Category: NURS-FPX6103

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues Name Capella university NURS-FPX 6103 The Nurse Educator Role Prof. Name Date Teaching about Legal and Ethical Issues Hello, everyone. My name is ABC, and I am an assistant professor at one of the nursing universities. This paper will discuss the importance of catering to legal and ethical nursing education and aspects of Family Educational Rights and Privacy Act (FERPA) violations. We must understand that decision-making has regulatory and moral implications for practice in schools and clinical areas. Challenging the violations of ethical standards is crucial to the growth of nursing practice. This presentation will discuss how to deal with FERPA violations ethically while improving the quality of nursing education. Legal and Ethical Issue: Violation of FERPA I want to start this presentation with cases that show that nurse educators break the FERPA rules, for example, when sharing information about a nursing student’s success and achievements with the staff without the student’s permission. For example, I will discuss a personal experience of a clinical manager at the facility where I work part-time who one day came to me seeking an assessment of the clinical skills of a former student, Erick, who had applied for a nursing position at the facility. I told him I could not disclose information about his academic progress or success because it violated FERPA policy. As a nursing educator, I was perfectly in awe of the legal repercussions of such violations. When the hiring manager asked FERPA to prohibit sharing information on student success, the latter was shocked and stated that other clinical instructors did not mind the practice. This situation highlighted the issue of changing faculty and nursing students’ perceptions of confidentiality and FERPA regulation compliance. Family Educational Rights and Privacy Act (FERPA) The FERPA is a U.S. federal law that protects the privacy of student education records. Schools must obtain written consent before disclosing personal or academic information, except under specific authorized circumstances. FERPA ensures confidentiality and grants students the right to access, review, and request amendments to their records (Cino & Vandini, 2020). Breaching Implications Violating FERPA regulations carries significant consequences, including potential legal action against individuals and institutions for unauthorized disclosure of student information. In severe cases, such breaches can result in temporary suspension of access to student records or even the revocation of professional licenses and job termination. Noncompliance also threatens the financial stability of educational institutions, as it may lead to the loss of government funding. These risks highlight the critical need for organizations and stakeholders, particularly nurse educators, to adhere to FERPA guidelines. Unfortunately, many educators remain unaware of the implications of these violations, underscoring the importance of providing training and education to improve understanding of FERPA requirements (Vance & Waughn, 2020). Fostering clear and effective communication within institutions can help prevent breaches and ensure compliance. Necessary Changes and Change Management Strategy FERPA breaches are a significant legal and ethical issue to nursing education as they complicate the learning process, threaten the institution’s reputation, and compromise the code of ethics. To that effect, the following are the challenges that need to be addressed through proactive strategies. Assistant professors or nurse educators play an important role in ensuring that students are well-equipped to practice safe nursing with high ethical and legal compliance standards. Supporting ethical awareness, educators should explain the consequences of FERPA violations to nursing students and accentuate accountability (Jiang et al., 2023). Such preparation ensures that future nurses can handle patient privacy and consent issues in complicated scenarios. Schools must also ensure FERPA compliance by developing an organizational culture that embraces respect, integrity, and responsibility. Discussions with students about the problem of ethical choice-making, self-organization, and the outcomes of privacy violations are necessary and should be carried out without any limitations. Students are given reflective exercises or case scenarios regarding critical thinking and moral reasoning (Elliott et al., 2020). Continuing with the help of mentors and peers and ethical modeling fosters students to act with integrity.  NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues Simulation-based training can also be effective in enhancing the students’ knowledge and attitudes concerning ethical behaviors; and allowing them to practice theories learned in the classroom. Institutions need to improve the current policies to address issues of FERPA violations and their consequences clearly and to ensure that the aspects of privacy regulations are enhanced. In this way, nursing educators can equip students to face the ethical and legal requirements that are expected from them. This also warrants the production of competent, morally responsible nurses who can produce quality output in their practice (Jiang et al., 2023). In the long run, an ethical culture in nursing education protects the integrity of institutions, as well as faith and responsibility in healthcare organizations. Change Management Strategy Education change management is one of the essential and critical success factors influencing the perception of nurse educators and Nursing students toward FERPA compliance. Lewin’s change management model, which consists of three processes, unfreezing, changing, and refreezing, can help with this transition. In the unfreezing stage, the clinical educators and staff are made aware of the FERPA regulations, especially on the wrongdoing of sharing details of a student’s performance with other colleagues or a potential employer. In this phase, educators, nurses, and students are encouraged to discuss the implications of policy infringement and the significance of ethical behavior. It is suggested that educational sessions focus on the possible legal and professional consequences, the importance of the agents’ independence, and ways of promoting ethical actions (Hidayat et al., 2020). Discussions on the new policy and its implications constantly remind everyone why change is needed, and the new policy is being implemented. NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues The changing phase, therefore, involves putting into practice the new confidentiality policies and ensuring that clinical educators practice these changes. This can be done through the following training methods: role play and hands-on training on

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan Name Capella university NURS-FPX 6103 The Nurse Educator Role Prof. Name Date Creating a Professional Development Plan A professional development plan is a strategic framework that guides a nurse educator’s growth, aiming to improve skills, knowledge, and leadership in the educational setting. Its significance is ensuring continuous learning and adapting to the evolving healthcare and educational landscapes (Bell, 2020). This paper focuses on creating a professional development plan for the Head of the Nursing Education Department role at an academic medical center. The paper aims to outline a clear path for growth by setting professional goals, identifying necessary competencies, and addressing gaps to enhance leadership and teaching effectiveness. This plan aims to strengthen the ability to educate and mentor future nurses in a dynamic healthcare environment. Nurse Educator Focus, Competencies, and Professional Goals As a nurse educator, my interest is in spearheading the formulation and administration of evidence-based nursing education programs that meet today’s healthcare needs. I have set my sights on occupying the position of Head of the Nursing Education Department. The tasks of this leadership position include curriculum development and facilitation, faculty professional growth, and practice partnerships to adequately equip graduate nurses to meet the demands of current healthcare systems (Youhasan et al., 2021). The position also requires promoting a culture of innovation, teamwork, and staff and student development. To achieve success as the Head of the Nursing Education Department, I will have to incorporate specific advanced educator competencies into my knowledge treasure, according to the National League for Nursing Core Competencies for Nurse Educators. These include Curriculum development and implementation skills, vital to ensuring the created nursing programs meet the accreditation standards and evidence-based practices (Osmancevic et al., 2023). Another set of competencies is leadership and management, which provide the ability to direct faculty and foster a collaborative academic environment successfully. Also, I should be capable of good interpersonal and communication proficiency, ensuring excellent relationships with people I will be interacting with, including the students, faculty, healthcare workers next to us, and accreditation organizations. Scholarly inquiry and research competencies will be crucial to sustain improvement in the teaching practice and Nursing education outcome (Osmancevic et al., 2023). Professional Goals My professional goals reflect my commitment to fostering excellence in nursing education and align closely with my philosophy of empowering adult learners through self-directed, experiential learning. Developing Innovative Teaching Strategies: I aim to implement teaching methods like simulations and case-based learning that connect theory to practice. These approaches create realistic learning experiences that enhance clinical reasoning and prepare students for real-world challenges (Jowsey et al., 2020). Fostering Lifelong Learning Among Faculty and Students: I plan to create opportunities for professional growth by mentoring faculty and encouraging participation in research, professional development workshops, and community engagement. This aligns with my belief in the importance of continual learning to stay current in the ever-evolving nursing field. Strengthening Clinical Partnerships: I want to establish and expand collaborations with healthcare organizations to provide students with diverse, hands-on clinical experiences. By bridging the gap between classroom learning and clinical practice, I hope to ensure graduates are well-prepared to meet the needs of