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Applying the Tripartite Model

Applying the Tripartite Model

ORDER CUSTOM, PLAGIARISM-FREE PAPERS HERE Applying the Tripartite Model

Assessment Instructions

Create a short (approximately 2 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, 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

Your plan should meet the following requirements:

  • Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
  • APA format: Use correct APA format, including running head, page numbers, and a title page. Citations and references (if used) are to be in correct APA format.
  • Format: Submit your assessment as a Word document.
  • Length: Approximately two double-spaced pages, not including the title page and references page.
  • Font and font size: Times New Roman or Arial, 12 point.

Resources

REQUIRED RESOURCES

The following resources are required to complete the assessment.

Capella Resources

SUGGESTED RESOURCES

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6103 The Nurse Educator Role Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Capella University Library Resources

 

Unformatted Attachment Preview

8/9/2019 Applying the Tripartite Model Scoring Guide Applying the Tripartite Model Scoring Guide CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Describe a specific nurse educator role. Does not describe a specific nurse educator role. Partially describes a specific nurse educator role. Describes a specific nurse educator role. Describes a specific nurse educator role, providing specific examples of how that role functions. Analyze the teaching, service, and scholarship expectations for a chosen nurse educator role. Does not analyze the teaching, service, and scholarship expectations for a chosen nurse educator role. Describes but does not analyze the teaching, service, and scholarship expectations for a chosen nurse educator role. Analyzes the teaching, service, and scholarship expectations for a chosen nurse educator role. Evaluates the teaching, service, and scholarship expectations for a chosen nurse educator role, providing examples of exemplary teaching, service, and scholarship. Generate a plan for meeting each aspect of the tripartite model. Does not generate a plan for meeting each aspect of the tripartite model. Generates a limited plan for meeting each aspect of the tripartite model. Generates a plan for meeting each aspect of the tripartite model. Generates a plan for meeting each aspect of the tripartite model, and describes professional implications when one of these elements is unaddressed. Explain opportunities for scholarship related to a specific area of expertise. Does not explain opportunities for scholarship related to a specific area of expertise. Identifies opportunities Explains opportunities for for scholarship related scholarship related to a to a nurse educator role specific area of expertise. but does not explain how they fit with a specific area of expertise. Analyze qualifications in a chosen nurse educator role that facilitate being a change agent. Does not identify qualifications in a chosen nurse educator role that facilitate being a change agent. Incorrectly or incompletely analyzes qualifications in a chosen nurse educator role that facilitate being a change agent. Analyzes qualifications in a Evaluates qualifications in a chosen chosen nurse educator role nurse educator role that facilitate being that facilitate being a change a change agent. agent. 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. https://courserooma.capella.edu/bbcswebdav/institution/MSN-FP/MSN-FP6103/181000/Scoring_Guides/u02a1_scoring_guide.html Explains multiple opportunities for scholarship related to a specific area of expertise, and ensures the explanation includes specific kinds of work that would be a fit for specific publications, conferences, and journals. 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. 1/1 Assessment 2 Context The Tripartite Model For nursing faculty in colleges and universities, promotion and tenure will be partially determined by meeting expectations in all three areas: teaching, service, and scholarship. In many practice settings, including large health care systems, there is also often the expectation for educators and administration nurses to participate in service and scholarship. Scholarship is sometimes thought of as contributing to the professional literature with articles, books, or Internet materials. This may be one aspect, but the field of nursing also considers scholarship from a broader perspective. Service refers to contributions beyond those that are expected as part of a position description. This might include volunteer work with health care groups or in the community. It might also include involvement with professional organizations in the form of holding office or serving on committees. Nurse Educators As Change Agents Education is a powerful means for changing behavior and beliefs. As nurses, we have all engaged in patient education designed to help individual patients change behaviors that are damaging their health. We educate staff on new practices designed to engage them in a new approach to patient care. As nurse educators, much of our work is designed toward changes, either through adding to knowledge so that individuals are better informed in how to accomplish goals or in providing new knowledge to change behavior or solve a problem. As academic nurse educators, we are engaged in adding to knowledge so that individuals can learn to be nurses or acquire specialty knowledge in nursing. In staff development, we are often involved in initiating new procedures and processes for carrying out health care initiatives. In patient education, we are teaching ways to improve health and change harmful behaviors. In all instances, change is the key word. Sometimes, the changes come easily and the learners are eager for new knowledge; however, sometimes, that is not true and we meet resistance from the learners. Finding ways to overcome that resistance is an important aspect of being a change agent. References Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press. Zorn, C. R. (2010). Becoming a nurse educator: Dialogue for an emerging career. Sudbury, MA: Jones & Bartlett Learning. 1
