NURS FPX 6103 Assessment 4 Creating A Professional Development Plan

Assessment 4: Creating a Professional Development Plan
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Student Name
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Capella University
NURS-FPX 6103 The Nurse Educator Role
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Prof. Name
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Creating a Plan for Professional Advancement
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In healthcare, nurse educators are pivotal in equipping forthcoming nursing
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professionals to administer proficient and empathetic care. Recognizing the imperative
the Institute of Medicine highlighted for nurses to assume leadership roles to propel
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healthcare evolution, it underscores the necessity for nurse educators to remain

well-informed about these transformations. To tackle the challenges and seize the
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opportunities inherent in this capacity, I present an exhaustive professional

advancement blueprint delineating my focal points, objectives, and methodologies for
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continual enhancement and leadership in the domain.
Focus, Proficiencies, and Objectives of a Nurse Educator

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As a nurse educator, my specific concentration revolves around critical care nursing due
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to its requisites for elevated competency levels, swift decision-making, and a profound
comprehension of intricate patient conditions. I firmly believe that proficiency in critical
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care can substantially augment patient outcomes in acute care milieus.

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My proficiencies encompass clinical acumen as an advanced practice nurse in intensive

care unit (ICU) settings, endowing me with indispensable clinical skills for effective
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pedagogy in critical care nursing. This clinical adeptness enriches my teaching,

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rendering it more pertinent and pragmatic. Moreover, my prowess in curriculum
development assumes a pivotal role in preparing future nurses for the challenges of
critical care. This entails staying abreast of the latest research and advancements in
critical care and assimilating them into the curriculum. Furthermore, my capacity to
evaluate student performance, furnish constructive feedback, and shepherd student
progress contributes to efficacious learning.
Professional Objectives
A significant facet of my role as a nurse educator is embodying leadership. I aspire to

inspire and galvanize students to become leaders who adeptly navigate healthcare
transformations and nurture a culture of continual enhancement. My professional
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objectives resonate with my ethos as a nurse educator: to foster lifelong learning and
instill a robust sense of patient advocacy in my students. I aim to attain eminence in
pedagogy by deploying evidence-based teaching methodologies tailored to diverse
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learning modalities, facilitating comprehensive comprehension.
Another pivotal professional objective is to emerge as a transformative leader in nursing
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education. This entails instigating changes, inspiring others, and fostering an ambiance
that fosters growth, inquiry, and the pursuit of excellence. Additionally, I am steadfast in
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engaging in scholarly endeavors to enrich the nursing knowledge repository,
encompassing conducting research and disseminating findings in reputable nursing
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education journals, thereby augmenting evidence-based practices in critical care
nursing education.
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These objectives and focal areas align with contemporary trends in nursing education,
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such as the escalating utilization of simulation in instruction, particularly in critical care

education, to enhance students' learning experiences. With the surge in telehealth
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services, integrating this facet into the curriculum aims to equip future nurses to
competently navigate this burgeoning aspect of healthcare delivery. Lastly, accentuating
cultural competence in nursing is imperative to prepare future nurses to deliver
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empathetic and patient-centric care to a diverse patient demography.

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Influences on the Nurse Educator Role

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Various forces converge to sculpt the nurse educator role. In the societal domain, the
burgeoning cultural diversity within patient and student cohorts necessitates the
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integration of multicultural education in nursing curricula. This diversity presents an

opportunity to broaden perspectives, instructing students to administer culturally
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sensitive and patient-centric care. Additionally, redressing health inequities stemming
from socio-economic disparities mandates embedding awareness into nursing
education, empowering students to advocate for their patients.
From an economic standpoint, fluctuations in funding for education, particularly in

health-related programs, impact nurse educators, necessitating cost-effective yet
impactful instructional approaches. The political milieu significantly influences the nurse
educator role, with shifts in healthcare policy and nursing licensure requisites mandating
curricular adaptations. For instance, the recent pivot towards value-based healthcare
accentuates patient outcomes, mandating their integration into pedagogy.
At an institutional echelon, evolving accreditation standards, university or college
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policies, and personal influences impinge upon nurse educators' endeavors.
Acknowledging and remedying personal presumptions and biases is imperative to
uphold equity in teaching and evaluation. Regular introspection and soliciting feedback
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from colleagues and students aid in recognizing and amending these biases and
assumptions.
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Scholarly Pursuits
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In formulating my scholarly pursuits as a nurse educator in critical care, my endeavors
orbit around three principal domains: conducting research, publishing, and presenting.
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Research constitutes the bedrock of scholarship, focusing on the efficacy of diverse
teaching methodologies in critical care nursing education and the ramifications of
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simulation-based learning on students' clinical decision-making skills.

