NUR 302 Concepts In Nursing

Advanced practice nurses must be prepared to market themselves to others so that the key characteristics and contributions of their expertise and the role are recognized. The purpose of this assignment is to develop a marketing plan for an advanced practice nurse. As you prepare this marketing plan, develop present it as if you were explaining the advanced practice role to a potential employer or the public who may be unfamiliar with the role. 

 

Directions:

Choose the advanced practice role that you are being prepared for (NP, Executive Leader, or Nurse Educator) and briefly describe the role including the history of the role, education and certification, and major functions of this role.
Identify and describe an institution or practice that may employ the role described. Include information such as the size of the institution and if there are any other advanced practice nurses working at the institution or practice site.
Review the literature in the library on role development and marketing strategies. You will need to look at the literature beyond nursing. Provide a written review of literature about marketing advanced nursing roles. Make sure you include articles about the use of social media and the internet. Your written review of the literature should include at least three references.

Discuss at least four of the Central and Core Competencies (Direct Clinical Practice, Guidance and Coaching, Consultation, Evidence-based Practice, Leadership, Collaboration, Ethical Decision Making) described in Hamric’s Integrative Model of Advanced Practice Nursing and how these competencies can influence advanced nursing practice.
To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Nurse educator is a person who works or has earlier worked as a trainer in a health care facility or teaches a nursing school. He may teach in classroom or clinical settings. He  need to be equipped with knowledge on nursing diagnosis clinical practices and medications. Nursing educators in collaboration with employees and supervisors set improvement aims to accomplish educational goals and give appropriate information in order to realize such goals. Nurse educator also helps in identifying errors, give a process, and give a way out of risks to their clients,  (Dobrowolska, et al. 2015) He can deal with nurses who are not experienced where he  teaches  them  common steps and also can work with nurses who are experienced to facilitate training in case of a new update  or an arising technology to be applied in nursing.

Nurse educators ensure that the student they coach is prepared for an occasionally changing healthcare surrounding. They come up with the academic programs at their institutions with respect to the state’s regulations referring to nursing guidelines. Nurse educators also evaluate the workability of the programs and revise them as required. They teach in formal academic programs and also continuing education programs for nurses who gradually graduate.(Hinderer, Jarosinski, Seldomridge, & Reid, 2016). During the late 1970s, issues of nursing shortages was high and was expressed in public meaning there was the need for more nurses who would work at various fields. There needed to have enough and registered nurses of many types to ensure enough future availability of various nurses in the field.

Before one is regarded as a nurse educator, at a minimum, one must be a registered nurse with a license that is valid and experience of several years. Many nurse educators have already acquired master’s degree in nursing, Doctorate is also of key importance in teaching in many universities (Barbe, 2015).One must also want to get degree or post master’s certificate in the field of education and also certification in the area which you are specializing. You must have good communication skills, have skills to speak in, an easy rapport with people and be able to explain clearly the complex concepts to your students. Nurse educators are certified by the national league for nursing (Barbe, 2015). The NLNs nurse certification program comes up with nursing education as area of specialty to practice and creating means for faculty to demonstrate their experience in this role.                                                                             

The main role of a nurse educator is teaching. Nursing educators mostly work in both clinical settings and classrooms; teach new students of nursing as well as those that continuing with education courses. So as to be efficient their roles they must have the best leadership skills and inner knowledge of their fields. Many educators in nursing will mostly also act as advisers and role models, helping students along their learning so as to become successful nurses (Kelton, 2014). They designs, implements, evaluates, and revises educational programs for nurses. A nurse educator, in other words, acts as a coach and mentor to their student.  Nurse educators in an educational setting are responsible for designing, implementing, evaluating and revising academic and continuing education programs for nurses. These include formal academic programs that lead to certificate or a degree, or more informal education programs that aims to meet individual learning needs. These are leaders who document the results of the education programs and lead students in the learning process. They teaches students who have graduated from high school who wishes to study nursing, nurses who are advancing their degrees and the already ones working as nurses who wishes to expand their knowledge. Nurses always have sizable influence on the health system. As they come across many states of affairs today, it is advisable to come up with a way to promote and enable their profession. Promoting their image is also of importance because of their professional status. There are numerous ways of coming up with and raising the standards of their image. These promotion ways includes implementing the market principles, social media and the use internet may also be applied.

There are Central and core competencies that influence the practice of nursing which includes;  Ethical decision making in nursing is of key role because the nurses know  to manage those decisions accordingly so that clients’ ethical rights are honoured without compromising the moral conscience of the nurses (Cooley & De Gagne,  2016). Direct care activities in nurses are crucial it uses system thinking, clinical judgment, and accountability in providing evidence in a higher level than the care situations by the expert registered nurses. Advanced practice role of guidance and coaching equips the students with quality care delivery to health services (Kelton, 2014). They are key roles that aid in the process of treatment to a patient. Coaching mostly deals with empowering the sick patients to adjust to  their needs in health and guidance raise concentration, envisage, execute to maintain a compartment in different ways, manage diseases situation as it  prepare patients for various changes.

Nursing has encountered a wide growth in the scope of its changing role as a major force in health. In many cases nurses are more introspective about their knowledge as practicing professionals and seriously evaluate the system of delivering health. In order to come up with a workable solution a nurse has to consult various practitioners on the patients’ condition (Yakimo, Kurlowicz, & Murray, 2004).

References:

Barbe, T. (2015). Preliminary psychometric analysis of the modified perceived value of certification tool for the nurse educator. Nursing education perspectives, 36(4), 244-248.

Cooley, S. S., & De Gagne, J. C. (2016). Transformative experience: Developing competence in novice nursing faculty. Journal of Nursing Education, 55(2), 96-100.

Dobrowolska, B., McGonagle, I., Jackson, C., Kane, R., Cabrera, E., Cooney?Miner, D., … & Kekuš, D. (2015). Clinical practice models in nursing education: implication for students’ mobility. International nursing review, 62(1), 36-46.

Hinderer, K. A., Jarosinski, J. M., Seldomridge, L. A., & Reid, T. P. (2016). From expert clinician to nurse educator: outcomes of a faculty academy initiative. Nurse educator, 41(4), 194-198.

Kelton, M. F. (2014). Clinical Coaching–An innovative role to improve marginal nursing students’ clinical practice. Nurse education in practice, 14(6), 709-713.

Yakimo, R., Kurlowicz, L. H., & Murray, R. B. (2004). Evaluation of outcomes in psychiatric consultation-liaison nursing practice. Archives of Psychiatric Nursing, 18(6), 215-227.