patients in today’s complex healthcare environment (Youhasan et al., 2021). These goals support my philosophy that nursing education should be student-centered, practical, and rooted in evidence-based practices. They also highlight my dedication to creating an environment where students and faculty thrive professionally and personally. Influences on the Nurse Educator Role As the Head of the Nursing Education Department at an academic medical center, several social, economic, political, and institutional forces shape and influence the role. Recognizing these factors helps ensure that nursing education remains responsive to contemporary challenges and opportunities. Social forces, such as shifting demographics and cultural diversity, demand a curriculum that prepares nurses to provide culturally competent care. The increasing prevalence of chronic illnesses and the aging population require nurse educators to emphasize geriatric care, chronic disease management, and interprofessional collaboration to address these complex healthcare needs (Jowsey et al., 2020). Economic factors, such as fluctuating healthcare funding and student debt concerns, also play a critical role. Budget constraints may limit resources for educational programs while rising tuition costs can impact the accessibility of nursing education. Nurse educators must advocate for financial support and create cost-effective strategies to maintain high-quality education while supporting student success (Tamata & Mohammad, 2022). Political forces, including changing healthcare policies and accreditation standards, influence nursing education. Legislation such as the Affordable Care Act has heightened the focus on preventive care and community health, necessitating adjustments in educational priorities. Accreditation bodies emphasize evidence-based practices and quality improvement, requiring nurse educators to stay current with policy changes and integrate them into the curriculum (Wiegmann et al., 2021). NURS FPX 6103 Assessment 4 Creating a Professional Development Plan Institutionally, the role is shaped by the academic medical center’s mission, vision, and values. Balancing administrative responsibilities, faculty mentorship, and teaching while meeting institutional goals can be challenging. Additionally, fostering collaboration between the education and clinical practice sectors is critical to ensuring graduates are well-prepared for real-world challenges (Wiegmann et al., 2021). Acknowledging my assumptions, I recognize the need to remain flexible and open to change. While I value innovative teaching strategies and collaborative partnerships, I am mindful of the biases that may arise from prioritizing certain goals over others in resource-limited settings. These forces highlight the complexity and dynamic nature of the nurse educator role. Scholarship Plan in the Nurse Educator Role Teaching learning is essential to the nurse educator’s professional practice, which involves teaching, research, and practice to enhance nursing education and improve patient care. In this position as the Head of the Nursing Education Department at an academic medical center, I will methodically embrace scholarship, one that tracks with the overall mission of my institution and the profession while simultaneously creating a culture that expects scholarly work and rewards the generation, acquisition, and distribution of knowledge. As a strategy for the implementation of scholarship, I propose to use

NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement Name Capella university NURS-FPX 6103 The Nurse Educator Role Prof. Name Date Nurse Educator Philosophy Statement The philosophy of nursing education is a guiding framework that reflects an educator’s beliefs about teaching, learning, and the role of education in shaping future nursing professionals. It serves as a foundation for developing effective teaching strategies, fostering scholarly growth, and engaging in meaningful service, ensuring that the next generation of nurses is prepared to address the complexities of modern healthcare (Dewart et al., 2020). The role of nurse educators is pivotal in bridging the gap between academic knowledge and practical application. As leaders in curriculum development, faculty mentorship, and clinical partnerships, nurse educators teach and contribute to research and community engagement. The responsibilities of a Head of the Nursing Education Department at an academic medical center expand further, encompassing strategic leadership to align educational programs with healthcare demands and accreditation standards. This paper will define a nurse educator’s philosophy, significance, and application to the tripartite teaching, scholarship, and service roles. It will also analyze the essential competencies required for the role and the influence of historical events on nursing education. Through these discussions, the paper will highlight how a robust philosophy supports the development of competent, compassionate nurses and strengthens the nursing profession. Informed Nurse Educator Philosophy Statement  My philosophy of nursing education is based on the principles of andragogy and the assumption that adult learners are self-directed and self-motivated to learn when the context of learning respects their experiences and self-directedness. According