NURS FPX 6100 Assessment 3 Scholarship and Philosophy of Teaching and Classroom Management

NURS FPX 6100 Assessment 3

Scholarship and Philosophy of Teaching and Classroom Management

Student name

Capella University

NURS-FPX6100 The Role of Nurse Educators

Professor Name

Submission Date

Scholarship and Philosophy of Teaching and Classroom Management

A successful nursing education involves the combination of scholarly inquiry and evidence-based teaching philosophies and classroom management approaches. Modern teachers have to juggle the conventional teaching strategies against emerging technologies and participatory learning strategies to suit the needs of various learners (Asmayawati et al., 2024). Evidence-based practices influence curriculum, assessment plans, and methods to engage learners in critical thinking and clinical competency. Effective classroom management is to provide inclusive classrooms that can help a professional to develop without sacrificing academic rigor. The key idea behind the assessment is to analyze the knowledge about the topical historical processes in relation to particular fields of interest and interest in nursing education.

Historical Foundations of Clinical Nurse Education

Some of the milestones in nursing education history that have essentially influenced the modern education of nursing include the focus of Florence Nightingale on evidence-based practice, the introduction of university-based nursing programs, as well as the formulation of national licensing examinations (Turkowski and Turkowski, 2024). The shift of the diploma programs in hospitals to collegiate education promoted the status of nursing and made it more academic. Large-scale healthcare crises such as pandemics and wars proved that highly educated and competent nurses were urgently needed to adjust to the complex clinical setting (Godoy et al., 2024). The development of these simulation technologies and competency-based education models came as a result of the lessons learned during these periods of transformation. The quality of education and the safety of people in the community were guaranteed by the development of accreditation standards and regulatory frameworks (Frank et al., 2020). All these historical roots have an impact on modern nursing curricula, instructional practices, and professional growth practices.

• Best Practices Resulting from Historical Relationships

Curriculum development has become an evidence-based approach to nursing education that unites the results of research with the requirements of clinical practice. The competency-based assessment tools enable graduates to have the necessary skills before joining the professional practice settings (Chimea et al., 2020). In learning, simulation offers safe possibilities to acquire skills and build acumen of critical thinking without jeopardizing patient safety (Elendu et al., 2024). Interprofessional learning models promote the skills of collaborative practice needed in the current healthcare delivery systems. The implementation of continuous quality improvement within the educational programs is a reflection of the lessons learned regarding the challenges of the past and changes in the regulations. The frameworks of lifelong learning equip nurses to continue in their professional growth and development and adjust to new healthcare practices and emerging population demands.

Alignment of Nurse Educator Competencies to Clinical Nurse Educator Focus

The nurse educator competencies of the National League for Nursing are directly linked to the Clinical Nurse Educator position, in particular, the promotion of learning and curriculum development in hospital-based educational institutions. The first competency, which is facilitating learning, is necessary to create interactive simulation situations and competency-based tests that improve critical care nursing competencies (University of Alaska, 2020). Competency II, which allows learners to develop and socialize, enables mentoring new graduates and helping them develop a sense of professional identity in the high-acuity settings. Competency III is the ability to apply assessment and evaluation strategies to facilitate successful measurement of clinical competencies and critical care practice-specific learning outcomes (Keating et al., 2021). The ability to be involved in curriculum development and program outcomes evaluation enables the creation of education programs based on evidence and depending on the requirements of a unit with Competency IV (Keating et al., 2021). Competency V, as a change agent and leader, helps implement the best practices and quality improvement initiatives in clinical environments (University of Alaska, 2020). Competency VI, seeking unremitting quality improvement, will guarantee further improvement and assessment of educational programs. Competency VII, scholar involvement, encourages the dissemination of research and improvement of evidence-based practice (University of Alaska, 2020). The competencies that are put together help to support the tripartite model in combination with the special aspects of nursing education settings in hospitals.

Analysis of Tripartite Roles in the Clinical Nurse Educator Position

The excellence model in the Clinical Nurse Educator position in a hospital is based on the tripartite model of teaching, scholarship, and service. Educating involves designing and providing evidence-based teaching programs, supervising staff nurses, and promoting competency-based teaching experiences that can improve patient care outcomes. Scholarship entails unit-based research, evidence-based practice initiative, and sharing of the findings in professional publications and presentations (Mohamed et al., 2024). Service involves involvement in hospital committees, policy formulation, quality improvement projects, and community health education programs. The three areas are interdependent and reinforcing with each other, forming a holistic approach to professional nursing education. Teaching, scholarship, and service are integrated to ensure that educators are up to date with the best practices and also to provide value in organizational progress (Nouri, 2023). This is a rational balance, which stimulates further professional development along with the general positive contribution to nursing practice and patient safety outcomes.

