NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

Student Name

Capella University

NURS-FPX 6103 The Nurse Educator Role

Prof. Name

Date

Creating a Professional Development Plan

In the evolving landscape of healthcare, nurse educators hold a pivotal role. They are entrusted with the preparation of future nursing professionals capable of delivering competent and compassionate care. As the Institute of Medicine has emphasized, nurses should be leaders in bringing about healthcare change, which necessitates that nurse educators stay at the forefront of these changes. To navigate this challenging, yet rewarding role, I present a comprehensive professional development plan. This plan not only outlines my focus and goals as a nurse educator but also presents a roadmap for continuous improvement and leadership in my chosen field.

Nurse Educator Focus, Competencies, and Professional Goals

As a nurse educator, my specific area of focus is on critical care nursing. I’ve chosen this specialty based on the understanding that it demands high competency levels, swift decision-making, and a comprehensive knowledge of complex patient conditions. The rationale behind this focus is my conviction that expertise in critical care can vastly enhance patient outcomes in acute care settings.

In this role, I bring several key competencies. My clinical experience as an advanced practice nurse in ICU settings equips me with the necessary clinical skills for effective teaching in critical care nursing. This clinical expertise is a vital competency as it enriches my teaching, making it more relevant and practical. Moreover, my skills in curriculum design play a significant role in preparing future nurses for the challenges of critical care. This involves staying updated on the latest research and advancements in critical care and incorporating them into the curriculum. Additionally, my ability to assess student performance, provide constructive feedback, and guide student development contributes to effective learning (Gazza, 2018).

Professional Goals

A significant aspect of my role as a nurse educator is embodying leadership. As a change agent, I encourage my students to adapt to changes in healthcare and foster a culture of continuous improvement. Leadership in nursing education is more than directing; it involves inspiring and motivating students to be the best versions of themselves. My professional goals are in line with my philosophy as a nurse educator, which is to promote lifelong learning and instill a strong sense of patient advocacy in my students. I aspire to achieve excellence in pedagogy by employing a variety of evidence-based teaching strategies that cater to diverse learning styles, facilitating comprehensive understanding (Linton et al., 2019).

Another important professional goal of mine is to be a transformative leader in the field of nursing education. Leadership in nursing education is about driving changes and inspiring others to follow suit. It’s about creating an environment that encourages growth, inquiry, and the pursuit of excellence. Moreover, I am committed to engaging in scholarly activities to contribute to the nursing knowledge base. This involves conducting research and publishing in reputable nursing education journals, contributing to evidence-based practices in critical care nursing education.

These goals and focus areas resonate with recent trends in nursing education. The increasing use of simulation in teaching, for example, supports my commitment to pedagogical excellence. High-fidelity simulation, especially in critical care education, can enhance students’ learning experiences by bridging the gap between theoretical knowledge and practical skills (Brown Tyo & McCurry, 2019).

With the rise of telehealth services due to the COVID-19 pandemic, integrating this aspect into the curriculum is another goal. By doing this, I aim to equip future nurses to competently navigate this growing aspect of healthcare delivery. Lastly, cultural competence in nursing is a crucial element that I incorporate into my teachings. As we cater to a diverse patient population, it’s vital for future nurses to provide empathetic and patient-centered care that respects cultural diversity (Jumreornvong et al., 2020).

Influences on the Nurse Educator Role

A variety of forces intersect to shape the role of a nurse educator. In the social domain, increasing cultural diversity within patient and student populations necessitates the incorporation of multicultural education in our nursing curricula. This diversity presents an opportunity to broaden perspectives, teaching students to provide culturally sensitive and patient-centered care. Additionally, health inequities arising from socio-economic disparities need addressing in nursing education, making students aware of these disparities and equipping them to advocate for their patients effectively (Kula et al., 2021).

From an economic perspective, fluctuations in the funding landscape for education, particularly for health-related programs, impact nurse educators. We often find ourselves working within stringent budgets, forcing us to seek cost-effective yet impactful methods of instruction. For example, acquiring high-fidelity manikins for simulation learning can be expensive, requiring us to seek grants or alternative funding sources. The political environment also significantly influences the nurse educator role. Changes in healthcare policy and nursing licensure requirements can necessitate curricular adjustments to ensure that graduates are adequately prepared to meet these evolving regulations. An example is the recent shift toward value-based healthcare, which emphasizes patient outcomes; as nurse educators, we are required to integrate this concept into our teaching (Anderson et al., 2019).

