History and Trends in Nursing Education

History and Trends in Nursing Education

Write a 2-page article about the history of and trends in nursing and nursing education. The role of the nurse educator has expanded with the times and moved beyond the faculty role in basic nursing education programs. Nurse educators are also staff development specialists, clinical nurse educators, nurse navigators, patient educators, researchers, and community health educators to name a few of the many options available. A multitude of forces beyond our control, including economic and political forces, may shape our profession of nursing. As nurse educators, however, it is our work to provide the educational foundations needed for patient care, for improved health status for all and for a well-prepared workforce of nurses. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Analyze the historical evolution of nursing education. Explain historical influences on nursing and nursing education. Analyze trends that may impact the future of nursing and nursing education. Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional. Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics, and correctly format citations using APA format.

History and Trends in Nursing Education

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Write a short article about the history and future trends of the nurse educator role. The article will run in a newsletter for nurses and nurse educators, and should be approximately 2 pages long. In your article, be sure to do the following: Explain five key historical influences on nursing and nursing education today. Be sure to address why these influences are important and how they have had an impact. Analyze three trends you believe will impact nursing and nursing education in the future. Explain how those trends relate to what you understand about nursing history. Support your assertions with credible sources. You can use the Resources in this assessment and conduct additional research in the Capella library. Additional Requirements Your article should meet the following requirements: Written communication: Written communication should be free of grammar and spelling errors that distract from the content. APA format: Use correct APA format for all citations and references (if used). Format: Submit your assessment as a Word document. Length: Approximately two double-spaced pages, not including the title page and references page. Font and font size: Times New Roman or Arial, 12 point. Capella FP6103 assessment 2 Create a 2-page plan addressing the scholarship, service, and teaching elements of a specific nurse educator role in a specific context. When we say we are nurse educators, the image that comes to mind for many is that of a nursing instructor in an undergraduate nursing program. The work that person is engaged in is teaching others how to be nurses. While that is certainly one aspect of the nurse educator role, the setting and the work may vary greatly. Some nurse educators, especially in university settings, will hold joint appointments as nursing faculty in a college of nursing and as clinicians in the university hospital. Other educators will work exclusively in a hospital or community setting, educating staff, patients, or community. Regardless of the setting, the role of educator encompasses more than teaching; there is also an expectation for scholarship and for service. In this tripartite role, faculty in universities and colleges are expected to teach, participate in scholarly activities, and participate in service, which is defined as activities contributing to the good of the community, university, or profession beyond one’s defined job description. Many health care institutions will also have similar expectations for nurses in upper-level positions. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 2: Analyze the tripartite role of teaching, service, and scholarship. Describe a specific nurse educator role. Analyze the teaching, service, and scholarship expectations for a chosen nurse educator role. Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice. Analyze qualifications in a chosen nurse educator role that facilitate being a change agent. Competency 6: Develop a plan for engaging in scholarship in an established area of expertise. Explain opportunities for scholarship related to a specific area of expertise. Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role. Generate a plan for meeting each aspect of the tripartite model. Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional.

 

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.