Instructions:Create a 2-page plan addressing the scholarship, service, and teaching elements of a specific nurse educator role in a specific context. - 2 pages max. - 3-5 sources within the last 5 years cited. -Each paragraph should have a section header so I can know exactly what you are writing and how each point from the rubric is being addressed. Please use these headers per each paragraph: - Introduction

Applying the Tripartite Model

Student’s Name

Institutional Affiliation

Course Number: Course Name

Instructor

Date Due

 

Introduction

The roles of nurse educators extend beyond providing nursing education to the students. The educators play major functions and follow the traditional triad of teaching, scholarship, and service. Individuals new to the nurse educator profession come to the teaching environment with different models. They can be an adjunct faculty member, guest lecturer, or mentor to the students. The improvement in nursing education and the emergence of the graduate and doctoral programs influence the increase in the number of well-educated nurses. 

A specific nurse educator role

The nurse educator role selected for this plan is teaching students and arming them with knowledge of the essentials of nursing. An educator's role is often a pedagogical process as it focuses on the organization and stimulates active learning and the cognitive abilities to understand and master the provision of quality care (Booth, Emerson, Hackney & Souter, 2016). It also involves stimulation of active learning and the cognitive ability to maintain and improve health. 

Teaching, service, and scholarship expectations

The nursing educator role meets the various expectations in teaching, service, and scholarship as detailed in the tripartite model. The teaching expectations include adding knowledge to learners about nursing to make them well informed to accomplish the specific goals in the profession (Swardt, 2019). The expectations fit the role as if it gives learners knowledge in nursing and makes them well-armed to attain the objectives of the nursing profession. 

Service expectations for the role include making significant impacts in the field by assuming volunteer work at the community level with healthcare stakeholders. The service involved working with other professionals through holding office or participating as a member of a committee. The scholarship expectations involve contributing to the professional literature with books, articles, or other publications. The expectation matches the teaching role as the educators depend on the professional materials, knowledge, and experience to give accurate and reliable information to the learners. 

 The aspect of the tripartite model

 meeting the expectations requires the nurse educator to integrate the practical learning where a learner is exposed to what the nursing profession entails. The student may be allocated a nurse to guide them through the daily nursing activities. Meeting the service expectation needs the educator to come up with nursing community programs that involve the learners. The scholarship part needs the educator to incorporate the learners in the research and introduce them to the major literature in the field. 

Opportunities for scholarship

 The publications and journals on nursing obtained from various databases can be excellent for a scholarship for the role. The focus needs to be on publications that explore the field of nursing to help advance the knowledge of learners in the sector. The nurse educator can access these publications and journals to advance their knowledge and experiences that can then help them in teaching. 

Qualifications in a chosen nurse educator role

 the qualifications for the role include knowledge in the nursing area and the right teaching skills. The nursing educator has to be a registered nurse (Daw, Seldomridge, Battistoni & Belcher, 2018). These qualifications are important to certify that the educator is ready to educate new nurses.  

Conclusion

The main role for nurse educators is to teach the students and give them the right knowledge for nursing. The role needs to be aligned with the tripartite model areas of teaching, service and scholarship. The educator needs to have an excellent plan and qualifications to successfully meet the expectation of the role. 

References

Booth, T. L., Emerson, C. J., Hackney, M. G., & Souter, S. (2016). Preparation of academic nurse educators. Nurse Education in Practice, 19, 54-57. Retrieved from https://www.etsu.edu/nursing/documents/preparation_of_academic_nurse_educators.pdf