course materials

1. Discussion: Nurse Educator Role Strategic Plan
Discussion: Nurse Educator Role Strategic Plan ON Discussion: Nurse Educator Role
Strategic PlanEducator Role Strategic PlanReflect on your strengths and weaknesses in
regards to your readiness to assume the role of a nurse educator in the setting of your
choice.Create a 3- to 5-year strategic plan to further prepare you for the role.Incorporate
findings from the literature that your plan.There is to be a minimum of three current
(2008 or later) peer reviewed journal articles cited as sources.ContentIntroductionPersonal
needs assessment (strengths and weaknesses)(Open to suggestions)3-5 year strategic
plan(do not have one so create one based on a nurse educator)Personal goals and
objectives-(create one)Specific plan on meeting goals and objectives-(create
one)*ConclusionMust be :APA citations and referencesSpelling, sentence construction,
paragraph constructionAPA Form and StyleReadings to help:Forbes, M., & White, J. H.
(2012). Using boyer to create a culture of scholarship: Outcomes from a faculty
development program. Journal of Nursing Education and Practice, 2(3), 54.Smith, K. M.,
Crookes, P. A., Else, F., & Crookes, E. (2012). Scholarship reconsidered: implications for
reward and recognition of academic staff in schools of nursing and beyond. Journal Of
Nursing Management, 20(2), 144-151. doi:10.1111/j.1365-2834.2011.01374.xBillings, D.M.,
& Halsted, J.A. (Eds.). (2011). Teaching in nursing: A guide for faculty (4th ed.). Philadelphia,
PA: W.B. Saunders.Chapter 1–The faculty role. pp. 1 -14Discussion: Nurse Educator Role
Strategic Planattachment_1attachment_2Unformatted Attachment PreviewUnit 6: Nurse
Educator Competencies—Leadership, Scholarship, and the Educational Environment. Part
1—The Educational Environment and Leadership. 1 Welcome to Unit 6: Nurse Educator
Competencies—Leadership, Scholarship, and the Educational Environment. You are
listening to Part 1—The Educational Environment and Leadership. The objectives for this
presentation include • Identify forces that influence nursing and higher education •
Integrate the values of respect, collegiality, professionalism, and caring to build an
organization climate that fosters the development of learners and colleagues • Discuss the
criteria for effective teaching • Discuss strategies for change • Discuss leadership strategies
As you begin your new role in academia, it is important to understand the institution.
Identify forces that influence nursing and higher education. This might include internal and
external forces—including the office of academic affairs, state board of nursing, and
accrediting agencies. Integrate the values of respect, collegiality, professionalism, and caring
to build an organization climate that fosters the development of learners and colleagues. Get
to know the philosophy, mission and goals of the institution. How do they fit with your own

2. philosophy? In the department where you will be working, get to know the mission, vision,
and the goals of the school of nursing and your program. Again, it is important to
understand the external and internal forces influencing change. Perhaps evaluation data
demonstrated student dissatisfaction in a course because they felt the course was too easy,
or too hard. Changes should be data driven and best practices involved in making those
changes. Understand where you and your teaching responsibilities fit within the school of
nursing. Discussion: Nurse Educator Role Strategic PlanReview your job description and/or
contract so that you know you are doing what you are supposed to be doing. Finally,
understand relationship of the school of nursing to parent organization. What is the
organizational chart? Who are the key people? Most programs will have internal reviews on
a regular basis. For those that are accredited, preparation is continual. Become familiar with
the school’s program evaluation plan and participate in the assessment and evaluation
committee to better understand the processes involved with accreditation. Conduct an
environmental scan regularly. Are the curriculum outcomes congruent with what is
expected of your graduates? Finally, understand the promotion, tenure, and merit process.
This is the pathway for your advancement. In unit 2, the discussion focused in detail on
academic appointments. To review, appointments can be either full-time or part-time. The
Tracks can be tenure, clinical, or research. Ranks are those of lecturer/instructor, assistant
professor, associate professor, and full professor. Other titles might be adjunct, visiting, or
clinical instructor. Why is it important to understand the appointment process? Well, to
begin with, appointment and rank will depend on your education and experience. If you
understand the process, you will be able to create a sound strategy to advance through the
ranks. This will include selecting a mentor who will be able to help guide you through the
process. Understanding the process allows you to choose how to use your time. If you are on
a tenure track, then you know that time will be needed to conduct scholarly Unit 6: Nurse
Educator Competencies—Leadership, Scholarship, and the Educational Environment. Part
1—The Educational Environment and Leadership. 2 activities such as research. Also, keep
your CV up to date. Add to it as you complete activities. Also— toot your own horn! Apply
for awards and merit raises when you feel you have made important accomplishments.
