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NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

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Capella University

NURS-FPX 6103 The Nurse Educator Role

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Creating a Professional Development Plan

Nurse educators play a critical role in the constantly evolving medical system, teaching future nurses to provide effective and compassionate treatment. Nurse educators must be updated and equipped with advanced teaching strategies (Su et al., 2021). A professional development plan is essential for managing a challenging nursing career. This paper offers a professional development plan that outlines my experience and approaches as a nurse educator.

It also focuses on constant enhancement and medical education leadership. This paper describes an organized strategy to improve my nursing education skills and methods. This plan illustrates my dedication to be an active participant in medical change. It also outlines my professional and personal development plan for promoting nursing education and producing skilled and empathic nurses.

Nurse Educator Focus, Competencies, and Professional Goals

Being a Master of Science of Nursing (MSN) prepared nurse instructor, my primary focus is on facilitating the inclusion of clinical training approaches in the nursing curriculum. My goal as a Clinical Instructor is to integrate theoretical understanding with practical application, effectively educating nursing students about the complex nature of patient care in the real world. This goal is founded on my philosophy that efficient nursing education must be multifaceted, research-based, and adaptive to the changing requirements of the medical sector.

I acknowledge the importance of acquiring and strengthening specialized educator competencies to achieve the goal. For example, developing an updated, pertinent curriculum that is compatible with the most recent medical developments and standards. This competency entails an ongoing process of assessment and modifications so that the learning material correlates with modern requirements and equips students for upcoming challenges in medical care (Soroush et al., 2021).  

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

Other competencies include employing effective evaluation strategies that assess nursing students’ expertise and abilities and encouraging analytical thinking and medical decision-making skills. The primary focus is on constructive assessments that provide continual feedback to help students improve their skills (Chen et al., 2023). Furthermore, the competency in adopting modern technologies in nursing education, including simulation-based learning, online learning programs, and virtual reality, is critical for improving student learning outcomes. Integrating technology is vital to equipping students for medical settings to enhance the standard of healthcare (Gause et al., 2022).

These competencies are intricately associated with current advances in nursing education. It underlines the role of simulation in medical training, the transition to competency-based learning, and the growing dependence on technological innovations in medical care (Koukourikos et al., 2021). The professional goals are aligned with the nurse instructor philosophy, highlighting student-centered teaching, technological adoption, and the development of nursing students. My professional objectives encompass these competencies while contributing to their progress in evolving medical environments. 

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

My first professional objective is to promote programs that integrate advanced simulation-based education methods into medical education. My professional goals are consistent with my philosophy as a clinical instructor to encourage continual learning and develop compassionate patient care in my students. I aim to excel in teaching by using research-based instructional strategies that can be adapted to promote extensive comprehension. The second goal is to coordinate with multidisciplinary groups to establish competency-driven instructional frameworks (Koukourikos et al., 2021).

The enhanced cooperation seeks to produce valuable modifications in educational structures to ensure nursing education is up to date, meeting the medical innovations’ needs (Armstrong et al., 2023). Collaboration to improve the academic structure in nursing is essential. As we serve a broad patient group, future nurses must have comprehensive clinical experiences to deliver efficient treatment in the future (Loura et al., 2021).

The third goal is to deploy technology-enhanced instructional techniques to improve nursing learner experiences. This goal is consistent with current advances in the nursing discipline, which necessitate the blending of technological and research-based information to improve nursing education (Gause et al., 2022). These objectives and focus areas align with current developments in nursing education. 

Influences on the Nurse Educator Role

The increased diversity of my student population profoundly impacts my position as a nurse educator. Social factors such as cultural variation, linguistic obstacles, and varying health opinions among learners demand a culturally appropriate curriculum. It is critical to create a curriculum that promotes cultural proficiency and addresses unique medical customs and beliefs from various backgrounds (Gradellini et al., 2021).

Furthermore, medical gaps due to socioeconomic status must be addressed in nursing education, improving students’ awareness and preparing them for effective advocacy for patients. In my teaching practice, I incorporate strategies, for instance, case studies, scenarios, and role-playing exercises that highlight various patients’ cultures to assist students in understanding. Case studies and cultural background-based role-plays improve students’ ability to offer culturally appropriate treatment (Walkowska et al., 2023).

In economic terms, financial constraints in educational institutions have a significant effect on the nursing curriculum. The difficulty of a restricted budget in educational settings increases the demand for efficient and cost-effective instructional approaches. My responsibility is to develop efficient and cost-effective instructional solutions. Advanced applications of resources, including digital platforms and online simulations, can provide affordable alternatives to conventional approaches. This challenge necessitates the creative use of resources, such as simulation-based instruction. These strategies offer educational benefits at low costs, managing financial constraints and providing extensive education (Brown et al., 2022). 

