MSN-FPX 6103 assessment 4
Assessment 4
Name
Capella University School of Nursing and Health Sciences
Course
Name
Date
Introduction
My goal in creating this extensive professional development plan is to provide a strategic strategy for how I want to improve as a nurse educator in the ever-changing healthcare environment. This paper explains my goals to become a transformational leader in critical care nursing education and to succeed in necessary care nursing education, acknowledging the crucial role that nurse educators have in forming the future of nursing professionals (Jeffries, 2022). My goals include a commitment to teaching quality, ongoing academic development, and the creation of a welcoming and creative learning environment. Embracing a variety of influences, integrating clinical experience, and placing a strong emphasis on continuous self-evaluation, this approach serves as a roadmap for my dedication to developing skilled, sensitive, and adaptive nurses who are ready to meet changing healthcare demands.
Area of focus
Pediatric nursing is my main area of interest in nursing education, especially in acute care settings. My dream job would be to work as a Lead Pediatric Nurse Educator in a reputable children's hospital or university. The educator competencies that are essential for success in this role for a nurse with an MSN include a thorough understanding of pediatric clinical practices, the capacity to create and implement a curriculum that is specifically tailored for diverse learners in pediatric care, expertise in assessment methodologies to gauge student competency, and strong leadership abilities to mentor and guide aspiring pediatric nurses effectively. Essential qualities also include the ability to effectively use cutting-edge teaching methodologies and dedication to remain current with changing pediatric healthcare practices and technological advancements (Brown Tyo & McCurry, 2019). This role is a beautiful fit for my love of pediatrics. It will enhance my MSN program, which has given me the advanced clinical expertise, innovative teaching strategies, and leadership skills I need to develop the next generation of pediatric nurses in demanding acute care environments.
Professional goals
As a nurse educator, my first objective is to improve the integration of simulation in pediatric nursing education. By strengthening my ability to include high-fidelity simulation approaches, my goal is to enhance the realism and usefulness of training situations in pediatric healthcare. This objective is in line with my educational philosophy, which places a strong emphasis on experiential learning as a way to link theoretical knowledge to real-world application and acknowledges immersive simulations as catalysts for developing clinical competence and critical thinking. In order to do this, I want to take a number of calculated steps. I will first take part in seminars and courses that are mainly designed for pediatric settings and are centered on cutting-edge simulation technology.
Furthermore, I want to work together with specialists in simulation to rethink and enhance the current pediatric curriculum by including a wide range of simulation situations. In addition, I want to provide faculty with thorough training sessions that will provide them with the skills they need to use simulation tools and problems in their teaching methods. All of these things together serve as the cornerstone of my quest to improve the effectiveness and influence of simulation-based learning in the training of pediatric nurses.
The development of student assessment techniques in pediatric nursing education is the subject of the second. The purpose of this aim is to improve assessment techniques so that clinical competence, critical thinking skills, and empathy are all thoroughly assessed in pediatric nursing students. This goal is in perfect harmony with my teaching style, which places a strong emphasis on the value of evaluations that reflect real-world situations in order to promote the comprehensive development of skills required for pediatric care. Several strategic initiatives have been developed in order to accomplish this aim. In order to provide a diverse assessment strategy, my first goal is to diversify assessment tools by creating a variety of evaluation methodologies, such as Objective Structured Clinical Examinations (OSCEs) and case-based assessments. Second, in order to better understand students' learning requirements and to improve assessment procedures in response to their input, I want to set up frequent feedback mechanisms with them. Finally, my goal is to provide peer review workshops for faculty members, creating a forum for cooperative exchange of best practices and group improvement of assessment methodologies. Together, these techniques seek to improve the caliber and efficacy of assessment techniques used in pediatric nursing education, encouraging a more thorough assessment of student's skills necessary for their future responsibilities in providing pediatric care.
The incorporation of technology to provide interactive learning opportunities in pediatric nursing education is the third aim. This goal's justification is to use technology innovations, such as virtual reality and interactive platforms, to improve student engagement and comprehension in pediatric nursing. This objective is directly consistent with my teaching philosophy, which emphasizes that using cutting-edge techniques increases students' motivation while also improving their understanding of complex ideas. In order to achieve this goal, I have listed specific tactical methods. First, I want to create a strategy for adopting new technology. This plan will focus on finding and using simulation software and user-friendly virtual platforms that encourage interactive learning. In order to improve student involvement, I also want to develop interactive courses and online forums that promote peer conversations, case studies, and virtual patient contacts. In addition, I often ask students for their opinions on how well the technology integration is working so that the process is dynamic and can be adjusted as a result of their feedback. Using technology to create immersive and engaging learning environments will help pediatric nursing students become more engaged and have a better comprehension of the subject matter.