Running head: APA STYLE PAPER TEMPLATE 1 The instructional and sample text in this template is informational. After reading the information, please delete it, and use the document as a template for your own paper. To keep the correct format, edit the running head, cover page, headings, and reference list with your own information, and add your own body text. Save this template in a file for future use and information. The running head is an abbreviated title of the paper. The running head is located at the top of pages of a manuscript or published article to identify the article for readers. The running head should be a maximum of 50 characters, counting letters, punctuation, and spaces between words. The words “Running head” are on the cover page but not on the rest of the document. The running head title is all capital letters. Page 1 begins on the cover page. The entire document should be double-spaced, have 1-inch margins on all sides, and use 12 point Times New Roman font. Full Title of Paper Learner’s Full Name Course Title Assignment Title Capella University Month, Year APA STYLE PAPER TEMPLATE 2 Abstract (As this section is optional, check with your instructor.) An abstract is a brief, comprehensive summary of the contents of a paper. It allows readers to quickly review the key elements of a paper without having to read the entire document. This can be helpful for readers who are searching for specific information and may be reviewing many documents. The abstract may be one of the most important paragraphs in a paper because readers often decide if they will read the document based on information in the abstract. An abstract may not be required in some academic papers; however, it can still be an effective method of gaining the reader’s attention. For example, an abstract will not be required for Capella’s first course, PSYC3002. The following sentences serve as an example of what could be composed as an abstract for this paper: The basic elements of APA style will be reviewed, including formatting of an APA style paper, in-text citations, and a reference list. Additional information will address the components of an introduction, how to write effective paragraphs using the MEAL plan, and elements of a summary and conclusion section of a paper. APA STYLE PAPER TEMPLATE 3 APA Style Paper Template: A Resource for Academic Writing Please change the titles in this document to fit your paper. APA (American Psychological Association) style is most commonly used to cite sources within the social sciences. APA style is used when writing papers in the psychology programs offered at Capella University. Applying the Tripartite Model
This document serves as an APA style template for learners to use when writing their own papers, as well as a resource containing valuable information that can be used when writing academic papers. For more information on APA style, learners can refer to the Publication Manual of the American Psychological Association (American Psychological Association, 2010a). The author demonstrates in the first section of this paper how an introduction effectively introduces the reader to the topic of the paper. In APA style, an introduction never gets a heading. For example, this section did not begin with a heading titled “Introduction,” similar to the following section, which is titled “Writing an Effective Introduction.” The following section will explain in greater detail a model that can be used to effectively write an introduction in an academic paper. The remaining sections of the paper will continue to address APA style and effective writing concepts including section headings, organizing information, the MEAL plan, the conclusion, and the reference list. Applying the Tripartite Model
Writing an Effective Introduction An effective introduction often consists of four main components including (a) the position statement, thesis, or hypothesis, which describes the author’s main position; (b) the purpose, which outlines the objective of the paper; (c) the background, which is general information that is needed to understand the content of the paper; and (d) the approach, which is the process or methodology the author uses to achieve the purpose of the paper. This information APA STYLE PAPER TEMPLATE 4 will help readers understand what will be discussed in the paper. It can also serve as a tool to grab the reader’s attention. Authors may choose to briefly reference sources that will be identified later on in the paper as in this example (American Psychological Association, 2010a; American Psychological Association, 2010b; Walker, 2008). In an introduction, the writer will often present something of interest to capture the reader’s attention and introduce the issue. Adding an obvious statement of purpose helps the reader know what to expect, while helping the writer to focus and stay on task. For example, this paper will address several components necessary to effectively write an academic paper including (a) how to write an introduction, (b) how to write effective paragraphs using the MEAL plan, and (c) how to properly use APA style. Level One Section Heading is Centered, Bold, Uppercase and Lowercase Using section headings can be an effective method of organizing an academic paper. The section headings should not be confused with the running head, which is a different concept described in the cover page of this document. Section headings are not required according to APA style; however, they can significantly improve the quality of a paper. This is accomplished because section headings help both the reader and the author. Level Two Section Heading is Flush Left, Bold, Uppercase and Lowercase The heading style recommended by APA consists of five levels (American Psychological Association, 2010a, p. 62). This document contains two levels to demonstrate how headings are structured according to APA style. Immediately before the previous paragraph, a Level 1 heading was used. That section heading describes how a Level 1 heading should be written, which is centered, bold, and using uppercase and lowercase letters. For another example, see the section heading “Writing an Effective Introduction” on page 3 of this document. Applying the Tripartite Model
