Health Professions: Theory and Practice, 1-18. https://doi.org/10.1007/978-981-13-6106-7_19-1

Pivač, S., Skela-Savič, B., Jović, D., Avdić, M., & Kalender-Smajlović, S. (2021). Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs–a group interview. BioMed Central Nursing, 20, 1-10. https://doi.org/10.1186/s12912-021-00688-y

Pullen, R. L. J. (2022). Scholarship in practice: What does it mean? Nursing Made Incredibly Easy, 20(2), 47. https://doi.org/10.1097/01.NME.0000816528.00298.ad 

Roy, K., Hunt, K., Sakai, K., & Fletcher, K. (2022). Social justice in nursing education: A way forward. Journal of Nursing Education, 61(8), 447-454. https://doi.org/10.3928/01484834-20220602-05

NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

Sumpter, D., Blodgett, N., Beard, K., & Howard, V. (2022). Transforming nursing education in response to the future of nursing 2020–2030 report. Nursing Outlook, 70(6), S20–S31. https://doi.org/10.1016/j.outlook.2022.02.007

Wakibi, S., Ferguson, L., Berry, L., Leidl, D., & Belton, S. (2020). Teaching evidence-based nursing practice to student nurses in developing countries: Strategies for novice nurse educators. International Journal of Nursing Education Scholarship, 17(1), 20190042. https://doi.org/10.1515/ijnes-2019-0042

Ward, D. N. P., Marion Kyner, M. S. N., & Terri Crowder, D. N. P. (2020). Florence Nightingale: Visionary for the role of clinical nurse specialist. Online journal of issues in nursing, 25(2), 1-9. https://doi.org/10.3912/OJIN.Vol25No02Man01

Weeks, K. W., Coben, D., O’Neill, D., Jones, A., Weeks, A., Brown, M., & Pontin, D. (2019). Developing and integrating nursing competence through authentic technology-enhanced clinical simulation education: Pedagogies for reconceptualising the theory-practice gap. Nurse Education in Practice, 37, 29-38. https://doi.org/10.1016/j.nepr.2019.04.010

Yeung, M. M. Y., Chan, E. A., Wong, M. M. Y., & Mok, A. L. F. (2023). Teaching and learning strategies foster the development of autonomous learning and its interrelated factors in prelicensure nursing education: A scoping review. Teaching and Learning in Nursing. https://doi.org/10.1016/j.teln.2023.11.012

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