NURS6351 Discussion Response #1: Advancement as a Nurse Educator

 

 

Respond to the discussion #1 below using the following approaches:

1.    Ask a probing question, substantiated with additional background information or research.

2.    Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

3.    Validate an idea with your own experience and additional resources.

 

Discussion #1

 

Having chosen nursing education as my professional pathway, I hope to obtain professional achievement and contributions.  Contributions that I hope to make as a role of the nurse educator would be helping to empower and positively impact the student with whom I work.  I want to maintain a professional yet approachable attitude with my students and hope that my expertise will influence a positive social change.  Achieving professional growth can only come with time, exposure and practice.  A novice educator can only observe these areas initially and hope to apply learned information in future experiences. The nursing profession will always be an area of evidence-based change in society; therefore considering opportunities to help influence build and advance ones role and aid in the development as a nurse educator is imperative.  Halstead states that “You cannot achieve excellence in teaching or practice or both without immersing yourself in scholarly evidence and using the evidence to inform actions you take as a teacher or practitioner” (p.121).  To be a scholar there are many ways to achieve this goal but utilizing research to obtain evidence-based material to help compliment educational experiences will support the intended outcome. 

 As mentioned in prior discussion boards, taking the time to identify those who empower and impact novice educator is important to our long term success.  A strategy I would take would be to identify the key players who support and motivate others in similar working environments.  Once identified, I would then capitalize on their strengths, observe their weaknesses and apply the positive learned information when educating future students.   

  Steps that I may take the further my career and continue to grow in the years ahead include obtaining advanced degrees including my doctorate.  Becoming a scholar and publish materials that influence the medical world and participating in the development of programs of new research is something I hope to accomplish.  In addition, building on certifications including the International Board of Lactation Consultants Examiners (IBLCE) will help support my own education and utilizing that advanced knowledge when educating future patients/students. I would hope that the presenter honoring my accomplishments in 2035 would describe me as a change agent who is positive, motivated, organized and strives to make changes in the world of nursing.  My students would describe me as approachable, professional, respectable, and a mentor for their future endeavors.  Palmer (2007) states “an educational program that emerges from a continuing collaboration of administrators, faculty, and students is much more likely to produce new professionals than ones that leave students disempowered” (p.212).  This statement impacted my reading in such that the job cannot be done by just one individual but that of a team that is cohesive in achieving a common goal.  That goal is professional, self directed, motivated engaged participants in the medical field.

I hope my legacy in the profession of nursing reveals me as being a change agent exuding positivity and empowerment for those not only in the educational forum but in the medical arena as well. 

 

Halstead, J.A., & Frank, B. (2011). Pathways to a nursing education career: Educating the next generation of nurses. New York, NY: Springer Publishing Company.

Palmer, P.J. (2007). The courage to teach: Exploring the inner landscape of the teacher’s life. San Francisco, CA: Jossey-Bass.

 

 

Reminders:

1.    1 page only

1.    Put APA format citations

2.    At least 3 references (APA format)… Articles must be 2011 to 2016.

 

 

Required Readings

 

Halstead, J. A., & Frank, B. (2011). Pathways to a nursing education career: Educating the next generation of nurses. New York, NY: Springer Publishing Company.

·         Chapter 6, “Developing Your Identity as a Scholar” (pp. 121–142)

·         Chapter 7, “Determining Your Service Commitment” (pp. 143–159)

·         Chapter 8, “Planning Your Career Trajectory” (pp. 161–181)

 

In Chapters 6 and 7, the authors examine two essential focus areas that round out a nurse educator’s teaching responsibilities: scholarship and service. In Chapter 8, they present suggestions for developing professional pathways and documenting accomplishments.

Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.

·         Chapter VII, “Divided No More: Teaching from a Heart of Hope” (pp. 169–190)

·         Afterword, “The New Professional: Education for Transformation” (pp. 191–214)

 

In Chapter VII, Palmer addresses the opportunities and challenges of reforming education. In the Afterword, she examines how professionals can be prepared to enact change.

Banfield, V., Fagan, B., & Janes, C. (2012). Charting a new course in knowledge: Creating life-long critical care thinkers. Dynamics, 23(1), 24–28.
Retrieved from the Walden Library databases.

 

The authors examine the use of team-based learning to promote critical thinking.

Lee, D., Paulus, T., Loboda, I., Phipps, G., Wyatt, T. H., Myers, C. R., & Mixer, S. J. (2010). A faculty development program for nurse educators learning to teach online. Linking Research & Practice to Improve Learning, 54(6), 20–28.
Retrieved from the Walden Library databases.