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Publishing in esteemed journals contributes to the collective knowledge reservoir of

nursing education, and I aim to disseminate my findings in esteemed journals such as
the Journal of Nursing Education or Nurse Educator. Presenting research findings at
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professional assemblies, such as the annual convention of the National League for
Nursing (NLN) or the American Association of Colleges of Nursing (AACN), provides
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another avenue for knowledge dissemination and staying abreast of contemporary

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trends and best practices.
References:
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● Anderson, A. L., Waddell, A., Brennan, P., Burnett, C., Anderson, C., & Short, N.
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M. (2019). Advancing health policy education in nursing: American Association of

Colleges of Nursing Faculty Policy Think Tank. Journal of Professional Nursing,
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36(3). https://doi.org/10.1016/j.profnurs.2019.09.002
Call Us Now (612) 234-7670
● 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
● 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. Google Books. Lippincott Williams & Wilkins.
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https://books.google.com/books?hl=en&lr=&id=KPGKEAAAQBAJ&oi=fnd&pg=P
T35&dq=In+developing+my+scholarship+plan+as+a+nurse+educator+in+critical
+care
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● Jumreornvong, O., Yang, E., Race, J., & Appel, J. (2020). Telemedicine and
Medical Education in the age of COVID-19. Academic Medicine, 95(12),
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1838–1843. https://doi.org/10.1097/ACM.0000000000003711
● Kula, Y., Cohen, O., Clempert, N., Grinstein-Cohen, O., & Slobodin, O. (2021).
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Educating nursing students for cultural competence in emergencies: A
randomized controlled trial. BMC Nursing, 20(1).
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https://doi.org/10.1186/s12912-021-00704-1
● Linton, M., Knecht, L., Dabney, B., & Koonmen, J. (2019). Student-centered
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curricular revisions to facilitate transition from associate degree in nursing to

bachelor of science in nursing education. Teaching and Learning in Nursing,
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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.
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Nursing Education Perspectives, 40(4), 210–215.

https://doi.org/10.1097/01.nep.0000000000000470
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Assessment 4: Creating a Professional Development Plan

NURS-FPX 6103 The Nurse Educator Role

m MAR 24, 2024

healthcare evolution, it underscores the necessity for nurse educators to remain

opportunities inherent in this capacity, I present an exhaustive professional

continual enhancement and leadership in the domain.

Focus, Proficiencies, and Objectives of a Nurse Educator

care can substantially augment patient outcomes in acute care milieus.

My proficiencies encompass clinical acumen as an advanced practice nurse in intensive

pedagogy in critical care nursing. This clinical adeptness enriches my teaching,

A significant facet of my role as a nurse educator is embodying leadership. I aspire to

Another pivotal professional objective is to emerge as a transformative leader in nursing

such as the escalating utilization of simulation in instruction, particularly in critical care

empathetic and patient-centric care to a diverse patient demography.

Influences on the Nurse Educator Role

integration of multicultural education in nursing curricula. This diversity presents an

From an economic standpoint, fluctuations in funding for education, particularly in

At an institutional echelon, evolving accreditation standards, university or college

simulation-based learning on students' clinical decision-making skills.

Publishing in esteemed journals contributes to the collective knowledge reservoir of

another avenue for knowledge dissemination and staying abreast of contemporary

trends and best practices.

M. (2019). Advancing health policy education in nursing: American Association of

curricular revisions to facilitate transition from associate degree in nursing to

14(4), 279–282. https://doi.org/10.1016/j.teln.2019.06.008

Nursing Education Perspectives, 40(4), 210–215.

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