NR719 Week 1 Discussion | The Advanced Practice Nurse as a Clinical Educator

ByDaniel Rossi Updated on

NR719 Week 1 Discussion | The Advanced Practice Nurse as a Clinical Educator – Step-by-Step Guide With Example Solution

The first step before starting to write the NR719 Week 1 Discussion | The Advanced Practice Nurse as a Clinical Educator is to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the paper’s audience and purpose, as this will help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, review its use, including writing citations and referencing the resources used. You should also review the formatting requirements for the title page and headings in the paper, as outlined by Chamberlain University.

How to Research and Prepare for NR719 Week 1 Discussion | The Advanced Practice Nurse as a Clinical Educator

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify a list of keywords related to your topic using various combinations. The first step is to visit the Chamberlain University library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from the Chamberlain University Library, PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last 5 years and go through each to check for credibility. Ensure that you obtain the references in the required format, such as APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next, create a detailed outline of the paper to help you develop headings and subheadings for the content. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NR719 Week 1 Discussion | The Advanced Practice Nurse as a Clinical Educator

The introduction of the paper is the most crucial part, as it helps provide the context of your work and determines whether the reader will be interested in reading through to the end. Begin with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NR719 Week 1 Discussion | The Advanced Practice Nurse as a Clinical Educator

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence collected from the research, and ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance, as well as how it relates to the thesis statement. You should maintain a logical flow between paragraphs by using transition words and a flow of ideas.

How to Write the In-text Citations for NR719 Week 1 Discussion | The Advanced Practice Nurse as a Clinical Educator

In-text citations help readers give credit to the authors of the references they have used in their work. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

“The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Morelli et al. (2024), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Alawiye (2024) highlights that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.”

How to Write the Conclusion for NR719 Week 1 Discussion | The Advanced Practice Nurse as a Clinical Educator

When writing the conclusion of the paper, start by restating your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper by restating them. Discuss the implications of your findings and your arguments. Conclude with a call to action that leaves a lasting impression on the reader or offers recommendations.

How to Format the Reference List for NR719 Week 1 Discussion | The Advanced Practice Nurse as a Clinical Educator

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically, and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Morelli, S., Daniele, C., D’Avenio, G., Grigioni, M., & Giansanti, D. (2024). Optimizing telehealth: Leveraging Key Performance Indicators for enhanced telehealth and digital healthcare outcomes (Telemechron Study). Healthcare, 12(13), 1319. https://doi.org/10.3390/healthcare12131319

Alawiye, T. (2024). The impact of digital technology on healthcare delivery and patient outcomes. E-Health Telecommunication Systems and Networks, 13, 13-22. 10.4236/etsn.2024.132002.

NR719 Week 1 Discussion | The Advanced Practice Nurse as a Clinical Educator Instructions

Purpose

The purpose of this discussion is to evaluate the skills and competencies needed to be an effective clinical nurse educator and promote safe, high-quality patient-centered nursing care.

Instructions

Reflect on the lesson and readings this week and respond to the following:

  1. If you were transitioning from a clinical position to a clinical nurse educator role, what competencies or knowledge would you need to develop to facilitate a smooth transition?
  2. To provide safe and effective patient-centered care, what strategies would you utilize to develop the skills needed to be an effective clinical nurse educator?

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page: 

  • Link (webpage): DNP Discussion Guidelines.
Program Competencies

This discussion enables the student to meet the following program outcomes:

  1. Integrates scientific underpinnings into everyday clinical practice. (POs 3, 5)
  2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
  3. Uses analytic methods to translate critically appraised research and other evidence into clinical scholarship for innovative practice improvements. (POs 3, 5)
  4. Appraises current information systems and technologies to improve health care. (POs 6, 7)
  5. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)
  6. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)
  7. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
  8. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (POs 1, 4)
Course Outcomes

This discussion enables the student to meet the following course outcomes:

  1. Apply leadership practices that support interprofessional collaborative practice and team effectiveness. (PCs 2, 4, 5, 6, 8; POs 2, 4, 6, 8)
  2. Translate quality improvement initiatives to provide safe and effective patient-centered care. (PCs 1, 3, 6, 7, 8; POs 1, 3, 5, 8)

NR719 Week 1 Discussion | The Advanced Practice Nurse as a Clinical Educator Example

The Advanced Practice Nurse as a Clinical Educator

The advanced practice nurse must develop essential knowledge and competencies to advance to a clinical educator role. It is vital to grasp critical educational concepts and understand their application in the learning environment. I must study and adopt different teaching styles and evaluation techniques to ensure students get the best out of their learning. It would also be an added advantage to familiarize oneself with learner-centered education and adult learning principles.