 

This article examines a faculty development program designed to prepare nurse educators for online teaching. The authors describe the conceptual frameworks used to guide program development, as well as the use of formative and summative evaluation.

McNeal, G. J. (2012). The nursing faculty shortage. The ABNF Journal, 23(2), 23.
Retrieved from the Walden Library databases.

 

This article addresses how poor compensation, an aging faculty workforce, faculty workload, lack of diversity, and inadequate preparation contribute to a shortage of nursing educators.

Russell, B. C. (2010). Stress in senior faculty careers. New Directions for Higher Education, 151.
Retrieved from the Walden Library databases.

 

The author examines career satisfaction among senior faculty members. As you read this article, consider how and why this information is applicable to novice nurse educators.

Thoun, D. (2009). Toward an appreciation of nursing scholarship: Recognizing our traditions, contributions, and presence. Journal of Nursing Education, 48(10), 552–55
Retrieved from the Walden Library databases.

 

The author examines scholarship in nursing educators’ work.

 

Cash, P. A., Doyle, R. M., von Tettenborn, L., Daines, D., & Faria, V. (2011). Working with nurse educators’ collective wisdom: Implications for recruitment and retention. Nursing Economics, 29(5), 257–264. Retrieved from http://nursing.uw.edu/sites/default/files/files/U3-Article-Working_with_Nurse_Educators_Collective_Wisdom-Implications_for_Recruitment_and_Retention.pdf

 

The authors examine experiences in and characteristics of work environments that contribute to nurse educator recruitment and retention.

 

 

Monster. (2013). Sample résumés for nurses. Retrieved from http://career-advice.monster.com/resumes-cover-letters/resume-samples/nurse-sample-resumes/article.aspx

 

Monster.com provides information related to the job search process. You may wish to view the résumé samples as you develop your résumé.

 

 

Anthony, J. (2013). 10 tips for writing a professional résumé. Retrieved from http://www.haceonline.org/resources/10-tips-writing-professional-résumé

 

Building an effective résumé is key to securing a desired position. This article presents tips for résumé writing.

 

 

Rockport Institute. (2012). How to write a masterpiece of a résumé—Part 1. Retrieved from http://www.rockportinstitute.com/resumes

 

This resource provides foundational information for developing your résumé.

 

Required Media

Laureate Education (Producer). (2013a). Achieving professional growth [Video file]. Retrieved from MyMedia Player. (NURS 6351)

 

Note: The approximate length of this media piece is 17 minutes.

 

In this media presentation, Dr. Dorothy Powell and Beth Phillips reflect on their journeys as nurse educators. They share strategies for advancing in the nursing profession as well as lessons learned and advice for future nursing leaders.

 

Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.

• Chapter VI, “Learning in Community: The Conversation of Colleagues” (pp. 145–167)

In this chapter, Palmer explores the value of learning with and from others, by watching others teach and by talking with one another about teaching.

Faiman, B. (2011). Overview and experience of a nursing e-mentorship program. Clinical Journal of Oncology Nursing, 15(4), 418–423.
Retrieved from the Walden Library databases.

 

The author examines the use of technology for nursing mentorship, and concludes that attention to learning styles and levels of education should be given in such programs.

Foley, V. C., Myrick, F., & Yonge, O. (2012). A phenomenological perspective on preceptorship in the intergenerational context. International Journal of Nursing Education Scholarship, 9(1), 1–23.
Retrieved from the Walden Library databases.

 

This article presents a study of how generational differences can lead to diverging expectations and affect student-preceptor interactions.

Girot, E., & Rickaby, C. (2009). Evaluating the role of mentor for advanced practitioners: An example from community matrons in England. Learning in Health & Social Care, 8(1), 1–12.
Retrieved from the Walden Library databases.

 

In this article, the authors examine a study conducted on a mentorship program. They address how differing expectations and types of support influenced outcomes.

Happell, B. (2009). A model of preceptorship in nursing: Reflecting the complex functions of the role. Nursing Education Perspectives, 30(6), 372–376.
Retrieved from the Walden Library databases.

 

In this article, the author proposes a model of preceptorship to maximize learning and satisfaction.

Luhanga, F. L., Billay, D., Grundy, Q., Myrick, F., & Yonge, O. (2010). The one-to-one relationship: Is it really key to an effective preceptorship experience? A review of the literature. International Journal of Nursing Education Scholarship, 7(1), 1–15.
Retrieved from the Walden Library databases.

 

The authors review the literature related to preceptorship in nursing. They note that with the current workforce shortage, it may be difficult to create one-to-one relationships; therefore, these types of relationships must be thoughtfully configured to facilitate learning.

Royds, K. (2010). Using reflective practice to learn from good and bad experiences. Learning Disability Practice, 13(5), 20–23.
Retrieved from the Walden Library databases.