Your promotion, tenure, or advancement will depend on the effectives of your teaching.
Communication of knowledge and the development of appropriate skills and attitudes are
the primary objectives of all faculty members. The possible activities that faculty members
may use to achieve these objectives might include Effective presentations, whether in
lecture, laboratory, studio, or other venues. “Active learning” pedagogy, such as use of
active-learning techniques and tools to enhance student learning including, but not limited
to, collaborative learning, problem-based learning, and student polling; integration of
service learning and other community-based learning into courses; direction of laboratory-
based student research, supervision of internships and co-op experiences; perhaps even
study-abroad activities. Engaged teaching, course- or curriculum-related teaching/learning
activities that involve students with the community in mutually beneficial ways. This
includes, but is not limited to, service learning and other community-based learning
experiences, internships and co-op experiences, and involvement in community-based
research or other special projects. Discussion: Nurse Educator Role Strategic

3. PlanAlternative delivery, such as team teaching or co-teaching; development and/or
implementation of online courses; off-campus teaching; flexible scheduling and delivery
models. Academic advising and mentoring, such as helping students plan their academic
programs; presenting options for a career in the discipline or selection of a graduate or
professional school; advising disciplinerelated student clubs or associations; sharing
professional experience and expertise on an individual basis. Involvement in special
academic programs, such as development and/or implementation of special retention
programs/efforts; participation in first-year programs and/or learning communities;
development of courses for programs offered using alternative or innovative delivery
models. The evidence to maintain will be a list of: Honors courses designed, taught, and
evaluated. • New courses introduced and evaluated. • New courses designed, team-taught,
and evaluated. • On-line or ITV courses created, modified, and evaluated for impact on
student learning. • Seminars created and directed. • Workshops created and directed. •
Webinars created and directed. Unit 6: Nurse Educator Competencies—Leadership,
Scholarship, and the Educational Environment. Part 1—The Educational Environment and
Leadership. • 3 Student projects directed that are not part of normal teaching duties.
Theses. Written and oral examination committees. Student service learning opportunities.
Student clubs supervised. Student research mentoring/sponsorship. Best practices
reflecting contemporary methodologies. Student course evaluations (summary sheet only),
self-reflection, and modification of courses based upon those. Peer evaluations incorporated
into course improvement/modification. Chair evaluations incorporated into course
improvement/modification. Original materials employed to create an innovative learning
environment. • • Evidence of effective advising. Number of advisees. o Time devoted to
advising. o Media employed in advising. o Innovative advising approaches. Methods
employed accommodating student diversity Consider this… An assistant professor is in first
year of a tenure track appointment. Tenure is awarded only if the candidate also meets
criteria for advanced rank. The priority for this educator is to: • • • • Understand promotion
and tenure criteria for assistant professor Make a plan to meet criteria for associate
professor Find a mentor who serves on the promotion and tenure committee See a position
on a university-level committee The answer is to make a plan to meet the criteria for
associate professor. An assistant professor is a lower rank and to advance to the next level
of assistant professor, a plan must be in place to meet the specific criteria. One of the role
for the nurse educator whether in an academic setting, or in a clinical or community setting,
will be to function as a change agent and leader. The nurse educator must identify the need
for change—whether it be a new course or program, or a revision of a current course or
program. If there are changes in the system, then perhaps there will need to be a change in
the curriculum. Unit 6: Nurse Educator Competencies—Leadership, Scholarship, and the
Educational Environment. Part 1—The Educational Environment and Leadership. 4
Considerations might include budget shortfalls in which something may need to be revised
or cut, or—a budget increase which may allow for the purchase of new equipment.
