Philosophy Statement Grounded in Practice and Literature NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement NURS-FPX 6103 The Nurse Educator Role Nurse Educator Philosophy Statement

My nurse educator perspective is shaped by my principles and values about adult learners, their educational atmosphere, and teaching methods. I am confident that adult learners, who have various opinions and significant life experiences, are autonomous. In my philosophy, I encourage cooperation and acknowledge adult learners’ active participation in their learning to establish a positive educational atmosphere fostering open discussion. The nursing education practice update 2022 promotes the individualized learning approach outlined in the philosophy statement.

Competency-based learning uses tailored learning strategies to develop abilities successfully. These learnings are based on individuals’ previous expertise and knowledge (Lewis et al., 2022). This method promotes interdisciplinary collaboration and improve decision-making skills during nursing practice. In a secure and positive learning atmosphere, adult learners can express and share their experiences. I support the development of a feeling of mutual respect and trust among learners, using educational approaches such as simulations, research projects, and problem-oriented instruction. It improves analytical abilities by overcoming barriers between theory and practice (Gagne et al., 2021).

NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

The constructive and adult educational theories offer support for my philosophy statement. Malcolm Knowles’ adult learning theory, or andragogy, outlines to determine and address gaps between students’ previous knowledge and learning through activities and experience (Lewis & Bryan, 2021). My philosophy complies with this theory, as I intend to use learner-centric approaches to teaching, like hands-on learning.

It will assist students improve their prior knowledge and abilities to make effective medical choices. Moreover, constructivism enables individuals to generate information through interpersonal interactions (Weeks et al., 2019). My philosophy, which represents the constructivist method, focuses on creating an inclusive and positive atmosphere to evaluate students’ involvement and foster peer instruction.

Application to the Tripartite Roles

Recognizing and valuing adult students’ diverse personalities, prior experiences, and learning abilities are crucial for improving nursing education based on the tripartite model. Constructivism and adult learning support my viewpoints. My philosophy supports my teaching technique by prioritizing learners’ active participation in the learning process. I support student-centered teaching, which involves adjusting teaching techniques according to the requirements and preferences of individual students.

This method fosters an encouraging and stimulating educational atmosphere using small group conversations, scenarios, and simulation exercises (Yeung et al., 2023). These strategies foster collaborative learning by enabling students to reflect on their encounters and actively engage with the learning process. Through discussion and shared experiences, students develop their expertise and knowledge (Pivač et al., 2021).

As a scholar, this perspective motivates me to remain updated with the most effective research-based approaches. Therefore, I constantly look for possibilities to acquire knowledge and engage in academic activities, including scholarly conferences, researcher meetings, and the publication of scholarly research to expand my understanding of nursing education. These scholarship activities are critical for nurse educators to provide recent and reliable evidence to learners through improved and efficient instructional approaches (Pullen, 2022). The continual process of data generated by scholarly study helps to develop and enhance my teaching approaches. I make sure that my teaching methods are evidence-based and effective.