 

The author engages in reflection to examine her interactions with mentors in practice settings and assess the professional redirection and growth that resulted from her experiences.

Schaubhut, R., & Gentry, J. (2010). Nursing preceptor workshops: Partnership and collaboration between academia and practice. Journal of Continuing Education in Nursing, 41(4), 155–162.
Retrieved from the Walden Library databases.

 

This article integrates adult learning theory and Benner’s novice-to-expert model with a study of preceptorship.

Willemsen-McBride, T. (2010). Preceptorship planning is essential to perioperative nursing retention: Matching teaching and learning styles.Canadian Operating Room Nursing Journal, 28(1), 8–8, 10–11, 16.
Retrieved from the Walden Library databases.

 

This article emphasizes the value of matching teaching and learning styles in preceptor relationships to promote job satisfaction.

Wilson, A. H., Sanner, S., & McAllister, L. E. (2010). An evaluation study of a mentoring program to increase the diversity of the nursing workforce.Journal of Cultural Diversity, 17(4), 144–150.
Retrieved from the Walden Library databases.

 

The authors examine the experiences of faculty and students in a formal mentorship program.

Required Media

Laureate Education (Producer). (2013g). The mentoring relationship [Video file]. Retrieved from MyMedia Player. (NURS 6351)

 

Note: The approximate length of this media piece is 15 minutes.

 

In this media presentation, Dr. Terry Valiga and Beth Phillips discuss the roles of mentors and mentees. They also share reflections on their own mentor/mentee relationship..

 

Choose one legal issue and describe the basis for its existence. See below for directions.

The student should address the following:

1. Define the scope of a legal issue.
2. Examine briefly the existing laws on this issue as it relates to nursing.
3. Highlight this legal issue in a clinical nursing example.
4. Explore the expert forecasts and any new needed laws regarding this legal issue as it relates to nursing practice.

APA format 12 font. minimum 500 words. minimum 2 references

Assignment 2: The Healthcare Market

Due Week 6 and worth 240 points

Use the Internet or Strayer online database to research the current health care delivery structures—both private and public—within your state.

Write a 6-8 page paper in which you:

1. Analyze the current health care delivery structure in the state of Georgia. Compare and contrast the major determinants of healthcare market power.
2. Analyze the main competitive forces in the your healthcare delivery system in the state of Georgia, and compare the major factors that influence the fundamental manner in which these competitive forces determine prices, supply and demand, quality of care, consumerism, and providers’ compensation.
3. Evaluate the positive benefits and negative aspects, respectively, of HMO managed care from the provider’s point of view—i.e., a physician and a healthcare facility—and from a patient’s point of view. Provide a rationale for your response.
4. Assess the efficiency of the types of economic incentives available to providers in the delivery of healthcare services in the state of Georgia.
5. Propose who bears the financial risk of a capitation payment system: the provider, the patient, or the consumer-driven health plan itself.
6. Use at least five (5) current references. Three of these references must be from current peer-reviewed sources to support and substantiate your comments and perspectives. 

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. 

The specific course learning outcomes associated with this assignment are:

• Explain how selected economic principles apply to the health care market and the provision of health care services.
• Analyze the factors that are influencing the demand and supply of health care services in the U.S.
• Assess current economic trends that influence the cost, quality, and access to care.
• Use technology and information resources to research issues in health economics.
• Write clearly and concisely about health economics using proper writing mechanics.

Minimum of 350 words with at least 2 peer review reference in 6th edition apa style.

 You are in a place of influence in your professional life where you can help people be successful. Describe the relationship and what actions you have taken or could take to serve others. Based on the textbook, how does your response compare to the views of authority according to servant leadership? How does your response compare to the secular view of authority?  

The interpretation of research in health care is essential to decision making. By understanding research, health care providers can identify risk factors, trends, outcomes for treatment, health care costs and best practices. To be effective in evaluating and interpreting research, the reader must first understand how to interpret the findings. You will practice article analysis in Topics 2, 3, and 5.

For this assignment:

Search the GCU Library and find three different health care articles that use quantitative research. Do not use articles that appear in the Topic Materials or textbook. Complete an article analysis for each using the “Article Analysis 1” template.

Refer to the “Patient Preference and Satisfaction in Hospital-at-Home and Usual Hospital Care for COPD Exacerbations: Results of a Randomised Controlled Trial,” in conjunction with the “Article Analysis Example 1,” for an example of an article analysis.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

AttachmentsHLT-362V-RS2-ArticleAnalysisExample-1.docx
HLT-362V-RS2-ArticleAnalysis-1-Template.docx