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

Political factors have a significant effect on nurse educators’ jobs. Medical laws and reforms are constantly evolving, and this has a direct impact on the nursing curriculum. New medical legislation and policies necessitate ongoing curriculum modification to assure compatibility and relevance. Nurse educators should stay updated on these advances because they are critical for the curriculum’s relevancy and compatibility with present standards (Buthelezi & Shopo, 2023). Furthermore, my responsibilities involve training future nurses on the significance of recognizing and addressing political elements in their practice, highlighting the nurses’ vital role in promoting medical reform.

In the institutional context, changes in certification criteria and educational institutions’ rules have a direct impact on nurse educators’ roles. It necessitates frequent modifications to the nursing curriculum. Implementing the most recent studies into the curriculum makes sure nursing education is updated and research-based. This necessitates continual professional advancement to ensure that teaching approaches are consistent with the latest trends. Frequent training and seminars for educators are critical for keeping up to date on new evidence-based approaches to learning. These strategies assist in avoiding institutional prejudices that impair the educational experience. It also ensures an equitable and inclusive educational setting (Younas & Maddigan, 2019).

Personal Assumptions and Biases

Reflecting on my assumptions and prejudices is critical in my position as a nurse educator. My insights and views can affect the creation of curriculum and instructional delivery, thus influencing compatibility with various educational styles. Recognizing this, I make an effort to use diverse instructional techniques and remain conscious of my cultural experiences when promoting cultural competence. Frequent feedback and self-reflection are crucial in overcoming these biases and improving the diversity and efficacy of the teaching strategy (Nuuyoma, 2021).

Scholarship Plan in the Nurse Educator Role

As an MSN-prepared nursing educator, the scholarship plan is based on Boyer’s Model of Scholarship. My scholarship efforts are based on this model, which emphasizes the interrelated domains of exploration, incorporation, utilization, and teaching (Zaccagnini et al., 2023). Firstly, I perform research and investigation in nursing education. The particular subject of study is the usefulness of simulation-based instruction in clinical education, which aligns with modern developments and demands in nursing education (Koukourikos et al., 2021).

To accomplish this research, I will form an academic collaboration with an interdisciplinary team in the nursing department. Interdisciplinary study can offer a more extensive understanding of the related aspects. In the second step, I plan to incorporate the research evidence into the broader framework of nursing education. This phase entails integrating new information with current literature and procedures and proactively engaging in academic conversations and seminars. It will assist in learning and advance our collaborative understanding of the nursing field.

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

Furthermore, I prioritize incorporating research findings into my teaching methodology. This includes modifying and upgrading the nursing curriculum according to research findings and using research-based teaching strategies to improve educational outcomes (Yurumezoglu & Isbir, 2020). This phase confirms that my instructional method is updated and based on recent research. The last phase is to share the knowledge acquired from study and practice with students.

This will entail disseminating research findings in educational settings and publishing information in nursing education journals (Yurumezoglu & Isbir, 2020). Disseminating information and efficient practices with the broader academic community strengthens nursing education. In carrying out these activities, I will follow nursing education’s professional norms and standards to ensure my scholarship offers benefits to advancing education and nursing practice.

Development of a Leadership Role in Nurse Education

My profession as a nurse educator has been dedicated to expanding clinical training approaches and curriculum designing, which are critical in overcoming the barrier between theory and application in nursing education. This approach necessitates an in-depth knowledge of modern clinical practices and the adoption of innovative approaches to instruction. Acquiring advanced education is a significant step toward my leadership growth. This professional program will assist me in comprehending and shaping nursing education (Gullick et al., 2019). Furthermore, gaining specialist certifications such as the Certified Nurse Educator (CNE) will strengthen my medical experience and simulation knowledge, presenting me as an expert in these fields (Cutrara, 2022).

Participating in leadership development programs designed specifically for nurse educators is critical in improving leadership roles. For example, The nurse faculty leadership academy provides mentorship and tailored instruction to assist nursing educators in addressing the challenges of leadership (Busby et al., 2022). These initiatives improve skills and also offer collaboration opportunities to nurse educators. Furthermore, building a positive and productive setting for learning is vital for leadership.

