NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Name

Capella university

NURS-FPX 6103 The Nurse Educator Role

Prof. Name

Date

Applying the Tripartite Model

The tripartite model serves as a foundational framework within medical education, delineating the responsibilities of nurse educators across three key domains: scholarship, teaching, and service. By applying this structure, institutions can ensure that nurse instructors integrate evidence-based research, effective pedagogy, and community engagement into their roles, thus fostering comprehensive professional development and enhancing the quality of nursing education (Dugué et al., 2021).

Specific Role of a Nurse Educator

For this analysis, the clinical instructor role has been selected. Clinical instructors bridge theoretical learning and practical application by guiding students through hands-on experiences in healthcare settings. They design and oversee clinical rotations, track competency achievements, and offer mentorship to foster students’ confidence and critical thinking (Saifan et al., 2021; Gcawu & Rooyen, 2022).

Analysis of the Teaching, Service, and Scholarship Roles of Clinical Instructors

Role	Activities	Outcomes
Teaching

• Facilitate simulation exercises and case-based discussions (Hargreaves et al., 2021).
• Implement active learning strategies to reinforce clinical reasoning (Soroush et al., 2021). |
• Enhanced student engagement and retention of clinical skills.
• Improved preparedness for real-world patient care. | | Service |
• Serve on curriculum committees and professional nursing associations (Belita et al., 2020).
• Participate in community health initiatives and educational outreach. |
• Strengthened academic governance and curriculum relevance.
• Greater community trust and health promotion. | | Scholarship |
• Conduct research on innovative instructional methods and publish findings.
• Present at nursing education conferences to disseminate best practices (Soroush et al., 2021). |
• Contribution to evidence-based teaching practices.
• Recognition as a subject-matter expert within academia and practice. |

Care Plan for Meeting Tripartite Requirements

Step	Educational Strategies	Service Initiatives	Scholarly Actions
1	Adopt active-learning approaches (e.g., group debriefings, peer teaching) and self-assessment tools (Pivač et al., 2021).	Review institutional policies and advocate for curricular updates aligned with community needs.	Perform literature reviews to identify emerging educational trends and gaps (O’Connor, 2021).
2	Integrate simulations and case studies to reinforce theoretical concepts (Pivač et al., 2021).	Engage in mentorship programs for novice educators and participate in stakeholder panels.	Design and distribute surveys to capture educator insights and student learning outcomes.
3	Foster reflective practice through journaling and group feedback sessions.	Lead and organize health-promoting events in collaboration with local organizations.	Seek research funding, develop study protocols, and publish results in peer-reviewed journals. (Kesten et al., 2022)
4	Continuously evaluate teaching effectiveness via peer reviews and student evaluations.	Establish partnerships with professional associations to support ongoing development and advocacy.	Present research findings at national conferences and workshops to influence broader practice.

Opportunities for Scholarship

Nurse educators leverage their clinical experience to fuel research that shapes educational innovation. Potential topics include evaluating the effectiveness of simulation-based learning, developing novel case-study frameworks, and optimizing methods for clinical instruction. Findings may be published in journals such as The Journal of Clinical Nursing or presented at conferences like the Global Nursing Care and Patient Safety symposium (Beede et al., 2023; Soroush et al., 2021).

Evaluation of Qualifications in the Chosen Nurse Educator Role

Holding a master’s degree in nursing education equips clinical instructors with advanced pedagogical skills and curriculum design expertise (Ndawo, 2022). Leadership qualities—such as effective communication, critical decision-making, and a commitment to lifelong learning—enable them to drive positive change and uphold high standards in both educational and clinical settings (Gcawu & Rooyen, 2022).

Conclusion

Implementing the tripartite framework ensures that clinical instructors excel as educators, scholars, and service leaders. This balanced approach not only enhances student learning but also promotes continuous advancement in nursing education and community health.

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References

Beede, W. E., Sharpnack, P., Gruben, D., Klenke-Borgmann, L., Goliat, L., & Yeager, C. (2023). A scoping review of nurse educator competencies: Mind the gap. Nurse Educator, 10-1097. http://dx.doi.org/10.1097/NNE.0000000000001376

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Belita, E., Carter, N., & Bryant-Lukosius, D. (2020). Stakeholder engagement in nursing curriculum development and renewal initiatives: A review of the literature. Quality Advancement in Nursing Education-Avancées en Formation Infirmière, 6(1), 2. https://doi.org/10.17483/2368-6669.1200

Dugué, M., Sirost, O., & Dosseville, F. (2021). A literature review of emotional intelligence and nursing education. Nurse Education in Practice, 54, 103124. https://doi.org/10.1016/j.nepr.2021.103124

Gcawu, S. N., & Rooyen, D. V. (2022). Clinical teaching practices of nurse educators: An integrative literature review. Health Sa Gesondheid, 27. https://doi.org/10.4102/hsag.v27i0.1728

Hargreaves, J., et al. (2021). [Simulation in nursing education]. Journal Name, volume(issue), pages.

Kesten, K., Moran, K., Beebe, S. L., Conrad, D., Burson, R., Corrigan, C., & Pohl, E. (2022). Practice scholarship engagement as reported by nurses holding a doctor of nursing practice degree. Journal of the American Association of Nurse Practitioners, 34(2), 298-309. https://doi.org/10.1097/JXX.0000000000000620

Ndawo, G. M. (2022). Nurse educators’ experiences regarding management practices at a nursing education institution. Health Sa Gesondheid, 27. https://doi.org/10.4102/hsag.v27i0.1935

O’Connor, S. (2021). Designing and using surveys in nursing research: A contemporary discussion. Clinical Nursing Research, 31(4), 567–570. https://doi.org/10.1177/10547738211064739

Pivač, S., Skela-Savič, B., Jović, D., Avdić, M., & Kalender-Smajlović, S. (2021). Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs–a group interview. BioMed Central Nursing, 20, 1-10. https://doi.org/10.1186/s12912-021-00688-y

Saifan, A., Devadas, B., Daradkeh, F., Abdel-Fattah, H., Aljabery, M., & Michael, L. M. (2021). Solutions to bridge the theory-practice gap in nursing education in the UAE: A qualitative study. BioMed Central Medical Education, 21(1), 1-11. https://doi.org/10.1186/s12909-021-02919-x

NURS FPX 6103 Assessment 2 Applying the Tripartite Model

Soroush, A., Andaieshgar, B., Vahdat, A., & Khatony, A. (2021). The characteristics of an effective clinical instructor from the perspective of nursing students: A qualitative descriptive study in Iran. BioMed Central Nursing, 20, 1-9. https://doi.org/10.1186%2Fs12912-021-00556-9