University nurse faculty roles
University nurse faculty roles
The university faculty member must demonstrate proficiency in each of the following faculty roles: Teacher, Scholarship, Expert Clinician, and Service (to the nursing program, the college or university, the profession, the community).
- Discuss the challenges associated with this multidimensional role.
- What are your strengths related to each of these roles?
- What are your weaknesses related to each of these roles?
- What supports will you need as you enter the academic environment?
- University nurse faculty roles
- Write 250-350 words
- In-text citation
- At least 3 references including articles from professional and research journals
- APA format
- Use the third person such as author not “I”
Rubric
ORDER A CUSTOM-WRITTEN, PLAGIARISM-FREE PAPER HERE
- Well-developed ideas, introduces new ideas, stimulation discussion
- Clear evidence of critical thinking-application, analysis, synthesis and evaluation. University nurse faculty roles
My point of view regarding questions which you may use/ add in the paper….I may not answer them correctly !
Weakness: Environment that is not familiar with.
Public speaking in front of the big group…this will go away with repetitions/practice
Lack of experience in teaching
Strength: compassion and empathy to others.
Communicate effectively with patients, families, and other medical staff
Time management
Question 4: What support do you need as you …. I think : orientation of institution, feeling of welcome, team work,etc University nurse faculty roles
University faculty roles
- Discuss the challenges associated with this multidimensional role.
Nurses play a multidimensional role as faculty members. Firstly, they play different roles across practice contexts to include clinical leadership. This is a challenge since the nurses’ role is plagued with confusion over the lack of clarity as regards appropriateness for purpose and function across different nurse practice contexts. This is especially of concern in the face of changing faculty models that drive the emergency of new roles that further cloud nurse role purpose and positioning. Secondly, there is a challenge on how nurses should address diversity within their practice environments, especially in the face of changing demographic patterns in the workplace. The challenge is in how to understand the different multicultural expectations, beliefs and values that influence their practice as concerns cultural safety and competence. University nurse faculty roles. Finally, integrating technology presents a challenge. This is especially true with regards to assuring that the technology is used in an ethical manner, adequate training is received to enable competent use, benefits and costs are balanced, and human element is balanced with technology (Gaberson, Oermann & Shellenbarger, 2015).
- What are your strengths related to each of these roles?
American Nurses Association (2010) identifies the strengths related to faculty roles as the qualities that enhance the faculty experience and improve efficiency and effectiveness in tasks completion. These include compassion and empathy for others, accountability, attention to detail, and willingness to learn. Other strengths include the capacity to communicate effectively with other stakeholders, and good time management (American Nurses Association, 2010) University nurse faculty roles.
- What are your weaknesses related to each of these roles?
American Nurses Association (2010) identifies the weaknesses related to the faculty roles as the qualities that compromise the faculty experience and hinder effectiveness and efficiency in tasks completion. These include working in a new and unfamiliar environment, requirement to engage in public speaking and address large populations, diversity and multiculturalism as well as lack of experience in completing some tasks. It is anticipated that these weaknesses will become less of a concern over time as the roles become more familiar (American Nurses Association, 2010).
- What supports will you need as you enter the academic environment?
Billings and Halstead identify the supports needed when entering the academic environment as the wide range of school resources, educational services and instructional methods that aid students in efforts to generally succeed in school, meet the learning standards, catch up with other students, and accelerate the learning progress. Three types of support are identified as necessary. The first type is needs-based support that offers intensive/supplemental guidance, practice and instruction to students who either have specialized learning needs or are struggling academically. The second type is skill-based support that offer concentrated guidance, practice and instruction in communicating, writing and reading. For instance, focusing on technological literacy. The third type is relationship-based support that help students understand and build stronger relationships with other students and faculty members (Billings & Halstead, 2016) University nurse faculty roles.
References
American Nurses Association (2010). Scopes and standards of practice nursing (2nd ed.). Silver Spring, MD: Author.
Billings, D. M. & Halstead, J. A. (2016). Teaching in nursing: a guide for faculty (5th ed.). St. Louis, MO: Elsevier.
Gaberson, K. B., Oermann, M. H. & Shellenbarger, T. (2015). Clinical teaching strategies in nursing (4th ed.). New York, NY: Springer Publishing Company University nurse faculty roles.