to Knowles’ Theory of Andragogy, which holds that adults are self-motivated learners, I understand that nursing students come to their learning with different life experiences and past professional practices that should be respected and incorporated into learning (Brown & Cunningham, 2020). This philosophy informs my instructional practice and focuses on developing learning experiences anchored on what the learner already knows and learns through participation. For this position, I am personally responsible for influencing education as a means of benefiting from knowledge and as a tool for acquiring essential nursing practice clinical reasoning. It is important to apply untraditional teaching models, such as simulations, where students engage in the practical application of theory, emphasizing a realistic practice environment (Plotzky et al., 2021). Further, my philosophy of scholarship and service is lifelong. I conduct research to improve nursing education and patient care as a nurse educator and encourage and support other faculty members and students for professional and community involvement. In my teaching, scholarship, and service, I am aware of the changing environment of the healthcare system and the nursing profession, hence the need to produce relevant education programs. Nurse Educator Philosophy and the Tripartite Roles The beliefs and values espoused by Knowles’ Theory of Andragogy are closely related to the three missions of teaching, research, and public service. Specifically, in the teaching role, the emphasis is to provide conditions for self-directed, experiential learning that enables adult learners to build on what they know and can do to new knowledge and skills (Brown & Cunningham, 2020). Incorporating student-centered teaching approaches, including case analysis, role-play, and self-analysis, enables learners to own the learning process, foster analysis and problem-solving skills, and prepare for practice experiences. This way, it is possible to avoid the situation where the nursing student is a mere receptor of the information being taught but an active learner. As for the scholarship role, the philosophy focuses on the need to keep abreast with the current evidence on practice and the application of such knowledge in teaching and training. Further, nurse educators conduct research that benefits nursing education and healthcare to update their curriculum and disseminate new nursing knowledge to the students (Satoh et al., 2020). Working with peers and presenting research data at academic meetings also contributes to professional development. NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement The concept of service is a part of this philosophy, which means interaction with the community and the nursing profession. Nurse educators guide students and faculty, encourage professional growth, and engage in health-related activities, reflecting leadership and advocacy of better patient care and nursing practice. Such an integrated approach to practice helps the educator reach beyond the classroom and make a difference in nursing education and training progress. While the philosophy of nursing education outlined above is grounded in established principles, additional information is needed regarding the specific cultural competencies required to address diverse student populations effectively. Further exploration of integrating technological advancements in teaching strategies, particularly in virtual learning environments, would strengthen the approach (Koukourikos et al., 2021). More detailed strategies for faculty mentorship and development, particularly in fostering a collaborative and innovative academic culture, would enhance the overall educational framework. Impact of Historical Events on Nurse Educator Roles Historical events in the development of nursing education are presented in this paper and have influenced the role of the nurse educator, especially the Head of the Nursing Education Department at a large academic medical center. The organization of the first schools for professional nurses at the end of the nineteenth century and the introduction of evidence-based practice into the curricula of nursing schools have radically changed the education of nurses (Kavanagh & Sharpnack, 2021). Higher education in nursing has also enabled the development of new advanced practice doctorates in nursing practice. DNP has also allowed nurse educators to lead clinical and academic research to close the gap between theory and practice. The growth of nursing roles in response to healthcare demand requires well-prepared nurse educators to develop curricula that address nursing graduates’ current and future roles in the modern healthcare environment (Kavanagh & Sharpnack, 2021). Nevertheless, there are still questions or ambiguities regarding the effects of history on the nurse educator profession. For instance, the emerging trends in education, learning, and training, such as technology-supported education, virtual learning environments, and simulation-based training, pose questions about the most effective ways of developing clinical competencies. As these advancements have created new avenues for learning,

