...

NURS FPX 6103 Assessment 4

NURS FPX 6103 Assessment 4

NURS FPX 6103 Assessment 4

Creating a Professional Development Plan

A chart for designing a career path, a Professional Development Plan or PDP, is devised to help people learn about and fulfill their career plans. PDPs assist a person in understanding their abilities and issues with plans, achieving realistic goals, and finding ways of achieving these objectives. You may do this to gain knowledge, information, and skills for career progression and success.

It can only be assumed that even in conditions of a lack of success or problems, people can stay motivated and focused on the task, and indeed, the PDP can help with this. The professional development plan is daunting for someone committed to professional growth and aims to achieve their professional goals. This research established that nurse educators are influential in designing and implementing nurse training interventions.

They presume sources of direction, counsel, and sustenance to facilitate this continuous improvement of their organization’s knowledge, skills, and competencies in providing superior patient care (Yurtseven Avci et al., 2019).

Area of Focus

Curriculum development is a significant area of focus for nuclear educators in particular. Nurse educators are responsible for ensuring that their students get the proper knowledge, skills, and attitudes that fit the job requirements in health facilities, particularly in the emergency department. Building a culture for appraisal and handling pertinent emergency and critical disorders and encouraging adequate communication and team-operative faculty is another direction that nurse educators in the emergency department might focus on.

Students and learners may benefit from this program since it will give them the knowledge and skills to work in a stressful environment and attend to severely ill and injured patients. This includes identifying appropriate strategies and approaches to use in teaching, determining the course content, and developing proper tools and tests that should be given to the learners at the right time.

T.e are other essential skills that nurse educators should also possess, which include elf-direction  this is necessary since the work of nurse educators is self-directed for their students to benefit from their knowledge and skills; they have to take charge of the course to achieve the intended goals and objectives effectively. Maintaining positive interpersonal communication- students, coworkers, and stakeholders should be informed of every change and development for the course to run smoothly. It should also allow polls and adjust the content of the emergency department as needed (Gazza, 2018).

Professional Goals

Each teaching and learning philosophy I hold is relevant to my job description as a nurse educator. The education process should concern students, implying that all learners’ needs, skills, and weaknesses should be considered when constructing the framework.

Therefore, I aim to foster an environment of argumentation that engages students in problem-solving, generating novel solutions, and collaboration while offering the requisite knowledge and skills pertinent to real-world employment (Linton et al., 2019).

To achieve this objective, I plan to continue enhancing my educator skills in curriculum and instruction, instruction and assessment, and evaluation and assessment. I will attend conferences and workshops to identify the most recent trends and best practices in nursing education. I will also participate in online courses and knowledge-sharing sessions with my working partners (Aimers, 2019).

I also want to incorporate technology in the teaching approaches applied to the learner to enhance achievement. In this case, the instructional approach focuses on employing IT tools such as interactive multimedia and digital simulations, among others, to ensure that my pupils are placed at the center of the learning environment.

The following are my professional aims and goals. MentorTim three: Promoting lifelong learning among the pupils is essential. Additionally, as nursing is a constantly evolving field, nurses are expected to gain knowledge of newer methods, tools, and techniques available in the industry.

For this, I would like to create an environment where my students can engage, collaborate in their projects, and build further in their professions (Ghasemi et al., 2020).

Connections to Recent Developments

Recent advancements in Curriculum Development have portrayed having a student-centered, modular, and negotiable curriculum as crucial. Technological resources are required to teach nursing students. Education must fit the needs of every Nursing student when they are teaching. Therefore, it will be logical to conclude that this trend to improve individualistic learning approaches complements my philosophy.

I also appreciate the opportunities for to effectively insert technological tools to enhance the education process and bring more vivid and exciting lessons. The subject has also advanced recently to realize that curriculum review and evaluation are ongoing processes that cannot be addressed but should be continuously studied to improve it more effectively and according to the new demands and trends in the healthcare business.

These advancements complement my goals as a nurse educator, which entail creating an effective learning environment, especially vis-à-vis the needs of my students and the healthcare profession. This entails establishing an efficient, effective, and relevant curriculum that will help me educate my students and help implement these new advances into the teaching approach (Oviawe, 2020).

Influence of Different Forces

Numerous social factors, economic demands, political systems, and institutional requirements influence nurse educators’ tasks regarding curriculum development and practice. Societal factors, including demographics and culture, must be considered to model and tailor nursing education programs. For example, one sector is struggling to recruit nurses with gerontological knowledge for the aging population, meaning that modifications to the nursing course curriculum are required to meet this demand.