At an institutional level, shifting accreditation standards, and university or college policies directly affect the work of nurse educators. For example, changes in the required student-to-faculty ratios or minimum pass rates on licensure exams could lead to alterations in class sizes, teaching methods, and assessment strategies. In terms of personal influences, acknowledging one’s own assumptions and biases is crucial to maintain fairness in teaching and evaluation. For instance, I recognize my bias towards simulation-based learning due to its effectiveness in my personal teaching experience. However, it’s important to remember that each student has a unique learning style, and what works best for one may not work for all (Kula et al., 2021).

In addition, I’ve noted my assumption that students entering a critical care nursing course will already have a strong foundation in general nursing concepts. However, there can be a wide range in foundational knowledge among students, and it’s essential to tailor teaching strategies to accommodate this variation. Regular self-reflection and seeking feedback from colleagues and students help in recognizing and addressing these biases and assumptions (Anderson et al., 2019). In this way, I can ensure that my teaching methods remain inclusive and effective, providing all students with the best possible learning experience.

Scholarship Plan

In developing my scholarship plan as a nurse educator in critical care, my activities will revolve around three main areas: conducting research, publishing, and presenting. Research forms the backbone of scholarship. I intend to focus my research on areas such as the effectiveness of different teaching methodologies in critical care nursing education and the impact of simulation-based learning on students’ clinical decision-making skills. To achieve this, I will establish research collaborations with colleagues within and outside the nursing department. Interdisciplinary research could provide a broader perspective and deeper insights into these topics (Jeffries, 2022).

Publishing in reputable journals is another important aspect of scholarship. Sharing research findings contributes to the collective knowledge base of nursing education and can help other educators enhance their teaching practices. My target will be to submit my findings to well-respected journals such as the Journal of Nursing Education or Nurse Educator. I also aim to encourage and mentor my students to write and submit their work, thus fostering a culture of scholarship among them.

Presenting research findings at professional conferences is another avenue for disseminating knowledge and staying updated with current trends and best practices. I plan to regularly submit abstracts for presentation at conferences such as the annual meeting of the National League for Nursing (NLN) or the American Association of Colleges of Nursing (AACN) (Carley & Hultgren, 2020).

The competencies outlined by the NLN and AACN

provide a framework for my scholarship activities. According to the NLN’s Nurse Educator competencies, nurse educators are expected to be lifelong learners and to advance the profession through scholarly activities, including research and publishing. Similarly, the AACN’s Essentials underscore the importance of scholarship in enhancing nursing education and improving healthcare outcomes (Carley & Hultgren, 2020; Jeffries, 2022). Thus, my scholarship plan is grounded in these professional competencies and expectations. In addition to contributing to my own professional development, this plan is designed to advance the field of nursing education, enhance the quality of student learning, and ultimately improve patient outcomes in critical care settings.

Development of Leadership Role

My leadership development as a nurse educator focuses primarily on curriculum design and implementation in critical care nursing. Obtaining a Certified Nurse Educator (CNE) credential forms an integral part of my leadership development plan, reaffirming my dedication to teaching and learning. I also see the importance of continuous professional growth, which I aim to achieve through participation in leadership workshops and training sessions. These platforms will equip me with up-to-date leadership theories and practices in the nursing education sector (Ross & Silver Dunker, 2019).

Active participation in university committees and professional nursing organizations is another pathway for leadership development. Serving in these capacities not only expands my decision-making and policy development skills but also broadens my professional network. Leading curriculum reform initiatives within my institution forms an essential part of my leadership plan. This may include advocating for the incorporation of emerging topics in critical care or the inclusion of more comprehensive cultural competency training. Mentoring is a crucial leadership responsibility. As a senior faculty member, guiding junior educators contributes to the nurturing of future leaders in nursing education. Furthermore, I plan to advocate for evidence-based practices in teaching, an endeavor that requires staying updated with the latest research in the field (Jeffries, 2022).

Plans for Professional Growth

Professional growth as a nurse educator requires continuous learning and development, which can be achieved through further education, certifications, and skill-enhancement training. My first step towards professional growth is pursuing a post-master’s certificate in nursing education. This advanced degree will provide me with in-depth knowledge of curriculum design, pedagogy, and assessment strategies, enhancing my competencies as a nurse educator (Carley & Hultgren, 2020).

Subsequently, I plan to obtain the Certified Nurse Educator (CNE) credential from the National League for Nursing. This certification will affirm my expertise in the field and demonstrate my commitment to professional excellence. In the rapidly evolving field of healthcare and nursing education, staying abreast of current trends, teaching methodologies, and research is essential. Therefore, I aim to regularly participate in nursing education conferences and webinars. These platforms will allow me to learn about innovative teaching strategies, recent research findings, and emerging issues in the field (Ross & Silver Dunker, 2019).