Collaborating with teammates and other stakeholders develops interactions that improve the clinical educational process, leadership abilities, and nursing education standards (Laugaland et al., 2023). Moreover, participating in academic endeavors related to clinical education promotes a leadership role in nursing education. Participating in publications and delivering at conferences improves the clinical educator’s leadership abilities and helps to develop efficient methods of teaching (Yurumezoglu & Isbir, 2020). Mentorship is crucial in advancing leadership. By obtaining mentorship from experienced peers and assisting new educators, I can contribute to nursing education (Rinaldo et al., 2023)

Develop a Specific Plan for Professional Growth

Professional development necessitates constant improvement and learning. It can be accomplished through advanced education, accreditation, and skill-enhancement workshops (Gullick et al., 2019). In the initial phase, I will acquire a post-master’s certification in nursing instruction. This certification will equip me with a comprehensive understanding of curriculum creation, teaching, and evaluation methodologies, improving my skills as a nurse educator.

After that, I intend to get the Certified Nurse Educator (CNE) certificate. This accreditation will validate my knowledge in the subject and exhibit my dedication to professional performance. In the continually changing trends of medical and nursing education, it is critical to stay updated on trends and instructional approaches (Cutrara, 2022). I plan to attend nurse education workshops and seminars frequently. These opportunities will enable me to acquire knowledge about modern teaching practices, recently published findings, and current issues in nursing education.

Furthermore, I plan to acquire mentorship with a seasoned nursing educator who will offer a vital understanding of the complexities of the nurse educator profession. It will enable me to benefit from their expertise and establish standard procedures (Rinaldo et al., 2023). At last, I plan to engage in professional nursing groups. This engagement will offer opportunities for interaction, insight from peers, participation in cooperative studies, and contribution to nursing education (Armstrong et al., 2023).

Reflection on Professional Development and Ethical Practice

The continuous evaluation of my competencies is critical to fulfilling my professional growth objectives and adhering to ethical standards. I am satisfied with my existing skills, but there are specific areas for improvement. My approach to bridging theory-to-practice gaps includes continuous education, constant evaluation, and instructional reflection. For continuous learning, I will keep seeking opportunities for learning, such as higher degrees, accreditation, and training. The medical field is constantly evolving; therefore, as a nurse educator, remaining up-to-date is vital to ensure that students are proficient for upcoming roles (Gullick et al., 2019).

Feedback from peers and students is also an essential aspect of my development strategy. Feedback can offer valuable insights into my instructional approaches and assist in finding areas for development. Reflective instruction is another approach I plan to employ to overcome my weaknesses. By analyzing my instructional experiences, I can determine practical approaches. This will allow me to implement the required changes to enhance my instructional effectiveness and student results (Nuuyoma, 2021). Regarding ethical behavior, I am dedicated to compliance with the nursing code of ethics. This fosters a respectful and accepting setting for learning, supporting academic integrity, and recognizing students’ privacy and respect (West, 2020).

Conclusion

The professional growth plan illustrates my attempts to improve my profession as a nurse educator, emphasizing clinical instruction approaches. It highlights the significance of advanced learning and a dedication to ethical behavior. These initiatives will contribute to improving nursing education by enhancing medical care knowledge and patient care.

References

Armstrong, L., Moir, C., & Taylor, P. (2023). Protocol: How, and under what contexts, do academic–practice partnerships collaborate to implement healthcare improvement education into preregistration nursing curriculums: A realist review protocol. British Medical Journal Open13(10). https://doi.org/10.1136%2Fbmjopen-2023-077784

Brown, K. M., Swoboda, S. M., Gilbert, G. E., Horvath, C., & Sullivan, N. (2022). Integrating virtual simulation into nursing education: A roadmap. Clinical Simulation in Nursing72, 21–29. https://doi.org/10.1016/j.ecns.2021.08.002

Busby, K. R., Draucker, C. B., & Reising, D. L. (2022). Exploring mentoring and nurse faculty: An integrative review. Journal of Professional Nursing38, 26-39. https://doi.org/10.1016/j.profnurs.2021.11.006

Buthelezi, N. D., & Shopo, K. D. (2023). Challenges experienced by nurse educators developing postgraduate nursing diploma curriculum programmes, Gauteng. Curationis46(1). https://doi.org/10.4102/curationis.v46i1.2447

Chen, L.-C., Lin, C.-C., Han, C.-Y., & Huang, Y.-L. (2023). Clinical instructors’ perspectives on the assessment of clinical knowledge of undergraduate nursing students: A descriptive phenomenological approach. Healthcare11(13), 1851–1851. https://doi.org/10.3390/healthcare11131851