NURS FPX 6103 Assessment 2 Applying the Tripartite Model Name Capella university NURS-FPX 6103 The Nurse Educator Role Prof. Name Date Applying the Tripartite Model The Clinical Nurse Educator (CNE) plays a crucial role in developing and implementing educational programs aimed at enhancing nursing staff competencies and improving patient care outcomes. Through continuous training, mentoring, and collaboration with interdisciplinary teams, CNEs ensure that nurses remain proficient in the latest clinical practices and emerging healthcare technologies. Furthermore, their role is instrumental in fostering ongoing professional development, aligning educational initiatives with institutional goals and regulatory standards (Halton et al., 2024). The primary objective is to evaluate the effectiveness of the CNE in balancing the tripartite model, which comprises teaching, service, and scholarship. Additionally, assessing their qualifications in driving educational and institutional transformation within healthcare settings is essential. This process involves exploring strategies for professional development, leadership, and evidence-based practice improvements to ensure the continued advancement of nursing education and patient care. Specific Nurse Educator Role The Clinical Nurse Educator (CNE) is responsible for designing, implementing, and evaluating educational programs tailored to enhance nursing staff skills and improve patient care outcomes. Typically working within hospital environments or healthcare organizations, CNEs provide ongoing training to ensure that nursing personnel remain informed about current clinical practices, healthcare technology, and evidence-based care approaches (Gcawu & van Rooyen, 2022). For example, in a diabetes care unit, the CNE may develop specialized educational sessions focusing on the latest protocols for managing diabetes-related complications. These programs cover essential topics such as foot care, Hemoglobin A1c (HgbA1c) monitoring, and insulin administration. In addition, CNEs play a pivotal role in mentoring newly licensed nurses, facilitating clinical simulations to enhance decision-making abilities, and conducting competency assessments through structured evaluations (Halton et al., 2024). Through interdisciplinary collaboration, CNEs ensure that educational programs align with institutional objectives and healthcare regulations. By fostering a culture of continuous learning and professional development, these educators contribute significantly to improving patient outcomes and overall healthcare quality (Mlambo et al., 2021). Evaluating the Teaching, Service, and Scholarship Expectations The teaching component of the tripartite model requires nurse educators to provide high-quality, evidence-based education to nursing students. This includes curriculum development, classroom and clinical instruction, and student performance assessments. Moreover, CNEs are responsible for mentoring students and encouraging critical thinking to enhance their clinical judgment (Gcawu & van Rooyen, 2022). The service expectation involves participating in various institutional and community-focused activities, including serving on committees, contributing to program development, assisting with accreditation processes, and leading community health education initiatives. Lastly, the scholarship aspect of the model emphasizes research, professional writing, and conference presentations. Nurse educators contribute to scholarship by investigating trends, implementing innovative teaching methodologies, and refining clinical practice strategies (Ramirez et al., 2022). By integrating these three elements—teaching, service, and scholarship—nurse educators build meaningful careers that enhance nursing education and improve healthcare outcomes. Table: Application of the Tripartite Model in Nursing Education Tripartite Model Component Description Implementation Strategies Teaching Delivering high-quality education and mentoring students Incorporating active learning, updating course materials, and fostering critical thinking Service Contributing to institutional and community-based initiatives Serving on committees, leading community health education, and participating in accreditation processes Scholarship Conducting research and publishing findings Attending conferences, publishing in peer-reviewed journals, and collaborating on research projects Plan for Meeting Each Aspect of the Tripartite Model To effectively balance the tripartite model, nurse educators must integrate teaching, service, and scholarship into their professional practice. For scholarship, a dedicated commitment to research, academic writing, and conference participation is necessary. Scheduling specific time for research and collaborating with peers on grant proposals can help CNEs remain at the forefront of advancements in nursing education (Toyinbo et al., 2023). For teaching, prioritizing student engagement through active learning, simulation-based training, and technology integration ensures that learning remains dynamic and effective. Regularly updating course materials based on new research findings and gathering feedback from students further enhances educational delivery. For service, involvement in departmental committees, professional organizations, and community outreach initiatives is crucial. These contributions may include mentoring students or peers, providing expert guidance, or spearheading