Engaging in professional development workshops is another avenue for expanding my knowledge and skills. Whether they are focused on online teaching, simulation facilitation, or student assessment, these workshops can provide practical tools and strategies that can be directly applied to my teaching practice. Additionally, I believe that mentoring under an experienced nursing educator can provide invaluable insights into the intricacies of the nurse educator role. It will allow me to learn from their experiences, understand best practices, and avoid potential pitfalls. Lastly, I aim to be an active participant in professional nursing organizations. Such involvement will not only provide networking opportunities but also offer a platform to learn from peers, engage in collaborative research, and contribute to policy-making and advocacy in the field of nursing education (Jeffries, 2022).

Self-Assessment and Addressing Gaps

The continual appraisal of my abilities is pivotal in meeting my professional development goals and maintaining high ethical standards. While I am content with my current competencies, there are areas where growth is needed. My strategy to address these gaps involves lifelong learning, regular feedback, and reflective teaching. In terms of lifelong learning, I will continue to seek educational opportunities, be it advanced degrees, certifications, or workshops. The healthcare landscape is ever-changing, and as an educator, staying current is crucial to ensuring that my students are well-prepared for their future roles (Gazza, 2018).

Feedback from peers, mentors, and students is another crucial component of my growth plan. Feedback can provide unique insights into my teaching methods and help identify areas that require improvement. I aim to regularly seek feedback and, importantly, be open to constructive criticism. Reflective teaching is another tool I intend to use to address my gaps. By reflecting on my teaching experiences, I can identify what worked well, what didn’t, and why. This will enable me to make necessary adjustments to improve my teaching effectiveness and student outcomes (Carley & Hultgren, 2020).

In terms of ethical practices, I commit to strictly adhering to the Code of Ethics outlined by the NLN. This includes maintaining a respectful and inclusive learning environment, upholding academic honesty, and respecting the confidentiality and dignity of students. Moreover, engaging in regular discussions about ethical issues in teaching with peers and mentors will help me navigate any ethical dilemmas that might arise (Kula et al., 2021).

Conclusion

In conclusion, this professional development plan is an all-encompassing blueprint for my journey as a nurse educator. It outlines my focus area, acknowledges the various forces that influence my role, presents a detailed scholarship plan, discusses my leadership development strategy, and presents a comprehensive plan for professional growth. Moreover, it highlights the importance of self-assessment and addressing gaps in my competencies to ensure continuous improvement and adherence to ethical practices. The ever-evolving nature of healthcare necessitates that this plan is not set in stone, but rather serves as a living document that is constantly revisited and updated in response to changes in the field. I am confident that by adhering to this plan, I can contribute effectively to the education of future nursing professionals, leading them towards compassionate, competent, and transformative nursing practice.

References

Anderson, A. L., Waddell, A., Brennan, P., Burnett, C., Anderson, C., & Short, N. M. (2019). Advancing health policy education in nursing: American Association of Colleges of Nursing Faculty Policy Think Tank. Journal of Professional Nursing, 36(3). https://doi.org/10.1016/j.profnurs.2019.09.002

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

Carley, A., & Hultgren, M. (2020). A Proposed Ninth Essential. Nursing Education Perspectives, Publish Ahead of Print. https://doi.org/10.1097/01.nep.0000000000000761

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

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

Jeffries, P. (2022). Clinical simulations in nursing education: Advanced concepts, trends, and opportunities. In Google Books. Lippincott Williams & Wilkins. https://books.google.com/books?hl=en&lr=&id=KPGKEAAAQBAJ&oi=fnd&pg=PT35&dq=In+developing+my+scholarship+plan+as+a+nurse+educator+in+critical+care

Jumreornvong, O., Yang, E., Race, J., & Appel, J. (2020). Telemedicine and Medical Education in the age of COVID-19. Academic Medicine, 95(12), 1838–1843. https://doi.org/10.1097/ACM.0000000000003711

Kula, Y., Cohen, O., Clempert, N., Grinstein-Cohen, O., & Slobodin, O. (2021). Educating nursing students for cultural competence in emergencies: A randomized controlled trial. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00704-1

Linton, M., Knecht, L., Dabney, B., & Koonmen, J. (2019). Student-centered curricular revisions to facilitate transition from associate degree in nursing to 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

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

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan