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NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Student Name

Capella University

NURS-FPX 6103 The Nurse Educator Role

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Applying the Tripartite Model

The tripartite model is vital in medical institutions to distinguish the various roles of nurse instructors in their practice. This approach is valuable in establishing nursing education on critical components like scholarship, teaching, and services (Dugué et al., 2021). A nurse educator’s role is dynamic, necessitating an organized strategy to meet the tripartite model requirements. The assessment outlines an extensive plan for nurse educators to improve their professional practices and contribute to the advancement of nursing education.

Specific Role of a Nurse Educator

Nurse educators have to fulfill the educational, service, and scholarship requirements of their position. For this assessment, the role of clinical instructor was selected. The clinical instructor is vital in training nursing students for practical clinical experiences by mentoring them through practicums at medical centers. They facilitate the learning process, overcoming the gap between theoretical information gained during coursework and its actual use in medical care (Saifan et al., 2021). They are accountable for various roles, for instance, handling clinical training, monitoring students’ learning and practicum performance, scheduling medical assignments, and supporting competency development (Gcawu & Rooyen, 2022).

Analysis of the Teaching, Service, and Scholarship Roles of Clinical Instructors

Clinical instructors are responsible for building an encouraging learning atmosphere, implementing creative teaching tactics, developing analytical skills, and promoting practical clinical experiences (Soroush et al., 2021). For instance, clinical instructors organize collaborative case studies or simulation exercises in which students leverage their skills to tackle challenging patient problems (Hargreaves et al., 2021). Exemplary service as a clinical instructor involves active involvement in academic boards, professional associations, and social events.

The clinical instructor assists in creating curriculum panels and participates in health-promoting community events to improve community health (Belita et al., 2020). The clinical instructor, as a scholar, contributes to updated healthcare developments in medical care, healthcare guidelines and standards, and medical legislation and policies. The clinical instructors are involved in undertaking research on novel teaching approaches and disseminating them in journals, thus supporting research-based practices in the field of nursing (Soroush et al., 2021).

Care Plan for Meeting the Aspects of Tripartite Model

An effective plan for achieving educational, service, and scholarly requirements encompasses four crucial parts. Firstly, to improve teaching and self-assessment by employing active learning methods, communicating with nurses, and staying up-to-date on nursing procedures (Pivač et al., 2021). The second step is to inquire about research-based teaching practices that assist instructors to deliver lessons effectively. Strategies like case studies and simulations can improve student involvement in learning (Pivač et al., 2021).

The third step is to do a literature search and conduct surveys with nursing professionals in the course of the scholarly journey, with research subjects reflecting their strengths and application requirements. The plan includes involvement in panels, mentorship of new academics, involvement in the community, and promoting professional interaction and advancement (O’Connor, 2021). The fourth step is to examine the procedures and rules of the organization and then advocate for positive modifications that will fulfill the service’s needs.

In terms of scholarship, the educator aims to conduct research, acquire financing, participate in projects, and communicate results to aid in advanced nursing education (Kesten et al., 2022). Failure to deal with the teaching aspect of the model leads to a loss of opportunities for the practical application of theoretical information. It affects the retention of information and student satisfaction. Furthermore, ignoring scholarships can impair educational achievement and professional development. Neglecting service elements results in a discontinuity of interaction with the educational and medical communities (Laugaland et al., 2021).

Opportunities for Scholarship

Nurse educators use their experience to shape the future of medical education (Beede et al., 2023). They can inquire about scholarship possibilities by relating their expertise with pertinent research, for instance, assessing the efficacy of educational simulations or designing novel situations. Nurse educators can research innovative methods of clinical instruction and efficient teaching models when developing clinical instructional methods (Soroush et al., 2021). The research knowledge can be published in nursing education related journals such as “The Journal of Clinical Nursing” and conferences such as “Global Nursing Care and Patient Safety.” 

Evaluation of Qualifications in the Chosen Nurse Educator Role

Nurse educators’ qualifications are crucial for promoting valuable transformations for changing health education demands. Professional degrees, such as a master’s degree in nursing education, offer the competency crucial to initiating novel improvements in developing curricula and teaching methods (Ndawo, 2022). Qualities, for instance, effective leadership and interaction capability, exploring standard practices, and professional growth dedication, are vital for a change agent. A nurse educator’s abilities can impact decision-making, propose practices, and improve medical care and health education (Gcawu & Rooyen, 2022). A nurse educator with mentioned skills can be an effective change agent, assisting in nursing education advancement.


The tripartite framework is vital for nurse instructor’s professional development. The assessment emphasizes the essential qualifications that characterize clinical instructors as change agents in the nursing profession. This proactive strategy improves the educational process for students by ensuring relevant and practical education based on health needs.


Beede, W. E., Sharpnack, P., Gruben, D., Klenke-Borgmann, L., Goliat, L., & Yeager, C. (2023). A scoping review of nurse educator competencies: Mind the gap. Nurse Educator, 10-1097. http://dx.doi.org/10.1097/NNE.0000000000001376

Belita, E., Carter, N., & Bryant-Lukosius, D. (2020). Stakeholder engagement in nursing curriculum development and renewal initiatives: A review of the literature. Quality Advancement in Nursing Education-Avancées en Formation Infirmière6(1), 2. https://doi.org/10.17483/2368-6669.1200

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

Gcawu, S. N., & Rooyen, D. V. (2022). Clinical teaching practices of nurse educators: An integrative literature review. Health Sa Gesondheid27https://doi.org/10.4102/hsag.v27i0.1728

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Kesten, K., Moran, K., Beebe, S. L., Conrad, D., Burson, R., Corrigan, C., & Pohl, E. (2022). Practice scholarship engagement as reported by nurses holding a doctor of nursing practice degree. Journal of the American Association of Nurse Practitioners34(2), 298-309. https://doi.org/10.1097/JXX.0000000000000620

Laugaland, K., Kaldestad, K., Espeland, E., McCormack, B., Akerjordet, K., & Aase, I. (2021). Nursing students’ experience with clinical placement in nursing homes: A focus group study. BioMed Central Nursing20(1), 1-13. https://doi.org/10.1186/s12912-021-00690-4

Ndawo, G. M. (2022). Nurse educators’ experiences regarding management practices at a nursing education institution. Health Sa Gesondheid27https://doi.org/10.4102/hsag.v27i0.1935

O’Connor, S. (2021). Designing and using surveys in nursing research: A contemporary discussion. Clinical Nursing Research31(4), 567–570. https://doi.org/10.1177/10547738211064739

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 Nursing20, 1-10. https://doi.org/10.1186/s12912-021-00688-y

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Saifan, A., Devadas, B., Daradkeh, F., Abdel-Fattah, H., Aljabery, M., & Michael, L. M. (2021). Solutions to bridge the theory-practice gap in nursing education in the UAE: A qualitative study. BioMed Central Medical Education21(1), 1-11. https://doi.org/10.1186/s12909-021-02919-x

Soroush, A., Andaieshgar, B., Vahdat, A., & Khatony, A. (2021). The characteristics of an effective clinical instructor from the perspective of nursing students: A qualitative descriptive study in Iran. BioMed Central Nursing20, 1-9. https://doi.org/10.1186%2Fs12912-021-00556-9

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