The heading is APA STYLE PAPER TEMPLATE 5 centered, bold, and uses uppercase and lowercase letters (compared to all uppercase in the running head at the top of each page). If used properly, section headings can significantly contribute to the quality of a paper by helping the reader who wants to understand the information in the document, and the author who desires to effectively describe the information in the document. Section Headings Help the Reader Section headings serve multiple purposes including (a) helping readers understand what is being addressed in each section, (b) breaking up text to help readers maintain an interest in the paper, and (c) helping readers choose what they want to read. For example, if the reader of this document wants to learn more about writing an effective introduction, the previous section heading clearly states that is where information can be found. When subtopics are needed to explain concepts in greater detail, different levels of headings are used according to APA style. Section Headings Help the Author Section headings do not only help the reader, they help the author organize the document during the writing process. Section headings can be used to arrange topics in a logical order, and they can help an author manage the length of the paper. In addition to an effective introduction and the use of section headings, each paragraph of an academic paper can be written in a manner that helps the reader stay engaged. Capella University promotes the use of the MEAL plan to serve this purpose. The MEAL Plan The MEAL plan is a model used by Capella University to help learners effectively compose academic discussions and papers. Each component of the MEAL plan is critical to writing an effective paragraph. The acronym MEAL is based on four components of a paragraph APA STYLE PAPER TEMPLATE 6 (M = Main point, E = Evidence or Example, A = Analysis, and L = Link). The following section includes a detailed description and examples of each component of the MEAL plan. When writing the content sections of an academic paper (as opposed to the introduction or conclusion sections), the MEAL plan can be an effective model for designing each paragraph. A paragraph begins with a description of the main point, which is represented by the letter “M” of the MEAL plan. For example, the first sentence of this paragraph clearly states the main point is a discussion of the MEAL plan. Once the main point has been made, evidence and examples can be provided. The second component of a paragraph contains evidence or examples, which is represented by the letter “E” in the MEAL plan. An example of this component of the MEAL plan is actually (and ironically) this sentence, which provides an example of an example. Evidence can be in the form of expert opinions from research. For example, evidence shows that plagiarism can occur even when it is not intended if sources are not properly cited (Marsh, Landau, & Hicks, 1997; Walker, 2008). The previous sentence provides evidence supporting why evidence is used in a paragraph. Analysis, which is represented by the letter “A” of the MEAL plan, should be based on the author’s interpretation of the evidence. An effective analysis might include a discussion of the strengths and weaknesses of the arguments, as well as the author’s interpretations of the evidence and examples. If a quote is used, the author will likely provide an analysis of the quote and the specific point it makes for the author’s position. Without an analysis, the reader might not understand why the author discussed the information that the reader just read. Applying the Tripartite Model
For example, the previous sentence was an analysis by the author of why an analysis is performed when writing paragraphs in academic papers. APA STYLE PAPER TEMPLATE 7 Even with the first three elements of the MEAL plan, it would not be complete without the final component. The letter “L” of the MEAL plan refers to information that “links” the current and the subsequent paragraphs. The link helps the reader understand what will be discussed in the next paragraph. It summarizes the author’s reasoning and shows how the paragraph fits together and leads (that is, links) into the next section of the paper. For example, this sentence might explain that once the MEAL plan has been effectively used when writing the body of an academic paper, the final section is the summary and conclusion section. Summary and Conclusion A summary and conclusion section, which can also be the discussion section of an APA style paper, is the final opportunity for the author to make a lasting impression on the reader. The author can begin by restating opinions or positions and summarizing the most important points that have been presented in the paper. For example, this paper was written to demonstrate to readers how to effectively use APA style when writing academic papers. Various components of an APA style paper that were discussed or displayed in the form of examples include a running head, title page, introduction section, levels of section headings and their use, in-text citations, the MEAL plan, a conclusion, and the reference list. APA STYLE PAPER TEMPLATE Applying the Tripartite Model
8 References American Psychological Association. (2010a). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. American Psychological Association. (2010b). Ethical principles of psychologists and code of conduct. Washington, DC: Author. Retrieved from http://www.apa.org/ethics/code/index.aspx Marsh, R. L., Landau, J. D., & Hicks, J. L. (1997). Contributions of inadequate source monitoring to unconscious plagiarism during idea generation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(4), 886–897. doi: 10.1037/02787393.23.4.886 Walker, A. L. (2008). Preventing unintentional plagiarism: A method for strengthening paraphrasing skills. Journal of Instructional Psychology, 35(4), 387–395. Retrieved from http://search.proquest.com/docview/213904438?accountid=27965 Always begin a reference list on a new page. Use a hanging indent after the first line of each reference. The reference list is in alphabetical order by first author’s last name. A reference list only contains sources that are cited in the body of the paper, and all sources cited in the body of the paper must be contained in the reference list. Applying the Tripartite Model
The reference list above contains an example of how to cite a source when two documents are written in the same year by the same author. The year is also displayed using this method for the corresponding in-text citations as in the next sentence. The author of the first citation (American Psychological Association, 2010a) is also the publisher, therefore, the word “Author” is used in place of the publisher’s name. When a digital object identifier (DOI) is available for a journal article, it should be placed at the end of the citation. If a DOI is not available, a uniform resource locator (URL) should be used. The Marsh, Landau, and Hicks (1997) reference is an example of how to cite a source using a DOI. The Walker (2008) reference is an example of how to cite a source using a URL. .. Applying the Tripartite Model