institutional improvement projects (Mlambo et al., 2021). Neglecting any of these aspects can hinder professional development. For instance, failing to engage in scholarship may limit credibility and career advancement opportunities, while inadequate participation in service could reduce professional networking and institutional contributions. Thus, maintaining a well-rounded approach is essential for long-term success as a nurse educator. Scholarship Opportunities To strengthen academic and professional qualifications, aspiring nurse educators should pursue advanced education, such as a master’s in nursing, specialized certifications like the Certified Nurse Manager and Leader (CNML), and skills in data analysis and leadership. Scholarship opportunities include publishing research on patient care quality improvements in reputable nursing journals, such as Nursing Leadership or The Journal of Nursing Administration (Ramirez et al., 2022). Presenting findings at high-profile events like the American Organization for Nursing Leadership (AONL) Annual Conference further establishes credibility in the field (AONL, 2023). These qualifications and scholarly activities contribute to leadership growth, knowledge expansion, and evidence-based advancements in nursing education. Qualifications for Nurse Educators Essential qualifications for nurse educators include advanced clinical expertise, leadership skills, and a strong foundation in evidence-based practice (Gcawu & van Rooyen, 2022). Proficiency in curriculum design enables educators to integrate change theories and innovative methodologies into nursing education. Additionally, mentorship and coaching foster critical thinking, empowering future nurses to adapt to healthcare advancements. Strong communication and interdisciplinary collaboration skills allow nurse educators to influence policy changes, enhance patient safety, and drive improvements in healthcare outcomes (Ndawo, 2022). These combined competencies position CNEs as influential change agents within the nursing profession. Conclusion The Clinical Nurse Educator (CNE) plays a fundamental role in advancing nursing education, fostering professional development, and improving patient care outcomes. By maintaining a balanced approach to teaching, service, and scholarship, CNEs contribute significantly to healthcare innovation and evidence-based practice advancements. Their expertise and leadership ensure they remain essential contributors to the ever-evolving landscape of nursing education and patient care. References AONL. (2023). Communication Knowledge Leadership Professionalism Business Skills nurse executive competencies. AAACN.org. https://www.aaacn.org/sites/default/files/members/net/AONL_Nurse_Executive_Competencies.pdf Gcawu, S. N., & van Rooyen, D. (2022). Clinical teaching practices of nurse educators: An integrative literature review. Health SA Gesondheid, 27(27). https://doi.org/10.4102/hsag.v27i0.1728 NURS FPX 6103 Assessment 2 Applying the Tripartite Model Halton, J., Ireland, C., & Vaughan, B. (2024). The transition of clinical nurses to nurse educator roles – A scoping review. Nurse Education in Practice, 78, 104022–104022. https://doi.org/10.1016/j.nepr.2024.104022 Mlambo, M., Silén, C., & McGrath, C. (2021). Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature. BMC Nursing, 20(62), 1–13. https://doi.org/10.1186/s12912-021-00579-2 NURS FPX 6103

NURS FPX 6103 Assessment 1 The History of Nursing Education Name Capella university NURS-FPX 6103 The Nurse Educator Role Prof. Name Date The History of Nursing Education Nursing education has undergone significant transformations over time, influenced by key historical events and emerging trends that continue to shape modern practices. Florence Nightingale’s contributions laid the foundation for professional nursing by emphasizing sanitation, patient care, and systematic data collection. The COVID-19 pandemic further underscored the adaptability of nursing, highlighting the importance of crisis management and telehealth integration. In contemporary practice, technology and mental health have become crucial aspects of nursing education, ensuring that future nurses are well-prepared for an evolving healthcare landscape. Five Historical Influences on Nursing Nursing and its education have been significantly shaped by historical events that highlight the profession’s evolution and areas requiring further development. Florence Nightingale’s work during the Crimean War established the foundational principles of modern nursing. By promoting sanitation, structured education, and systematic data collection, she revolutionized patient care and formalized nursing education through the establishment of her nursing school in 1860 (Turkowski & Turkowski, 2024). The introduction of nursing licensure in the early 20th century marked another milestone by standardizing competency requirements through examinations such as the NCLEX-RN. These regulations ensured the provision of safe, high-quality patient care while mandating continuing education to maintain nursing proficiency (Egert et al., 2023). World War II further expanded nursing roles through the U.S. Cadet Nurse Corps, which trained nurses to perform complex medical procedures in high-pressure environments. This initiative laid the groundwork for the development