In this assessment, you will author your own nurse educator philosophy to guide your practice in each of the tripartite roles and grounded in the competencies you find essential for your role.
Area of Nursing Education
The most appropriate segment with nursing education and the wider healthcare theme is that of leadership. It is within leadership that I will manage to activate a developmental philosophy in nursing education designed to bring out the best in all people working around me, and the students under my instruction. Effective nursing, at the MSN level, must come out as both patient and student-centered. This trajectory supports the growth of professional consciousness and clarity designed to achieve the most appropriate results (Laundon et al., 2020).
A developmental mindset in leadership further fertilizes the focus on the context in which every issue in healthcare happens. The leadership goal, while still requiring the knowledge that I have acquired in my MSN, will equally lay the foundation for an aggressive search for further knowledge. It is an area that encourages the theoretical adaptation, while supporting the need for such progressive areas as collaboration and decision-making in healthcare. In the specialization within leadership, nursing then becomes a high calling that must be approached from a three-dimensional manner.
Philosophy Statement_philosophy of nursing education
I will absorb and apply the developmental perspective in teaching as my educator philosophy. The developmental angle lays on the foundation of planning and executing teaching instruction from the learner’s point of view. It is in the best interest of nursing educators to create a clear and practical imagination on how learners construct their thinking processes. The developmental teaching philosophy strongly provides clarity in terms of content creation. I hold the brief that nursing educators and leaders must always work towards bettering the healthcare environment. This brief can only materialize if educators teach with the learners in mind and work towards developing futuristic content.
The healthcare environment remains a holistic environment making caution and clarity a key ingredient in teaching and leading (Laundon et al., 2020). I hold the value of human dignity in healthcare and the developmental philosophy then permits me to guide my learners towards such a professional trajectory. The developmental philosophy widens the teaching environment making every interaction with adult learners an instructional engagement. It becomes easier to understand the student in the classroom set-up, field excursions and in the healthcare internship background. My teaching philosophy is hinged on the need to expose learners into the highest levels of self-development through a developmental teaching attitude.
The developmental teaching philosophy heavily relies on cognitive theories as the founding concept behind targeted teaching practices. Cognitive theories insist that the focus, in referencing to nursing education, should be on the learner’s ability to respond (Mukhalalati & Taylor, 2019). It is a mechanism of empowering a learner to think on their feet and approach all situations from a contextual manner. I am convinced that cognitively alert learners can realize professional development in an independent manner, and thus take the shortest time possible to understand the demands of the nursing profession.
Application to Tripartite Roles-nurse educator
The focus on developmental teaching, as the anchor in my philosophy, uniquely addresses the three tripartite roles of teaching, scholarship and service. In teaching practice, developmental attitudes eliminate assumptions on the ability of students to navigate the learning process. It is the instructor who has to imagine the position of the student and create content that answers to the students’ position (Laundon et al., 2020). The philosophy statement firmly ensures that I plant learners’ needs in my mind at all times. In the all activities, including personally initiated actions within nursing, the benefit of the students should firmly remain in my mind. The developmental teaching philosophy will lay the ground for the construction of learners with a strong sense of self-inquiry. Such learners are expected to achieve a visible thirst for learning processes, paving way for a possible lifetime of knowledge exploration.
In scholarship, the developmental philosophy constructs a pathway of theoretical interrogation in a goal designed to sustain an expansion in knowledge. Within the adult learning theories lies the concept of andragogy which means that learners may bring in pre-existing knowledge from previous learning experiences (Singhal, 2017). However, the teacher must remain cognizant of the fact that the learning objectives must be achieved even in scenarios that have fairly experienced learners. The direct intersection between the developmental philosophy and andragogy is the need to apply the relevant materials in the course of own scholarship, and in the possible use of the developmental philosophy to achieve instruction.
