NURS FPX 6103 Assessment 2 Applying the Tripartite Model

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Applying the Tripartite Model

In the following writing, the Tripartite Model is identified as the framework that recognizes the research, service, and teaching that are involved in a nurse educator’s occupation. Additionally, it is crucial to indicate that all these three aspects should be considered in relation to the nursing faculty function in the context of a university environment. NURS FPX 6103 Assessment 2 Educators must continue being involved in research and other academic activities to advance the degree of knowledge in nursing and practice. In totality, the application of the Tripartite Model gives nurse educators the much-needed guidelines for fulfilling the specifications of their mandate in the enhancement of the body of knowledge in nursing, volunteerism, and quality education (Dugué et al., 2021).

Description of Nurse Educator Role

 The role of a clinical nurse educator is to make up for the existing knowledge deficits that learners have in the relationship between theory and practice. The primary function is the education of nursing personnel, students, and other healthcare workers. They are practiced in various facilities such as hospitals, clinics, and schools. Another requirement of clinical nurse educators is to formulate and implement educational programs that are developed through setting up new-employee orientation, training of current staff, and professionalism and education of nurses. They could also develop and implement policies concerning patients’ safety, quality, and the necessary care. NURS FPX 6103 Assessment 2 FNCEs may also practice clinically assisting with nursing care while at the same time performing educators’ responsibilities. They may work directly with new nurses in terms of acting as their preceptors so they can help them in developing their clinical experience. Clinical nurse educators must also engage in scholarly work as defined by formal teaching, research, writing, conference presentations, etc. These initiatives enhance the knowledge of nursing and ensure that clinical nurse educators are conversant with current trends in the markets. Nonetheless, clinical nurse educators need to be part of all three actors to ensure that nurses are equipped for the discharge of safe, evidence-informed, and healthy patient care.

Example

Being educators, they also formulate and implement academics and molding of nurses who are newly graduating and experienced in the clinical specialization. They offer guidance and directions to the nurses in their practice, focusing on safe, evidence-based, and quality patient care. Besides passing knowledge in clinical nursing, clinical nurse educators are trainers, supervisors, and guides in the career development of nurses. Clinical nurse educators are always involved in committees and professional organizations to serve the public, offering the nursing profession constant updates on market trends and contributing to the development of the nursing profession. In the case of developing the discipline, they engage in research work, write papers, and present papers at conferences involving other nursing professionals (Ross & Silver Dunker, 2019).

Teaching Service and Scholarship Expectations

 Clinical nurse educators have special duties regarding teaching, services, and education. Effective clinical nurse educators have proven that they can meet these qualities and thus serve the nursing profession immensely.

NURS FPX 6103 Assessment 2  Teaching Expectations

 Clinical nurse educators are able to demonstrate their capability in planning and implementing exceptional nurse education and training endeavors. For instance, they could design technology-enriched, fun, and informative teaching modules, set up simulation facilities where nurses can be trained on real-life cases, and undertake effective assessments of their teaching activities. They may also apply different teaching methods that would compromise on the learning model, some of which include cases, discussion, and skills exercises such as role-play (McPherson et al., 2021).

To conclude, clinical nurse educators offer a range of essential services as nurse practitioners in the professional field. Unfortunately, unlike the American model, they, as educators, design and implement continuing and specialized education for the nurses, new and experienced, to strengthen their clinical data. It directs and teaches the nurses in ways that offer safe, scientifically proven, and high-quality patient care. Clinical nurse educators are also clinically responsible for teaching illness-specific clinical nursing, coaching, being preceptors, and providing guidance to assist nurses wishing to progress further. NURS FPX 6103 Assessment 2 CNES are often involved in committees and associations as service providers to the nursing profession in a practice setting, act as an update or keep up-to-date with the advanced practice developments, and work for the improvement of the nursing profession. They research the growth of the discipline, write articles and publish them, prepare papers to present at conferences and collaborate with other nursing professionals (Ross and Silver Dunker, 2019).

 Based on the present study, it is noted that clinical nurse educators have specific teaching, service, and educational responsibilities. The best clinical nurse educators have proved that they are capable of meeting such standards and have equally served the nursing profession a significant cause.

Teaching Expectations  

NURS FPX 6103 Assessment 2 Effective clinical nurse educators showcase that they are capable of designing and implementing the best nurse education and training programs. For example, they design and deliver interesting instructional lessons, start new ‘teaching’ virtual ‘theaters’ where they can practice instructional nursing, and constantly assess the effectiveness of their educational experiences. They also employ different teaching methods in relation to diversity, such as cases, discussions, and role plays (McPherson et al., 2021).