• Meeting Tripartite Role Expectations Through Diverse Professional Activities

The expectations will be met by creating simulation-based training programs, providing new employee orientations, and initiating competency validation processes, which will provide a transition between theory and clinical practice. The fulfillment of scholarship needs is achieved through the implementation of research on educational outcomes of quality improvement, its publication in peer-reviewed journals, and presentation during national conferences (DeVoe et al., 2022). Shared governance committee work, leadership in policy development, and organization of health education programs for the vulnerable groups in the community are examples of service obligations. Clinical opportunities leave an opportunity of becoming a mentor to bedside nurses, developing unit-based learning protocols, and changing according to the evidence-based practice (Halton et al., 2024). Academic collaboration helps cooperate with nursing schools, which enables offering preceptorship and inviting guest lecturers. Examples of the professional development activities include specialty certification, advanced degree programs, and membership in professional organizations. Any such diverse activities indicate the will to succeed in all spheres of the three domains of the tripartite model.

Evidence-Based Classroom Management Strategies for Diverse Learners

Among the evidence-based concepts of classroom management, there are also associated with clear learning objectives, active learning, and technology-enhanced methods of interaction and knowledge acquisition. The key parts of an effective learner management process are conducting the pre-assessment to identify the learning needs, providing timely feedback, and offering flexible work regarding the individual learning styles and preferences (Ghani et al., 2021). Research demonstrates that virtual training based on simulation, case-based discussion, and teamwork with peers exerts a significant impact on critical thinking and clinical decision-making skills of nursing students (Koukourikos et al., 2021). Good communication, inclusive teaching and learning activities, and professional growth through respectful and inclusive practices are the positive classroom supportive stems that are required to achieve the best learning results and professional development (Acosta and Ellis, 2024). The constant feedback of the learners on the effectiveness of teaching and evaluation of the results thereof will guarantee steadfast enhancement of the way teaching delivery methods are.

• Conflicting Evidence and Alternative Perspectives

Even though active learning styles are effective, the results of the research also indicate that approaches such as lectures/lecture-based strategies could also be effective in acquiring the foundational knowledge, in particular, in information-abundant sciences, e.g., pharmacology and pathophysiology. Conflicting accounts suggest that excessive application of technology to the learning process may lead to cognitive overload and distractors of learning goals Juárez et al., 2023). According to other schools of thought, standardized methods may not be appropriate for the preferences of individuals in the learning process. Other teachers support hybrid approaches whereby innovative strategies are combined with well-known traditional ones (Saitoh et al., 2024). Diversities in culture and generation between learners might demand different teaching strategies and not a universal evidence-based teaching strategy.

Personal Nurse Educator Philosophy Statement

The philosophy as a Clinical Nurse Educator focuses on the nurturing of excellence by means of evidence-based practice, caring, and life-long learning in the critical care setting. Teaching entails the development of transformational learning activities that can connect theory with practice in a clinical setting to enable nurses to provide safe and competent care to patients (Asmayawati et al., 2024). Responsibility in scholarship entails carrying out significant research that enhances education and practice activities in nursing as he or she share their findings to add to the body of knowledge in the nursing field. Service involves the active engagement in organization development, policy formulation, and community health programs that can promote positive healthcare outcomes (Khatri et al., 2024). This combined strategy guarantees the ongoing professional development and positively influences patient safety, staff development, and organizational excellence in terms of collaborative evidence-based learning practices.

• Evaluation of Position Competencies for Tripartite Roles

The National League of Nursing competencies can be considered highly relevant to the tripartite model, and they directly respond to the teaching efficacy, scholarly inquiry, and service leadership needs (University of Alaska, 2020). The currency is ensured by frequent revisions of competencies when updating the knowledge base of the nursing education in accordance with the changing healthcare technologies, evidence-based practices, and regulatory requirements. There is enough sufficiency in most of the areas, especially in supporting learning and curriculum development, which highly favors teaching and scholastic expectations. Nonetheless, the competencies of the service might be improved by placing more focus on community involvement and interprofessional collaboration, which will enable the full catering to the modern healthcare delivery models (Alderwick et al., 2021). The competencies are effective in offering a holistic framework of clinical nurse educator role development and professional growth in hospital-based educational environments.

Conclusion

A Clinical Nurse Educator job is a crucial job that combines the historical education basics of nursing and the modern evidence-based practice. When applied through the three-fold model of teaching, scholarship, and service, educators make a substantial contribution to the process of professional growth, patient outcomes, and organizational excellence. The competencies of the National League of Nursing offer an overall guide to achieve success, and the evidence-based classroom management strategies allow for achieving successful learning experiences. It is a complex method that encourages constant improvement, professional development, and nursing education progress in dynamic healthcare settings.

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