NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

The critical economic factor with an impact on the nursing educator role is the shortage of nurses due to poor economic plans and policies leading to a higher demand for nurses than can be met by the number of professionals. Drennan and Ross (2019) presented evidence that the economic factors that drive nurse shortages include income levels which can push individuals away from certain professions, the unemployment of nurses that makes them seek other career alternatives or the shortage of infrastructure for the training of nurses. The nurse educator, thus, plays a role in preparing nurses for providing high-quality clinical care services and working in busy environments for long hours as well as advocating for the expansion of the clinical infrastructure for the training of more nurses and more opportunities for financing nursing students (Drennan & Ross, 2019). At the institutional level, the influential factors include goodwill and financial support for nursing education, availability of opportunities for nurses who complete their studies, and the existing policies for nurse education and employment. I believe that in the right institutional environment, I will be able to successfully meet my nurse educator goals.

Analysis

My scholarship aims as a nurse educator are to continually learn about the discipline and best practices and to advance in my creativity in the design and implementation of education sessions for the nursing students. To achieve these aims, I plan to pursue further studies in the nursing discipline, acquire all the appropriate certifications and licensure for CNE, and facilitate students’ active learning through diverse teaching strategies and approaches that inspire student participation and practical work. The plan is inspired by the five competencies that clinical nurse educators in academia ought to have, as outlined by Satoh et al. (2020). The first competency is the facilitation of active learning, which involves imparting knowledge and skills to students through teaching and evaluation approaches that are student-centered, with a common example being teaching by example. The second competency is the continual engagement in academic research activities, which includes collecting and analyzing data on emerging nursing topics, evidence-based practice for various conditions and nursing diagnoses, and the development of suitable teaching strategies (Satoh et al., 2020). I will manifest this competency through further studies in nursing, personal research on emerging topics, and professional certifications. 

The third scholarly competency for the nurse educator is participation in the management of the institution within which the educator works (Satoh et al., 2020). Once I get absorbed as a nurse educator in a university or other training facility, I will make strides towards involvement in the operations of the institutions, including the management of some dockets. The fourth competency is self-directed learning, which the nurse educator should pursue in line with ethical standards and professional requirements (Satoh et al., 2020). My sign up for further studies and certification courses and research into the most effective educational strategies for students will be the avenues through which I demonstrate self-directed learning. The fifth competency is the autonomous practice of education, which incorporates using the latest knowledge and evidence that helps students apply theoretical principles to practical implementation (Satoh et al., 2020). By designing and utilizing the best instructional strategies for problem-based learning, I will display the competency and the willingness to acquire more knowledge on nursing instruction.