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NSG 6006 pre-specialty health policy/theory/APN roles | Updated 2024/25
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NSG 6006 pre-specialty health policy/theory/APN roles | Updated 2024/25
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NSG 6006 pre -specialty health policy/theory/APN roles | Updated 2024/25 Advanced Ipractice Inursing Iis Ithe Ipatient -focused Iapplication Iof Ian Iexpanded Irange Iof Icompetencies Ito Iimprove Ihealth Ioutcomes Ifor Ipatients Iand Ipopulations Iwithin Ia Ispecialized Iclinical Iarea Iof Ithe Ilarger Idiscipline Iof Inursing" I- I I IHamric's Idefinition Iof Iadvanced Ipractice Inursing IWhat Iis Ithe Icentral Icompetency Iof Iany Iadvanced Ipractice Inursing Iregardless Iof Irole? I- I I Idirect Iclinical Ipractice I___________________________ Iand I___________________________ Ihave Idistinct Idefinitions Iand Icannot Ibe Iseen Ias Iinterchangeable. I- I I IAdvanced Ipractice Inursing/advanced Inursing Ipractice IThe Iterm I____________________________ Iis Icharacterized Iby Ithe Iintegration Ian Iapplication Iof Ia Ibroad Irange Iof Itheoretical Iand Ievidence -based Iknowledge Ithat Ioccurs Ias Ipart Iof Igraduate Inursing Ieducation I- I I IAdvanced Inursing Ipractice IWho Istarted Ithe Ifirst Inurse Ipractitioner Iprogram Iin I1965 Iat Ithe IUniversity Iof IColorado? I- I I IHenry ISilver Iand ILoretta IFord IWhat Ihas Iinfluenced Ithe Ihistory Iof Iadvanced Ipractice Inursing? I- I I ISocietal Iforces Iincluding Iwars, Ithe Ieconomic Iclimate, Iand Ihealth Icare Ipolicy IThe IAPN Imovement Iconsists Iof? I- I I ISociety War Economicclimate Healthcare IPolicy IWhat Iis Ithe Ioldest Irecognized Irole Iof Ithe IAPN? I- I I ICRNA IWhat Iare Ithe I4 Irecognized Iroles Iof Ithe IAPN? I- I I INP CRNA CNS CNM IList Ithe Icore Icompetencies Iof Ipractice. I- I I IDirect Icare, Iguidance I& Icoaching, Iconsultation, Ievidence -based Ipractice, Ileadership, Icollaboration, Iand Iethical -decision Imaking IThe Iconsensus Imodel Ifor Ithe IAPN Iregulation Iaddress es Iwhat I4 Iareas? I- I I ISpecialty Iareas Roles Iand Ititles Population IFoci Preparation Ifor IAPN Iroles IWhich Igroup Iof Inurse Ispecialist Iwas Ithe Ifirst Ito Ireceive Idirect Ireimbursement Ifor Iservices Irendered? I- I I ICRNA Iscope Iof Ipractice I- I I I- IDescribes Ipractice Ilimits Iand Isets Iparameters Iwithin Iwhich Inurses Iin Ivarious IAPRN Ispecialties Imay Ipractice - IDiffers Ifrom Istate Ito Istate; Ibased Ion Istate Istatues Ipromulgated Iby Ivarious Istate Inurse Ipractice Iacts Iand Irules Iand Iregulations Ifor IAPRN Ipractice IScope Iof Ipractice I- I I IMust Ipractice Iand Ibe Icertified Iin Ithe Ispecific Ispecialty IGraduate Ieducation IANA Idefinition Iof Iscope Iof Ipractice I- I I I"The Idescription Iof Ithe Iwho, Iwhat, Iwhere, Iwhen, Iwhy, Iand Ihow Iof Inursing Ipractice" INursing Iscope Iof Ipractice Iacts Iare Imost Iclosely Itied Ito Ithe I______________________ Iof Ipractice I- I I Istate IThe INovice Ito IExpert ITheory Iis Idescribed Iby I- I I IThe IDreyfus IModel ICalkin's IModel Iof IAdvanced INursing IPractice I- I I Ideveloped Ithe Imodel Ito Ihelp Inurse Iadministrators Idifferentiate Iadvanced Ipractice Inursing Ifrom Iother Ilevels Iof Iclinical Ipractice Iin Ipersonnel Ipolicies, Iand Iproposed Ithat Ithis Icould Ibe Iaccomplished Iby Imatching Ipatient Iresponses Ito Ihealth Iproblems Iwith Ithe Iskill Iand Iknowledge Ilevels Iof Inursing Ipersonnel; Ithree Icurves Iwere Ioverlaid Ion Ia Inormal Idistribution Ichart. ICalkin Idepicted Ithe Iskills Iand Iknowledge Iof Inovices, Iexperts Iby Iexperience, Iand IAPNs Iin Irelation Ito Iknowledge Irequired Ito Icare Ifor Ipatients Iwhose Iresponses Ito Ihealth Icare Iproblems I(i.e., Ihealth Icare Ineeds) Iranged Ifrom Isimple Iand Icommon Ito Icomplex Iand Icomplicated Iunclear Iexpectations, Idiffuse Iresponsibilities, Iuncertainties Iabout