Feb 7, 2024 Discussion: Advancement as Nurse Educator
Discussion: Advancement as Nurse Educator
Discussion: Advancement as Nurse Educator
Discussion: Advancement as Nurse Educator
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Discussion Response #1: Advancement as a Nurse Educator
Respond to the discussion #1 below using the following approaches:
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1. Ask a probing question, substantiated with additional background information or research.
2. Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
3. Validate an idea with your own experience and additional resources.
Discussion #1
Having chosen nursing education as my professional pathway, I hope to obtain professional achievement and contributions. Contributions that I hope to make as a role of the nurse educator would be helping to empower and positively impact the student with whom I work. I want to maintain a professional yet approachable attitude with my students and hope that my expertise will influence a positive social change. Achieving professional growth can only come with time, exposure and practice. A novice educator can only observe these areas initially and hope to apply learned information in future experiences. The nursing profession will always be an area of evidence-based change in society; therefore considering opportunities to help influence build and advance ones role and aid in the development as a nurse educator is imperative. Halstead states that “You cannot achieve excellence in teaching or practice or both without immersing yourself in scholarly evidence and using the evidence to inform actions you take as a teacher or practitioner” (p.121). To be a scholar there are many ways to achieve this goal but utilizing research to obtain evidence-based material to help compliment educational experiences will support the intended outcome.
As mentioned in prior discussion boards, taking the time to identify those who empower and impact novice educator is important to our long term success. A strategy I would take would be to identify the key players who support and motivate others in similar working environments. Once identified, I would then capitalize on their strengths, observe their weaknesses and apply the positive learned information when educating future students.
Steps that I may take the further my career and continue to grow in the years ahead include obtaining advanced degrees including my doctorate. Becoming a scholar and publish materials that influence the medical world and participating in the development of programs of new research is something I hope to accomplish. In addition, building on certifications including the International Board of Lactation Consultants Examiners (IBLCE) will help support my own education and utilizing that advanced knowledge when educating future patients/students. I would hope that the presenter honoring my accomplishments in 2035 would describe me as a change agent who is positive, motivated, organized and strives to make changes in the world of nursing. My students would describe me as approachable, professional, respectable, and a mentor for their future endeavors. Palmer (2007) states “an educational program that emerges from a continuing collaboration of administrators, faculty, and students is much more likely to produce new professionals than ones that leave students disempowered” (p.212). This statement impacted my reading in such that the job cannot be done by just one individual but that of a team that is cohesive in achieving a common goal. That goal is professional, self directed, motivated engaged participants in the medical field.
I hope my legacy in the profession of nursing reveals me as being a change agent exuding positivity and empowerment for those not only in the educational forum but in the medical arena as well.
Halstead, J.A., & Frank, B. (2011). Pathways to a nursing education career: Educating the next generation of nurses. New York, NY: Springer Publishing Company.
Palmer, P.J. (2007). The courage to teach: Exploring the inner landscape of the teacher’s life. San Francisco, CA: Jossey-Bass.
Reminders:
1. 1 page only
1. Put APA format citations
2. At least 3 references (APA format)… Articles must be 2011 to 2016.
Required Readings
Halstead, J. A., & Frank, B. (2011). Pathways to a nursing education career: Educating the next generation of nurses. New York, NY: Springer Publishing Company.
· Chapter 6, “Developing Your Identity as a Scholar” (pp. 121–142)
· Chapter 7, “Determining Your Service Commitment” (pp. 143–159)
· Chapter 8, “Planning Your Career Trajectory” (pp. 161–181)
In Chapters 6 and 7, the authors examine two essential focus areas that round out a nurse educator’s teaching responsibilities: scholarship and service. In Chapter 8, they present suggestions for developing professional pathways and documenting accomplishments.
Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.
· Chapter VII, “Divided No More: Teaching from a Heart of Hope” (pp. 169–190)
· Afterword, “The New Professional: Education for Transformation” (pp. 191–214)
In Chapter VII, Palmer addresses the opportunities and challenges of reforming education. In the Afterword, she examines how professionals can be prepared to enact change.
Banfield, V., Fagan, B., & Janes, C. (2012). Charting a new course in knowledge: Creating life-long critical care thinkers. Dynamics, 23(1), 24–28.
Retrieved from the Walden Library databases.
The authors examine the use of team-based learning to promote critical thinking.
Lee, D., Paulus, T., Loboda, I., Phipps, G., Wyatt, T. H., Myers, C. R., & Mixer, S. J. (2010). A faculty development program for nurse educators learning to teach online. Linking Research & Practice to Improve Learning, 54(6), 20–28.
Retrieved from the Walden Library databases.
This article examines a faculty development program designed to prepare nurse educators for online teaching. The authors describe the conceptual frameworks used to guide program development, as well as the use of formative and summative evaluation.
McNeal, G. J. (2012). The nursing faculty shortage. The ABNF Journal, 23(2), 23.
Retrieved from the Walden Library databases.
This article addresses how poor compensation, an aging faculty workforce, faculty workload, lack of diversity, and inadequate preparation contribute to a shortage of nursing educators.
Russell, B. C. (2010). Stress in senior faculty careers. New Directions for Higher Education, 151.
Retrieved from the Walden Library databases.
The author examines career satisfaction among senior faculty members. As you read this article, consider how and why this information is applicable to novice nurse educators.
Thoun, D. (2009). Toward an appreciation of nursing scholarship: Recognizing our traditions, contributions, and presence. Journal of Nursing Education, 48(10), 552–55
Retrieved from the Walden Library databases.
