Discussion Questions
Complete each topic with at least 150 words each, and with at least 1 reference for each.
Topic 1
What is the impact of the nurse educator role on organizational effectiveness? Identify one area in your practicum setting/organization that needs improvement. Choose a theory or change model with which you have experience. Applying the identified theory/change model, propose a change and describe the organizational impact in your practicum setting. Discussion Questions Essay Sample
Topic 2
What is the impact of the nurse educator role on organizational effectiveness? Identify one area in your practicum setting/organization that needs improvement. Choose a theory or change model with which you have experience. Applying the identified theory/change model, propose a change and describe the organizational impact in your practicum setting.
Topic 3
After you have analyzed learner data collected from your lesson plan presentation, describe the degree of learning by your learners. Include a description of the method used to gather assessment data and an explanation of how the data will be used to plan further instruction.
Topic 4
Consider a nurse leadership role (choose a role with which you are familiar) and describe how the nurse educator role collaborates with leadership in an institution (choose a setting with which you are familiar). Considering NLN’s Nurse Educator Competency 8, how do you see leadership skills integrated into your future nurse educator role to shape and implement effective change?
Topic 5
Access the Christian Identity and Mission page of the GCU website, provided in the topic Resources. As a GCU graduate, discuss how you can integrate faith, learning, and work into your organization to foster a climate of respect and caring. How will you strive to be actively engaged as an advocate in nursing education organizations or institutional processes?
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Discussion Questions
Topic 1: What is the impact of the nurse educator role on organizational effectiveness?
Nurse educators have the responsibility of managing the curriculum in nursing education. In this case, they design, evaluate, update and implement current and new nursing education curriculum. For that matter, they act as advisers in their capacity as education professionals. Besides that, they act as role models for students. These efforts by nurse educators can create a more supportive environment for the students. In addition, these efforts ensure that students who graduate are primed to meet the needs of the practice environment. In essence, nurse educators ensure that nurses can meet the nursing personnel needs of the organization thus improving its effectiveness (Christensen & Simmons, 2019).
Topic 2: Identify one area in your practicum setting/organization that needs improvement. Choose a theory or change model with which you have experience. Applying the identified theory/change model, propose a change and describe the organizational impact in your practicum setting.
One area in the practicum organization that needs improvement is the supervision and instruction. Once assigned to a practicum department, students are linked with a professional in the department who is responsible for supervision and tutoring the students on practicum skills and knowledge unique to the department. However, there is a concern that education is not maximized within the environment. To be more precise, the supervisors already have their responsibilities within the practicum site and may not allocate enough attention to the students. There is a need to standardize the supervision so that the personnel are able to facilitate the education experience (Christensen & Simmons, 2019). An appropriate change model for achieving this is Lewin’s change management model. This model presents three steps that guide the change. Firstly, the current supervision practice is unfrozen by highlighting its shortcomings and getting the stakeholders to agree that it can be improved. Secondly, change is applied so that a new supervision model is implemented. Thirdly, the change is refrozen as the new standard practice. This change would result in the organization maximizing for the students (Schmidt & Brown, 2019).
Topic 3: After you have analyzed learner data collected from your lesson plan presentation, describe the degree of learning by your learners. Include a description of the method used to gather assessment data and an explanation of how the data will be used to plan further instruction.
The degree of learning can be described as reinforced. That is because the learners were aware of the basic knowledge, ideas, concepts and facts that support the learning outcomes. The learning experience involved the basic knowledge being reinforced by supporting and strengthening the development of knowledge that is relevant to the learning outcome. In addition, the learners developed the skills necessary for future optimal achievement of the learning outcomes. At the end of the learning experience, the learners have a full understanding of the learning materials although they still required some assistance on challenging applications. This data was collected through feedback from the learners who revealed learning areas that they understand and areas in which they had weakness and required additional reinforcement. This information is useful for planning further learning by focusing on areas in which they had difficulties, such as challenging application of the knowledge (Shellenbarger, 2019).
Topic 4: Consider a nurse leadership role (choose a role with which you are familiar) and describe how the nurse educator role collaborates with leadership in an institution (choose a setting with which you are familiar). Considering NLN’s Nurse Educator Competency 8, how do you see leadership skills integrated into your future nurse educator role to shape and implement effective change?
The selected nurse leadership role is organizing staff training within a hospital facility. In this case, the nurse leader identifies the areas in which the nursing staff underperform then presents them with training opportunities to improve on the underperforming areas. The nurse leader can collaborate with the nurse educator role to identifying the specific areas in which nurses underperform and turn that information into an education program that improves the learners’ performance to the required level. In addition, the nurse educator would evaluate the education program and outcomes to determine if it is achieving the intended aims or if changes are necessary (Finkelman, 2019).
Topic 5: Access the Christian Identity and Mission page of the GCU website, provided in the topic Resources. As a GCU graduate, discuss how you can integrate faith, learning, and work into your organization to foster a climate of respect and caring. How will you strive to be actively engaged as an advocate in nursing education organizations or institutional processes?
As a GCU graduate, I would express the Christian identity and mission through offering care that identifies and meets the needs of patients while simultaneously allowing them to make choices. As a Christian, I understand that nursing care should be compassionate and selfless. This implies that as a Christian, I must recognize that not every person is a Christian. As such, I would respect the religion and spirituality of my patients. Besides that, I would ensure that patients have the tools to make informed choices (Mauk & Hobus, 2020).
Additionally, I would be actively engaged as an advocate in nursing education through identifying nursing education needs. As a nurse educator, I am equipped to identify education needs and propose curriculum changes that meet those needs (Shellenbarger, 2019).
References
Christensen, L. & Simmons, L. (2019). The Scope of Practice for Academic Nurse Educators and Academic Clinical Nurse Educators (3rd ed.). Wolters Kluwer Health.
Finkelman, A. (2019). Professional Nursing Concepts: Competencies for Quality Leadership (4th ed.). Jones & Bartlett Learning, LLC.
Mauk, K. L., & Hobus, M. (2020). Nursing as Ministry. Jones & Bartlett Learning, LLC.
Schmidt, N., & Brown, J. (2019). Evidence-Based Practice for Nurses: Appraisal and Application of Research (4th ed.). Jones & Bartlett Learning, LLC.
Shellenbarger, T. (2019). Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators. Wolters Kluwer Health. Discussion Questions Essay Sample