Create a two-page plan addressing the scholarship, service, and teaching elements of a specific nurse educator role in a specific context.
For nursing faculty in colleges and universities, promotion and tenure will be partially determined by meeting expectations in all three areas:
· Teaching.
· Service.
· Scholarship.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
· How do the scholarship, teaching, and service interrelate in a nurse educator’s career? How do they contribute to the nurse educator’s skills?
· Why are orientation and mentoring important for new nurse educators?
· What is your understanding of tenure in the academic nurse educator role?
Format: 12-point Times New Roman or Arial font, double spaced in Microsoft Word.
Length: Approximately two pages plus a title page and a references page.
Use correct APA format, including page numbers and a title page. Citations and references (if used) are to be in correct APA format.
Writing should be free of grammar and spelling errors that distract from content.
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
· Competency 2: Analyze the tripartite role of teaching, service, and scholarship.
o Describe a specific nurse educator role.
o Analyze the teaching, service, and scholarship expectations for a chosen nurse educator role.
· Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice.
o Analyze qualifications in a chosen nurse educator role that facilitate being a change agent.
· Competency 6: Develop a plan for engaging in scholarship in an established area of expertise.
o Explain opportunities for scholarship related to a specific area of expertise.
· Competency 7: Establish a plan for pursing continuous improvement in the nurse educator role.
o Generate a plan for meeting each aspect of the tripartite model (teaching, service, and scholarship).
· Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
o Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
-Describe a specific nurse educator role.
– Analyze the teaching, service, and scholarship expectations for a chosen nurse educator role
– Generate a plan for meeting each aspect of the tripartite model.
-Explain opportunities for scholarship related to a specific area of expertise
– Analyze qualifications in a chosen nurse educator role that facilitate being a change agent.
– Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional
Applying the Tripartite Model Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Describe a specific nurse educator role.
Does not describe a specific nurse educator role.
Partially describes a specific nurse educator role.
Describes a specific nurse educator role.
Describes a specific nurse educator role, providing specific examples of how that role functions.
Analyze the teaching, service, and scholarship expectations for a chosen nurse educator role.
Does not analyze the teaching, service, and scholarship expectations for a chosen nurse educator role.
Describes but does not analyze the teaching, service, and scholarship expectations for a chosen nurse educator role.
Analyzes the teaching, service, and scholarship expectations for a chosen nurse educator role.
Evaluates the teaching, service, and scholarship expectations for a chosen nurse educator role, providing examples of exemplary teaching, service, and scholarship.
Generate a plan for meeting each aspect of the tripartite model.
Does not generate a plan for meeting each aspect of the tripartite model.
Generates a limited plan for meeting each aspect of the tripartite model.
Generates a plan for meeting each aspect of the tripartite model.
Generates a plan for meeting each aspect of the tripartite model; describes professional implications when one of these elements is unaddressed.
Explain opportunities for scholarship related to a specific area of expertise.
Does not explain opportunities for scholarship related to a specific area of expertise.
Identifies opportunities for scholarship related to a nurse educator role but does not explain how they fit with a specific area of expertise.
Explains opportunities for scholarship related to a specific area of expertise.
Explains multiple opportunities for scholarship related to a specific area of expertise; explanation includes specific kinds of work that would be a fit for specific publications, conferences, and journals.
Analyze qualifications in a chosen nurse educator role that facilitate being a change agent.
Does not identify qualifications in a chosen nurse educator role that facilitate being a change agent.
Incorrectly or incompletely analyzes qualifications in a chosen nurse educator role that facilitate being a change agent.
Analyzes qualifications in a chosen nurse educator role that facilitate being a change agent.
Evaluates qualifications in a chosen nurse educator role that facilitate being a change agent.
Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
Does not write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
Writes to support an idea but commits major errors of grammar, usage, and mechanics.
Writes coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
Writes coherently, using evidence to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
Examples:
· Gentry, J., & Johnson, K. V. (2019). Importance of and satisfaction with characteristics of mentoring among nursing faculty. Journal of Nursing Education, 58(10), 585–598.
· Pritchard, T. (2019). Advancing nursing education scholarship: A roadmap for faculty success. Journal of Nursing Education, 58(7), 379–380.
· Register, S. J., & King, K. M. (2018). Promotion and tenure: Application of scholarship of teaching and learning, and scholarship of engagement criteria to health professions education. Health Professions Education, 4(1), 39–47.
· Schoening, A. M. (2013). From bedside to classroom: The nurse educator transition model. Nursing Education Perspectives, 34(3), 167–172.
· Udod, S., & Wagner, J. (2018). Common change theories and applications to different nursing situations. In Wagner, J. (Ed.), Leadership and influencing change in nursing. University of Regina Press. https://opentextbooks.uregina.ca/leadershipandinfluencingchangeinnursing/chapter/chapter-9-common-change-theories-and-application-to-different-nursing-situations/
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