NURS-FPX6103 Assessment 2 Applying the Tripartite Model

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NURS-FPX6103 Assessment 2 Applying the Tripartite Model – Step-by-Step Guide

The first step before starting to write the NURS-FPX6103 Assessment 2 Applying the Tripartite Model, it is essential 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 audience of the paper and its purpose so that it can 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, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NURS-FPX6103 Assessment 2 Applying the Tripartite Model

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the 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 PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in 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 about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NURS-FPX6103 Assessment 2 Applying the Tripartite Model

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start 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 NURS-FPX6103 Assessment 2 Applying the Tripartite Model

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 conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NURS-FPX6103 Assessment 2 Applying the Tripartite Model

In-text citations help the reader to give credit to the authors of the references they have used in their works. 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 Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight 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 NURS-FPX6103 Assessment 2 Applying the Tripartite Model

When writing the conclusion of the paper, start by restarting 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. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NURS-FPX6103 Assessment 2 Applying the Tripartite Model

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

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NURS-FPX6103 Assessment 2 Applying the Tripartite Model Instructions

  • Create a two-page plan addressing the scholarship, service, and teaching elements of a specific nurse educator role in a specific context.

Introduction

For nursing faculty in colleges and universities, promotion and tenure will be partially determined by meeting expectations in all three areas:

  • Teaching.
  • Service.
  • Scholarship.

Preparation

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment. Have a look at NURS-FPX6103 Assessment 3 Nurse Educator Philosophy Statement.

  • How do the scholarship, teaching, and service interrelate in a nurse educator’s career? How do they contribute to the nurse educator’s skills?
  • Why are orientation and mentoring important for new nurse educators?
  • What is your understanding of tenure in the academic nurse educator role?

Instructions

Create a short (approximately two pages) plan reflecting on how the three aspects of the tripartite model of teaching, service, and scholarship could be met for a particular nurse educator position in a context of interest to you.

In your plan, please do the following:

  • Describe the nurse educator role that your plan addresses, as well as any other pertinent details about that role. Be sure to give the role’s title and explain the context in which that role works.
  • Analyze the teaching, service, and scholarship expectations for that role as you understand them, and how those expectations fit with the role.
  • Identify publications, journals, and conferences that could be a fit for the scholarship conducted in this role. Explain the kinds of scholarship that would be a good fit for person in this role and with this expertise.
  • Generate a plan that could be used by a person in this role for meeting each of the expectations you analyzed.
  • Analyze additional qualifications that you believe are needed for this role (additional education, certifications, skills, and so on), explaining why they are necessary.
  • Analyze the qualifications and areas of expertise related to this role that would facilitate serving as a change agent.
Additional Requirements
  • Format: 12-point Times New Roman or Arial font, double spaced in Microsoft Word.

  • Length: Approximately two pages plus a title page and a references page.
  • Use correct APA format, including page numbers and a title page. Citations and references (if used) are to be in correct APA format. 

  • Writing should be free of grammar and spelling errors that distract from content.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 2: Analyze the tripartite role of teaching, service, and scholarship.
  • Describe a specific nurse educator role.
  • Analyze the teaching, service, and scholarship expectations for a chosen nurse educator role.
  • Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice.
  • Analyze qualifications in a chosen nurse educator role that facilitate being a change agent.
  • Competency 6: Develop a plan for engaging in scholarship in an established area of expertise.
  • Explain opportunities for scholarship related to a specific area of expertise.
  • Competency 7: Establish a plan for pursing continuous improvement in the nurse educator role.
  • Generate a plan for meeting each aspect of the tripartite model (teaching, service, and scholarship).
  • Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
  • Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.

NURS-FPX6103 Assessment 2 Applying the Tripartite Model Example

The Nurse Educator Clinical Competency Coordinator

The nurse trainer Clinical Competency Coordinator is a position inside a healthcare institution responsible for supervising nursing students’ clinical competency during clinical rotations, particularly in the medical-surgical nursing field. This position serves as a bridge between clinical nurse educators, nursing staff, nursing leadership, and other healthcare professionals to ensure that nursing students have the information, skills, and abilities needed to deliver safe and effective patient care (Gwynedd Mercy University, 2022). The Nurse Educator’s Role Clinical Competency Coordinator role includes:

  • Creating and delivering continuing education and training programs for nursing students to improve clinical competency in medical-surgical nursing.
  • Assessing and evaluating nursing students’ clinical competency and identifying areas for improvement.
  • Assisting nursing students by providing guidance and support in tackling clinical competency issues.
  • Conducting research and disseminating results linked to clinical competency enhancement in medical-surgical nursing.
  • Keeping up to date on the latest research and best practices in the field, as well as sharing this insight with nursing students and other healthcare professionals.

Teaching, Service, And Scholarship Expectations For Nurse Educator’s Clinical Competency Coordinator Role, And How Those Expectations Fit With The Role

Teaching: as the Clinical Competency Coordinator, a nurse educator may design and administer continuing education and training sessions for nursing students working in the medical-surgical unit to improve their clinical competence in medical-surgical nursing (Jeffries, 2022). This expectation is consistent with the role of the nurse educator Clinical Competency Coordinator, who is responsible for assuring the clinical competency of nursing students, and providing education and training is an important component of achieving this aim.

