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Faculty will lead the discussion by posting initia

Faculty will lead the discussion by posting initially. Discussion Question Response: By the due date assigned, post your complete response to one of the discussion questions in the appropriate threads in the Discussion Area. Participation Responses: No later than the end of the week, review and comment on the discussion question responses posted by at least two of your peers and your faculty. Guidelines: Support your responses with scholarly academic references using APA style format. Assigned course readings and online library resources are preferred. Weekly lecture notes are designed as overviews to the topic for the respective week and should not serve as a citation or reference. In your discussion question response, provide a substantive response that illustrates a well-reasoned and thoughtful response; is factually correct with relevant scholarly citations, references, and examples that demonstrate a clear connection to the readings. In your participation responses to your peers, comments must demonstrate thorough analysis of postings and extend meaningful discussion by building on previous postings. Discussion Question Considering your role specialization (nurse educator, nurse informatics, nurse administrator, and family or adult-gerontology NP), identify the top three current trends or issues that you believe to be most important with regard to your chosen role and the impact the role has one patient outcomes. Synthesize knowledge from values theory, ethics and legal regulatory statutes, and develop your personal philosophy for a career as an advanced practice nurse in DQ1.Incorporate the content of Week 5 ( audio-visuals) . Note: Review South University’s Online Participation Policy, Helpful Tips, and Late Work Guidelines available by clicking on the South University Policy and Guidelines navigation tab under Course Home. The late policy applies to late discussion question responses. Faculty Post: “The nursing educator of today has at their disposal a veritable goldmine of techniques, curricula, models, and simulators as well as other modern technological advances which make it possible to teach a class and impart clinical knowledge from thousands of miles away. With these advancements come challenges: some which are peculiar to the online world and unknown two decades ago. How does one teach from a distance, how can the nurse educator ensure that the pupil on the other side of the computer is in fact who they say they are, and what about the cost of this education? In order to effectively teach current and future nurses, the modern nurse educator must have a command of not only the clinical facets of the concept being taught, but also must master the various methods of delivery for that information. Lecturing still has a place in nursing education, but this is now being augmented by various knowledge delivery systems to help bring the education experience alive and demonstrate to the student how best to implement new knowledge. Education and educational techniques will continue to advance as new technologies are discovered and implemented. Historical Perspective Nursing education has progressed rapidly over the past 100 years. Although the art of caring has its roots far back in history, the immediate post-Nightingale nursing education represents a more formal, modernized, and to some extent standardized approach to nursing education. During the late 19th and early 20th Centuries, the primary focus of nursing education was to enable intelligent and able women of the post-Victorian age to assist physicians. Indeed, the physician and medical leadership of that time period played a dominating role in shaping nursing education and the epistemological development of nursing as a profession (Walker and Holmes, 2008). The expectation at that time was that nursing education would never rival that of physicians and early curriculums included courses to train nurses to suppress their own feelings and thoughts especially if they conflicted with the physicians own plan of care. Dr. K. Watson (1907) writes “it is common knowledge that the more highly qualified the nurse is the less likelihood there is of her attempting to usurp the medical man…” In some ways, vestiges of this anachronistic power imbalance remain today even as nursing educators try to throw off the traditional orders of medical power and knowledge and impart in their students a new sense of responsibility with the patient (and not the physician) as the center of power.” link:

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