Applying the Tripartite Model
Title:Applying the Tripartite Model
Type:Assessment
Subject: Issues in Nursing
Subject area: Nursing
Education Level: Maters Program
Length: 2 pages
Referencing style: APA
Preferred English: US English
Spacing Option: Double
Instructions:Create a 2-page plan addressing the scholarship, service, and teaching elements of a specific nurse educator role in a specific context.
- 2 pages max.
- 3-5 sources within the last 5 years cited.
-Each paragraph should have a section header so I can know exactly what you are writing and how each point from the rubric is being addressed. Please use these headers per each paragraph:
- Introduction
-A specific nurse educator role
- Analyzation of the teaching, service, and scholarship expectations
- A plan for meeting each aspect of the tripartite model.
- Opportunities for scholarship
- Qualifications in a chosen nurse educator role
-Conclusion
-*******also I have attached a page of what the tripartite model is please read to understand.
Also Read: Nursing Services Research Paper Help
Applying the Tripartite Model
Student’s Name
Institutional Affiliation
Course Number: Course Name
Instructor
Date Due
Introduction
The roles of nurse educators extend beyond providing nursing education to the students. The educators play major functions and follow the traditional triad of teaching, scholarship, and service. Individuals new to the nurse educator profession come to the teaching environment with different models. They can be an adjunct faculty member, guest lecturer, or mentor to the students. The improvement in nursing education and the emergence of the graduate and doctoral programs influence the increase in the number of well-educated nurses.
A specific nurse educator role
The nurse educator role selected for this plan is teaching students and arming them with knowledge of the essentials of nursing. An educator's role is often a pedagogical process as it focuses on the organization and stimulates active learning and the cognitive abilities to understand and master the provision of quality care (Booth, Emerson, Hackney & Souter, 2016). It also involves stimulation of active learning and the cognitive ability to maintain and improve health.
Teaching, service, and scholarship expectations
The nursing educator role meets the various expectations in teaching, service, and scholarship as detailed in the tripartite model. The teaching expectations include adding knowledge to learners about nursing to make them well informed to accomplish the specific goals in the profession (Swardt, 2019). The expectations fit the role as if it gives learners knowledge in nursing and makes them well-armed to attain the objectives of the nursing profession.
Service expectations for the role include making significant impacts in the field by assuming volunteer work at the community level with healthcare stakeholders. The service involved working with other professionals through holding office or participating as a member of a committee. The scholarship expectations involve contributing to the professional literature with books, articles, or other publications. The expectation matches the teaching role as the educators depend on the professional materials, knowledge, and experience to give accurate and reliable information to the learners.
The aspect of the tripartite model
meeting the expectations requires the nurse educator to integrate the practical learning where a learner is exposed to what the nursing profession entails. The student may be allocated a nurse to guide them through the daily nursing activities. Meeting the service expectation needs the educator to come up with nursing community programs that involve the learners. The scholarship part needs the educator to incorporate the learners in the research and introduce them to the major literature in the field.
Opportunities for scholarship
The publications and journals on nursing obtained from various databases can be excellent for a scholarship for the role. The focus needs to be on publications that explore the field of nursing to help advance the knowledge of learners in the sector. The nurse educator can access these publications and journals to advance their knowledge and experiences that can then help them in teaching.
Qualifications in a chosen nurse educator role
the qualifications for the role include knowledge in the nursing area and the right teaching skills. The nursing educator has to be a registered nurse (Daw, Seldomridge, Battistoni & Belcher, 2018). These qualifications are important to certify that the educator is ready to educate new nurses.
Conclusion
The main role for nurse educators is to teach the students and give them the right knowledge for nursing. The role needs to be aligned with the tripartite model areas of teaching, service and scholarship. The educator needs to have an excellent plan and qualifications to successfully meet the expectation of the role.
References
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
Daw, P., Seldomridge, L. A., Battistoni, S., & Belcher, A. E. (2018). Increasing the number of nurse faculty with doctoral degrees: Outcomes of the maryland nurse educator doctoral grant program 2013-2018. Nursing Economics, 36(5), 213-218.
de Swardt, H.,C. (2019). The clinical environment: A facilitator of professional socialisation. Health S A, 24 doi:http://dx.doi.org/10.4102/hsag.v24i0.1188
