The tripartite model of nurse educators is a framework that identifies the different roles that nurse educators should take and contribute in their field of profession. The tripartite model promotes a planned approach that encourages holistic participation of nurse educators to improve learning and acquisition of nursing knowledge by the students. The tripartite model is made by three major components which include; teaching, service, and scholarship (O'connor & Yanni, 2012). Teaching refers to the act of imparting knowledge to the community or the students regarding different nursing issues. Service is the role played by nurses to offer nursing services to the community in the school health center whereas scholarship is the tripartite model component which involves the ability of the nurses to contribute to nursing research through articles and journals that can be used in nursing education. Nurse educators play different roles in nursing institutions such as teaching, practice, scholarship, service, advising and research. All the roles played by nurse educators are essential in the development of nursing competencies (Deborah Lindell et al., 2015). This paper will assess how the tripartite model can be applied in the teaching roles of the nurse educators.
Nurse Educator Teaching Role
Nurses play a role as teachers which involves providing specific skills and knowledge which are necessary for future nursing practice by the students (Deborah Lindell et al., 2015). Nurse educators have the responsibility of planning and organizing the necessary content into a curriculum that ensures holistic learning and acquisition of skills by nursing students (Bosold & Darnell, 2012). Nursing institutions and careers depend on the nurse educators to create elaborate teaching guides which enable the nursing students to prepare themselves and the institutions to provide the necessary resources used to advance nursing knowledge.
Nurse Educators as Change Agents and Leaders
Nurse educators are agents of change in that they facilitate change in the nursing profession by introducing new nursing competencies and skills. Nursing is a changing professional and nurses through scholarship can be able to identify and articulate new knowledge and approaches to nursing service delivery that should be incorporated in the nursing education curriculum. As such, nurse educators as leaders should provide a measurable approach to implement the change. For instance, the Lewin's change model can be used to introduce new concepts in nursing practice (Mitchell, 2013). The model involves examination of status quo which is the assessment of the current situation, the second step is the introduction of the change and engaging stakeholders, and the last stage is the maintenance of the change to experience the required outcomes.
Plan to Engage in Scholarship
Scholarship is an essential aspect of the tripartite model that involves the introduction of new knowledge through journals and articles that seek to address issues in nursing service delivery. Nurse educators should make contributions on solutions of the existing problems through research and service which promotes understanding of the problem dimension (Bosold & Darnell, 2012). Through research, practice, and partnership nurse educators can be able to resolve pertinent issues in nursing.
Opportunities for Scholarship in Teaching
In teaching role of the nurse educators, opportunities for scholarship teaching can be found in addressing problems that face nursing practice in the school clinic as well as the community. Nurse educators should articulate their ideas on how nursing changes such as technology application can be used to improve nursing practice (Mitchell, 2013). New nursing practices and technology are opportunities for scholarship application in teaching nursing students to prepare them for their future roles.
Plan for Continuous Development in Teaching Role and to Meet Tripartite Model
Service and research by the nursing educators can be used to facilitate and promote the continuous development of nurse educators in teaching. Teaching requires the nurse educators to be aware of the change in nursing practice and be able to incorporate new knowledge into their teaching curriculums (Schoening, 2013). Research and provision of services in the school clinic are approaches through which nurse educators can be able to sustain development and acquisition of new skills for nursing practice.
Qualifications and areas of Expertise in Nurse Educator Teaching Role
Nurse educators require a zeal for knowledge, planning, and the ability to adopt change. Nurse educators should engage in continuous education with the aim of acquiring more knowledge on nursing issues. Planning is vital in designing the lessons to ensure that nursing students participate and can be able to incorporate learned expertise into practice. Change is constant in nursing practice especially the adoption of technology. Nurse educators should be able to plan and educate students on how they can incorporate technology which is being used to improve nursing outcomes. Nursing standards and scope is another area of competency that nurse educators should continuously acquire to promote nurse education teaching (Bradley, 2010).
In conclusion, the use of the tripartite model can help nurse educators to plan nursing education and also to facilitate continuous development and competency of nurse educators to impart new knowledge through teaching. Teaching requires hands-on experience through service, research to enable scholarship and the tripartite model promotes holistic teaching and sustainable development of nursing knowledge.
Bosold, C., & Darnell, M. (2012). Faculty practice: is it scholarly activity?. Journal of Professional Nursing, 28(2), 90-95.
Bradley, D. A. (2010). Scope and standards. Journal for Nurses in Professional Development, 26(3), 139-140.
Deborah Lindell, D. N. P., Hagler, D., & Poindexter, K. (2015). Your path to becoming a nurse educator. Career Sphere. American Nurse Today. Vol (10) Issue 5. May, 2015.
Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management (through 2013), 20(1), 32.
O'connor, L. G., & Yanni, C. K. (2012). Promotion and tenure in nursing education: Lessons learned. Journal of Nursing Education and Practice, 3(5), 78.
Schoening, A. M. (2013). From bedside to classroom: The nurse educator transition model. Nursing Education Perspectives, 34(3), 167-172.
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