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Assessment 2: Applying the Tripartite Model

Student Name

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Capella University

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Prof Name
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MAR 10, 2024

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Implementing the Tripartite Model in Nursing
Education m
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Within nursing education, the tripartite model, comprising teaching, service, and
scholarship, stands as a cornerstone in shaping the trajectories of nurse educators'
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careers. This model underscores the importance of mentorship, orientation, and tenure
in nurse educators' journey while accentuating the significance of exemplary teaching
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methodologies, active service engagement, and scholarly endeavors. This piece delves
into nurse educators' specific duties and functions, assesses their role expectations,
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delineates a strategy for addressing facets of the tripartite model, explores avenues for
scholarly activity, and discusses the essential qualifications of a catalyst for change
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within nursing education.

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Roles and Functions of Nurse Educators

Nurse educators, particularly clinical instructors within university nursing programs, are
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pivotal in preparing nursing students for clinical practice. They facilitate learning
experiences, guiding students through clinical rotations and bridging the gap between
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theoretical knowledge and its practical application. Responsibilities include overseeing

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clinical experiences, monitoring student performance, arranging healthcare placements,
and assessing student progress.

Assessment of Role Expectations

Exemplary teaching as a clinical instructor entails establishing a supportive learning

milieu, employing innovative teaching methodologies, nurturing critical thinking abilities,
and facilitating hands-on clinical exposure. Engagement in service involves active
involvement in academic committees, professional organizations, and community
initiatives, while outstanding scholarship encompasses conducting research on
innovative teaching techniques and contributing to evidence-based practices in nursing
education.

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Strategy for Fulfilling Aspects of the Tripartite Model

To meet the criteria of the tripartite model, nurse educators must deploy active learning

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strategies, integrate technology, offer regular feedback, and cultivate an inclusive
environment for students. Active participation in committees, mentoring new faculty, and

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community engagement are indispensable for service engagement. Engaging in
research, pursuing funding opportunities, collaborating on projects, and disseminating

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findings are vital for scholarly pursuits.
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Scholarship Opportunities

Nurse educators can explore diverse scholarship opportunities by aligning their

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expertise with pertinent areas such as simulation-based learning or clinical teaching

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strategies. Journals such as "Clinical Simulation in Nursing" and events like the
"International Nursing Simulation/Learning Resource Centers Conference" provide
platforms for showcasing their work. Furthermore, the "Journal of Nursing Education"
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and events like the "National League for Nursing Education Summit" offer avenues for
presenting innovative strategies.
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Qualifications as a Catalyst for Change

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To effectively serve as agents of change in nursing education, nurse educators require

robust leadership skills, effective communication abilities, a comprehensive knowledge
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base, and a dedication to continuous professional development. They must possess the
audacity to challenge established practices and advocate for innovative methodologies
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to foster ongoing improvement within the field.

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Conclusion

In conclusion, the tripartite model of teaching, service, and scholarship is indispensable

for the professional advancement of nurse educators. Adhering to the expectations of
this model not only cultivates a conducive learning environment but also propels the
progress of nursing education as a whole. Through mentorship, acknowledgment of
tenure, engagement in scholarly pursuits, and active involvement in service, nurse
educators can make substantial contributions to the field. Leveraging their unique
expertise and qualifications as agents of change, nurse educators can spearhead

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innovation and ensure the continual enhancement of nursing education.

References

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1. Bashshur, R., Doarn, C. R., Frenk, J. M., Kvedar, J. C., & Woolliscroft, J. O.

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(2020). Telemedicine and the COVID-19 pandemic, lessons for the future.
Telemedicine and E-Health, 26(5). https://doi.org/10.1089/tmj.2020.29040.rb
2. Broome, M. E., Georges, J. M., Vitello-Cicciu, J., Leaver, C. A., & García, R.
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(2023). Current state and future recommendations for faculty in Ph.D. in nursing
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programs. Journal of Professional Nursing, 46, 111–118.
https://doi.org/10.1016/j.profnurs.2023.02.011
3. Bryant, K., Aebersold, M. L., Jeffries, P. R., & Kardong-Edgren, S. (2020).
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Innovations in simulation: Nursing leaders’ exchange of best practices. Clinical

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Simulation in Nursing, 41, 33-40.e1. https://doi.org/10.1016/j.ecns.2019.09.002

4. Hargreaves, L., Zickgraf, P., Paniagua, N., Evans, T. L., & Radesi, L. (2021).
COVID-19 pandemic impact on nursing student education: Telenursing with
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virtual clinical experiences. SAGE Open Nursing, 7, 237796082110446.

https://doi.org/10.1177/23779608211044618
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5. Heinonen, A.-T., Kääriäinen, M., Juntunen, J., & Mikkonen, K. (2019). Nursing
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students’ experiences of nurse teacher mentoring and beneficial digital

technologies in a clinical practice setting. Nurse Education in Practice, 40,
102631. https://doi.org/10.1016/j.nepr.2019.102631
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