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NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Applying the Tripartite Model

The research, service, and teaching that make up a nurse educator’s job are highlighted in the Tripartite Model, a framework. Furthermore, the importance of addressing these three aspects in the context of a nursing faculty function in a university environment cannot be overstated. The nurse educator must participate in continuing research and academic activities to increase nursing knowledge and evidence-based practice. The Tripartite Model, as a whole, provides nurse educators with a valuable framework for ensuring that they fulfill the requirements of their responsibilities in advancing nursing knowledge, volunteerism, and teaching quality (Dugué et al., 2021).

Description of Nurse Educator Role

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

A clinical nurse educator’s job is to close the knowledge gap between nursing theory and practice. Their primary duty is to promote the learning and development of nursing staff, students, and other healthcare professionals. They operate in several settings, including hospitals, clinics, and educational institutions. Clinical nurse educators are responsible for creating and carrying out educational initiatives such as new hire orientation sessions, continuous training for current employees, and continuing education for nursing professionals. They could also make and execute guidelines for patient safety, quality, and care. Clinical nurse educators may also participate in clinical practice, giving direct patient care and acting as a resource for nursing staff in addition to their duties as educators. They may serve as preceptors or mentors for novice nurses, guiding and supporting them as they build their clinical abilities. Clinical nurse educators must also participate in academic pursuits, including research, writing, and presenting at conferences. These initiatives promote nursing knowledge and keep clinical nurse educators abreast of current trends and best practices in the field. Ultimately, clinical nurse educators must play all three parts to guarantee that nurses are prepared to provide safe, scientifically sound, high-quality patient care. Clinical nurse educators play a crucial role in fostering nurses’ professional growth and the development of the nursing profession, making their job both demanding and gratifying (Coffey & White, 2019).

Example

Clinical nurse educators provide a vital and varied range of duties within the nursing profession. As educators, they create and carry out educational programs and training for nurses, both fresh graduates and seasoned professionals, to advance their clinical expertise. They provide nurses with practical instruction and direction to ensure safe, scientifically sound, and excellent patient care. In addition to teaching clinical nursing, clinical nurse educators serve as coaches, preceptors, and mentors to help nurses advance their careers. Clinical nurse educators regularly engage in committees and professional organizations as service providers to offer the nursing profession, remain current on industry trends, and help the nursing profession advance. To develop the discipline, they conduct research projects, write publications, give conference presentations, and work with other nursing experts (Ross & Silver Dunker, 2019).

Teaching Service and Scholarship Expectations

Clinical nurse educators have particular teaching, service, and educational requirements. Outstanding clinical nurse educators have shown they can live up to these standards and have significantly benefited the nursing profession.

Teaching Expectations

Outstanding clinical nurse educators exhibit their capacity to design and carry out efficient nurse education and training initiatives. For instance, they could develop interactive, engaging instructional modules, establish simulation laboratories to provide nurses with hands-on training, and monitor and evaluate the success of their educational programs. They may also use various teaching techniques to accommodate diverse learning styles, including case studies, group discussions, and role-playing exercises (McPherson et al., 2021).

Service Expectations

Outstanding clinical nurse educators actively participate in committees and professional associations to enhance nursing knowledge, promote the nursing profession, and support the profession’s expansion and advancement. For instance, they could participate in policy-making processes that influence the nursing profession, serve as board members of professional nursing organizations, mentor and encourage other nurses as they advance their careers, and so on. They could also participate in community outreach initiatives to promote nurse knowledge and public health.

Scholarship Expectations

Model clinical nurse educators participate in continuing research and scholarly activities to improve nursing knowledge and evidence-based practice. To develop the discipline, they could, for instance, carry out research projects, write articles for peer-reviewed journals, deliver papers at national and international conferences, and work with other nursing professionals. To keep their teaching and service efforts current and evidence-based, they may also utilize the results of their study to guide such endeavors (Medina et al., 2020).

The Aspect of the Tripartite Model

The Tripartite Model provides a thorough educational program for nurses, including practical instruction, interactive modules, and exams to determine the program’s efficacy. It  Utilizes various teaching techniques such as case studies, group discussions, and role-playing exercises to accommodate varied learning styles. Establish a schedule for ongoing professional development to ensure nurses know about current procedures and recommendations. Actively engage in committees and groups to develop nursing knowledge and the nursing profession. Assist in developing young and seasoned nurses’ careers by acting as a mentor to them. Participate in community engagement initiatives to improve public health and promote nursing as a career.

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Continue your intellectual pursuits and research to further the field of nursing and evidence-based practice. Perform research projects, write publications for peer-reviewed journals, and deliver presentations at conferences worldwide. To develop the nursing profession, work together with other nursing experts. Establishing precise goals and objectives for each component of the tripartite model is crucial, as evaluating progress to carry out this strategy constantly. Use suggestions from coworkers, classmates, and students to hone and enhance the process continually. To increase the system’s effectiveness, look for chances to network and cooperate with other nursing experts. A clinical nurse educator may successfully satisfy the requirements of the tripartite model and significantly advance the nursing profession by putting this strategy into practice, NURS FPX 6103 Assessment 2 Applying the Tripartite Model (Ndukwe & Daniel, 2020).

Implications

It may have detrimental career repercussions when a clinical nurse educator ignores teaching, service, or scholarly obligations. For instance, if teaching standards are not followed, it may harm patients’ results and obstruct prospects for career progression. Lack of service standards may make nurses feel alone and frustrated, which affects their work satisfaction and retention rates. Failing to live up to scholarship standards might restrict nursing knowledge and growth, restricting recognition and professional development prospects. Ultimately, a clinical nurse educator’s career needs to succeed and grow to address each tripartite model component (Harnish & Roster, 2018).

