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Creating a Professional Development Plan
You will create a professional development plan that will support continuous improvement in your role as a nurse educator.
The Institute of Medicine has charged nurses to be leaders in health care change, and that requires educators to be at the forefront of those changes.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
·       What are some approaches that nurse educators can use when encountering resistance to change?
·       How might effective leadership styles be the same or different for the following roles?
o   BSN nursing faculty.
o   Commweeky health educator.
o   Staff development educator.
·       What are some ways that scholarship fits with nursing practice?
·       Nurse educators are regularly evaluated by students and administrators. There may also be peer evaluations of teaching skills. As an educator, how do you or would you view these evaluation processes? What can be most useful to faculty from student evaluations?
Write a professional development plan for your career as an MSN-prepared nurse. The professional development plan should include the following:
·       Introduction – A brief introductory paragraph that clearly states the purpose of the paper. Do not use the heading introduction—use the title of the paper in a Level 1 heading format.
·       Area of focus – A description of your specific area of focus in nursing education, the position that you wish to obtain, and the educator competencies that you will need as an MSN-prepared nurse.
·       Professional Goals – A statement of your specific professional goals (a minimum of three) and discussion of their relationship to your nurse educator philosophy.
·       Influences – A brief description of any additional forces (social, economic, political, institutional) that may influence your nursing education role.
·       Analysis – An analysis of how you will carry out scholarship activities as an MSN-prepared nurse and a specific plan for scholarship based on a model.
·       Leadership Role – A discussion of specific ways (a minimum of two) that you will develop a leadership role in the area of focus you have chosen.
·       Development Plan – Specific plans for professional growth and any additional education, certifications, or training to be acquired.
·       Reflection – A reflection in a concluding paragraph on your abilities to meet goals and achieve your professional development plan and ethical practice.
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
·       Competency 1: Analyze the historical evolution of nursing education.
o   Describe forces (social, economic, political, institutional) that may influence the nurse educator role.
·       Competency 3: Analyze professionally established nurse educator competencies and models.
o   Describe area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy.
·       Competency 4: Apply knowledge of legal and ethical issues relevant to higher education and nursing education.
o   Assess abilities to meet goals, achieve professional development, and maintain ethical practices.
·       Competency 5: Articulate how nurse educator serve as change agents and leaders to help advance nursing education and nursing practice.
o   Discuss development of a leadership role in a chosen area of nurse educator focus.
·       Competency 6: Develop a plan for engaging in scholarship in an established area of expertise.
o   Develop a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role.
·       Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role.
o   Develop specific plans for professional growth that identify any additional education, certifications, or training to be acquired.
·       Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
o   Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
Resources:
·  Bianchi, M., Bagnasco, A., Bressan, V., Barisone, M., Timmins, F., Rossi, S., Pellegrini, R., Aleo, G., & Sasso, L. (2018). A review of the role of nurse leadership in promoting and sustaining evidence‐based practice. Journal of Nursing Management, 26(8), 918–932.
·  Dhakal, K., & Tornwall, J. (2020). The Scholarship Circle: An introduction to writing for publication for nursing faculty. Journal of the Medical Library Association: JMLA, 108(1), 98–105.
·  Guraya, S. Y., & Barr, H. (2018). The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. The Kaohsiung Journal of Medical Sciences, 34(3), 160-165.
·  Lapkin, S., Levett-Jones, T., & Gilligan, C. (2013). A systematic review of the effectiveness of interprofessional education in health professional programs. Nurse Education Today, 33(2), 90–102.
·  Limoges, J., Acorn, S., & Osborne, M. (2015). The scholarship of application: Recognizing and promoting nurses’ contribution to knowledge development. The Journal of Continuing Education in Nursing, 46(2), 77–82.
·  Schneider, K. T., & Radhakrishnan, P. (2018). Three dilemmas for academics: Gender disparities in scholarship, teaching, and service. Industrial and Organizational Psychology, 11(3), 428–433.
·  Assessment 4 Context [PDF] Download Assessment 4 Context [PDF].
·       Eddy, L. L., Hoeksel, R., Fitzgerald, C., & Doutrich, D. (2018). Innovative practice in advancement of academic nurse educator careers: Developing scholarship from program grants. Nursing Education Perspectives, 39(4), 257–258.
·       Wittmann-Price, R., Celia, L., & Dunn, R. (2013). Successful implementation of evidence-based nursing practice: The indispensable role of staff development. Journal for Nurses in Professional Development, 29(4), 202–204.
CRITERIA 
NON-PERFORMANCE 
BASIC 
PROFICIENT 
DISTINGUISHED 
Describe area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy.
Does not describe area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy. 
Describes area of focus in ways that are inconsistent with current conditions in the field or with nurse educator philosophy. 
Describes area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy. 
Describes area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy; makes explicit and insightful connections to recent developments in the field. 
Describe forces (social, economic, political, institutional) that may influence the nurse educator role.
Does not describe forces (social, economic, political, institutional) that may influence the nurse educator role. 
Inaccurately or inadequately describes forces (social, economic, political, institutional) that may influence the nurse educator role. 
Describes forces (social, economic, political, institutional) that may influence the nurse educator role. 
Describes forces (social, economic, political, institutional) that may influence the nurse educator role; acknowledges one’s own assumptions and biases. 
Develop a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role.
Does not develop a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role. 
Develops a scholarship plan that does not include analysis of how scholarship will be carried out in the nurse educator role or does so inadequately. 
Develops a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role. 
Develops a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role; grounds plan in explicitly referenced, professionally standard competencies and expectations. 
Discuss development of a leadership role in a chosen area of nurse educator focus
Does not discuss development of a leadership role in a chosen area of nurse educator focus. 
Discusses development of a leadership role in a chosen area of nurse educator focus in a manner that indicates a lack of understanding of that role. 
Discusses development of a leadership role in a chosen area of nurse educator focus. 
Discusses development of a leadership role in a chosen area of nurse educator focus; explores multiple pathways to development. 
Develop specific plans for professional growth that identify any additional education, certifications, or training to be acquired.
Does not develop specific plans for professional growth that identify any additional education, certifications, or training to be acquired. 
Develops plans for professional growth that identify inapplicable education, certifications, or training for a chosen role. 
Develops specific plans for professional growth that identify any additional education, certifications, or training to be acquired. 
Develops specific plans for professional growth that identify any additional education, certifications, or training to be acquired; bases identification on current nurse educator competencies. 
Assess abilities to meet goals, achieve professional development, and maintain ethical practices.
Does not assess abilities to meet goals, achieve professional development, and maintain ethical practices. 
Unrealistically or inaccurately assesses abilities to meet goals, achieve professional development, and maintain ethical practices. 
Assesses abilities to meet goals, achieve professional development, and maintain ethical practices. 
Assesses abilities to meet goals, achieve professional development, and maintain ethical practices; indicates plan to address the gaps. 
Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
Does not write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
Writes to support an idea but commits major errors of grammar, usage, and mechanics.
Writes coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
Writes coherently, using evidence to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.