NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

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NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

Name

Capella university

NURS-FPX 6103 The Nurse Educator Role

Prof. Name

Date

Nurse Educator Philosophy Statement

The role of a nurse educator demands a philosophy statement based on an individual’s beliefs and values regarding learning and development. As a nurse educator for adult learners, my philosophy statement is: I believe in recognizing distinct personalities, experiences, and individual learning styles of adult learners by creating an inclusive and positive environment to foster their critical thinking abilities and boost interprofessional collaboration, motivating their active roles in the learning process.

Drawing on constructivist and adult learning theories, I typically use learner-centered teaching techniques, including problem-based learning, hands-on experiences, and experiential learning for this aim.” By utilizing advanced teaching methods, creating a supportive environment, and respecting each student’s unique skills, my goal is to train competent and compassionate registered nurses.  

Philosophy Statement Grounded in Practice and Literature

The Nursing Education Practice Update 2022 supports the learner-centric approach elaborated in the philosophy statement. According to this update, competency-based education efficiently improves competencies through individualized learning plans. The individual’s prior knowledge, experiences, and preferred learning styles are the basis of these plans. This approach enhances interprofessional collaboration and improves clinical decision-making abilities (Lewis et al., 2022). 

The constructivist and adult learning theories provide evidence for the philosophy statement. The purpose of adult learning theory developed by Malcolm Knowles, also known as andragogy, is to recognize and manage the gaps between the knowledge students have already acquired and the knowledge they will gain through experiences (Mukhalalati & Taylor, 2019). My philosophy aligns with this theory as I plan to incorporate learner-centric teaching strategies, primarily experiential learning. I aim to help students advance their previous knowledge and enhance their competencies to make effective clinical decisions.

In a similar vein, constructivism permits people to create new knowledge through social and physical interactions. In this sense, learner environments are critical because they involve learners in the learning process and provide them with a thorough understanding of educational content (Mukhalalati & Taylor, 2019). My philosophy, which exemplifies the constructivist approach, is centered on establishing a welcoming and inclusive environment to assess students’ participation and promote peer learning. 

Application to the Tripartite Roles

Teaching

I believe in acknowledging and respecting adult learners’ distinct personalities, previous experiences, and individual learning styles. My views are supported by constructivism theory and adult learning. Because of this belief, I strive as a teacher to create a collaborative learning environment that meets each student’s unique learning needs and uses various teaching modalities, including problem-based learning, experiential learning, and hands-on learning. By encouraging students to reflect on their experiences and actively participate in the learning process, these methods promote collaborative learning in which students build their own and their peers’ new knowledge through discussion and shared experiences (Stenberg et al., 2022). 

Scholarship

As a scholar, my philosophy drives a commitment to staying up-to-date with current and best evidence-based practices. This means that I actively seek opportunities to learn and participate in scholarly activities such as research conferences, scholar meetings, and publishing scholarly articles to enhance my knowledge related to nursing education. These scholarly activities are crucial for nurse educators to ensure that students are exposed to current and credible information and that advanced teaching methodologies are used (Pullen, 2022). To help me incorporate such strategies into my teaching role, I take part in action research to evaluate the effects of various teaching strategies, like simulation. My teaching methods are refined and improved through this iterative process of data produced by scholarly analysis. 

Service

In the role of service, my philosophy statement manifests my commitment to supporting the nursing education community and assisting students in enhancing competencies. I intend to fulfill this duty by engaging in mentorship activities where I support my colleagues and novice educators in implementing effective teaching approaches. This aligns with the philosophy of creating a positive and inclusive learning environment. Moreover, I am actively involved in curriculum development initiatives that aim to introduce state-of-the-art and evidence-based teaching strategies into the broader educational curriculum. This service role contributes to the enhancement of nursing education programs. 

However, one area where additional information is required is the use of technology in nursing education. I keep a keen interest in learning more about technological integration to promote a learner-centered teaching environment and promote critical thinking. Another area where I need additional information is in the area of inclusive education. My interest aligns with the increasing demand for diversity and inclusiveness in nursing education, which aims to create a constructive environment for students with diverse backgrounds. Accepting diversity in nursing education is essential to creating a diverse healthcare workforce, enabling culturally sensitive patient-centered care (Murray & Noone, 2022). 

Influence of Historical Events

A historical incident of the Civil Rights Movement in the 1960s produced substantial changes in nursing education—the movement aimed to eradicate racial and ethnic discrimination. Nursing education has established rules for professional diversity and inclusion of students from diverse backgrounds (Ballard, 2023). This approach has led nurse educators to modify their teaching methodologies and put efforts into addressing racial and gender disparities in nursing education and practice. Another historical event that significantly impacted nurse educators’ role is Florence Nightingale’s groundbreaking work during the Crimean War. Nursing was recognized as a reputable professional after her constant efforts during the war to care for injured soldiers (Sadhaan et al., 2022). Nightingale has always focused on infusing scientific principles, patient-centered care, and ethical conduct into nursing practices, which set the stage for modern nursing education.

