C922 looks ahead: the technologies, pressures and policy questions reshaping nursing education, and how nurse educators should respond.
WGU describes the course as analyzing the emerging trends, technologies and challenges academic nurse educators face when facilitating learning in diverse healthcare settings.
Students focus on the need for interprofessional collaboration and on barriers and facilitators to overcoming challenges in nursing teaching and learning. Topics include the impact of emerging technology, challenges in nursing practice, and the academic nurse educator's role as a scholar and nursing education policy advocate.
The risk in a trends course is writing a news summary. Strong work analyses why a trend matters for learning, weighs evidence, and proposes a realistic response from the educator's position.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | C922 |
| Level | Graduate (MSN), competency-based |
| Program | MSN Nursing Education |
| Focus | Trends, technology, interprofessional education, policy |
| Typical work | Analytical papers or presentations |
Trends and Challenges in Scope
| Area | Examples to analyze |
|---|---|
| Emerging technology | Virtual simulation, AI tools, telehealth, EHR training systems |
| Interprofessional education | Shared learning with medicine, pharmacy and allied health |
| Practice challenges | Workforce shortages, complex patients, new care models |
| Faculty challenges | Educator shortages, clinical placement limits |
| Scholarship | Generating and using evidence about teaching |
| Policy advocacy | Influencing funding, regulation and education policy |
Key Concepts Explained
Interprofessional Education
Interprofessional education (IPE) happens when students from two or more professions learn about, from and with each other. The Interprofessional Education Collaborative (IPEC) core competencies cover values and ethics, roles and responsibilities, communication, and teams and teamwork.
Example: Nursing, pharmacy and medical students run a joint simulation of a patient with a medication error. Each profession has a role, the debrief focuses on communication and closed-loop handoffs, and the learning objectives map to IPEC competencies. Barriers include timetabling across programs and faculty development; facilitators include leadership support and shared simulation space.
Evaluating a Technology
New tools are not automatically better. Evaluate them by learning evidence, cost, access and equity, faculty readiness, and ethical issues such as data privacy and academic integrity.
Example: A program considers virtual reality simulation to ease clinical placement shortages. An analysis weighs evidence on knowledge and skill outcomes, headset and license costs, motion sickness and accessibility, faculty training, and whether regulators accept simulated hours for any portion of clinical time.
The Educator as Scholar and Advocate
Boyer's model of scholarship (discovery, integration, application and teaching) helps frame educator scholarship. Advocacy means using evidence to influence decisions, from faculty committees to state boards and legislators.
Barriers and Facilitators
WGU's description highlights barriers and facilitators to overcoming teaching and learning challenges. A useful habit is to analyze every trend on both sides. Barriers might include cost, faculty workload, technology access, regulation or resistance to change.
Facilitators might include leadership support, partnerships, grant funding, faculty development and student demand. A response plan then reduces specific barriers and builds on specific facilitators, which is far more convincing than a general recommendation.
Building a Policy Advocacy Plan
When a task asks how the educator can advocate, a simple structure works:
- Define the issue and who it affects, with data.
- Identify decision-makers and allies (professional organizations, clinical partners).
- Summarize the evidence and the proposed policy change.
- Choose actions: policy briefs, testimony, coalition work, committee membership.
- Say how you will judge whether the advocacy succeeded.
Professional bodies such as the NLN and AACN publish policy positions that can anchor your argument.
Typical Tasks and How to Approach Them
| Task type | What it tests | How to approach it |
|---|---|---|
| Trend analysis | Critical thinking | Evidence, implications and a response |
| IPE proposal | Collaboration planning | Barriers, facilitators and IPEC links |
| Technology evaluation | Balanced judgment | Benefits, risks, costs and equity |
| Advocacy plan | Policy role | Issue, audience, evidence, action |
Where Students Get Stuck
- Description, not analysis. Explain the implications for teaching and learning.
- Outdated sources. Trends need current evidence; check publication dates.
- Uncritical enthusiasm. Address limitations and equity, not just benefits.
- Vague advocacy. Name the audience, the ask and the action.
Study Tips for C922
- Pick a trend you have seen in your own setting; examples come easily.
- Read the IPEC core competencies before any IPE task.
- Use a pros, cons, costs and equity table for technology analyses.
- Keep sources recent and use APA 7th style throughout.
How We Help with C922
Send the task instructions, rubric and evaluator feedback. A nurse educator writer models trend analyses, IPE proposals or advocacy plans, suggests current sources, or edits your draft for clarity and APA style. Our MSN assignment help guide covers wider support.
GradeEssays is independent of Western Governors University. Use our work as a model and feedback, then write and submit your own under WGU's academic integrity rules. We never log in to student portals. Every order is written from scratch, with free revisions within the scope of your original request.
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Frequently Asked Questions
Emerging trends, technologies and challenges in nursing education, interprofessional collaboration, and the nurse educator's role as scholar and policy advocate.
Virtual simulation, AI in education, interprofessional education, faculty shortages and clinical placement limits are all strong choices with plenty of evidence.
Values and ethics, roles and responsibilities, interprofessional communication, and teams and teamwork.
Identify the issue, decision-makers, evidence and specific actions, and explain how you would measure success.
Use current evidence, as trends move quickly. Follow any date limits in your rubric.
No. We are independent and not connected with Western Governors University.