Discussion: Nurse Educator Role Strategic PlanAs a change agent and leader, you should
have the ability to know which tasks can be done on an individual basis, and which tasks
will require others to be involved. As change occurs, will be needed by all to ensure a

4. smooth transition. As a professional, you should establish a culture of change. For instance,
make changes according to needs. Once a need has been established, take into consideration
the entire system. What will it look like after the change? Recognize not all persons accept
change in the same way or at the same time. For instance, faculty members who have taught
the same course for several years may tend to be very territorial when asked to make
changes. Use a process model to help move through the change and use faculty governance
procedures. For instance, if the assessment and evaluation committee identified a trend in
an assignment used in Course A—such as the assignment in Week 3 has all scores that are
95 and higher, perhaps the assignment isn’t very rigorous. Perhaps the assignment should
be eliminated and substituted with something more rigorous. When these suggestions are
made, nurse educators will have to use cultural sensitivity and emotional intelligence when
effecting change for this course. The nurse educator will function as a leader and have a
leadership role. This will include: • Works with others to establish vision/direction • Uses a
variety of skills • Is a role model • Monitors external environment • Establishes
partnerships • Has interprofessional view • Is a team builder • Is politically savvy • Serves
as an advocate You should provide leadership in successive roles—for example as an
educator, a course leader, a department chair, dean, or curriculum coordinator. Get
involved. Participate in faculty governance in your own department and at the university
level. Participate in campus committees in your area of expertise. Participate in an
orientation process and socialization to the role of the nurse educator. • Review the
organizational structure • Figure out the organizational “culture” • Understand the
curriculum or program • Lean how your course fits with others Unit 6: Nurse Educator
Competencies—Leadership, Scholarship, and the Educational Environment. Part 1—The
Educational Environment and Leadership. • Know and know where to find student and
faculty policies/proedures • Know key people—course leaders, department chair, dean,
student services director • Have a mentor or “buddy” 5 Find for your role development.
Request orientation to role and position and identify your systems—whether it be family,
colleagues, or the department chair. Find mentors— formal/informal and assigned. Seek
them out and use throughout your career. Also, it is very important to determine a balance
of roles and personal life. Find time to do the activities you like to do, leaving school work
behind. Finally, grow with your career. Make advancements in your knowledge, skills, and
attitudes moving from a novice educator to the proficient/expert educator. Discussion:
Nurse Educator Role Strategic PlanThis won’t occur overnight…so hang in there. Practice
makes perfect! Consider this: Which of the following indicators indicates a nurse educator is
serving as a change agent at the school of nursing? • • • • Is one of three department chairs
Chairs the curriculum committee for 1 year Leads 3 course faculty to test the use of
simulations in a course Serves on the promotion and tenure committee to change criteria to
reflect scholarship of teaching The answer is: Serves on the promotion and tenure
committee to change criteria to reflect scholarship of teaching. Some thoughtful advance on
self-improvement in your professional role will include: • Academic, clinical, pedagogical
preparation is ongoing—be a lifelong learner. This doesn’t have to be credit-hour courses. It
can be inservices, workshops, or conferences. • Have and be a mentor • Develop a career
plan; seek mentor and peer review • Keep CV and portfolio up to date • Balance roles—find

5. time for yourself. • Participate in professional organizations Use feedback to improve your
role. Feedback from teaching will come from students and colleague reviews. Feedback
about services will come through evaluations from committee leaders and members.