There could be changes in aspects such as how financing for nursing education is made and reimbursement for nursing. Moreover, if healthcare costs rise, there may be a need to decrease the length of nursing courses or stress the cheapest ways to deliver care. This may make it difficult for nurse educators to meet the mandate of offering adequate teachings while responding to the peculiarity of the current sector in the nursing practice (Li et al., 2021).

Other practical obstacles that may inherently affect the curriculum through nurse educators’ engagement include political factors ranging from healthcare policy and legislation changes. In the autonomy model, it is also important to note that nurse educators may have to change the nursing curriculum to align with new requirements, for example, alteration to accreditation points or licenses (Campbell & Shore-Sheppard, 2020).

Organizational characteristics such as corporate culture and leadership might independently determine the nurse educator’s participation level in designing or developing curricula. For example, the institution’s culture that allows for innovation and continuous improvement may motivate nurse educators to look for new ways and teaching tools in their curriculum (Cummings et al., 2020).

As a nurse educator in developing curricula, I understand these dynamics and how they might apply. The emergency department-specific curriculum designed by nurse educators attempts to provide the learners and students with the required knowledge in assessing and managing acute and life-threatening ailments, together with suitable interpersonal skills in teamwork and communication to provide appropriate care in the calamity-prone and fast-paced emergency setting.

Assumptions and Biases

This implies that for interpersonal communication and learning to occur, one must be conscious of biases. To a respondent reading this essay, the following creeds apply: I understand how being a nurse educator will involve interactions with the students and the way what I believe holds influence over how I will be able to deliver my knowledge to the students.

I am aware of my limitations and take time to self-observe and self-assess to minimize the impact of bias and assumptions in my practice. I always ensure I ask my students and my peers, and apart from that, I allow constructive criticism. Furthermore, I immerse myself in different perspectives and understanding to increase my knowledge and concern for others in my personal life and teaching practices. My objective is to improve the effectiveness of my lessons for my students in the classroom and continue working on strengthening my skills as a nurse educator (Gazza, 2018).

Scholarship Plan and Standard Competencies

Since I teach nursing students, I actively participate in developing a scholarship strategy. My scholarship plan reflects expectations and the skills valued in most professions in the contemporary world. It also discusses how it will benefit the nurse educator’s position on the scholarship.

In the first place, in terms of the scholarly approach, it is pertinent to maintain bibliographical updates of the newest innovations, developments, and technology/education breakthroughs. When preparing courses and lessons, I pay special attention to nursing students’ competencies that can serve as a basis for their employment in the emergency department.

It will involve further studies and CPD, including active interaction with online forums and discussion groups, literature from different scientific sources, conferences, seminars, and participation in these activities (Mejia & Kajikawa, 2020).

Secondly, per my scholarly plan, I would generalize the evidence-based teaching strategies into teaching and learning and disseminate this knowledge to my learning community. This will include engaging in reflective practice and regularly reviewing and updating the teaching-learning process with teachers and healthcare professionals to develop innovative educational approaches (Labrague et al., 2019).

Lastly, in the scholarship area of the attached strategy, I will engage in academic activities that promote nursing. This may involve contributing to research articles, delivering papers at scholarly conferences, and participating in committees and organizations.

To ground my scholarly plan in expectations and abilities broadly defined as professional, I will secure my plan with a list from the National League for Nursing titled “Nurse Educator Core Competencies” (D’Antonio & Lewenson, 2019).

These competencies include Supporting learning, course and assessment, scholarship/Professional, and development learning. With these skills, I will develop an appropriate scholarship plan that can convince the recruiter that I will not only uphold the nurse educator position with passion but also work towards enhancing nursing.

NURS FPX 6103 Assessment 4

Development of a Leadership Role

In light of this research study, the following conclusions can be drawn: Since the status of nursing education programs suggests that they are inefficient and not up-to-date, it is about time that nurse educators stepped up to the plate and assumed the responsibility of developing and creating the curriculum.

Leadership in this area involves working with other educators, UI administrators, and other stakeholders to assess areas of concern and develop solutions, implement change, and introduce different instructional techniques.

Regarding skills and knowledge, apart from general business knowledge, communication, and collaboration, I will need to be in the leading position of designing and implementing curricula. They may involve, for instance, pursuing further education in nursing, participating in committees and organizations, and growing a network of nurses and other healthcare givers.