The author examines scholarship in nursing educators’ work.
Cash, P. A., Doyle, R. M., von Tettenborn, L., Daines, D., & Faria, V. (2011). Working with nurse educators’ collective wisdom: Implications for recruitment and retention. Nursing Economics, 29(5), 257–264. Retrieved from http://nursing.uw.edu/sites/default/files/files/U3-Article-Working_with_Nurse_Educators_Collective_Wisdom-Implications_for_Recruitment_and_Retention.pdf
The authors examine experiences in and characteristics of work environments that contribute to nurse educator recruitment and retention.
Monster. (2013). Sample résumés for nurses. Retrieved from http://career-advice.monster.com/resumes-cover-letters/resume-samples/nurse-sample-resumes/article.aspx
Monster.com provides information related to the job search process. You may wish to view the résumé samples as you develop your résumé.
Anthony, J. (2013). 10 tips for writing a professional résumé. Retrieved from http://www.haceonline.org/resources/10-tips-writing-professional-résumé
Building an effective résumé is key to securing a desired position. This article presents tips for résumé writing.
Rockport Institute. (2012). How to write a masterpiece of a résumé—Part 1. Retrieved from http://www.rockportinstitute.com/resumes
This resource provides foundational information for developing your résumé.
Required Media
Laureate Education (Producer). (2013a). Achieving professional growth [Video file]. Retrieved from MyMedia Player. (NURS 6351)
Note: The approximate length of this media piece is 17 minutes.
In this media presentation, Dr. Dorothy Powell and Beth Phillips reflect on their journeys as nurse educators. They share strategies for advancing in the nursing profession as well as lessons learned and advice for future nursing leaders.
Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.
Chapter VI, “Learning in Community: The Conversation of Colleagues” (pp. 145–167)
In this chapter, Palmer explores the value of learning with and from others, by watching others teach and by talking with one another about teaching.
Faiman, B. (2011). Overview and experience of a nursing e-mentorship program. Clinical Journal of Oncology Nursing, 15(4), 418–423.
Retrieved from the Walden Library databases.
The author examines the use of technology for nursing mentorship, and concludes that attention to learning styles and levels of education should be given in such programs.
Foley, V. C., Myrick, F., & Yonge, O. (2012). A phenomenological perspective on preceptorship in the intergenerational context. International Journal of Nursing Education Scholarship, 9(1), 1–23.
Retrieved from the Walden Library databases.
This article presents a study of how generational differences can lead to diverging expectations and affect student-preceptor interactions.
Girot, E., & Rickaby, C. (2009). Evaluating the role of mentor for advanced practitioners: An example from community matrons in England. Learning in Health & Social Care, 8(1), 1–12.
Retrieved from the Walden Library databases.
In this article, the authors examine a study conducted on a mentorship program. They address how differing expectations and types of support influenced outcomes.
Happell, B. (2009). A model of preceptorship in nursing: Reflecting the complex functions of the role. Nursing Education Perspectives, 30(6), 372–376.
Retrieved from the Walden Library databases.
Discussion: Advancement as Nurse Educator
In this article, the author proposes a model of preceptorship to maximize learning and satisfaction.
Luhanga, F. L., Billay, D., Grundy, Q., Myrick, F., & Yonge, O. (2010). The one-to-one relationship: Is it really key to an effective preceptorship experience? A review of the literature. International Journal of Nursing Education Scholarship, 7(1), 1–15.
Retrieved from the Walden Library databases.
The authors review the literature related to preceptorship in nursing. They note that with the current workforce shortage, it may be difficult to create one-to-one relationships; therefore, these types of relationships must be thoughtfully configured to facilitate learning.
Royds, K. (2010). Using reflective practice to learn from good and bad experiences. Learning Disability Practice, 13(5), 20–23.
Retrieved from the Walden Library databases.
The author engages in reflection to examine her interactions with mentors in practice settings and assess the professional redirection and growth that resulted from her experiences.
Schaubhut, R., & Gentry, J. (2010). Nursing preceptor workshops: Partnership and collaboration between academia and practice. Journal of Continuing Education in Nursing, 41(4), 155–162.
Retrieved from the Walden Library databases.
This article integrates adult learning theory and Benner’s novice-to-expert model with a study of preceptorship.
Willemsen-McBride, T. (2010). Preceptorship planning is essential to perioperative nursing retention: Matching teaching and learning styles.Canadian Operating Room Nursing Journal, 28(1), 8–8, 10–11, 16.
Retrieved from the Walden Library databases.
This article emphasizes the value of matching teaching and learning styles in preceptor relationships to promote job satisfaction.
Wilson, A. H., Sanner, S., & McAllister, L. E. (2010). An evaluation study of a mentoring program to increase the diversity of the nursing workforce.Journal of Cultural Diversity, 17(4), 144–150.
Retrieved from the Walden Library databases.
The authors examine the experiences of faculty and students in a formal mentorship program.
Required Media
Laureate Education (Producer). (2013g). The mentoring relationship [Video file]. Retrieved from MyMedia Player. (NURS 6351)
Note: The approximate length of this media piece is 15 minutes.
In this media presentation, Dr. Terry Valiga and Beth Phillips discuss the roles of mentors and mentees. They also share reflections on their own mentor/mentee relationship..
Discussion: Advancement as Nurse Educator
Discussion: Advancement as Nurse Educator
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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