Isub-roles IRole Iambiguity I- I I Irole Iambiguity Iincompatibility Ibetween Iskills Iand Iabilities, Ipersonal Ivalues, Iself Iconcept, Iand Iobligation s I- I I Irole Iincongruity Iwhen Irole Iexpectations Iare Iperceived Ito Ibe Imutually Iexclusive Ior Icontradictory I- I I Irole Iconflict IPerceived Ieconomic Ithreat Iof Icompetition, Ilack Iof Iexperience Iworking Itogether, Iand Ihistorical Ihierarchy I- I I Iinterprofessional Irole Iconflicts Ia Idynamic Iprocess Iof Ichange Iover Itime Ias Inew Iroles Iare Iacquired I- I I Irole Itransition Ia Isituation Iof Iincreased Irole; Iperformance Idemand I- I I Irole Istress Imaster Ior Idoctoral Iprepared Iregistered Inurses Iwho Ipractice Ias Ifull Itime Ior Iadjunct Ifaculty Iin Icollege/universities, Ihospital Ibased Ieducational Iresidency Iprograms, Iand/or Ihealth Icare Ifacilities. IResponsibilities Ifor Iboth Iclassroom Iand Ipractical Isetting Iinclude Imentoring Iand Ipreparing Ifuture Igenerations Iof Inurses Iand Icurrent Inurses Iin Ipractice. IThey Iplay Ia Ivital Irole Iin Iserving Ias Irole Imodels, Iwhile Istrengthening Ithe Inursing Iworkforce, Iby Iassuring Iquality Ieducational Iopportunities, Iguiding Iemployees Iand/or Istudents Ithrough Ithe Ilearning Iprocess, Ias Iwell Ias Iimplementing Ievidenced Ibased Iresearch Iinto Ipractice; Ithey Ialso Iplay Ia Irole Iin Ievaluating Iand Idocumenting Ieducational Ilearning Iexperiences Ior Ioutcomes. I- I I Inurse Ieducator Ia Iset Iof Irelatively Iabstract Iand Igeneral Iconcepts Ithat Iaddress Ithe Iphenomena Iof Icentral Iinterest Ito Ia Idiscipline, Ithe Ipropositions Ithat Ibroadly Idescribe Ithose Iconcepts, Iand Ithe Ipropositions Ithat Istate Irelatively Iabstract Iand Igeneral Irelations Ibetween Itwo Ior Imore Iconcepts. I- I I Iconceptual Imodel Ione Ior Imore Irelatively Iconcrete Iand Ispecific Iconcepts Ithat Iare Iderived Ifrom Ia Iconceptual Imodel, Ithe Ipropositions Ithat Inarrowly Idescribe Ithose Iconcepts, Iand Ithe Ipropositions Ithat Istate Irelatively Iconcrete Iand Ispecific Irelations Ibetween Itwo Ior Imore Iconcepts I- I I Itheories Iabstract, Ibroad Itheory Iconsists Iof Ipropositions Ithat Iare Iless Ibroad Iand Iabstract Ithan Ia Iconceptual Imodel, Ibut Inot Ias Ispecific Iand Iconcrete Ias Imiddle Irange Itheory I- I I Igrand Itheory IThe Iconcepts Iof Ia I______________________________ Iare Iso Iabstract Iand Igeneral Ithat Ithey Ioften Icannot Ibe Iobserved Ior Itested Idirectly Iand Imay Inot Ieven Ibe Idefined. I- I I Iconceptual Imodel IHamric's IIntegrative IModel I- I I I- IProposed Ian Iintegrative Iunderstanding Iof Ithe Icore Iof Iadvance d Ipractice Inursing, Ibased Ion Iliterature Ifrom Iall IAPN Ispecialties I- IHamric Iproposed Ia Iconceptual Idefinition Iof Iadvanced Ipractice Inursing Iand Idefining Icharacteristics Ithat Iincluded Iprimary Icriteria I(graduate Ieducation, Icertification Iin Ithe Ispecialty, Iand Ia Ifocus Ion Iclinical Ipractice Iwith Ipatients) I- Iand Ia Iset Iof Icore Icompetencies I(direct Iclinical Ipractice, Icollaboration, Iguidance Iand Icoaching, Ievidence -based Ipractice, Iethical Idecision Imaking, Iconsultation, Iand Ileadership). IFenton's Iand IBrykczynski's IExpert IPractice IDomains Iof Ithe IClinical INurse ISpecialist Iand INurse IPractitioner I- I I ITheir Ifindings Ifurther Iilluminate Iwhy IBenner's Iwork Ihas Iinfluenced Idescriptions Iof Iadvanced Ipractice. IBy Iexamining Ithe Iextent Ito Iwhich IAPNs Idemonstrate Ithe Iseven Idomains Ifound Iin Iexperts Iby Iexperience Iand Iuncovering Idifferences, Ithe Ifindings Ioffer Ia Ipossible Iexplanation Iof Ithe Idifferences Ibetween Iexpert Iand Iadvanced Ipractice. IIn Iaddition, Ithey Ialso Idescribe Iways Iin Iwhich Itwo Iadvanced Ipractice Inursing Iroles, ICNSs Iand INPs, Imay Ibe Idifferent Iwith Iregard Ito Ipractice Idomains Iand IcompetenciesThe benefits of buying summaries with Stuvia:
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