Service: The Clinical Competency Coordinator nurse educator can serve as a consultant for nursing students and other healthcare workers, giving guidance and assistance in resolving clinical competency difficulties (Jeffries, 2022). They can also actively engage in multidisciplinary teams and committees to improve patient care quality.

Scholarship: The Clinical Competency Coordinator nurse educator can undertake research and publish results relevant to improving clinical competency in medical-surgical nursing (Jeffries, 2022). They can also remain up to date on the newest research and best practices in the sector, which they may then share with nursing students and other healthcare professionals (Moyer, 2022).

Publications, Journals, And Conferences That Could Be A Fit For The Scholarship Conducted In This Role And The Kinds Of Scholarship That Would Be A Good Fit For a Person In This Role And With This Expertise

There are various publications, journals, and conferences that would be appropriate for the scholarship undertaken in the job of nurse educator Clinical Competency Coordinator, particularly in the field of medical-surgical nursing:

  • Journal of Continuing Education in Nursing: focuses on continuous education and professional development for nurses. As it pertains to continuous education and training programs for nursing students, it would be a suitable fit for the scholarship administered by the nurse educator Clinical Competency Coordinator.
  • Publication of Professional Nursing: This journal focuses on professional nursing practice and would be an excellent fit for the scholarship undertaken by the nurse educator Clinical Competency Coordinator in medical-surgical nursing.
  • The Journal of Nursing Education is concerned with the creation and implementation of educational and training programs for nursing professionals and students.
  • International Publication of Medical-Surgical Nursing: As it relates to clinical competency in medical-surgical nursing, this journal would be an excellent fit for the scholarship undertaken by the nurse educator Clinical Competency Coordinator.
  • NTI (National Teaching Institute and Critical Care Exposition): The American Association of Critical-Care Nurses organizes this yearly conference, which provides an excellent platform for the nurse educator Clinical Competency Coordinator to demonstrate research and best practices in medical-surgical nursing.

Scholarship on the efficacy of education and training programs for nursing students, assessments of clinical skills in medical-surgical nursing, and the advancement of best practices for improving clinical competency in medical-surgical nursing would be appropriate for someone in this role and with the expertise of clinical competency coordinator (Jowsey et al., 2020).

Plan That A Clinical Coordinator Role Could use For Meeting Each Of The Expectations Analyzed.

Teaching:

  • Create a continuous education and training program for nursing students to improve their clinical competency in medical-surgical nursing,
  • Make and keep a list of teaching resources such as handouts, videos, and case studies, and
  • Assess and evaluate the success of the education and training program and utilize the input to make adjustments (Fay et al., 2021).

Service:

  • Participate in multidisciplinary teams and committees to improve patient care quality.
  • Offer assistance and mentoring to new nurses and nursing students (Fay et al., 2021).

Scholarship:

  • Conduct research on the efficacy of nursing student education and training programs in assessing clinical competency in medical-surgical nursing, as well as the creation of best practices for promoting clinical competency in medical-surgical nursing (Fay et al., 2021).

Analyze Additional Qualifications That You Believe Are Needed For This Role

The qualifications that would be advantageous for the nurse educator Clinical Competency Coordinator post, in addition to a nursing degree and appropriate experience in medical-surgical nursing, include a  Master’s degree in Nursing Education, Certification in Medical-Surgical Nursing, Experience in nursing education and staff development, communication and leadership abilities, and computer skills are some of the requirements (Jeffries, 2022).

Analyze The Qualifications And Areas Of Expertise Related To This Role That Would Facilitate Serving As A Change Agent

Leadership skills are important to a change agent to inspire and lead people to create changes and improvements (Jeffries, 2022). A change agent must have strong communication skills to successfully express the need for change and the advantages of the proposed changes to nursing staff and other healthcare professionals. Analytical abilities are also crucial to a change agent as analytical abilities are required because they must be able to examine data, find patterns and areas for improvement, and design plans to address those areas.

Lastly, professional development and continuous learning facilitate change whereby the change agent is expected to keep up to date on the latest research and best practices in the field by conducting regular literature reviews, attending conferences, and continuing education opportunities (Jeffries, 2022).

References

Fay, R., Swint, C., & Thrower, E. J. B. (2021). Development of an interprofessional scholarship workgroup: Systematic process for creating and disseminating nursing knowledge. Nurse Educator, 46(2), 65–68. https://doi.org/10.1097/nne.0000000000000880

Gwynedd Mercy University. (2022). Nurse educator career options. Gmercyu.edu. https://www.gmercyu.edu/academics/learn/nurse-educator-job-description

Jeffries, P. (2022). Clinical simulations in Nursing Education: Advanced concepts, trends, and Opportunities. Wolters Kluwer Health. https://books.google.at/books?id=KPGKEAAAQBAJ

Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S. (2020). Blended learning via distance in pre-registration nursing education: A scoping review. Nurse Education in Practice, 44(102775), 102775. https://doi.org/10.1016/j.nepr.2020.102775

Moyer, S. M. (2022). Work-life balance of nursing faculty: A scoping review: A scoping review. Nursing Education Perspectives, 43(4), 211–216. https://doi.org/10.1097/01.NEP.0000000000000952