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Nurse Educator Philosophy Statement

Nurse Educator Philosophy Statement


Assessment Instructions

For this assessment, develop your own nurse educator philosophy statement. Identify your beliefs and values regarding the adult learner, learning environment, and teaching strategies and applicable learning theories that you will use as an educator. Address how this philosophy will guide you in the tripartite roles of a nurse educator—how it will guide your teaching, scholarship, and service. Support your philosophy with your knowledge of historical events that are pertinent to your work. In addition, identify the competencies that you see as critical to your role.

In sum, your philosophy statement should guide your practice as a nurse educator.

Your educator philosophy statement should do the following:

  • Identify the area of nursing education or the area in health care in which you will apply your MSN, education specialization skills, and knowledge.
  • Formulate your nurse educator philosophy statement, which should comprise your beliefs and values regarding the adult learner, learning environment, and teaching strategies and applicable learning theories that you will use as an educator.
  • Apply your philosophy statement to each of the tripartite roles of the nurse educator. What does your philosophy mean for your approach to teaching, scholarship, and service? As you discuss the role of teacher, be sure to address any theories (adult learning theory, learner-center education, and others) that shape your approach as an educator.
  • Analyze the relationship of significant historical events that have shaped the role you seek to fill.
  • Analyze the most essential nurse educator competencies necessary for this MSN-prepared nurse educator. Explain why you selected the competencies you did.
  • Conclude with a summary.


Your assessment 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: 3–5 double-spaced pages, not including the title page and references page.
  • Font and font size: Times New Roman or Arial, 12 point.

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The following resources are required to complete the assessment.

Capella 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 Resources
Capella University Library Resources
Internet Resources

Please note that links may change frequently. Permissions to use the following links have been granted, or the links have been deemed appropriate for educational use at the time of course publication.


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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. 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. 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. 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. 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 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. 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. 8/9/2019 Nurse Educator Philosophy Statement Scoring Guide Nurse Educator Philosophy Statement Scoring Guide CRITERIA NON-PERFORMANCE BASIC PROFICIENT Formulate an informed nurse educator philosophy statement. Does not formulate an informed nurse educator philosophy statement. Creates an incomplete nurse educator philosophy statement. Formulates an informed nurse Formulates an informed nurse educator philosophy statement. educator philosophy statement, and ensures the statement is grounded in practice and literature of the field. Applies a nurse educator philosophy to the tripartite roles of teaching, scholarship, and service. Does not apply a nurse educator philosophy to the tripartite roles of teaching, scholarship, and service. Applies a nurse educator philosophy incompletely to the tripartite roles of teaching, scholarship, and service. Applies a nurse educator philosophy to the tripartite roles of teaching, scholarship, and service. Applies a nurse educator philosophy to the tripartite roles of teaching, scholarship, and service, acknowledging areas where additional information is needed. Analyze the influence of historical events on a nurse educator role. Does not analyze the influence of historical events on a nurse educator role. Identifies historical events that have influenced a nurse educator role but does not analyze how they have done so. Analyzes the influence of historical events on a nurse educator role. Analyzes the influence of historical events on a nurse educator role, identifying areas where impact is uncertain or still to be determined. Analyze the competencies necessary for a specific nurse educator role. Does not analyze the competencies necessary for a specific nurse educator role. Identifies competencies necessary for a specific nurse educator role, but does not adequately analyze them. Analyzes the competencies necessary for a specific nurse educator role. Analyzes the competencies necessary for a specific nurse educator role, clearly explaining how these need to be used in practice. 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. https://courserooma.capella.edu/bbcswebdav/institution/MSN-FP/MSN-FP6103/181000/Scoring_Guides/u03a1_scoring_guide.html DISTINGUISHED 1/1 WRITING A STATEMENT OF TEACHING PHILOSOPHY SUGGESTIONS FROM THE CAPELLA CAREER CENTER Applicants for college and university teaching positions are frequently asked to submit a statement of teaching philosophy along with their curriculum vitae (CV), cover letter, and other application materials. While there are some consistent themes, different universities and colleges look for different content. In addition to the suggestions below, make sure to pay close attention to the instructions provided in the application. PERSONALIZATION In writing your philosophy, you will want to ensure you stay true to yourself. As part of the hiring process, you will likely be asked to demonstrate your skills in the course room as well as talk at length in an interview. If your representation of yourself varies across these different settings, your candidacy will not go far. This means that your philosophy must authentically represent who you are as a teacher. By reading through this document, you want the dean or department chair to have a sense of what a student would experience in a course with you. This can include teaching methods (and your understanding of, and plans for, different learning styles), assessment strategies, and classroom management. Because teaching extends beyond the classroom, you will also want to consider highlighting the other things you would do including lesson planning, oneon-one tutoring, and mentoring. As you craft your philosophy, it will be helpful to include examples. It carries significantly more weight if you have demonstrated experience than if you just have a theory. If you do not have teaching experience in higher education, you can still bring in examples from other relevant experiences you have. These can include trainings you have conducted, presentations you have given, and mentoring/tutoring you have done in your professional life. If you do include elements from a different field, you will want to communicate clearly how they relate to teaching in higher education. When your theory or approach was influenced by specific experiences you had, you will want to include these; this is especially beneficial if your philosophy has changed due to these experiences. CUSTOMIZATION Just as one teacher is not like another, so is one university not like another. Doing research on the institution, college, school, and department where the position is housed would also serve you well. You will also want to keep the job posting close by as you write your teaching philosophy, because it will have key insights that will inform what you should choose to include. Because every institution focuses on a different type of student and approach to education, you will want to make sure you are demonstrating your qualifications to teach those specific students in that particular educational setting. For example, an online teaching role will require different qualities than one where you would be teaching face-to-face. Further, an undergraduate teaching role will have different expectations than a graduate one. Ultimately, you want this document to show that you have an understanding of the students you would teach and the institution where you are applying. By tailoring your teaching philosophy, you can ensure that you are calling out the parts of your philosophy that will most closely resonate with that institution and hiring manager. This extra step of work will help you come across as both a qualified teacher and a person who fits within that institution and culture. Capella Career Center | Last updated: 2/16/16 1 WRITING A STATEMENT OF TEACHING PHILOSOPHY SUGGES …