Nurs FPX 6100 Assessment 5 Professional Development Plan

Nurs FPX 6100 Assessment 5 Professional Development Plan

Sadie Salgado
Nurs FPX 6100
Capella University
Professor Melanie Hicks
3rd May, 2025

Professional Development Plan

The Nurs FPX 6100 Assessment 5 Professional Development Plan is a written chart that presents a map of an individual’s goals, skills, and means for non-preventive improvement and development within a profession of choice. The purpose of this exercise is to develop an inclusive expert development plan for my career as an MSN-specified nurse. This map will be a guide that will direct my development and progress in the nursing practice, charting my aspirations on advanced practice nursing’s strengths, responsibilities, and opportunities (Wheeler et al., 2022). With the valuable instrument of knowing short- and long-term desires, the most significant settings to obtain expertise and life-long learning strategies, this proposal will make certain that I will be capable of reacting to altering desires of healthcare and create a difference in influenced character outcomes, professional practice, and the nursing profession.

Area of Focus in Nursing Education

My specific interest area for nursing education is university education in a college or university environment, where I plan to prepare pre-licensure nursing university students for practice. I am particularly interested in teaching major and medical journals in nursing that emphasize major thinking, evidence-based practice, and ethical decision-making (Pegueroles et al., 2021). With the useful support of the method of application of person learning concept, simulation, and student-centered pedagogy, I am excited to establish a whole new, fresh, and conducive getting-to-know environment that fosters student achievement and professional growth. I’m also excited to close the thinking-exercise gap with the method of getting students ready to exercise nursing issues (Saifan et al., 2021). Uploading, I would suggest teamwork in curriculum planning on emerging health trends and innovation. My areas of recognition are advising the students to be compassionate, competent, and confident nurses.

Position I Wish to Get

The style I am attempting to learn is that of a classic, better college nurse educator familiarized with this organization; I will have to engage in curriculum design and pedagogy. I can also monitor scholars’ typical performance and direct exercises for skilled nurses. I can further assist the training team with scholarships and issuers. I also hope to remain active in clinical exercise on a part-time basis so that I remain up-to-date concerning healthcare tendencies and make my education more relevant (Pegueroles et al., 2021). A dual role will allow me to integrate live clinical practice into the considered discussion room dialogue, building analysis through the assistance of university students. Besides, I envision artwork with interdisciplinary business study and highly excellent development responsibilities (Devi et al., 2021). I envision myself as a key component of nursing education’s future and professional development.

Educator Competencies Needed as an MSN-Prepared Nurse

Being an MSN-educated nurse educator, I would be obligated to have a combination of skills that can serve as the foundation for addressing the needs of teaching professionalism and mentoring success. In them lies in planning and evaluation curriculum as a skill set requirement, i.e., the skill of developing proof-principally based, scholar-centered curricula with known goals achievement and accrediting agencies compliance (Baker et al., 2021). To each other is pedagogic development, wherein I need to be skilled in terms of different modes of training, i.e., simulation, case study, and generation-based, knowledgeable, to enable distinctive modes of learning (Ghasemi et al., 2020). I need to be calibrated for testing and measurement as well, unleashing formative to summative potential in monitoring and developing scholar growth. Furthermore, I can be capable of demonstrate cultural competence and inclusivity reluctantly so that I can be capable of having my own style of teaching and learning on subjects that take into account the different backgrounds of university students, including patients.

Nurs FPX 6100 Assessment 5 Professional Development Plan

Influence and dialogue skills are also stringent requirements to help in the development of collaborative learning spaces and inter-professional learning. Secondly, I must have an enthusiasm for scholarship and continuous studying, constantly looking for professional boom opportunities, reading, and keeping up with nursing education reforms (Mlambo et al., 2021).
Those skills, with the assistance of the productive machinery of fashion and the National League for Nursing (NLN), will put me in an excellent position to teach, inspire, and lead in the nursing education career of nursing.

Specific Professional Goals

1. Secure a full-time faculty position in an accredited nursing program

My first career goal is to have a full-time associate university appointment in a university or university with an accredited nursing program. This is because they assume that nurse educators set the basis for normal and inquiry education (Dyk et al., 2022). I agree that by utilizing the machinery of commuting under the guise of being in the middle of normal university life, I can reclaim professionalism, lifelong gaining of, and evidence-based enthusiasm for categorically, unequivocally, undoubtedly, education, the axioms of my theory of learning. Full-time education as experience makes it possible for me to establish healthy educational student relationships and an acclimatizing, engaging, and mobile environment in which university students can be challenged to succeed. Two. Finance course design with simulation and era-facilitated learning.