Feedback on scholarship will be through peer reviews from journals, grants reviewed and
obtained. Finally, use self-reflection to improve your role. Enhance our role through
memberships in professional organizations. Focus on those that promote education, such as
the National League for Nursing or the American Association of the Colleges of Unit 6: Nurse
Educator Competencies—Leadership, Scholarship, and the Educational Environment. Part
1—The Educational Environment and Leadership. 6 Nursing. Be a member of clinical
professional organizations, such as the American Nurses Association. Strive for membership
in honorary organizations, such as Sigma Theta Tau International Honor Society for
Nursing. Enhance your role from just being a member or committee member to a role of
leadership. Enhance your role through certification and certificates. This is part of the life-
long learning and could include certification in your specialty area, such as a certified nurse
educator or a critical care registered nurse. Complete annual CPR training. Attend
workshops and conferences where you obtain CEUs and certificates of attendance. This
concludes Unit 6: Nurse Educator Competencies—Leadership, Scholarship, and the
Educational Environment (Part 1). As an educator, you will be expected to function within
the academic environment with formal and informal norms and policies. Nurse educators
will have a role as leaders and change agents, so it is important to be aare of the system and
culture of the school and institution as you lead, manage, or change. As a faculty member,
your role will evolve with the experiences you gain. As a faculty member, it will be expected
that you become a life-long learner and seek out recognition through awards, certificates
and certifications. Finally, developing your role is ongoing and you will need to respond to
feedback, self-reflection, and peer review. Unit 6: Nurse Educator Competencies—
Leadership, Scholarship, and the Educational Environment. Part 2: Scholarship 1 Welcome
to Unit 6: Nurse Educator Competencies—Leadership, Scholarship, and the Educational
Environment. You are listening to Part 2—Scholarship. The objectives for this presentation
include: • Discuss how Boyer’s Model is used for promotion, tenure, and advancement •
Discussion: Nurse Educator Role Strategic PlanIdentify activities which correlate with the
Scholarship of Discovery • Identify activities which correlate with the Scholarship of
Integration • Identify activities which correlate with the Scholarship of Application •
Identify activities which correlate with the Scholarship of Teaching In academia, Boyer’s
Model of Scholarship sets the framework for faculty evaluations and considerations for
promotion, tenure, and advancement. The academic model advocates four types of
scholarship—discovery, integration, application, and teaching. According to Boyer,
traditional research, or the scholarship of discovery, had been the center of academic life
and crucial to an institution’s advancement. Boyer argued for the academy to broaden its
definition of scholarship in order to reward faculty for the work they do outside of the
narrower conventional boundaries of research, teaching, and service. Scholarly activity in
this area constitutes academic work that confronts the unknown, seeks new
understandings, and/or offers a new perspective on knowledge, through both individual
and collaborative work both within and across disciplines. Activities to consider in the

6. evaluation of Discovery may include, but are not limited to basic and applied research;
development and application of theory. Integration is a scholarly area that gives meaning to
isolated facts, putting them into perspective and into context. Connections across the
disciplines to solve problems, raise questions for research and examination, and involve
others from various backgrounds to create and initiate new ways of thinking all reflect this
area of scholarship. Integration can also involve fitting original research into larger
intellectual patterns and work underway to lead new understandings. Key words often used
to reflect the possibilities of scholarship inherent within this area include interdisciplinary,
integrative, and interpretive. Activities to consider in the evaluation of integration may
include, but are not limited to interdisciplinary research; new interpretations of current
knowledge; integration of knowledge from diverse sources. The diversity of internal and
external needs, as well as faculty training and experience, leads to many different forms of
Professional Application. However, Professional Application activities share all of the
following distinguishing characteristics: • They contribute to the public welfare or the
common good • They call upon faculty members’ academic and/or professional expertise •
They directly address or respond to real-world need • They NSU’s vision, mission, and
values. Unit 6: Nurse Educator Competencies—Leadership, Scholarship, and the Educational
Environment. Part 2: Scholarship 2 Faculty members who are engaged in Professional
Application use their academic training and experience to serve the public and contribute to
university’s mission, vision, and values. Discussion: Nurse Educator Role Strategic
PlanProfessional Application includes internal service to the discipline, department, college,
and university and contributing to the shared governance system and institutional
development through a variety of activities including service on committees, task forces,
policy advisory bodies, and the development and management of academic programs. The
scholarship of application could be demonstrated by: Service to the university Governance,
such as involvement in program or departmental administration; active service or
leadership on committees, task forces, councils, search committees, and Faculty Council.
Mentoring, advising, and sharing expertise, such as conducting workshops for other faculty;
organizing colloquia and seminars; mentoring new faculty; supervising student activities or
student groups. Development/advancement, such as participation in student recruitment;
participation in fund raising; public relations and marketing of program; retention activities
that strengthen a program or program enrollment. Other (to be added by the college or
department). Service to the discipline/profession Governance, such as taking on a
leadership role in a professional association; participating in the organizing, convening, or
presiding for an association meeting or function. Scholarly Activity such as acting as a
member of journal’s editorial board or journal editor; reviewing books for publication,
grant proposals for funding agency, conference submissions for possible acceptance, and
articles for journal publication. Sharing expertise, such as serving on an accrediting team;
writing questions for licensure or certification exams; participating in a program review for
a university. Other (to be added by the college or department). Service to t …Discussion:
Nurse Educator Role Strategic Plan