Additionally, I need to enhance my skills in curriculum development and evaluation. To do so, it is necessary to establish well-defined learning goals, choose relevant material, and design assessments that measure skills and knowledge appropriately. Being skilled at curriculum development and evaluation is essential as a clinical nurse educator. Possessing strong conversational and presentation abilities is necessary for any educator (Christensen & Simmons, 2019). My communication skills and knowledge to keep students interested both require development. The ability to listen to students and actively guide class discussions will improve communication with students and foster a more collaborative classroom setting (Friston et al., 2020).

Education in the digital age requires heavy reliance on the use of technology. As a result, I must educate myself on the many educational technologies available, such as simulation programs and learning management systems (LMS). My students would benefit from successfully learning these techniques in my teaching style. By participating in opportunities for continuing education and professional development, such as seminars and workshops, one can enhance one’s skill set and increase familiarity with current trends and the highest standards in nursing education (Gause et al., 2022).

Working with seasoned clinical nurse educators and colleagues can be quite helpful during this transition. If I routinely evaluated my teaching, reflected on my teaching practices, and sought input from peers and students, I could make steady progress as an educator. Connecting to the clinical setting will help me stay up-to-date with evidence-based methods and provide relevant examples in the classroom.

References

Christensen, L., & Simmons, L. E. (2019). The academic clinical nurse educator. Nursing Education Perspectives, 40(3), 196. https://doi.org/10.1097/01.nep.0000000000000509

Friston, K. J., Sajid, N., Quiroga-Martinez, D. R., Parr, T., Price, C. J., & Holmes, E. (2020). Active listening. Hearing Research, 399(399), 107998. https://doi.org/10.1016/j.heares.2020.107998

Gause, G., Mokgaola, I. O., & Rakhudu, M. A. (2022). Technology usage for teaching and learning in nursing education: An integrative review. Curationis, 45(1). https://doi.org/10.4102/curationis.v45i1.2261

NR719 Week 1 Discussion | The Advanced Practice Nurse as a Clinical Educator Example 2

  • If you were transitioning from a clinical position to a clinical nurse educator role, what competencies or knowledge would you need to develop to facilitate a smooth transition?

It is vital for anyone transitioning into academia to have a solid foundation in lesson planning, teaching structure, and effective strategies in place. A mentor is another crucial component in establishing a solid foundation for teaching adult learners. As a clinical nurse, you are more focused on completing tasks; in doing so, you have developed your way of doing this through years of experience. As clinical nurse educators, we must teach the information in a structured manner (Ernstzen et al., 2019). Clinical nurse educators may have experience in the field but may lack the integration of structured nursing professional development (NPD).

NPD practitioners influence the attainment of healthcare micro, meso, and macrosystem goals through education, competency management, research/evidence-based practice, and quality improvement strategies (Dagg et al., 2022). Many educational opportunities are being offered online, requiring additional skills that may be overlooked. According to Farr and Roth, cognitive learning theory offers an evidence-based approach to educational video development. It helps describe how internal and external factors influence a learner’s ability to process information (Farr & Roth, 2021).

To provide safe and effective patient-centered care, what strategies would you utilize to develop the skills needed to be an effective clinical nurse educator?

I would step back from my clinical routines and evaluate if I follow evidence-based practices (EBP) in delivering patient care. It takes an honest self-evaluation to ensure that I am up to date with patient-centered care that follows the EBP. We must provide extra support to the students we teach: not all students learn at the same pace or in the same manner. Some people have developed excellent study habits and skills that have served them well, but lack the patience to teach others who may not possess those skills. You must have a mentor to provide the structure and foundation of teaching and lesson planning. This is an essential component of development that every new educator should have in the beginning (Meyer et al., 2019).

References

Dagg, C., Schubert, C., Beckett, C. & Fitzgerald, E. (2022). Effects of clinical nurse educator professional role development. Journal for Nurses in Professional Development, 38 (4), 206–214. https://doi.org/10.1097/nnd.0000000000000816

Ernstzen, D., Louw, A., & Meyer, I. S. (2019). Perceptions of physiotherapy clinical educators’ dual roles as mentors and assessors : influence on teaching–learning relationships. The South African Journal of Physiotherapy, 75(1), 1–7. https://doi.org/10.4102/sajp.v75i1.468

Farr, E., & Roth, E. (2021). Virtual Learning in Graduate Medical Education: Applying Learning Theory for Effective Educational Videos. Journal of Graduate Medical Education, 13(6), 757–760. https://doi.org/10.4300/JGME-D-21-00245.1

Meyer, I. S., Louw, A., & Ernstzen, D. (2019). Perceptions of physiotherapy clinical educators’ dual roles as mentors and assessors: Influence on teaching-learning relationships. The South African journal of physiotherapy, 75(1), 468. https://doi.org/10.4102/sajp.v75i1.468