Evolving Roles of Nurse Educators in Diverse Environments

Evolving Roles of Nurse Educators in Diverse Environments

  1. Analyze the role of the academic nurse educator by doing the following:
  2.  Describe the roles and responsibilities of an academic nurse educator in ensuring safe, quality patient care in academic and practice settings.
  3.  Discuss how the academic nurse educator functions within the parent institution.
  4.  Identify twoexternal stakeholders vital to the role and responsibilities of an ANE
  5.  Discuss twostrategies to facilitate communication with external stakeholders.
  6. Discuss how the ANE facilitates the development of interprofessional collaborative efforts.

 

  1. Summarize an educational, political, cultural, or economical challenge of an academic nurse educator
  2.  Analyze how this challenge impacts the role of the academic nurse educator.
  3.  Explain how threerelevant peer-reviewed scholarly sources support the identified challenge
  4.  Describe strategies that can be implemented to address barriers and opportunities of the challenge

 

  1. Complete a reflective analysis that includes a development plan for becoming socialized to the role of an academic nurse educator by doing the following:
  2.  Discuss how you will incorporate teaching, scholarship, and service as you transition to the role of an ANE.
  3.  Describe how you will adhere to the ethics, values, and cultural norms of nursing education as you transition to the role of an ANE.
  4.  Describe the type of academic environment that will best facilitate your transition into the role of an ANE.

 

 

Submit your formal narrative paper in APA style, including but not limited to title page, headers, in-text citations, and references.

 

 

 

 

 

 

C1:ROLES AND RESPONSIBILITIES

NOT EVIDENT

A description of the roles and responsibilities of a nurse educator in ensuring safe, quality patient care is not provided.

APPROACHING COMPETENCE

The description does not establish clear or relevant connections between the roles and responsibilities of a nurse educator and ensuring safe, quality patient care.

COMPETENT

The description establishes clear and relevant connections between the roles and responsibilities of a nurse educator and ensuring safe, quality patient care.

 

C2:FUNCTIONING WITHIN PARENT INSTITUTION

NOT EVIDENT

A discussion of how the academic nurse educator functions within the parent institution is not provided.

APPROACHING COMPETENCE

The discussion does not logically address how the academic nurse educator functions within the parent institution.

COMPETENT

The discussion logically addresses how the academic nurse educator functions within the parent institution.

 

C3:EXTERNAL STAKEHOLDERS

NOT EVIDENT

No identified external stakeholders are provided.

APPROACHING COMPETENCE

Only 1 external stakeholder is provided, or 2 stakeholders are provided but they are not vital to the role and responsibilities of an ANE.

COMPETENT

Two external stakeholders are accurately identified and vital to the role and responsibilities of an ANE.

 

C3A:COMMUNICATION STRATEGIES

NOT EVIDENT

A discussion of 2 strategies to facilitate communication with external stakeholders is not provided.

APPROACHING COMPETENCE

The discussion includes only strategy, or 2 strategies are provided but fail to address how to effectively facilitate communication with external stakeholders.

COMPETENT

The discussion of 2 strategies are provided and addresses how to effectively facilitate communication with external stakeholders.

 

C4:INTERPROFESSIONAL COLLABORATION

NOT EVIDENT

A discussion of how the ANE facilitates the development of interprofessional collaborative efforts is not provided.

APPROACHING COMPETENCE

A discussion of how the ANE facilitates the development of interprofessional collaboration is provided but is not feasible or poorly developed.

COMPETENT

A discussion of how the ANE facilitates the development of interprofessional collaboration is logical and well developed with reasonable details.

 

 

 

 

 

 

 

 

 

 

 

D:CHALLENGE SUMMARY

NOT EVIDENT

A summary of a challenge identified from the interview is not provided.

APPROACHING COMPETENCE

The summary of a challenge is not identified from the interview or relevant points about the challenge. Or the challenge is mislabeled, or inaccurate.

COMPETENT

The summary includes the main, relevant points of the identified challenge and accurately identifies the challenge as educational, political, cultural, or economical.

 

D1:IMPACT OF IDENTIFIED CHALLENGE

NOT EVIDENT

An analysis of how the identified challenge impacts the role of the academic nurse educator is not provided.

APPROACHING COMPETENCE

The analysis of how the identified challenge impacts the role of the academic nurse educator is not feasible or poorly detailed, or not sufficiently relevant to the role.

COMPETENT

The analysis of how the identified challenge impacts the role of the academic nurse educator is feasible and well- developed.

 

D2:SCHOLARLY SOURCES

NOT EVIDENT

An explanation of how 3 relevant peer-reviewed scholarly sources support the identified challenge is not provided.

APPROACHING COMPETENCE

The explanation lacks detail or is ineffective in addressing how 3 relevant peer-reviewed scholarly sources support the identified challenge.

COMPETENT

The explanation is effective in addressing how 3 relevant peer-reviewed scholarly sources support the identified challenge contains is well detailed.

 

D3:OPPORTUNITIES AND BARRIERS

NOT EVIDENT

A description of strategies that can be implemented to address barriers and opportunities of the identified challenge is not provided.

APPROACHING COMPETENCE

The description contains ineffective strategies, only one strategy or lacks detail about the strategies that can be implemented to address barriers and opportunities of the challenge from part D. Or the description is poorly developed.

COMPETENT

The discussion contains effective strategies that can be implemented to address barriers and opportunities relative to the identified challenge and is well developed.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

E1:TEACHING, SCHOLARSHIP, AND SERVICE

NOT EVIDENT

A discussion of how to incorporate teaching, scholarship, and service during the transition to the role of an ANE is not provided.

APPROACHING COMPETENCE

The discussion of how to incorporate teaching, scholarship, and service during the transition to the role of an ANE is not feasible or poorly supported by relevant information.

COMPETENT

The discussion of how to incorporate teaching, scholarship, and service during the transition to the role of an ANE is feasible and well-supported by relevant information.

 

E2:ETHICS, VALUES, AND CULTURAL NORMS

NOT EVIDENT

A description of how to adhere to the ethics, values, and cultural norms of nursing education during the transition to the role of an ANE is not provided.

APPROACHING COMPETENCE

The description of how to adhere to the ethics, values, and cultural norms of nursing education during the transition to the role of an ANE is not feasible or poorly supported by relevant information.

COMPETENT

The description of how to adhere to the ethics, values, and cultural norms of nursing education during the transition to role of an ANE is feasible and well-supported by relevant information.

 

E3:ACADEMIC ENVIRONMENT TYPE

NOT EVIDENT

A description of the type of academic environment that will best facilitate the transition into the role of an ANE is not provided.

APPROACHING COMPETENCE

The description of the type of academic environment that will best facilitate the transition into the role of an ANE does not demonstrate a thoughtful reflection that includes professional or personal characteristics and their anticipated alignment to an identified academic environment.

COMPETENT

The description of the type of academic environment that will best facilitate the transition into the role of an ANE demonstrates thoughtful reflection of personal and professional characteristics and their anticipated alignment to an identified academic environment.

 

G:APA STYLE

NOT EVIDENT

A submission is not in APA style.

APPROACHING COMPETENCE

The submission does not demonstrate a consistent application of APA style.

COMPETENT

The submission demonstrates a consistent application of APA style.

 

 

 

 

 

 

 

 

 

 

 

 

 

H:PROFESSIONAL COMMUNICATION

NOT EVIDENT

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.

APPROACHING COMPETENCE

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

COMPETENT

Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

 

 

 

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