I will also have to continually learn and be in touch with the latest ideas and technological enhancements related to nursing education, as well as be able to bear in mind changes that are likely to occur in the future in the healthcare sector. This will require the subsequent investigation of the contents, CPE, and the willingness to adjust curricular and instructional models based on students’ needs.

I must have strong communication and collaboration skills to manage successful curriculum development. Such a process must develop relationships with other teachers, principals, and interested parties and value the importance and opportunities of new educational approaches and programs. I have considered what others cannot stop saying about me and how they have tried to advise and apply this to my work.

Finally, this paper expostulates that working as a nurse educator who is majorly or partly involved with the leadership role in curriculum development requires an array of knowledge, competencies, attitudes, and the pursuit of academic and professional growth. I can do this to contribute to nursing education and the nursing profession and ensure that I manifest these characteristics (Männistö et al., 2019).

Multiple Ways of Development

For any nurse educator performing the task of a professional, it is necessary to explore and utilize various opportunities for growth to progress and enhance my knowledge and skill base systematically. One of the more traditional ways is through attaining higher education, for instance, earning a master’s degree or mastering a certificate program in nursing education. In addition to options for communication and cooperation with other educators and healthcare practitioners, this route provides planned and systematic learning experiences.

Another way of promotion is through conventions and associations for the professionals. Such groups and occasions open an opportunity to communicate with other industry members while discussing new tendencies and novelties of nursing education.

Furthermore, they serve as the ways to disseminate the ideas and findings, as well as other standards that may recognized in the field and could increase one’s visibility and credibility in the respective sector. Self-directed learning is another avenue of learning that is also available. This may entail reviewing journals and other scholarly works, joining forums and discussion groups, and consulting with supervisors or other workers. Self-directed learning is convenient and personal and can even be customized to a certain extent, considering specific needs or certifications (Hoeve et al., 2019).

Furthermore, a road to growth entails engagement in practice-based learning while being assessed and reflecting on it. This includes evaluating the effectiveness of teaching strategies and methods, consulting with students and employees, and interpreting a personal preferences/professional development survey.

Promoting practice-based learning helps nurse educators sustain the current standards and knowledge and the effectiveness and currency of the educational approaches used. Thus, there are several possible courses of growth for nurse educators to expand their knowledge and skills and remain pertinent as professionals in the consistently advancing healthcare field (Kaihlanen et al., 2019).

Specific Plans Based on Nurse Educator Competencies

As Siegel (2010) observed, professional growth goals are most effective when they establish specific objectives for acquiring additional education as a nurse educator or achieving certifications or training that can enhance my skills and effectiveness.

This means, for instance, evaluating oneself based on the current competencies one possesses and equally determining more areas of development. For the above reasons, additional education/training would benefit some areas more. Instructional design is one since it will enhance my ability to design educative aids and programs for students.

To rectify this, I wish to enroll in an instructional design certificate program to equip myself with the knowledge and skills to design compelling learning experiences and thus meet the intended target, as Rim and Shin (2020) have noted.

Technological advances in education are another way through which professionals may undergo professional development. Nurse educators must be aware of the latest instruments and resources profiting faculty development in teaching and learning as the application of technology grows. In response, I plan to conduct technical technology seminars and training and investigate internet resources that might be used in my classroom (Dolighan & Owen, 2021).

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

I also want to pursue the LVN and the CNE to teach nursing students. This credential will establish my master’s in curriculum design and development, teaching, and assessment (Basley et al., 2021). NLN has outlined competencies required of nurse educators, and this framework is used to implement each of the competencies based on the particular level of nursing.

Through this accreditation, the recognition and exposure in the community, primarily as a nurse educator, can result in employment opportunities in healthcare facilities or faculties (D’Antonio & Lewenson, 2019).

Lastly, it is necessary to highlight that setting achievable goals for the professional growth of nurse educators in consideration of their current strengths is instrumental in retaining contemporary approaches to the profession and cultivating successful nursing education careers.

By understanding my strengths, weaknesses, opportunities, and threats and getting more education, certification, and training, I may enhance my competencies and knowledge base and contribute to advancing nursing education and the nursing discipline.

Assessment of Nurse Educator Abilities

In this regard, I need to assess my competencies as a nurse educator in meeting goals, personal development, and ethical conduct. I evaluate my performance often and seek feedback from my colleagues/ students that I am fit to meet the challenges of the post.

I have my professional growth plan to achieve the set objectives and monitor my performance occasionally. This includes evaluating the strategies and material in my instructions, consulting with the students, and identifying other factors that might require change.