of Advanced Practice Nurses (APNs) and highlighted the need for flexible nursing education models capable of preparing nurses for diverse healthcare settings (US, 2024). NURS FPX 6103 Assessment 1 The History of Nursing Education In 2010, the Institute of Medicine (IOM) released the report The Future of Nursing, which emphasized the necessity for higher education among nurses. The report advocated for increased Bachelor of Science in Nursing (BSN) attainment and leadership involvement, fostering a culture of lifelong learning and professional advancement (Bergren & Maughan, 2021). The COVID-19 pandemic reinforced the critical role of nurses as frontline responders and accelerated the integration of telehealth. This crisis prompted curriculum changes to include crisis management, infection control, and mental health support, ensuring that nursing education remains responsive to global health challenges (Bolina et al., 2023). Impact of Three Trends on Nursing The nursing profession continues to evolve, driven by advancements in technology, the expansion of advanced practice roles, and an increased emphasis on mental health. Artificial intelligence (AI), telehealth, and electronic health records (EHRs) are transforming nursing practice by enhancing patient monitoring, improving care coordination, and streamlining decision-making processes. These innovations highlight the growing importance of technological proficiency in nursing education (Chadha & Chaudhary, 2024). The increasing demand for Advanced Practice Nurses (APNs) reflects the profession’s shift toward expanded roles in addressing healthcare disparities. Nurse practitioners (NPs) and clinical nurse specialists are filling critical gaps in underserved areas, emphasizing the need for advanced education, leadership training, and policy advocacy to prepare nurses for these evolving responsibilities (Spies et al., 2024). Mental health awareness has also become a central focus in nursing education. Nurses are now trained to identify, manage, and support patients experiencing mental health issues, integrating these competencies into primary healthcare settings. This trend builds upon historical advocacy for mental health reform, tracing back to figures such as Dorothea Dix, and underscores the importance of holistic patient care (Varcarolis & Fosbre, 2020). Conclusion Nursing education has been shaped by historical milestones and evolving trends, ensuring that the profession remains adaptable to modern healthcare demands. The integration of technology, the expansion of APN roles, and the emphasis on mental health are essential for providing high-quality patient care. Continuous education and adaptation will strengthen nursing’s role in delivering holistic and effective healthcare. NURS FPX 6103 Assessment 1 The History of Nursing Education Category Key Influences and Trends Impact on Nursing Historical Influences Florence Nightingale’s reforms (1860), nursing licensure (20th century), World War II & APNs, IOM Future of Nursing report (2010), COVID-19 pandemic Standardized nursing education, expanded roles, increased focus on leadership and crisis management Technology in Nursing AI, telehealth, electronic health records (EHRs) Enhances patient monitoring, improves decision-making, integrates digital health into education Advanced Practice Nursing Growth of NPs and clinical nurse specialists, healthcare policy advocacy Addresses healthcare disparities, increases autonomy in patient care, necessitates advanced education Mental Health Focus Increased mental health training, crisis intervention strategies Expands nursing roles in primary care, strengthens holistic patient care, integrates mental health into curricula References Bergren, M. D., & Maughan, E. D. (2021). The future of nursing 2020–2030: School nursing research. The Journal of School Nursing, 37(2), 105–110. https://doi.org/10.1177/10598405211036948 Bolina, A. F., Bomfim, E., & Júnior, L. C. L. (2020). Frontline nursing care: The COVID-19 pandemic and the Brazilian health system. SAGE Open Nursing, 6, 2377960820963771. https://doi.org/10.1177/2377960820963771 Chadha, R., & Chaudhary, A. (2024). Advancing patient care and monitoring through the fusion of artificial intelligence and the internet of things in healthcare. Lecture Notes in Networks and Systems, 472–480. https://doi.org/10.1007/978-3-031-64813-7_46 NURS FPX 6103 Assessment 1 The History of Nursing Education Egert, A., Lee, K., & Gill, M. (2023). Nursing fundamentals. Ecampusontario.pressbooks.pub. https://ecampusontario.pressbooks.pub/mohawkcollegenursingpharmacology/chapter/nursing-fundamentals/ Spies, L. A., Miller, M. K., Chair, S. Y., & McCloy, H. F. (2024). Global advanced practice nurses’ clinical practice. Advanced Practice in Nursing, 85–103. https://doi.org/10.1007/978-3-031-39740-0_5 Turkowski, Y., & Turkowski, V. (2024). Florence Nightingale (1820–1910): The founder of modern nursing. Cureus. https://doi.org/10.7759/cureus.66192 US Cadet Nurse Corps. (2024). Rochesterregional.org. https://www.rochesterregional.org/about/history/exhibits/us-cadet-nurse-corps Varcarolis, E. M., & Fosbre, C. D. (2020). Essentials of psychiatric mental health nursing – E-Book. Google Books. https://books.google.com/books?hl=en&lr=&id=AmjxDwAAQBAJ&oi=fnd&pg=PP1&dq=Nurses+are+being+trained+to+identify