Статті в журналах: "Advanced nurse competences"

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Harpula, Kinga, Anna Bartosiewicz, and Jerzy Krukowski. "Polish Nurses’ Opinions on the Expansion of Their Competences—Cross-Sectional Study." Nursing Reports 11, no. 2 (April 29, 2021): 301–10. http://dx.doi.org/10.3390/nursrep11020029.

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The development of medical science creates new challenges for nurses to acquire new skills. Thanks to legal changes in Poland, nurses have gained the opportunity to independently provide health services in many areas, including consultations for patients. The aim of the survey is to analyze nurses’ opinions on the expansion of competences in their profession. This is a cross-sectional, descriptive study conducted among 798 nurses using the survey technique. The majority (65.48%) of the respondents believed that they were adequately prepared to take up new competences. Most of the respondents believed that the new competence would improve the efficiency of the healthcare system in Poland (71.06%) and facilitate patients’ access to health services (65.29%). According to the nurses, the scope of nursing advice will mainly concern the promotion of health education, wound treatment and prescribing medications. Age, seniority and education level significantly influenced the nurses’ opinions on the scope of nursing advice. The Mann–Whitney test and the Kruskal–Wallis test were used. A correlation between two quantitative variables was assessed with the Spearman’s rho coefficient. The significance level of p < 0.05 was assumed. The extension of the professional competences of nurses will increase the prestige of the profession and is another step toward introducing the role of Advanced Practice Nurse in Poland.

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Bartosiewicz, Anna, Edyta Łuszczki, and Katarzyna Dereń. "Personalized Nursing: How Life Satisfaction and Occupational Burnout Influence New Competences of Polish Nurses." Journal of Personalized Medicine 10, no. 2 (June 8, 2020): 48. http://dx.doi.org/10.3390/jpm10020048.

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Nursing around the world is developing very dynamically and nurses are undertaking increasingly complex tasks. The extension of entitlements for nurses in Poland in the area of writing prescriptions and referrals for diagnostic tests seems to be a response to the development and changes occurring in this profession. This will improve the standards of patient care, increase access to medical services and improve the professional status of this group. The aim of this study was to analyze the opinions of nurses regarding their preparedness for administering prescriptions and referrals for diagnostic tests depending on their sense of life satisfaction and the level of occupational burnout. The study was conducted among primary care nurses using a survey technique, using a standardized scale of life satisfaction and a scale to measure burnout. In addition, this study used a proprietary survey questionnaire containing questions regarding the self-assessment of preparedness for new competences. The results showed that nurses do not feel well prepared for new tasks. The levels of life satisfaction and burnout of the nurses surveyed significantly influenced confidence regarding their preparedness for writing prescriptions and referrals for diagnostic tests. Polish nurses have a very cautious attitude towards new competences. However, this is a breakthrough and the first step towards approving the role of an advanced practice nurse in our country.

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Baldewijns, Karolien, Hans-Peter Brunner-La Rocca, Lieven de Maesschalck, Aleidis Devillé, and Josiane Boyne. "Unravelling heart failure nurses’ education: Content comparison of heart failure nurses’ education in three European Society of Cardiology states and the Heart Failure Association heart failure curriculum." European Journal of Cardiovascular Nursing 18, no. 8 (July 19, 2019): 711–19. http://dx.doi.org/10.1177/1474515119863179.

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Aims: The European Society of Cardiology (ESC) guidelines state that heart failure nurse specialists (heart-failure nurses) with specific competences are essential for a successful heart-failure-management programme. Thus, the Heart Failure Association (HFA) of the ESC developed the heart failure nurse curriculum (HFA curriculum). Several ESC member states developed cardiovascular education programmes to enable nurses to deliver high specialist care, but little is known of whether these curricula are in line with the HFA curriculum. Therefore, this paper describes the extent to which cardiovascular education programmes in Belgium, The Netherlands and Germany correspond to the HFA curriculum. Methods and results: A case study approach was adopted to obtain an in-depth understanding of the programme contents in relation to the HFA curriculum. For this purpose, representatives of the educational programmes and/or delegates of the national cardiovascular nursing organization shared their educational curricula. All of the studied cardiovascular education programmes aim to provide heart failure and/or cardiovascular nurses with essential competences for implementation of evidence based and guideline derived care. However, every cardiovascular education programme has a different focus/area of attention. Cardiovascular education in Belgium discusses aspects of all core-learning objectives of the HFA curriculum and emphasizes mostly knowledge aspects of these. Learning objectives in cardiovascular education in The Netherlands focus on chronic diseases in general and on learning objectives concerning patient education, support in self-care and management of device and pharmacological therapy. Cardiovascular education in Germany discusses most learning objectives; however, not all learning objectives receive equal attention. Conclusions: Although local cardiovascular education programmes adopt certain aspects of the HF curriculum, the curriculum as a whole is not adopted.

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Zarzeka, Aleksander, Mariusz Panczyk, Bożena Ścieglińska, Jarosława Belowska, Lucyna Iwanow, and Joanna Gotlib. "Knowledge of and attitudes towards extending professional powers among departmental nurses with respect to issuing prescriptions and independent referring for diagnostic tests – preliminary report." Polish Journal of Public Health 127, no. 2 (June 1, 2017): 53–58. http://dx.doi.org/10.1515/pjph-2017-0012.

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Abstract Introduction. An independent prescribing certain drugs, including issuing prescriptions, as well as an entitlement to refer patients for certain diagnostic tests, constitute the key competences of an advanced nurse/midwife practice. Aim. To analyze knowledge and attitudes of departmental nurses (DN) towards extending professional powers of nurses and midwives. Material and methods. The sample involved 23 DN (women: 100%) working in the Independent Public Children’s Teaching Hospital in Warsaw. The mean age was 49 years (mode and median: 50; min. 31, max. 61, SD=7.95). The mean of professional experience was 30 years (mode: 25, median: 30, min. 17, max. 40, SD=6.38). A voluntary and anonymous questionnaire with 10 questions referring to knowledge and 32 statements concerning attitudes evaluated in the Likert scale was conducted. Results. Almost all DN knew that prescribing drugs is a right and not an obligation. Nearly half of the DN knew when the new regulations shall enter into force. DN believed that the new regulations shall improve patient care and increase patient’s comfort and access to services. DN concern about preparation of nurses and midwives for new competences. Conclusions. 1. The study group’s level of knowledge about the new competences was insufficient and requires supplementing. 2. The attitudes of the study group towards the new competences were not unambiguous. It should, however, be noted that the study was conducted in a specialized children’s teaching hospital, where the application of the amended regulations is limited. 3. Although the nursing management staff supports the legislative changes, they object to the process of introducing them. This applies particularly to the necessity of an adequate preparation of nurses and midwives. 4. The study should be continued among a representative group of nurses with a similar level of education, professional experience, and place of work, with particular consideration of nurses working in the outpatient health care.

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Krehkovska-Lepiavko, O. M., B. A. Lokay, and R. K. Volkov. "Advanced physical assessment as a course of studies for future masters of science in nursing at I. Horbachevsky Ternopil National Medical University." Вісник медичних і біологічних досліджень, no. 1 (January 16, 2023): 53–59. http://dx.doi.org/10.11603/bmbr.2706-6290.2023.1.13353.

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Summary. Advanced research and assessment of the patient's health status plays a key role in the practice of a nurse. As autonomous, independent health care providers, nurses perform health assessments to evaluate patient needs and determine the best treatments. Advanced health assessment is a systematic process for evaluating the physical, mental and functional aspects of patient health. Mastering this diagnostic tool is vital to nurse`s practice because health assessment forms the basis of patient care The aim of the study – to describe and analyze the academic program of the course Advanced Physical Assessment, branch of knowledge – 22 HEALTH CARE, specialty “223 NURSING”, training program “NURSING”, degree of higher education – Second (Master) level of higher education in the international students’ faculty of I. Horbachevsky TNMU. Materials and Methods. It was described and analyzed both the training program and the academic program of the course of studies “Advanced Physical Assessment”, available for students of the second degree of higher education in the Institute of Nursing, I. Horbachevsky Ternopil National Medical University. Results. The course of studies “Advanced Physical Assessment”, which was developed according to the requirements of the training program is aimed at development of systemic knowledge and understanding of conceptual foundations by students utilizing systematic history taking and the knowledge of therapeutic communication to elicit subjective data; collecting objective data; validating, analyzing and documentation of those data. This course ensures the acquisition of the appropriate competences and program learning outcomes, consists of lectures, training sessions and student`s independent work. It presents an overview of the full and comprehensive health assessment of patients across the life span. It emphasizes multiple aspects of advanced health assessment, including physical, functional and mental health assessment along with transcultural variations. Conclusions. According to the requirements of the training program “Nursing” the course of studies “Advanced Physical Assessment” is available for students of the second (master) degree of higher education. The course of studies “Advanced Physical Assessment” consists of lectures (24 hours), training sessions (30 hours) and student’s independent work (126 hours). The course of studies “Advanced Physical Assessment” ensures the acquisition of the appropriate competences and program learning outcomes in accordance with the training program “Nursing”. The assessment of students` performance is evaluated using the criteria for assessment of students’ knowledge and skills.

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Favez, Lauriane, Michael Simon, Christine Serdaly, and Franziska Zúñiga. "SWISS NURSING HOMES’ ENGAGEMENT IN QUALITY IMPROVEMENT: A MULTICENTER CROSS-SECTIONAL STUDY." Innovation in Aging 6, Supplement_1 (November 1, 2022): 84. http://dx.doi.org/10.1093/geroni/igac059.334.

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Abstract Many publications have focused on quality improvement interventions in nursing homes but the self-initiated daily involvement of nursing homes in quality improvement activities has rarely been investigated (e.g., conducting surveys, using data to set quality aims and track quality of care over time, conducting quality improvement projects). Such activities can be carried out by nurses in expanded roles with competences beyond those of regular registered nurses (e.g., advanced studies, Bachelor/Master’s degree), but evidence is lacking. We aimed to described the involvement of nursing homes and of nurses working in expanded roles in quality improvement activities in Swiss nursing homes. A cross-sectional multi-center study (2018-2019) using survey data from a convenience sample of 115 Swiss nursing homes and 104 nurses in expanded roles was used and descriptive statistics applied. Most nursing homes reported carrying several quality improvement activities (median = 8 activities out of 10 surveyed). The group of nursing homes working with a nurse in an expanded role (n = 83) were more engaged in quality improvement than the other group (median = 8 versus 6.5) Higher-educated nurses participated more in a majority of quality improvement activities than lower-educated nurses (Bachelor/Master-educated nurses: median of 13 out of 17 activities surveyed, versus diploma-educated nurses: 10), except for clinical teaching. This study provides insights into nursing homes’ involvement in daily quality improvement and suggests that, depending on the targeted quality improvement needs, nursing homes use different profiles and education levels of nurses in expanded roles.

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Bartosiewicz, Anna, and Anna Jacek. "Strategie rozwoju i wyzwania pielęgniarstwa w Polsce i na świecie." Zeszyty Naukowe Uniwersytetu Rzeszowskiego. Seria Prawnicza. Prawo 30 (2020): 69–84. http://dx.doi.org/10.15584/znurprawo.2020.30.4.

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Constantly changing environment and constantly growing needs and requirements of patients, make nursing define its competences, look for place in the health care system, plan tasks and create nursing development strategies. It tries to meet the requirements, becoming at the same time a key link in the health care system and a fully autonomous profession but with an unchangeable mission which is to save human life and care for the patient. Permanent changes in health care, in society as well as in the structures in medical professions cause that nursing constantly strives for its development and tries to engage substantive dialogue with those responsible for health policy, in order to outline the framework of the profession in the actual reality and its future. A review of selected national strategies for nursing development, the circumstances in which they developed and key assumptions allow to conclude about their positive impact on public health in a given country and on the quality of patient care. What connects individual strategies is the priority treatment of multisectoral cooperation in health care, aspects related to the promotion of the profession, education of nurses and the definition of new roles and new competences in the context of the requirements and needs of a given country. An example may be prescribing, providing nursing advice or introducing the role of an advanced practice nurse. A great achievement for nursing in Poland is the initiative of creation Strategy of Development for nursing. It is a planning document that defines the directions of activities ensuring high quality, safety and access to nursing care of patients.

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Aguiar, Maria Isis Freire de, Hélder de Pádua Lima, Violante Augusta Batista Braga, Priscila de Souza Aquino, Ana Karina Bezerra Pinheiro, and Lorena Barbosa Ximenes. "Nurse competencies for health promotion in the mental health context." Acta Paulista de Enfermagem 25, spe2 (2012): 157–63. http://dx.doi.org/10.1590/s0103-21002012000900025.

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OBJECTIVE: To identify the competencies of nurses to health promotion in psychiatric and mental health context. METHODS: Integrative review of literature performed through search using the keywords: "mental health" and "professional competence", in the databases SciELO, LILACS, CINAHL, PubMed, Scopus and Cochrane, in the period of 2003 to 2011. 215 studies were identified, of these, six followed the inclusion criteria. RESULTS: Based on the National Panel for Psychiatric Mental Health NP Competencies, the competencies were identified on the evaluated studies: Monitoring and ensuring the quality of health care practice, management of patient health/illness status, cultural competence, managing and negotiating health care delivery systems, the nurse practitioner-patient relationship. CONCLUSION: The studies analysis evidenced the need for education and training so that nurses may develop the competencies of health promotion in diverse psychiatric care and mental health contexts, in order to broaden knowledge and skills.

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Greco, Karen E., Susan Tinley, and Diane Seibert. "Development of the Essential Genetic and Genomic Competencies for Nurses With Graduate Degrees." Annual Review of Nursing Research 29, no. 1 (December 2011): 173–90. http://dx.doi.org/10.1891/0739-6686.29.173.

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Scientific advances in genetics and genomics are rapidly redefining our understanding of health and illness and creating a significant shift in practice for all health care disciplines. Nurses educated at the graduate level are well-prepared to assume clinical and leadership roles in health care systems and must also be prepared to assume similar roles related to genetic/genomic health care. This chapter describes the processes used to create a consensus document identifying the genetic/genomic competencies essential for nurses prepared at the graduate level. Three groups were involved in the competency development; a steering committee provided leadership and used qualitative methods to review and analyze pertinent source documents and create an initial competency draft; an advisory board evaluated and revised the draft, and a consensus panel refined and validated the final set of competencies. The concensus process resulted in 38 competencies organized under the following categories: Risk Assessment and Interpretation; Genetic Education, Counseling, Testing and Results Interpretation; Clinical Management; Ethical, Legal, and Social Implications; Professional Role; Leadership, and Research. These competencies apply to all individuals functioning at the graduate level in nursing, including but not limited to advanced practice registered nurses, clinical nurse leaders, nurse educators, nurse administrators, and nurse scientists and are intended to inform and guide their practice.

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Melender, Hanna-Leena, Minna Hökkä, Pirjo Kaakinen, Juho T. Lehto, and Outi Hirvonen. "Palliative-care nurses' and physicians' descriptions of the competencies needed in their working units." International Journal of Palliative Nursing 28, no. 1 (January 2, 2022): 38–50. http://dx.doi.org/10.12968/ijpn.2022.28.1.38.

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Background: Specialists were asked to describe the most essential palliative and end-of-life care competencies needed in their working units, in order to deepen the understanding of the phenomenon. Aim: To describe the most essential competencies of palliative-care nurses and physicians. Methods: The data was collected using an open-ended question in a survey sent to registered nurses (n=129) working within palliative care and to physicians (n=64) with a special competency in palliative care. The data was analysed using content analysis. Results: The description of the most essential competencies included 16 main categories and 63 subcategories in total. The three strongest main categories were ‘clinical competence’, ‘competence in social interactions’ and ‘competence in giving support’. Eleven main categories were based on both nurses' and physicians' data, while five main categories were created from nurses’ data only. Conclusion: Interprofessional palliative-care education is recommended for the undergraduate and postgraduate education of nurses and physicians.

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DePalma, Judith A. "Advanced Practice Nurses’ Research Competencies: Competency II—Evaluating Practice." Home Health Care Management & Practice 16, no. 4 (June 2004): 293–95. http://dx.doi.org/10.1177/1084822303262747.

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Hanson, M. Dave. "Role of the Clinical Nurse Specialist in the Journey to Magnet Recognition." AACN Advanced Critical Care 26, no. 1 (January 1, 2015): 50–57. http://dx.doi.org/10.4037/nci.0000000000000068.

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Clinical nurse specialists (CNSs) work with and through other nurses as well as interprofessional team members to advance nursing practice, improve outcomes, and provide clinical expertise to effect system-wide changes to improve programs of care. They practice across the continuum and through 3 spheres of influence, encompassing the patient, nurse, and system. Clinical nurse specialists possess expertise in developing and refining structures, strategies, and processes to optimize outcomes at both the unit (micro) level and the organization or system (macro) level. This unique vantage point positions CNSs as ideal individuals to assume several key roles when a health care organization makes the decision to embark on the Magnet journey and to maintain Magnet recognition. The competence and competencies of CNSs and a health care organization’s desire to achieve and/or maintain Magnet recognition represent a synergistic match.

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Tew, L., D. King, L. Moore, and D. Meyers. "New horizons: developing the novice infection control nurse through work-based learning and the new professional core competencies." British Journal of Infection Control 3, no. 4 (August 2002): 16–20. http://dx.doi.org/10.1177/175717740200300406.

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T his article aims to provide the reader with an example of using the professional core competencies for infection control nurses, together with the self-assessment tool, to provide a framework for the development of a trainee infection control nurse using the opportunities for work-based learning that present themselves as an integral part of this clinical nurse specialist role. The development of the competencies, the educational context and the practical application of this model are described.

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Frantz, Ann K. "Exploring Expert Cardiac Home Care Nurse Competence and Competencies." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 17, no. 11 (November 1999): 707–17. http://dx.doi.org/10.1097/00004045-199911000-00006.

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Riley, Jillian, Lyndell Brodie, and Caroline Shuldham. "Cardiac nursing: Achieving Competent Practitioners." European Journal of Cardiovascular Nursing 4, no. 1 (March 2005): 15–21. http://dx.doi.org/10.1016/j.ejcnurse.2005.01.002.

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This paper describes how competency statements were integrated into an academic framework to provide a transparent yet flexible career pathway for the nurse working in acute cardiac care. Nurses are expanding and developing their roles and use wide ranging skills and knowledge to care for patients. Additionally, models of care delivery are changing and patients are cared for in a variety of settings. Where evidence exists, these models demonstrate improvement in the provision and quality of services and contribute to improved quality of life, maximise medication and therapy and reduce waiting times for investigations. However, whilst many studies have demonstrated benefit, translating these results into routine practice requires skilled nurses who are “fit for purpose”, and to support this, professional competencies can be used to measure competence in practice whilst informing educational initiatives. This paper outlines the development of competency statements that identify the knowledge and skills required for safe, effective and competent care and direct the cardiac nurse acquire skills and knowledge in a focused and coherent way.

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Becker, Deborah, Roberta Kaplow, Patricia M. Muenzen, and Carol Hartigan. "Activities Performed by Acute and Critical Care Advanced Practice Nurses: American Association of Critical-Care Nurses Study of Practice." American Journal of Critical Care 15, no. 2 (March 1, 2006): 130–48. http://dx.doi.org/10.4037/ajcc2006.15.2.130.

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• Background Accreditation standards for certification programs require use of a testing mechanism that is job-related and based on the knowledge and skills needed to function in the discipline. • Objectives To describe critical care advanced practice by revising descriptors to encompass the work of both acute care nurse practitioners and clinical nurse specialists and to explore differences in the practice of clinical nurse specialists and acute care nurse practitioners. • Methods A national task force of subject matter experts was appointed to create a comprehensive delineation of the work of critical care nurses. A survey was designed to collect validation data on 65 advanced practice activities, organized by the 8 nurse competencies of the American Association of Critical-Care Nurses Synergy Model for Patient Care, and an experience inventory. Activities were rated on how critical they were to optimizing patients’ outcomes, how often they were performed, and toward which sphere of influence they were directed. How much time nurses devoted to specific care problems was analyzed. Frequency ratings were compared between clinical nurse specialists and acute care nurse practitioners. • Results Both groups of nurses encountered all items on the experience inventory. Clinical nurse specialists were more experienced than acute care nurse practitioners. The largest difference was that clinical nurse specialists rated as more critical activities involving clinical judgment and clinical inquiry whereas acute care nurse practitioners focused primarily on clinical judgment. • Conclusions Certification initiatives should reflect differences between clinical nurse specialists and acute care nurse practitioners.

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Sowan, Azizeh K., Ana G. Vera, Elma I. Fonseca, Charles C. Reed, Albert F. Tarriela, and Andrea E. Berndt. "Nurse Competence on Physiologic Monitors Use: Toward Eliminating Alarm Fatigue in Intensive Care Units." Open Medical Informatics Journal 11, no. 1 (April 14, 2017): 1–11. http://dx.doi.org/10.2174/1874431101711010001.

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Background: Studies on nurse competence on alarm management are a few and tend to be focused on limited skills. In response to Phase II of implementing the National Patient Safety Goal on clinical alarm systems safety, this study assessed nurses’ perceived competence on physiologic monitors use in intensive care units (ICUs) and developed and validated a tool for this purpose. Methods: This descriptive study took place in a Magnet hospital in a Southwestern state of the U.S. A Nurse Competence on Philips Physiologic Monitors Use Survey was created and went through validation by 13 expert ICU nurses. The survey included 5 subscales with 59 rated items and two open-ended questions. Items on the first 4 subscales reflect most common tasks nurses perform using physiologic monitors. Items on the fifth subscale (advanced functions) reflect rarely used skills and were included to understand the scope of utilizing advanced physiologic monitors’ features. Thirty nurses from 4 adult ICUs were invited to respond to the survey. Results: Thirty nurses (100%) responded to the survey. The majority of nurses were from Neuro (47%) and Surgical Trauma (37%) ICUs. The data supported the high reliability and construct validity of the survey. At least one (3%) to 8 nurses (27%) reported lack of confidence on each item on the survey. On the first four subscales, 3% - 40% of the nurses reported they had never heard of or used 27 features/functions on the monitors. No relationships were found between subscales’ scores and demographic characteristics (p > .05). Nurses asked for training on navigating the central-station monitor and troubleshooting alarms, and the use of unit-specific super users to tailor training to users’ needs. Conclusion: This is the first study to create and test a list of competencies for physiologic monitors use. Rigorous, periodic and individualized training is essential for safe and appropriate use of physiologic monitors and to decrease alarm fatigue. Training should be comprehensive to include all necessary skills and should not assume proficiency on basic skills. Special attention should be focused on managing technical alarms. Increasing the number of super users is a recommended strategy for individualized and unit-specific training. There is a need for a usability testing of complex IT-equipped medical devices, such as physiologic monitors, for effective, efficient and safe navigation of the monitors.

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Eustaquio, Ma Theresa. "An Analysis of the Communicative Competence Level of Students: A Case of Nursing Students in a State University in Nothern Philippines." International Journal of Linguistics, Literature and Translation 5, no. 4 (March 31, 2022): 42–49. http://dx.doi.org/10.32996/ijllt.2022.5.4.6.

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For several years, the linguistic ability of student-nurses has been assessed using standardized tests. To assess their overall communicative competence level (linguistic, discourse, sociolinguistic, and strategic competencies), the researcher made use of a self-made, reliable, and valid communicative assessment packet. As a result, the assessment of the level of communicative competence of the student nurses revealed that they are advanced in terms of linguistic, discourse, sociolinguistic, and strategic competencies. The outcomes of the study proved further that student nurses have a broad knowledge of their field, possess a high level of communicative competencies, and effectively practice professional, technical and soft skills involved in the world of quality nursing care. However, additional language lessons and activities which are aligned to clinical and hospital settings may still be added to the BSN curriculum for the student nurses to reach the competent level.

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Wardani, Yulia. "The Competencies, Roles and Scope of Practice of Advanced Psychiatric Nursing in Indonesia." Nurse Media Journal of Nursing 3, no. 2 (August 19, 2013): 631–48. http://dx.doi.org/10.14710/nmjn.v3i2.6004.

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The graduate advanced psychiatric nursing (psychiatric nursing specialist) from master degree in Indonesia are about 70 nurses, 67 nurses were graduated from University of Indonesia. They are working at mental health services and educational setting around Indonesia and yet seem not ready to perform some specific advanced competencies in clinical area. The mastery on mental health assessment, neurochemical perspectives, medical management and psychotherapy have not yet performed by the psychiatric nurse specialist in the clinical area or community.To have those competencies and its performances, therefore the curriculum in a psychiatric nursing graduate program must include advanced courses in physiopsychology, psychopathology, advanced psychopharmacology, neurobehavioral science, advanced mental health assessment, and advanced treatment interventions such as psychotherapy and prescription and management of psychotropic medications as their core and major courses in the curriculum. Those courses should be performed in their clinical practice courses or other related learning experiences. When those qualifications are met, then they are competent to be called advanced psychiatric nurse.As advanced practice registered nurses, the advanced psychiatric nurses should be able to demonstrate their direct expertise and roles in advanced mental health assessment, diagnostic evaluation, psychopharmacology management, psychotherapy with individuals, group and families, case management, millieu management, liason and counselling from prevention, promotion until psychiatric rehabilitation. Meanwhile the skill such as psycho-education, teaching, unit management, research and staff development can be added as their indirect roles.

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Matthias, Chanais, Sophie Fawson, Li Yan, Louise Sweeney, Rona Moss-Morris, and Christine Norton. "Inflammatory bowel disease nurses' views on taking on a new role to support an online self-management programme for symptoms of fatigue, pain and urgency: a qualitative study to maximise intervention acceptance." Gastrointestinal Nursing 19, no. 9 (November 2, 2021): 28–35. http://dx.doi.org/10.12968/gasn.2021.19.9.28.

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Background: Patients can be empowered through self-managing their inflammatory bowel disease (IBD) symptoms. It is important to understand how specialist IBD nurses can practically support patients to do this. Aim: To explore the perceptions of IBD specialist nurses about the implementation of a proposed nurse-guided online cognitive behavioural self-management intervention to manage symptoms of fatigue, pain and urgency. Methods: Five semi-structured focus groups (45 participants) were conducted with IBD nurses, and themes were identified through thematic analysis. Findings: Four themes were identified: (1) role of nurse as a facilitator; (2) nurse competence in facilitating the intervention; (3) nurse perception of patient needs; and (4) intervention implementation. Conclusions: The results of this study helped to refine the proposed guided online intervention with a view to sustainable implementation in clinical practice. Refinements included in-depth training and minimisation of additional workload for nurses through reducing patient contact, including an online messaging system for communication with patients.

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DePalma, Judith A. "Advanced Practice Nurses’ Research Competencies: Competency I— Using Evidence in Practice." Home Health Care Management & Practice 16, no. 2 (February 2004): 124–26. http://dx.doi.org/10.1177/1084822303259426.

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Saputri, Ekawati, Syahrir A. Pasinringi, and Julianus Ake. "THE RELATIONSHIP BETWEEN CAREER LADDER AND NURSES JOB SATISFACTION AT A HOSPITAL." Jurnal Administrasi Kesehatan Indonesia 9, no. 1 (April 22, 2021): 55. http://dx.doi.org/10.20473/jaki.v9i1.2021.55-66.

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Background: Career ladder is given to nurses to encourage and maintain professional development and practice of nursing. Career ladder has an impact on raising clinical levels, promotion opportunities, competency complexity, rewards and recognition. In this study, the career ladder has started by mapping and conducting, credentials and competency assessment at the levels of pre Nurse Clinicians, Nurse Clinicians Level I and Nurse Clinicians Level II. Almost half of the nurses were dissatisfied (47.2%) with their career development.Aims: This study was to analyzed the relationship between the career ladder and nurses’ job satisfaction.Methods: This study was a quantitative correlational study with a cross-sectional approach. There were 108 nurses as samples selected using consecutive sampling techniques. These respondent who met the inclusion criteria came from Inpatient Room, (i.e VVIP, VIP, Class I, Class 2/3, Ophthalmology Inpatient), Polyclinic, Chemotherapy Unit, NICU (Neonatal Intensive Care Unit), ICU (Intensive Care Unit), Hemodialysis, Emergency room and COT (Centra Operation Theater). Data were analyzed using the Spearman test.Results: There was a significant relationship between career ladder (p=0.000) and nurse’ job satisfaction. The nurse were satisfied with her career development related to implementation of career ladder. Besides, career ladder allowed to be promoted as the heads of the rooms. Rewards and recognition of nurses’ competencies through job promotion affected nurses’ satisfaction.Conclusion: Career ladder affects nurse satisfaction. Nurses can advance their careers through a career promotion, competencies, rewards and recognition from other health professionals. Support from nurse manager is needed as a form of mentoring and evaluation of nurse performance in the career ladder. Keywords: career ladder, job satisfaction, nurses

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Stahl, Arleen M., Margaret L. Lewandowski, and Maria A. Connolly. "An Online Dual-Certification Program in Advanced Practice Nursing and Nursing Education." AACN Advanced Critical Care 19, no. 1 (January 1, 2008): 59–65. http://dx.doi.org/10.4037/15597768-2008-1008.

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Educating nurses for the healthcare delivery workforce is stymied as qualified applicants to nursing programs are being turned away. Although applications to baccalaureate programs have increased, between 41 683 and 147 000 undergraduate and graduate applicants were turned away from nursing education programs in 2005 due largely to shortages of nursing faculty. In this article, the evidence-based rationale for the development of a dual-certification program for the preparation of clinical nurse specialists and nurse educators is described. Because faculty shortages are nationwide, we developed the program to be delivered, in its entirety, online. Standardized data collection methods for evaluating student progress and their achievement of competencies expected of clinical nurse specialists and nurse educators are provided. The program may be a model for preparing clinically competent nurse educators who prefer practice settings to full-time faculty positions.

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Wareham, Pauline, Antoinette McCallin, and Kate Diesfeld. "Advance Directives: the New Zealand context." Nursing Ethics 12, no. 4 (July 2005): 349–59. http://dx.doi.org/10.1191/0969733005ne800oa.

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Advance directives convey consumers’ wishes about accepting or refusing future treatment if they become incompetent. They are designed to communicate a competent consumer’s perspective regarding the preferred treatment, should the consumer later become incompetent. There are associated ethical issues for health practitioners and this article considers the features that are relevant to nurses. In New Zealand, consumers have a legal right to use an advance directive that is not limited to life-prolonging care and includes general health procedures. Concerns may arise regarding a consumer’s competence and the document’s validity. Nurses need to understand their legal and professional obligations to comply with an advance directive. What role does a nurse play and what questions arise for a nurse when advance directives are discussed with consumers? This article considers the cultural dimensions, legal boundaries, consumers’ and providers’ perspectives, and the medical and nursing positions in New Zealand.

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Carter, Christine, Jennifer Bray, Kate Read, Karen Harrison-Dening, Rachel Thompson, and Dawn Brooker. "Articulating the unique competencies of admiral nurse practice." Working with Older People 22, no. 3 (September 10, 2018): 139–47. http://dx.doi.org/10.1108/wwop-02-2018-0007.

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Purpose The purpose of this paper is to describe the process of developing a contemporary competency framework for admiral nurses in dementia care. Design/methodology/approach Information and evidence was gathered from research and policy literature regarding competencies to deliver advanced practice within dementia care. An online survey completed by 75 admiral nurses with follow-up interviews clarified current practice across the range of service contexts in which they work. A focus group (FG) of people living with dementia and family carers, and a reference group of practitioners helped to develop a competency framework which was refined through FGs with admiral nurses working in different areas. Findings The literature review, survey and interviews provided a framework grounded in up-to-date evidence and contemporary practice. There was broad agreement in the literature and the practitioners’ priorities regarding the core competencies of advanced practice, with constructive suggestions for making the framework useable in practice. This resulted in a robust framework articulating the competencies of admiral nurses which could be used for continuous professional development. Originality/value Engaging the admiral nurses ensured the competencies were contemporary, succinct and applicable within practice, and also cultivated a sense of ownership. Developing the competency framework with the admiral nurses not for them provides an approach which may have value for professionals undertaking a similar process in their specialist area. It is anticipated the competency framework will provide further evidence of the benefits of specialist nurse support for families affected by dementia.

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Decock, Nico, Adriano Friganovic, Biljana Kurtovic, Ber Oomen, Patrick Crombez, and Christine Willems. "Temper the Specialist Nurses Heterogeneity in the Interest of Quality Practice and Mobility—18 EU Countries Study." Healthcare 10, no. 3 (February 25, 2022): 435. http://dx.doi.org/10.3390/healthcare10030435.

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Background: The position of the specialist nurse profession varies across the European Union. Action is required to address the challenges to promote mobility and the contribution of specialist nurses to quality of care. The purpose of the study is to identify the interfaces of the specialist nurse profession across the European Union. Methods: A mixed method study was conducted in October 2019 and total of 40 answers from 18 different European Union countries were selected using a purposive sampling method. Results: The participants had completed various Bologna degree cycles and 57.2% had followed a specific educational programme to become a specialist nurse. More professional autonomy was acquired by 81.9% participants. Conclusion: A striving for homogeneity in the interpretation of the specialist nurses role and competencies is needed to achieve better quality of care provision and facilitate their mobility around the European Union. The lack of recognition identified in this study should encourage nurse managers to consider specialist nurse roles with the aim of capitalizing on the advanced care and expertise that specialist nurses provide. These results are an opportunity to improve the specialist nurses profession with an ultimate impact on management practices of streamlined, cost-effective clinical services.

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COOKE, LIZ, ROBIN GEMMILL, and MARCIA GRANT. "Advanced Practice Nurses Core Competencies." Clinical Nurse Specialist 22, no. 5 (September 2008): 218–25. http://dx.doi.org/10.1097/01.nur.0000325366.15927.2d.

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Gutiérrez-Rodríguez, Laura, Silvia García Mayor, Daniel Cuesta Lozano, Eva Burgos-Fuentes, Susana Rodríguez-Gómez, Pedro Sastre-Fullana, Joan Ernest de Pedro-Gómez, Juan Carlos Higuero-Macías, Bibiana Pérez-Ardanaz, and José Miguel Morales-Asencio. "Competences of specialist nurses and advanced practice nurses." Enfermería Clínica (English Edition) 29, no. 6 (November 2019): 328–35. http://dx.doi.org/10.1016/j.enfcle.2019.10.003.

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Hernandez, Juliana, Amanda Lavarco, and Kurt David. "MLTI-04. The Role of the Outpatient Registered Nurse in the care of Brain Metastases." Neuro-Oncology Advances 3, Supplement_3 (August 1, 2021): iii13. http://dx.doi.org/10.1093/noajnl/vdab071.053.

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Abstract Introduction Brain metastases is a complex disease, requiring a skilled clinical team to deliver medical and surgical care. The nurse is an integral member of the interdisciplinary team. Despite this, the role of the nurse in brain metastasis care has been neglected in the literature. Moreover, while education for neurology nursing exists, there is a paucity of literature defining the nursing care specific to brain metastases. The aim of this study was to describe the essential nursing functions in brain metastases within medical and surgical clinics. Methods A working-group comprised of 2 registered nurses and a clinical nurse specialist in specialty brain metastases at Memorial Sloan-Kettering Cancer Center was formed. A KSA framework was used to develop a survey to assess nurses’ knowledge, skills, and attitudes regarding care of patients with brain metastases. 2 nurses were surveyed. Oncology nursing competencies were scored by medicine and surgical nurses for importance. Mean scores were calculated and ranked. Results Nurses consistently reported care coordination; symptom management and monitoring parameters; knowledge of treatment modalities; and referrals as key competencies. More variably endorsed competencies included access devices (implanted port and Omaya); managing immunocompromised patients; and legal issues (consent). The nurses reported important knowledge includes screening and treatment guidelines; epidemiology; disease states including brain metastases and leptomeningeal disease; and tumor histology. Important skills include neurological exam; triage; critical thinking; and patient education. Important attitudes include being empathetic, communicative, positive, truthful, and realistic. Conclusion As the care of the patient with brain metastases evolves, interdisciplinary clinical practice models with advanced nursing training must occur. As the repertoire of clinical trials for patients with brain metastases continues to expand, future studies should assess the effects of specialized nursing training on clinical outcomes in patients with brain metastases.

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Sharoff, Leighsa. "A snapshot of nurses’ understanding, perceptions and comfort level of genomics." Journal of Nursing Education and Practice 11, no. 12 (July 27, 2021): 1. http://dx.doi.org/10.5430/jnep.v11n12p1.

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Objective: The primary aim of this study explored holistic nurses’ self-perceived genomic knowledge, perceptions, attitude and comfort of genomics. A second aim compared results to previous findings of nurse educators and advanced degree practicing registered nurses’ genomic knowledge utilizing the same survey instruments.Methods: Design: Recruitment of participants, through the American Holistic Nurses Association (AHNA), was achieved via an anonymous Survey Monkey link of the Genetic and Genomic Literacy Assessment (GGLA) survey. The GGLA survey comprised three aspects: Self-Perceived Genomic Knowledge Survey; Perceptions and Attitudes about Genomics Integration into Nursing Practice Survey and the Comfort Level of Genomics Survey. Method: The GGLA survey link was made available via the AHNA newsletter.Results: Holistic nurses (n = 41) self-perceived genomic knowledge level demonstrated a knowledge base gap in their comprehension and ability to explain genomic concepts to their patients. Majority of holistic nurses were significantly not comfortable with their genomic knowledge (90% or greater). Comparison with nurse educators (n = 53) and advanced degree practicing registered nurses’ (n = 36) genomic knowledge provided additional insight.Conclusions: A significant majority of nurses are unprepared to adopt genomics into their practice whilst experiencing a lack comfort and confidence. The global success of nursing practice resides with its’ practitioners being fully informed and competent with all required competencies, especially if nursing is to remain prevalent within personalized healthcare.

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Gabbard, Erika R., Deborah Klein, Kathleen Vollman, Tracy B. Chamblee, Lisa M. Soltis, and Mary Zellinger. "Clinical Nurse Specialist: A Critical Member of the ICU Team." AACN Advanced Critical Care 32, no. 4 (December 15, 2021): 413–20. http://dx.doi.org/10.4037/aacnacc2021511.

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Objectives To describe the role of the clinical nurse specialist, an advanced practice registered nurse in the intensive care setting. The value and impact of the clinical nurse specialist role as a member of the ICU is presented along with a review of clinical nurse specialist education, licensure, and certification requirements as well as a description of the clinical nurse specialist role, scope of practice, and competencies. In addition, a selected review of clinical nurse specialist–led quality improvement and research that resulted in improved patient outcomes is provided. Data sources Review of published medical and nursing literature and expert opinion guidance from a collaborative effort between the Society of Critical Care Medicine, American Association of Critical-Care Nurses, and National Association of Clinical Nurse Specialists. Study selection Not applicable. Data extraction Not applicable. Data synthesis Not applicable. Conclusions The utilization of a clinical nurse specialist, an advanced practice role, in the ICU is a unique and valuable approach for organizations who strive to move evidence into sustainable practice and drive quality through an interprofessional approach. The valuable contributions made by the clinical nurse specialist efficiently and effectively meet the needs of patients, clinicians, and organizations while improving patient outcomes and optimizing cost avoidance strategies, which further lower economic demands on the healthcare system.

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Lin, Hung-Yu, Chun-I. Chen, Chu-Yun Lu, Shu-Chuan Lin, and Chiung-Yu Huang. "Nurses’ knowledge, attitude, and competence regarding palliative and end-of-life care: a path analysis." PeerJ 9 (July 26, 2021): e11864. http://dx.doi.org/10.7717/peerj.11864.

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Background Nurses’ knowledge regarding palliative and end-of-life (EOL) care has been documented, but the competence of nurses in Taiwan has not been deeply analyzed and may affect the use of EOL care. Purpose We aimed to (1) assess the palliative care knowledge, competence and attitude of nurses in a general hospital and (2) examine the paths connecting nurses’ demographic characteristics, previous experiences, knowledge, competence, and attitude. Method A correlational, cross-sectional survey design was implemented to recruit 682 eligible nurses. The questionnaires included demographic information and palliative and EOL care knowledge, attitude, and competence scales. Path analysis was employed for statistical analysis using structural equation modeling. Results Overall, 76% of the questions assessing palliative and hospice knowledge were answered correctly. Nurses’ palliative attitudes were divided into “positive perception” and “negative perception”. “Positive perception” was highly correlated with competence (r = 0.48, p < 0.001), but “negative perception” was not significantly correlated with competence (r = −0.07, p = 0.25). “Positive perception” (β = −0.01, p = 0.84) and competence (β = 0.02, p = 0.80) were not related to palliative knowledge. “Negative perception”, however, was negatively associated with palliative knowledge (β = −0.20, p < 0.01). Conclusions This study suggests continuing education to decrease nurses’ “negative perception” attitude regarding the provision of information to patients and families to provide better palliative and EOL care. Implications for Practice Nurses’ attitudes and competences with respect to palliative care and EOL care are critical. Areas for further research and advanced palliative and EOL care-related education and training are suggested and may be applied in future clinical interventions.

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Chipps, Esther, Todd Tussing, Ruth Labardee, Mary Nash, and Kimberly Brown. "Examining the Roles and Competencies of Nurse Leaders, Educators, and Clinicians With a Doctor of Nursing Practice at an Academic Medical Center." Journal of Doctoral Nursing Practice 11, no. 2 (October 2018): 119–25. http://dx.doi.org/10.1891/2380-9418.11.2.119.

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Background: As the nursing profession has gained experience with Doctor of Nursing Practice (DNP) graduates, it is important to examine the integration, operationalization, and contributions of the DNP-prepared nurse within healthcare systems. Administrators and leaders must have a clear vision of how DNP graduates will contribute within and outside of their organizations. Objectives: This article describes the outcomes of a workgroup comprised of DNP-prepared staff at a large academic medical center. The overarching goal of this group was to examine current practices of our DNP-prepared staff and make recommendations regarding roles and practice to the senior nursing leadership. Methods:A crosswalk comparing the current job descriptions of our DNP-prepared nurse leaders, nurse practitioners, clinical nurse specialists, and nurse educators with the core competencies of The Essentials of Doctoral Education for Advanced Nursing Practice as outlined by the American Association of Colleges of Nursing was completed. Results: Strategies and tactics to enrich current practice and build leadership capacity were identified. Conclusions: DNP-prepared nurses must continue to document their contributions to the healthcare setting. Implications for Nursing: DNP-prepared nurses in the health-care setting must work collaboratively with their senior nursing leaders to seek opportunities to increase their visibility within their organizations, and increase their scholarly output.

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Gutiérrez-Rodríguez, Laura, Silvia García-Mayor, Álvaro León-Campos, Alberto José Gómez-González, Bibiana Pérez-Ardanaz, Susana Rodríguez-Gómez, Marta Fajardo-Samper, Juan Carlos Morilla-Herrera, and José Miguel Morales-Asencio. "Competency Gradients in Advanced Practice Nurses, Specialist Nurses, and Registered Nurses: A Multicentre Cross-Sectional Study." International Journal of Environmental Research and Public Health 19, no. 14 (July 9, 2022): 8415. http://dx.doi.org/10.3390/ijerph19148415.

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(1) Background: Identifying differences in the competencies of different areas of nursing is a crucial aspect for determining the scope of practice. This would facilitate the creation of a formal structure for clinical practice in advanced and specialised services. The aims of this study are to analyse the distribution of advanced competencies in registered, specialist and advanced practice nurses in Spain, and to determine the level of complexity of the patients attended by these nurses. (2) Methods: A cross-sectional study was developed on registered, specialist and advanced practice nurses, all of whom completed an online survey on their perceived level of advanced competencies and their professional characteristics. (3) Results: In total, 1270 nurses completed the survey. Advanced practice nurses recorded the highest self-perceived level of competency, especially for the dimensions of evidence-based practice, autonomy, leadership and care management. (4) Conclusions: Among registered, specialist and advanced practice nurses, there are significant differences in the level of self-perceived competencies. Patients attended by advanced practice nurses presented the highest levels of complexity. Understanding these differences could facilitate the creation of a regulatory framework for clinical practice in advanced and specialized services.

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Cheung, Verna, Jocelyn Brown, Anet Julius, Laura Mitchell, Shari Moura, and Rana Jin. "Guiding the Clinical Nurse Specialist role in oncology within Princess Margaret Cancer Centre." Canadian Oncology Nursing Journal 32, no. 3 (July 19, 2022): 357–65. http://dx.doi.org/10.5737/23688076323357.

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In 2019, the Canadian Nurses Association (CNA) published the Advanced Practice Nursing: A Pan-Canadian Framework, defining and highlighting the competencies of the clinical nurse specialist role (CNS). In response to the CNA publication, the CNS Community of Practice (CoP) at Princess Margaret Cancer Centre (PM) reviewed how the oncology CNS roles at PM aligned with the CNA competencies. The primary goal was to utilize the CNA (2019) document to guide the development of a PM CNS role-clarity document and new-hire CNS pathway to assist the onboarding process for new CNS hires at PM. The secondary goal was to raise awareness of the diverse CNS oncology roles at a local and national level through developing, implementing, and disseminating the PM CNS role-clarity document and new-hire CNS pathway. Keywords: Clinical Nurse Specialist, role-clarity, nursing practice guidelines, oncology

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Geddie, Patricia I. "Using Clinical Nurse Specialist Competencies for Advanced Practice Registered Nurse Designation." Clinical Nurse Specialist 33, no. 4 (2019): 195–97. http://dx.doi.org/10.1097/nur.0000000000000454.

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Holm Hansen, Elisabeth, Erika Boman, Pia Bing-Jonsson, and Lisbeth M. Fagerstrom. "Introducing Nurse Practitioners Into Norwegian Primary Healthcare—Experiences and Learning." Research and Theory for Nursing Practice 34, no. 1 (January 1, 2020): 21–34. http://dx.doi.org/10.1891/1541-6577.34.1.21.

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Background and PurposeNurse practitioners (NPs) are well established internationally, and Norway is now in the first phase of implementing their role. The aim of this study was to describe the reflections of nurse leaders and general practitioners (GPs) on the establishment of the new NP role in primary healthcare.MethodsThis study was qualitative and longitudinal. Written reports and audio recordings from 11 meetings with nurse leaders and GPs during 3 years in 3 municipalities were analyzed by a thematic analysis.ResultsFour themes were identified: the need for enhanced clinical competence among registered nurses, the need for reorganization of advanced practice, the need for negotiating professional barriers, and demanding economic situations. Nurse leaders and GPs were generally positive toward NPs, but they had difficulty in clarifying their roles and how to organize them in the existing work models. This was due to economic pressures, different needs in departments, and shift work. Nurse leaders and GPs agreed that NPs should not replace physicians but perform the tasks of advanced practice nursing in a more expert way. Nurse leaders also wanted NPs to be a resource for registered nurses. It was important to gain trust in the new role not only of GPs but also of registered nurses.Implications for PracticeIt is extremely important that an implementation group is proactive in finding a suitable model for the implementation process. Clarification of the roles, tasks, and responsibilities of NPs at an early implementation stage could make the process easier.

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Smith, Linda S. "Cultural competence." Nursing 47, no. 9 (September 2017): 18–21. http://dx.doi.org/10.1097/01.nurse.0000522019.07806.83.

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Smith, Linda S. "Cultural competence." Nursing 47, no. 10 (October 2017): 18–20. http://dx.doi.org/10.1097/01.nurse.0000524770.18720.96.

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SALLADAY, SUSAN A. "Questioning competence." Nursing 37, no. 3 (March 2007): 28–29. http://dx.doi.org/10.1097/01.nurse.0000261806.80274.95.

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Traynor, Victoria. "Competency Standards for the Advanced Gerontological Nurse." Australasian Journal on Ageing 24, no. 2 (June 2005): 125–26. http://dx.doi.org/10.1111/j.1741-6612.2005.00077.x.

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White, Lynn, Sharon Agbana, Michael Connolly, Philip Larkin, and Suzanne Guerin. "Palliative care competencies and education needs of nurses and healthcare assistants involved in the provision of supportive palliative care." International Journal of Palliative Nursing 27, no. 4 (June 2, 2021): 195–204. http://dx.doi.org/10.12968/ijpn.2021.27.4.195.

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Background: This paper investigates the palliative care competencies (knowledge, behaviours, attitudes) and education needs of nurses and healthcare assistants (HCAs) who provide supportive (Level 2) palliative care. Methods: A mixed-methods study using a sequential exploratory design was used, with findings integrated across sources. Qualitative focus groups were conducted in 2018 with a sample of staff (n=11, all female; nurses=4; HCAs=7) providing supportive palliative care in a single service setting. A quantitative survey, also conducted in 2018, explored the issue with a wider sample within the same setting (n=36; nurses=18; HCAs=18; female=32). Results: Qualitatively, communication was highlighted as an important domain of the competence framework, with many participants acknowledging that the ability to communicate effectively is essential. Quantitatively, participants scored in the lower range for competency variables. A significant difference was observed between HCAs and nurses on measures of knowledge (t= -2.718; df=30; p<.05) and behaviour (t=-3.576; df=30; p<.05), with HCAs scoring significantly higher than nurses. In relation to education, while some participants report being indecisive regarding engaging in education/training, others highlighted the benefit of education, especially its ability to impact on their current practice. Conclusion: This research contributes to understanding palliative care competencies among nurses and HCAs working in palliative care, and has important implications for the education and training of nurses and HCAs working in Level 2 palliative care in Ireland.

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Hynne, Astrid Bjørnerheim, and Marit Kvangarsnes. "Læring og kompetanseutvikling i kommunehelsetenesta – ein intervjustudie av kreftsjukepleiarar." Nordisk tidsskrift for helseforskning 10, no. 2 (January 26, 2015): 76. http://dx.doi.org/10.7557/14.3324.

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<p>Learning and competence development in community health service – an interview study of cancer nurses</p><p>The number of cancer patients is expected to increase 30% by 2020. To meet the needs of seriously ill and dying cancer patients the community health service must be strengthened. There is little knowledge about the development of competence in the community health service. The aim of this study was to get more knowledge about competence development of cancer nurses.The study has a phenomenological hermeneutical design. Data was based on eight qualitative interviews with cancer nurses. The content of daily work and the cooperation within the community of practice were found to be important. Experience, theoretical knowledge, expectations and attitudes were of importance in their learning, and this is accomplished in cooperation with others through trust, having enough time and responsibility. It will be a challenge to meet the demands to quality and competence in future cancer care. Employing advanced nurse practitioners can be a resource, strengthening quality, improving nursing and innovation.</p>

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WARREN, JUDITH J., and TERI L. THOMPSON. "Quality and Safety Education for Nurses Competencies for the Clinical Nurse Specialist." Clinical Nurse Specialist 24, no. 4 (July 2010): 187–88. http://dx.doi.org/10.1097/nur.0b013e3181e653f6.

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MacDiarmid, L. "71 Developing A Portfolio for Advanced Practitioners Working with Older People." Age and Ageing 50, Supplement_1 (March 2021): i12—i42. http://dx.doi.org/10.1093/ageing/afab030.32.

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Abstract Introduction Advanced Nurse Practitioners (ANP’s) have a professional responsibility to ensure that they maintain professional competence (Whiteing, N. in Hinchcliffe and Rogers Eds pp192–219, 2008). The aim of the portfolio is to assist ANP’s in developing evidence demonstrating continued advanced level practice. At the time of the study, there was a dearth of evidence relating to competencies for qualified ANP’s, working with older people. The aim was to move away from the traditional confines of “nurse does this, doctor does this”, and to embrace the concept of developing skills to meet the clinical demands of service provision for our older people. Methods Participatory action research methodology was adopted—using the Review, Plan and act cycle (Edwards and Talbot, p63 1999; Holloway & Wheeler p155–156, 1996). Review A literature search and review of competencies relating to advanced practice and older people was undertaken. Plan A portfolio of knowledge and skills was collated utilising the information from the review. A matrix was created incorporating four Pillars of Advanced Practice (SGHD 2008), the Nursing and Midwifery Code (NMC, 2015) and modified competencies for Joint Royal Colleges of Physicians Training Board Geriatric curriculum (JRCPTB), (2010, amended 2013 and 2015). The portfolio was sent out to existing team members, and local Consultant Geriatricians based in the Acute Trust and local University for comment and amendments were made. Act The portfolio was used by staff as a trial and evaluated. Written feedback was obtained through questionnaires. Results The portfolio was well evaluated by staff using it, including recommendations for improvement. Portfolio has been shared at national groups and via social media and has been well received. Conclusions An Advanced Practice Portfolio of capabilities is being used, based on action research cycles, enhancing the level of care received by older people.

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Lambert, Cheryl. "Advanced Practice Registered Nurse Onboarding and Orientation Program." Journal Of Nursing Practice 3, no. 2 (April 29, 2020): 253–67. http://dx.doi.org/10.30994/jnp.v3i2.89.

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Background: The influx of advanced practice nurses into the healthcare industry has established the need for a postgraduate program for APRNs. Numerous studies have shown the efficacy of an onboarding process; however, there were limitations to the reviews.Purpose: This study aimed to determine formal orientation and orientation programs, compared to current APRN orientation and orientation can improve the competence and quality of APRN care for eight weeks.Methods: The participants were six currently practicing APRNs with eleven months to five years practicing as independent providers. The response rate in the pre-assessment phase was 100% and 66.7% in the post-assessment phase. Two APRNs came onboard after the start of the project, and one APRN opted out. There were no preceptors available for the completion of the CoEPCE competency tool. The APRN onboarding and orientation program utilized a competency tool with pre- and post-assessments. Emails with attached competency tool sent to APRNs for completion of pre- and post-assessments. The APRNs completed the pre- and post-competency assessments on the first day of implementation and the last day of week eight. The collection of data from the pre- and post-competency tool commenced in week nine and imported into Microsoft Excel for analysis. The data collected from the CoEPCE tool, as highlighted in the implementation phase, has significant changesResults: The outcomes revealed that the changes were not significantly statistical at the p-level of 0.05 in the seven domains because none of the p-values were less than 0.05. However, the results revealed that deficits in statistical significance should not deem that the onboarding process was not successful.Conclusion: The results demonstrated evidence of the importance of an APRN postgraduate program in enhancing competencies. However, larger sample sizes are substantial to show statistically changes for reliability and validity

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Klein, Tracy, and Louise Kaplan. "Prescribing Competencies for Advanced Practice Registered Nurses." Journal for Nurse Practitioners 6, no. 2 (February 2010): 115–22. http://dx.doi.org/10.1016/j.nurpra.2009.09.016.

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Luckianow, Gina M., Greta L. Piper, and Lewis J. Kaplan. "Bridging the gap between training and advanced practice provider critical care competency." Journal of the American Academy of Physician Assistants 28, no. 5 (May 2015): 1–5. http://dx.doi.org/10.1097/01.jaa.0000464711.42477.79.

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Altmiller, Gerry. "Quality and Safety Education for Nurses Competencies and the Clinical Nurse Specialist Role." Clinical Nurse Specialist 25, no. 1 (January 2011): 28–32. http://dx.doi.org/10.1097/nur.0b013e318201f830.

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Becker, Deborah, Laura M. Dechant, Laura J. McNamara, JoAnne Konick-McMahon, Cynthia A. Noe, Kristen Thomas, and Lawrence J. Fabrey. "Practice Analysis: Adult-Gerontology Acute Care Nurse Practitioner and Clinical Nurse Specialist." American Journal of Critical Care 29, no. 2 (March 1, 2020): e19-e30. http://dx.doi.org/10.4037/ajcc2020918.

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Анотація:

Background Standards for advanced practice registered nurse (APRN) licensure in the United States require certification programs to analyze practice in order to document the knowledge and skills necessary for entry-level adult-gerontology acute care nurse practitioners (AGACNPs) and wellness-through-acute-care clinical nurse specialists (AGCNSs). The practice analysis done every 5 years by the AACN Certification Corporation provides research data for use in establishing test plans for certification of APRNs. Objectives To describe the development of a survey to collect information on the current practice of AGACNPs and AGCNSs, and to compare the results from practitioners in the 2 roles. Methods In 2016, a task force of subject matter experts created a survey of the practice activities and competencies of AGACNPs and AGCNSs. Respondents rated activities and competencies according to their applicability and significance to APRN practice. The subject matter experts analyzed the ratings to determine which patient care problems, skills and procedures, and competencies would be included in the updated certification test plans. Results After analyzing the survey responses, subject matter experts retained 135 patient care problems, 45 skills and procedures, and all national competencies for AGACNPs and 123 patient care problems, 56 skills and procedures, and all national competencies for AGCNSs. Both roles involve several of the same patient care problems, skills and procedures, and competencies. Conclusions Data from practice analysis surveys formed the basis for developing reliable and valid certification examinations for entry-level APRNs. The information from such studies of practice should inform practicing nurses and students, as well as educators, accreditors, legislators, and regulators, about the work of AGACNPs and AGCNSs.

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