Create a two-page plan addressing the scholarship, service, and teaching elements of a specific nurse educator role in a specific context.
Introduction
For nursing faculty in colleges and universities, promotion and tenure will be partially determined by meeting expectations in all three areas:
Teaching.
Service.
Scholarship.
Preparation
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.
How do the scholarship, teaching, and service interrelate in a nurse educator\’s career? How do they contribute to the nurse educator\’s skills?
Why are orientation and mentoring important for new nurse educators?
What is your understanding of tenure in the academic nurse educator role?
Instructions
Create a short (approximately two pages) plan reflecting on how the three aspects of the tripartite model of teaching, service, and scholarship could be met for a particular nurse educator position in a context of interest to you.
In your plan, please do the following:
Describe the nurse educator role that your plan addresses, as well as any other pertinent details about that role. Be sure to give the role\’s title and explain the context in which that role works.
Analyze the teaching, service, and scholarship expectations for that role as you understand them, and how those expectations fit with the role.
Identify publications, journals, and conferences that could be a fit for the scholarship conducted in this role. Explain the kinds of scholarship that would be a good fit for person in this role and with this expertise.
Generate a plan that could be used by a person in this role for meeting each of the expectations you analyzed.
Analyze additional qualifications that you believe are needed for this role (additional education, certifications, skills, and so on), explaining why they are necessary.
Analyze the qualifications and areas of expertise related to this role that would facilitate serving as a change agent.
Additional Requirements
Format: 12-point Times New Roman or Arial font, double spaced in Microsoft Word.

Length: Approximately two pages plus a title page and a references page.
Use correct APA format, including page numbers and a title page. Citations and references (if used) are to be in correct APA format. 

Writing should be free of grammar and spelling errors that distract from content.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the tripartite role of teaching, service, and scholarship.
Describe a specific nurse educator role.
Analyze the teaching, service, and scholarship expectations for a chosen nurse educator role.
Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice.
Analyze qualifications in a chosen nurse educator role that facilitate being a change agent.
Competency 6: Develop a plan for engaging in scholarship in an established area of expertise.
Explain opportunities for scholarship related to a specific area of expertise.
Competency 7: Establish a plan for pursing continuous improvement in the nurse educator role.
Generate a plan for meeting each aspect of the tripartite model (teaching, service, and scholarship).
Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
Applying the Tripartite Model
Student’s Name
Institutional Affiliations
Applying the Tripartite Model
The education role of a nurse traces back to the 1860s during the times of Florence Nightingale who served as a nurse educator and also started the first nursing institution in England. Nurse educators are expected to perform their teaching roles effectively as they strive to make significant contributions to the nursing profession. The Tripartite Model holds that nurse educators must excel in three areas namely; teaching, service, and scholarship (Hunt, 2017). The purpose of this assignment is to develop a plan addressing the scholarship, service, and teaching elements of a service nurse educator role in a hospital-based context.
The nurse educator role that will be the focus of this assignment is the service nurse educator. The two well-established nurse educator roles are the service role and academic role. The service nurse educator role encompasses the accomplishment of hospital-based teaching activities to improve staff competencies and the health outcomes of patients and their families (Hunt, 2017). The specific role title is a facilitator of clinical competencies of nursing staff. The service nurse educator role is concerned with the facilitation of clinical competencies of nursing staff work in the hospital-based context.
A service nurse educator charged with the responsibility of facilitating clinical competencies of nursing staff is expected to excel in teaching, service, and scholarship. The teaching expectation of a service nurse educator in the named role is to select and implement teaching strategies and styles that promote learning of the desired competencies. The service expectation is to dedicate their time to mentor newly graduated nurses who have just transitioned into practice. Additionally, the scholarship expectation of a service nurse educator in the named role is to participate in research activities aimed at improving staff competencies (Hunt, 2017). The three expectations adequately fit with the service nurse educator role in that they are aimed at increasing the competencies of staff nurses a factor that will help to increase staff satisfaction (Afshar et al., 2020).
Nurse educators can engage in three types of scholarships. These include the scholarship of discovery, scholarship of teaching, scholarship of practice, and scholarship of integration. The kind of scholarship that would be appropriate for the chosen nurse educator role is the scholarship of practice which entails professional development (Hunt, 20170. When the service nurse educator engages in research, he or she should publish articles about professional development. The nurse should publish in peer-reviewed nursing journals and present in conferences that are held to develop training programs that will improve nursing practice (Hunt, 2017).
A plan that could be used by a service nurse educator to meet the teaching, service, and scholarship expectations listed earlier is to advance his or her education. The additional qualification that is needed is to obtain a master’s and a doctoral degree in nursing education. According to the World Health Organization. (2016), nurse educators are required to obtain an advanced degree either at the master’s or at the doctoral level. Obtaining an advanced degree will enable the service nurse educator to meet the teaching expectation by being able to select and implement teaching strategies and styles that promote learning of the desired competencies. Additionally, the educator will meet the service expectation by being able to dedicate their time to mentor newly graduated nurses who have just transitioned into practice. Moreover, the service nurse educator will meet the scholarship expectation by being able to participate in research activities aimed at improving staff competencies (Hunt, 2017). The qualification and area of expertise related to the service nurse educator role that would facilitate serving as a change agent is obtaining additional training in advocacy.
References
Afshar, M., Sadeghi-Gandomani, H., & Masoudi Alavi, N. (2020). A study on improving nursing clinical competencies in a surgical department: A participatory action research. Nursing Open, 7(4), 1052–1059. https://doi.org/10.1002/nop2.485.
Hunt, D. (2017). The new nurse educator: Mastering academe. 2nd Edition. Springer Publishing Company.
World Health Organization. (2016). Nurse educator core competencies. https://www.who.int/hrh/nursing_midwifery/nurse_educator050416.pdf