Nurse educators refer to registered nurses (RNs) with advanced nursing degrees enabling them to be members of nursing faculty in colleges and universities. Nurse educators are responsible for teaching not only nursing curriculum but also contributing towards the training of the world’s future nurses. The nurse educators are motivated by promotion and tenure that are in some way determined by meeting expectations in three key areas of teaching, service, and scholarship. This plan is a reflection of how the three areas of the tripartite model can be met for a specific nurse educator role.
A nurse educator role of focus in this plan is that of teaching students and giving them knowledge of what nursing entails. This nurse educator role is mainly a pedagogical process whereby focus is on organization and stimulation of active learning as well as student’s cognitive ability in understanding and mastering the provision of care to patients (Booth et al., 2016). It also revolves around the organization and stimulation of active learning and learners’ cognitive ability in the maintenance and improvement of health.
The above nursing educator role meets various expectations in the areas teaching, service, and scholarship as outlined in the tripartite model. Teaching expectations for the role include adding to learners’ knowledge about nursing so that they are well informed on the accomplishment of specific nursing goals or on the provision of new knowledge that can help in solving various problems in the nursing context (Zorn, 2010). This expectation fits with the role above since the latter is mainly about giving learners knowledge of nursing as a whole, which makes them to be better informed in the accomplishment of specific goals in the field of nursing. Service expectations for the role include making significant contributions in the field of nursing, which can be through taking part in volunteer work in the community level of with healthcare groups (Zorn, 2010). Service can also entail engagement with professional organizations by holding office or being a member of a committee. These expectations fit with the above role as a nurse educator makes significant contributions to the community by teaching learners about nursing. The scholarship expectation with regard to the above-mentioned role entails contributing to the professional literature with books, articles, or Internet materials. This expectation fits with the mentioned role as nurse educators rely on professional literature of their own or apply their experience and knowledge when teaching learners about nursing.
Publications and journals on nursing obtained from databases such as PubMed can be a good fit for the scholarship conducted in the above-mentioned role. The focus must be on publications, journals, or conferences that explore the field of nursing extensively to help advance learners’ knowledge in the area. The nurse educator can then use the obtained publications and journals to advance their own knowledge and experience, which can then help in teaching learners.
To meet the teaching expectation explored above, the nurse educator should integrate practical learning where the learner is exposed to what real nursing care entails. The learner can be assigned to a nurse who can then help to take the learner through day-to-day nursing activities. To meet the service expectation, the nurse educator can come up with nursing community programs which learners can be part of. To meet the scholarship expectation, the nurse educator can involve learners in nursing research and introduce leaners to crucial literature in the area of nursing.
Additional qualifications that are needed for the mentioned nursing educator role include having knowledge in the area of nursing and having the right teaching skills. Besides, the nursing educator must be an RN implying that certification to prove the same is important. These qualifications are necessary if the nurse educator is to sufficiently teach or educate a new generation of nurses (Institute of Medicine, 2010). To serve as a change agent, some of the qualifications for the nursing educator include ability to educate on new practices and involvement in the initiation of new procedures and processes for varying out health care initiatives.
In closing, the nurse educator’s major role is teaching students and giving them knowledge of what nursing entails. This role must be played in line with the tripartite model’s key areas of teaching, service, and scholarship. A nursing educator must also have a good plan and the necessary qualifications so as to meet the expectations that come with the areas of teaching, service, and scholarship.
Booth, T. L., Emerson, C. J., Hackney, M. G., & Souter, S. (2016). Preparation of academic nurse educators. Nurse Education in Practice, 19, 54-57. Retrieved from https://www.etsu.edu/nursing/documents/preparation_of_academic_nurse_educators.pdf
Institute of Medicine. (2010). The future of nursing: Leading change, advancing health.
Washington, DC: National Academies Press.
Zorn, C. R. (2010). Becoming a nurse educator: Dialogue for an emerging career. Sudbury, MA: Jones & Bartlett Learning.