For this reason, I also ensure that I am in touch with current research and innovation in the field of nursing education so that my students have the best learning opportunities. To progress professionally, I search for chances for professional emanation recurrently. This includes attending a conference, gaining more knowledge or certification, and doing additional personal assignments.

To advance my skills and dexterity as a nurse educator, I also seek opportunities to collaborate with my counterparts and affiliate with professional organizations (D’Antonio & Lewenson, 2019).

I shall ensure I attain the maximum level of ethical practices and professionalism. This includes maintaining the privacy and confidentiality of all persons, ensuring all learners feel safe, and adhering to the moral standards set down by specific bodies such as the National League for Nursing (NLN) and the American Nurses Association (ANA) (Thornton, 2019).

Thus, to provide instruction of the highest quality and contribute to the development of the nursing profession, I have to determine my ability to meet the objectives, attain personal and professional development goals, and adhere to codes of ethics. In this case, I can still enhance and gain more interactions with the students and produce the best learning opportunities for them by evaluating my practices and seeking prospects.

Addressing the Gaps

The self-assessment of my skill set as a nurse educator has revealed many aspects in which I need more knowledge or ability. In turn, for professional growth and to increase my performance in these areas, the following strategy has been developed to fill the abovementioned gaps.

To solve this, I shall attend seminars and training in educational technology and research tools that might be used in teaching and may be included in class. I will also join other experts to learn from them (Collard et al., 2020).

Moreover, I will research the recent literature on effective teaching strategies while implementing the findings into curricula and instruction (Weeks et al., 2019).   As for planning how to close these gaps, it is to look forward to professional development, collaborate with more experienced professionals, and implement the current research findings and the best practices into practice.

That is why, every day, I am trying to gain new knowledge, work on myself, and improve my performance in these areas to offer my students the best and contribute to the constant expansion of the nursing field (Weeks et al., 2019).

Conclusion

The self-assessment of my skill set as a nurse educator has revealed many aspects in which I need more knowledge or ability. In turn, for professional growth and to increase my performance in these areas, the following strategy has been developed to fill the abovementioned gaps. To solve this, I shall attend seminars and training in educational technology and research tools that might be used in teaching and may be included in class. I will also join with other experts in this area and can learn from them (Collard et al., 2020).

Moreover, I will research the recent literature on effective teaching strategies while implementing the findings into curricula and instruction (Weeks et al., 2019).  As for planning how to close these gaps, it is to look forward to professional development, collaborate with more experienced professionals, and implement the current research findings and the best practices into practice. That is why every day, I am trying to gain new knowledge, work on myself, and improve my performance in these areas to give my students the best and contribute to the constant expansion of the nursing field (Weeks et al., 2019).

A nurse educator should have a professional professional with the following components: including goals and objectives of the particular specialization, the weaknesses and opportunities of the nurse educator, and how the gaps in knowledge and skills will be met. Therefore, there is a need to update and enrich the knowledge obtained during the nursing education program, search for development opportunities, and act ethically.

Thus, nurse educators could offer their students the enhancement of educational experiences and enhance nursing, resulting in increased personal satisfaction and advancement in the nursing profession. Nurse educators can continually improve their performance and positively impact the lives of the students and the nursing profession through self-assessment, objective setting, and continuing professional development.

If you need complete information about class 6618, click below to view a related sample:
NURS FPX 6618 Assessment 3

References

Basley, S. A., Erickson-Owens, D., McGrane, C., Palmer, M., Cloud, M. E., & Dugas, J. R. (2021). Passing the certified nurse educator exam. Nursing Education Perspectives, Publish Ahead of Print.

https://doi.org/10.1097/01.nep.0000000000000799

Brown Tyo, M., & McCurry, M. K. (2019). An integrative review of clinical reasoning teaching strategies and outcome evaluation in nursing education. Nursing Education Perspectives, 40(1), 11–17.

https://doi.org/10.1097/01.nep.0000000000000375

Campbell, A. L., & Shore-Sheppard, L. (2020). The Affordable Care Act’s social, political, and economic effects: Introduction to the issue. RSF: The Russell Sage Foundation Journal of the Social Sciences, 6(2), 1–40.

https://doi.org/10.7758/rsf.2020.6.2.01

Collard, S. S., Scammell, J., & Tee, S. (2020). Closing the gap on nurse retention: A scoping review of implications for undergraduate education. Nurse Education Today, 84(84).