These guiding frameworks influence nurse educators’ role in developing curricula and using effective teaching methodologies. However, there are some areas where the impact is uncertain. Firstly, the rapidly evolving healthcare landscape may have unanticipated and unclear effects on nurse educators’ ability to implement innovative teaching strategies and prepare students for the fast-paced clinical setting. Global healthcare issues, such as chronic illnesses and infectious diseases like COVID-19, are another uncertain area. Because of these unpredictabilities, nurse educators must constantly adapt their curricula and prepare nurses to face new challenges. Nurse educators should be flexible enough to adjust to changing conditions and global challenges. 

Competencies for the Nurse Educator Role

The role of a nurse educator necessitates the possession of several competencies. Among them is the capacity for efficient technology integration. This competency ensures educators can develop engaging and evidence-based learning experiences for nursing students using digital advances. The selection of this competency was encouraged by the increasing need, due to technological advancements in healthcare, for nurses to receive training in digitization. This outcome is only achievable when nurse educators have pre-acquired technological competencies (Jobst et al., 2022).

In practice, nurse educators must align their skills with the evolving landscape of healthcare education, preparing students to navigate technology-rich healthcare settings. Conducting efficient assessments and evaluations is a crucial skill for nurse educators. This ability entails creating reliable and well-founded assessments, offering helpful criticism, and identifying areas of improvement. To guarantee that students gain applicable knowledge, these tests actually need to be in line with the program’s goals. This competency was chosen because it cultivates an environment of ongoing improvement, which raises educational standards and prepares nursing students as the future workforce.

Conclusion

In conclusion, the philosophy statement highlights using learner-centered teaching techniques to promote adult learning and inclusive learning environments that encourage learners’ involvement and peer collaboration. It also underscores the importance of constructivism, which holds that students create knowledge by drawing on their past experiences and social interactions. While this philosophy applies to the tripartite role of teaching approaches tailored to each student’s needs that will enhance their learning experience, my core responsibility as a nurse educator is to ensure that I participate in scholarly initiatives to adopt evidence-based practices.

Similarly, I also provide services to the nursing education domain by taking part in curriculum creation and mentoring other educators to fulfill the tripartite role of services. At the same time, historical events profoundly impact the nurse educator role. Thus,  it is essential to make ongoing improvements in response to shifting needs. Finally, to prepare a skilled and qualified nursing workforce, nurse educators must possess some abilities, including technology expertise and the ability to conduct effective evaluations. 

References

Ballard, T. (2023). Human and civil rights in the nursing profession: History as a guide to navigate advocacy in nursing. Journal of Psychosocial Nursing and Mental Health Services61(7), 3–4. https://doi.org/10.3928/02793695-20230607-01 

Jobst, S., Lindwedel, U., Marx, H., Pazouki, R., Ziegler, S., König, P., Kugler, C., & Feuchtinger, J. (2022). Competencies and needs of nurse educators and clinical mentors for teaching in the digital age – a multi-institutional, cross-sectional study. BMC Nursing21(1), 240. https://doi.org/10.1186/s12912-022-01018-6 

Lewis, L. S., Rebeschi, L. M., & Hunt, E. (2022). Nursing education practice update 2022: Competency-Based Education in Nursing. SAGE Open Nursing8, 237796082211407. https://doi.org/10.1177/23779608221140774 

Mukhalalati, B. A., & Taylor, A. (2019). Adult learning theories in context: A quick guide for healthcare professional educators. Journal of Medical Education and Curricular Development6, 2382120519840332. https://doi.org/10.1177/2382120519840332 

NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

Murray, T. A., & Noone, J. (2022). Advancing diversity in nursing education: A groundwater approach. Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing, pp. 41, 140–148. https://doi.org/10.1016/j.profnurs.2022.05.002

Pullen, R. L. J. (2022). Scholarship in practice: What does it mean? Nursing Made Incredibly Easy20(2), 47. https://doi.org/10.1097/01.NME.0000816528.00298.ad 

Sadhaan, A., Brown, M., & McLaughlin, D. (2022). Registered nurses’ views and experiences of delivering care in war and conflict areas: A systematic review. Healthcare10(11), 2168. https://doi.org/10.3390/healthcare10112168 

Stenberg, M., Bengtsson, M., Mangrio, E., & Carlson, E. (2022). Collaboration between first year undergraduate nursing students – A focused ethnographic study. Nurse Education in Practice64, 103427. https://doi.org/10.1016/j.nepr.2022.103427 

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