• Support curriculum design that embeds simulation and technology-supported learning

My other role is as a member of curriculum development teams for the collection and assembly of nursing guides using simulation-first focus learning and virtual knowledge skills training devices. Nurs FPX 6100 Assessment 5 Professional Development Plan corresponds to my conviction that education needs to be experiential and stealthy to optimize newcomer targets.
Through the quality purchasing of developing ongoing pedagogic actions, I have the ability to maintain my belief in developing other notions and genuine scientific need-construction in a closed and inseparable positioning (Pareek et al., 2023). It no longer apparently hinders student curiosity but also protects college students from health conditions and headaches.

• Participate in scholarly pursuits and research aimed at enhancing nursing education outcomes

A third motivation for a career is the ability to engage in research and scholarly activity, a high level of improvement of the training, and standard but not unusual overall performance, including retention of students, clinical readiness, and cultural competency. This endeavor aligns with my learning passion as an instructor of nursing who ought to be maximally, actually proof-based overall, and school must be a permanent beginners (Dyk et al., 2022).
By means of the aid of assessment, I will live every day-to-day up to the level of proof-based to the highest extent, way beyond greatly based on reality, conducting nurse coaching, and be able to lead the higher education citizens. It also encourages me to constantly glance back and re-model my pedagogy, which is an excellent habit to add ornamentation to my ability to guide college and university learners and the profession.

Additional Forces Impacting Nurse Education Role

Some of these specific forces actually have an impact on my nursing education practice. A second technology of those forces and how they will impact the website of a nursing professor is as follows:

Social Factors

Social forces, as condensed after the obligation to survive and intergenerational disparity among university college students and the victims, push me as a nurse educator to employ inclusive pedagogies. I would like to enhance a culture of welcoming varied perspectives and cultural sensitivity (Ličen & Prosen, 2023). Social forces push the practice where I produce more content material, cloth material, fabric, instruct, and counsel university college students from varied backgrounds.

Economic Factors

Financial obstacles, nursing education tuition fees, and limited levels of funds may also, at times, affect scholar recruitment and retention. Supposing that I am a nurse teacher, I would have to assume another duty among lower pursuing options due to the lack of available getting-to-know material or combined learning options (Ashipala et al., 2024). Knowing those obstacles, I can introduce new starters to overcome budget constraints through awareness.

Political Factors

Political implications, aside from health care insurance, training cost, grade, and licensure reconfiguration, play an important role in influencing nursing practice, as well as educational needs. Increased legislative interest enables me to organize colleges and college students to meet changing healthcare demands (Bergman & Morley, 2022). Citizenship and advocacy are part of the work.

Nurs FPX 6100 Assessment 5 Professional Development Plan

Specific Ways to Develop a Leadership Role

Below is a breakdown of 2 specific methods that can be applied within a management position, almost defining my practice of desiring to be an educator of nurses:

1. Mentorship and Faculty Development:

One of the abilities for quality channels where I can enact a deal with features while nursing training is through working in the process of applying the method of mentoring new college and nursing college students. By directing new teachers and medical teachers by working within the process of orientation, plan coaching, and curriculum development, I am able to enact skilled development and enact within the practice for learning (Nsouli & Vlachopoulos, 2021).

Second, I plan to participate in university development sports activities, i.e., organizing workshops on evidence-based, totally holistic education and classroom technology integration. This activity, with the guidance of mentoring, no longer fosters an appropriate education habit but also offers quality standards of nursing education.

• Committee Involvement and Policy Advocacy:

I am also qualified to break new ground with the additional advantage of being a contributing participant in institutional committees and professional nursing groups. With the invaluable assets of the means of collaboration in curriculum review committees, instructional development teams, or scope and inclusion project teams, I can then create decision-making forums that set nursing education and institutional agendas. With second-round exposure to information through professional associations like the National League for Nursing (NLN), I can shape impressions that guide nursing training business, education package investment, and fair admission to checking assets (Holthaus & Longhi, 2021). Those roles will add to my leadership portfolio and enable me to give back through an increased number of teaching as well as insurance-related outcomes that support the future of nursing education.

Conclusion

Typically, Nurs FPX 6100 Assessment 5 Professional Development Plan elaborates my dedication to career development as an MSN-prepared nurse educator through set objectives, competency-based skills in total control of growth, and scholarship participation. As far as mentorship, school involvement, and continued learning are concerned, I am willing to train the future generation of nurses and give back positively to nursing education. Through productive growth and contemplative practice, I can continue the virtues of excellence, justice, and innovation in the path of my professional life.

References

https://doi.org/10.1186/s12912-020-00522-x

https://doi.org/10.4102/hsag.v29i0.2659

https://doi.org/10.1186/s12912-023-01592-3

https://doi.org/10.1097/ncm.0000000000000542

https://doi.org/10.1093/ageing/afab007

https://doi.org/10.3946/kjme.2020.159

https://doi.org/10.1016/j.ecns.2021.09.003

https://doi.org/10.1891/jdnp-2023-0052

https://doi.org/10.1097/jxx.0000000000000620

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