https://doi.org/10.1016/j.nedt.2019.104253

Cummings, G. G., Lee, S., Tate, K., Penconek, T., Micaroni, S. P. M., Paananen, T., & Chatterjee, G. E. (2020). The essentials of nursing leadership: A systematic review of factors and educational interventions influencing nursing leadership. International Journal of Nursing Studies, 115.

https://doi.org/10.1016/j.ijnurstu.2020.103842

D’Antonio, P., & Lewenson, S. B. (2019). National League for Nursing Archive preservation project. Nursing Education Perspectives, 40(2), 129.

https://doi.org/10.1097/01.nep.0000000000000481

Dolighan, T., & Owen, M. (2021). Teacher efficacy for online teaching during the COVID-19 pandemic. Brock Education Journal, 30(1), 95.

https://doi.org/10.26522/brocked.v30i1.851

Gazza, E. A. (2018). Alleviating the nurse faculty shortage: Designating and preparing the academic nurse educator as an advanced practice registered nurse. Nursing Forum, 54(2), 144–148.

https://doi.org/10.1111/nuf.12307

Ghasemi, M. R., Monaghan, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: A narrative review. Korean Journal of Medical Education, 32(2), 103–117.

https://doi.org/10.3946/kjme.2020.159

Hoeve, Y., Brouwer, J., & Kunnen, S. (2019). Turnover prevention: The direct and indirect association between organizational job stressors, negative emotions and professional commitment in novice nurses. Journal of Advanced Nursing, 76(3), 836–845.

https://doi.org/10.1111/jan.14281

Kaihlanen, A.-M., Hietapakka, L., & Heponiemi, T. (2019). Increasing cultural awareness: Qualitative study of nurses’ perceptions about cultural competence training. BMC Nursing, 18(1), 1–9.

https://doi.org/10.1186/s12912-019-0363-x

Labrague, L. J., McEnroe-Pettite, D., Tsaras, K., D’Souza, M. S., Fronda, D. C., Mirafuentes, E. C., Yahyei, A. A., & Graham, M. M. (2019). Predictors of evidence-based practice knowledge, skills, and attitudes among nursing students. Nursing Forum, 54(2), 238–245.

https://doi.org/10.1111/nuf.12323

Li, W., Gillies, R., He, M., Wu, C., Liu, S., Gong, Z., & Sun, H. (2021). Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: Perspectives from international students from low- and middle-income countries and their teaching staff. Human Resources for Health, 19(1).

https://doi.org/10.1186/s12960-021-00609-9

Linton, M., Knecht, L., Dabney, B., & Koonmen, J. (2019). Student-centered curricular revisions to facilitate the transition from an associate degree in nursing to a bachelor of science in nursing education. Teaching and Learning in Nursing, 14(4), 279–282.

https://doi.org/10.1016/j.teln.2019.06.008

Männistö, M., Mikkonen, K., Kuivila, H., Virtanen, M., Kyngäs, H., & Kääriäinen, M. (2019). Digital collaborative learning in nursing education: A systematic review. Scandinavian Journal of Caring Sciences, 34(2), 280–292.

https://doi.org/10.1111/scs.12743

Mejia, C., & Kajikawa, Y. (2020). Emerging topics in energy storage based on a large-scale analysis of academic articles and patents. Applied Energy, 263.

https://doi.org/10.1016/j.apenergy.2020.114625

Oviawe, J. I. (2020). Technical education lecturers’ knowledge of students’ engagement in the application of interactive instructional strategies. Journal of Technology and Humanities, 1(1), 1–10.

https://doi.org/10.53797/jthkkss.v1i1.1.2020

Rim, D., & Shin, H. (2020). Effective instructional design template for virtual simulations in nursing education. Nurse Education Today.

https://doi.org/10.1016/j.nedt.2020.104624

Thornton, L. (2019). A brief history and overview of holistic nursing. Integrative Medicine: A Clinician’s Journal, 18(4), 32–33.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7219452/

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 reconceptualizing the theory-practice gap. Nurse Education in Practice, 37(37), 29–38.

https://doi.org/10.1016/j.nepr.2019.04.010

Yurtseven Avci, Z., O’Dwyer, L. M., & Lawson, J. (2019). Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2).

https://doi.org/10.1111/jcal.12394

Please Fill The Following to Resume Reading

    Please Enter Active Contact Information For OTP

    Verification is required to prevent automated bots.
    Please Fill The Following to Resume Reading

      Please Enter Active Contact Information For OTP

      Verification is required to prevent automated bots.
      Scroll to Top
      Seraphinite AcceleratorOptimized by Seraphinite Accelerator
      Turns on site high speed to be attractive for people and search engines.