Cutrara, P. K., Bradley, P., & Baker, C. (2022). Nurse educator certification: Overview and evaluation of the canadian association of schools of nursing program. Quality Advancement in Nursing Education-Avancées en formation infirmière8(4), 6. https://doi.org/10.17483/2368-6669.1356

Gause, G., Mokgaola, I. O., & Rakhudu, M. A. (2022). Technology usage for teaching and learning in nursing education: An integrative review. Curationis45(1). https://doi.org/10.4102/curationis.v45i1.2261

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

Gradellini, C., Gómez-Cantarino, S., Dominguez-Isabel, P., Molina-Gallego, B., Mecugni, D., & Ugarte-Gurrutxaga, M. I. (2021). Cultural competence and cultural sensitivity education in university nursing courses. A scoping review. Frontiers in Psychology12, 682920. https://doi.org/10.3389%2Ffpsyg.2021.682920

Gullick, J., Lin, F., Massey, D., Wilson, L., Greenwood, M., Skylas, K., & Gill, F. J. (2019). Structures, processes and outcomes of specialist critical care nurse education: An integrative review. Australian Critical Care32(4), 331-345. https://doi.org/10.1016/j.aucc.2018.09.007

Koukourikos, K., Tsaloglidou, A., Kourkouta, L., Papathanasiou, I. V., Iliadis, C., Fratzana, A., & Panagiotou, A. (2021). Simulation in clinical nursing education. Acta Informatica Medica29(1), 15. https://doi.org/10.5455%2Faim.2021.29.15-20

Laugaland, K., Aase, I., Ravik, M., Marianne Thorsen Gonzalez, & Akerjordet, K. (2023). Exploring stakeholders’ experiences in co-creation initiatives for clinical nursing education: a qualitative study. BioMed Central Nursing22(1). https://doi.org/10.1186/s12912-023-01582-5

Loura, D., Arriscado, A. E., Kerkstra, A., Nascimento, C., Félix, I., Guerreiro, M. P., & Baixinho, C. (2021). Interprofessional competency frameworks in health to inform curricula development: Integrative review. New Trends in Qualitative Research6, 63-71. https://doi.org/10.36367/ntqr.6.2021.63-71

Nuuyoma, V. (2021). Feedback in clinical settings: Nursing students’ perceptions at the district hospital in the southern part of Namibia. Curationis44(1), 1-12. https://doi.org/10.4102%2Fcurationis.v44i1.2147

Rinaldo, G. J., Baumgardner, R., Tilton, T., & Brailoff, V. (2023). Mentorship respect study: A nurse mentorship program’s impact on transition to practice and decision to remain in nursing for newly graduated nurses. Nurse Leader21(2), 262-267. https://doi.org/10.1016%2Fj.mnl.2022.07.003

Soroush, A., Bahare Andaieshgar, Vahdat, A., & Alireza Khatony. (2021). The characteristics of an effective clinical instructor from the perspective of nursing students: A qualitative descriptive study in Iran. BioMed Central Nursing20(1). https://doi.org/10.1186/s12912-021-00556-9

Su, J. J., Paguio, J. T., Masika, G. M., Wang, M., & Redding, S. R. (2021). Learning compassionate care: Experiences of nursing students. Nurse Education in Practice53, 103092. https://doi.org/10.1016/j.nepr.2021.103092

Walkowska, A., Przymuszała, P., Marciniak-Stępak, P., Nowosadko, M., & Baum, E. (2023). enhancing cross-cultural competence of medical and healthcare students with the use of simulated patients—a systematic review. International Journal of Environmental Research and Public Health20(3), 2505. https://doi.org/10.3390/ijerph20032505

West, E. (2020). Ethics and integrity in nursing research. Handbook of Research Ethics and Scientific Integrity, 1051-1069. https://doi.org/10.1007/978-3-030-16759-2_46

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

Younas, A., & Maddigan, J. (2019). Proposing a policy framework for nursing education for fostering compassion in nursing students: A critical review. Journal of Advanced Nursing75(8), 1621-1636. https://doi.org/10.1111/jan.13946

Yurumezoglu, H. A., & Isbir, G. G. (2020). Do nurse educators use evidence in nursing education? A qualitative study. Journal of Professional Nursing36(3), 158-165. https://doi.org/10.1016/j.profnurs.2019.09.005

Zaccagnini, M., Bussieres, A., Mak, S., Boruff, J., West, A., & Thomas, A. (2023). Scholarly practice in healthcare professions: Findings from a scoping review. Advances in Health Sciences Education28(3), 973-996. https://doi.org/10.1007/s10459-022-10180-0

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