In service, the guiding block behind the developmental attitude is the need to lead a life of transformation. I am lucky to indulge in advanced nursing at a time when the healthcare environment is experiencing very many exciting changes. It is within our professional generation that the reality of collaboration, inclusion in decision making and the use of evidence-based practices in nursing have gained immense traction (Singhal, 2017). If each of us in the healthcare environment can work towards developing their professional input, and output, then patients should get ready for access to life changing services. It is the developmental mindset that will take nurses to the highest levels possible.
Relationship to Significant Historical Events-nurse educator
The nursing educator pathway has developed over the years to achieve an impressive sense of clarity. It is the developmental attitude, and a sense of leadership that encouraged Florence Nightingale to transform nursing into a science-based profession towards the end of the 19th century. Progressively, all the states in the United States adopted the nursing licensing framework in 1921 making nursing a professionally recognized sphere. The 1950s absorbed nursing as a major segment in healthcare placing nursing professionals as active dispensers of healthcare services. It is from this point that faculties came up in various educational facilities, and the reality of advanced qualifications in nursing took shape. It is this developmental attitude that will now take the healthcare environment to the next level.
Essential Nurse Educator Competencies
The nursing educator environment carries very many core competencies. However, my particular teaching philosophy directs me to the competencies of working as change agent, displaying leadership and engagement in scholarship. It is through the intentional display of thirst for change by various individuals and institutions that the nursing profession has accessed tremendous transformation over years (National League for Nursing, 2021). I want to use the change agent goal to become a bridge between the current teaching practices and the emergent ones. Leadership qualifies naturally in this space and I am keen on being a dependable leader to my students. Engagement in scholarship allows the absorption and generation of ideas necessary to create and assure new imaginations. It is on the basis of studying established theories and concepts that a mind can proceed to carve out a new path of exploration.
Established Competencies and Models
Nursing educators carry the primary responsibility of facilitating learning. In the process of supporting the learning ambitions of a nursing student, educators equally absorb the sub-competency of assuring socialization skills. Nursing is a human-based activity, and one designed to focus on heavily sensitive challenges. It is within this background that the nursing educators have to ensure that the learners have to access substantive communication skills. The facilitation to learning has informed the construction and reconstruction of nursing curriculum for the last 150 years. Within the facilitative competency carries the educative responsibility of making sure learners interpret nursing strategies in a proper manner. As an example, evidence-based practice, capturing the updated mode of operation in nursing, indicates that nurses have to seriously refer to such substantiated mannerisms as proper communication and collaboration. Nursing educators are the facilitators to the modern form of nursing learning.
Summary
The nursing educator acts as a critically important bridge that works around linking knowledge concepts to facilitate transition into professional practice. This important duty justifies the identification of a clear educator philosophy which when combined with a committed mind can transform the nursing environment. Developmental teaching attitudes require educators to achieve accuracy in understanding learners’ position and working towards expanding the learners’ insight. Adult learning theories insist that educators have no chance of error. In the development of nursing, over the years, pioneering figures ensured that precision and sustained committed gifted the world a transformative environment.
References
Laundon, M., Cathcart, A., & Greer, D. (2020). Teaching Philosophy Statements. Journal Of Management Education, 1-11. Retrieved 1 June 2021, from.
Mukhalalati, B., & Taylor, A. (2019). Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators. Journal Of Medical Education And Curricular Development, 6, 238212051984033. https://doi.org/10.1177/2382120519840332
National League for Nursing. (2021). Nurse Educator Core Competencies. Nln.org. Retrieved 1 June 2021, from http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency.
Singhal, D. (2017). Understanding Student- Centered Learning and Philosophies of Teaching Practices. International Journal Of Scientific Research And Management, 5(2), 5123-5129|. Retrieved 1 June 2021, from https://www.researchgate.net/profile/Divya-Singhal/publication/313698624_Understanding_Student-_Centered_Learning_and_Philosophies_of_Teaching_Practices/links/58b2c91ea6fdcc6f03fbf0bb/Understanding-Student-Centered-Learning-and-Philosophies-of-Teaching-Practices.pdf.