Opportunities for Scholarships

There are many prospects for scholarships as a clinical nurse educator with knowledge of diabetes care. Conducting studies on cutting-edge therapies or best practices for diabetes care is one possible option for a scholarship. These research findings may be submitted for publication in peer-reviewed publications, including Diabetes Care, the Journal of the American Association of Nurse Practitioners, and the Journal of Diabetes Science and Technology. Also, it may improve awareness and recognition within the industry to discuss the study’s findings at conferences like the American Diabetes Association Scientific Sessions or the National Association of Clinical Nurse Specialists Annual Conference. Writing book chapters or textbooks on the treatment of diabetes is another possible route to financial aid. Nurses and other healthcare workers looking to increase their knowledge and proficiency in treating diabetes may use these publications as resources. Potential publishers include Jones & Bartlett Learning, Springer Publishing Company, and Lippincott Williams & Wilkins (Saunders, 2021). There are chances to participate in scholarships via the Internet and social media channels in addition to conventional scholarship programs. Opportunities to share knowledge and interact with a larger audience may be found via writing blog entries, articles for nursing websites or publications, or podcasts relating to nursing. The American Nurse Journal, Nurse.com, and the Nursing Show podcast are possible distribution channels for these publications (Thomas et al., 2019).

Qualifications in Nurse Educator Role

Being able to effect change is essential for clinical nurse educators to ensure that nursing practice is constantly growing and improving. Also, being a change agent involves skills that make leading and executing changes advantageous to patients and healthcare professionals easier. Advanced education and training are among the essential requirements for change agents. A clinical nurse educator may be given a greater awareness of the complex problems that impact nursing practice and the capacity to use evidence-based research to effect change by pursuing a Ph.D. degree or a post-certificate master’s in nursing education. Being a change agent in the clinical nurse educator also requires excellent leadership and communication abilities. A clinical nurse educator must convince others of the need for change, establish trust with key players, and work together with others to make it happen. Being a change agent also requires much clinical knowledge and experience. To find problems and make changes, clinical nurse educators must be comprehensively aware of the clinical setting, patient care procedures, and nursing practice.

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Being a change agent also requires a dedication to lifelong learning. Clinical nurse educators who routinely participate in professional development activities, such as attending conferences, participating in research projects, and keeping up with new developments in nursing practice, are more suited to take the initiative and carry out improvements. Being a change agent also requires flexibility and the ability to adapt. Clinical nurse educators who persevere in facing challenges and keep their eyes on the prize are more suited to promote change (Padilha et al., 2019).

Conclusion

For nurse educators to do their jobs well, particularly in clinical nurse educator positions, the tripartite paradigm of teaching, service, and scholarship is crucial. Improved patient outcomes, better nursing practice, and career progress may all result from the capacity to balance and excel in these three areas successfully. To keep up with the ever-changing needs of the nursing profession, nurse educators must constantly assess their job and work to enhance their knowledge and credentials.

References

Coffey, J. S., & White, B. L. (2019). The clinical nurse educator role: A snapshot in time. The Journal of Continuing Education in Nursing, 50(5), 228–232. https://doi.org/10.3928/00220124-20190416-09 

Dugué, M., Sirost, O., & Dosseville, F. (2021). A literature review of emotional intelligence and nursing education. Nurse Education in Practice, 54(54), 103124. https://doi.org/10.1016/j.nepr.2021.103124 

Harnish, R. J., & Roster, C. A. (2018). The tripartite model of aberrant purchasing: A theory to explain the maladaptive pursuit of consumption. Psychology & Marketing. https://doi.org/10.1002/mar.21159 

McPherson, S., Reese, C., Van Schyndel, J., & Wendler, M. C. (2021). Educational requirements and support for nursing faculty development and career advancement: A nationwide delphi study. Nursing Education Perspectives, 42(2), 69–73. https://doi.org/10.1097/01.nep.0000000000000784 

Medina, M. S., Melchert, R. B., & Stowe, C. D. (2020). Fulfilling the tripartite mission during a pandemic. American Journal of Pharmaceutical Education, 84(6). https://doi.org/10.5688/ajpe8156 

Ndukwe, I. G., & Daniel, B. K. (2020). Teaching analytics, value and tools for teacher data literacy: a systematic and tripartite approach. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00201-6 

Padilha, J. M., Machado, P. P., Ribeiro, A., Ramos, J., & Costa, P. (2019). Clinical virtual simulation in nursing education: Randomized controlled trial. Journal of Medical Internet Research, 21(3), e11529. https://doi.org/10.2196/11529 

Ross, J. G., & Silver Dunker, K. (2019). New clinical nurse faculty orientation. Nursing Education Perspectives, 40(4), 210–215. https://doi.org/10.1097/01.nep.0000000000000470 

Saunders, M. M. (2021). Informing and supporting the new clinical nurse specialist prescriber. AACN Advanced Critical Care, 32(4), 404–412. https://doi.org/10.4037/aacnacc2021869 

Thomas, C. M., Bantz, D. L., & McIntosh, C. E. (2019). Nurse faculty burnout and strategies to avoid it. Teaching and Learning in Nursing, 14(2), 111–116. https://doi.org/10.1016/j.teln.2018.12.005 

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