Influences
A nurse educator's job is influenced by a number of institutional, sociological, political, and economic variables in the field of nursing education. Cultural variety and growing patient complexity in society have forced educators to adopt an inclusive teaching methodology. Changes in the economy impact the distribution of resources for educational technology and tools. Healthcare laws often change as a consequence of political differences, which has an impact on how curricula conform to new rules. Institutional changes to accrediting requirements or policies directly impact teaching strategies and evaluation standards. I want to take the initiative to combat these impacts. Shifts in society may be addressed by including cultural diversity in the curriculum and encouraging sensitivity via inclusive teaching methods. In order to overcome financial obstacles, grants or other alternate financing sources for crucial teaching materials will be investigated. Political shifts will be addressed by rapidly modifying courses and staying current with healthcare policies. Furthermore, compliance will be ensured while keeping educational quality by preserving flexibility in teaching tactics and being adaptive to institutional changes, such as modifications in accrediting criteria. By anticipating and efficiently responding to these effects via networking with peers and industry experts, nursing education will stay in line with the needs of modern healthcare.
Analysis
As a nursing educator, you must have a holistic approach to research, teaching, application, and knowledge integration when you engage in scholarly activities (Anderson et al., 2019). Using Boyer's Model of Scholarship gives these endeavors a disciplined framework to follow. My goal is to do research on critical care nursing education as part of the scholarship of discovery. I want to look at new ways to teach, how simulation affects learning, and how technology can be used in pediatric care education. My goal in teaching scholarship is to improve teaching techniques, modify curriculum, and create interactive learning environments that are in line with critical care nursing. Applying scholarship to practice entails integrating cutting-edge instructional strategies and research results into real-world classroom environments to make sure they improve student competency and learning. In addition, as part of the scholarship of integration, I want to work with multidisciplinary teams to close the knowledge gap between critical care nursing theory and clinical practice by combining ideas from several disciplines. Adopting Boyer's paradigm, my goal is to use a varied and well-rounded range of academic activities to further the field of nursing education.
Leadership Role
As a nursing educator, you must have a holistic approach to research, teaching, application, and knowledge integration when you engage in scholarly activities (Carley & Hultgren, 2020). An organized framework may guide these endeavors by using Boyer's Model of Scholarship (O'Connor & O'Connor, 2019). My goal is to do research on critical care nursing education as part of the scholarship of discovery. I want to look at new ways to teach, how simulation affects learning, and how technology can be used in pediatric care education. My goal in teaching scholarship is to improve teaching techniques, modify curriculum, and create interactive learning environments that are in line with critical care nursing. Applying scholarship to practice entails integrating cutting-edge instructional strategies and research results into real-world classroom environments to make sure they improve student competency and learning (Gazza, 2019). In addition, as part of the scholarship of integration, I want to work with multidisciplinary teams to close the knowledge gap between critical care nursing theory and clinical practice by combining ideas from several disciplines. Adopting Boyer's paradigm, my goal is to use a varied and well-rounded range of academic activities to further the field of nursing education.
Development Plan
In order to support my career development as a critical care nurse educator, I have created a well-organized strategy that includes targeted coursework, certifications, and training, all arranged tactically. Initially, I want to further my knowledge of curriculum design and pedagogy by obtaining a post-master's credential in nursing education. I plan to do this in the next three months and start my classes the following semester. Simultaneously, my goal is to get the NLN Certified Nurse Educator (CNE) credential. I want to start preparing for the test in the next six months and take it within a year. Aiming to participate in at least two workshops during the next year, I am also devoted to attending seminars on online teaching, simulation approaches, and pedagogical developments. Within the following six months, I also want to participate in mentoring under an experienced educator, looking for advice and insights into the complexity of the educator profession. Ultimately, the following three months will be dedicated to actively participating in professional nursing organizations, with the aim of serving on committees or groups within a year. This well-organized schedule provides a thorough plan for my ongoing growth as a nurse educator. It guarantees a complete improvement of my knowledge and abilities in the field of critical care nursing.
Reflection
I am prepared and determined to start this road of growth and improvement as I think back on the stated objectives and the extensive professional development plan in nursing education. The stated goals, which range from improving simulation integration to adopting cutting-edge teaching strategies, are in perfect harmony with my desire to develop skilled and compassionate nurses. Furthermore, the foundation of this strategy is ethical concerns. It is intrinsic to my principles as an educator to uphold the highest ethical standards in nursing education, which include creating a welcoming and inclusive learning environment, guaranteeing academic integrity, and maintaining confidentiality. Ensuring that moral concepts are ingrained in my research activities, teaching techniques, and relationships with students and colleagues is a continuous commitment that will be entwined with every facet of my professional progress. In order to respect these ethical norms as I go and work toward the objectives listed in my journey as a critical care nurse educator, I commit myself to ongoing self-evaluation, feedback, and reflective teaching methods.
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
Gazza, E. A. (2019). 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+develop
O'Connor, L., & O’Connor, L. (2019). Boyer’s Pillars of Scholarship. The Nature of Scholarship, a Career Legacy Map and Advanced Practice: An Important Triad, 17-29. https://doi.org/10.1007/978-3-319-91695-8_2
