Nln Competencies Readers Digest Version


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  • We would need to develop our own model based upon the components of the NLN model but not including the educational levels of entry
  • NLN has presented the most work on the 6 integrating concepts. The 6 integrating concepts are defined by NLN, and examples provided, At least one concept, context & environment, is further developed in Benner’s new work (2009). If we could obtain a complete copy of her work, it would probably give us additional examples & ideas.
  • The first of 6 integrating concepts.
  • The next integrating concept
  • NOTE: these could be topics on the clinical eval form
  • Benner gives examples of the “KPE for the integrating concept of context & environment only – the other 5 integrating concepts are not mentioned in the NLN Power Point.
  • Additional info in the NLN Power Point
  • Nln Competencies Readers Digest Version

    1. 1. NLN Educational Competencies Model for Graduates of Nursing Programs 2009 For additional information- go to the National League for Nursing Web site & click on faculty development. Look for the model on the bottom right of the screen.
    2. 2. The NLN model depicting how all nursing educational programs benefit from the model
    3. 3. Think of 5 major outcomes for the graduates to achieve via 6 integrated concepts <ul><li>5 major outcomes </li></ul><ul><li>Human flourishing </li></ul><ul><li>Nursing judgment </li></ul><ul><li>Nursing practice </li></ul><ul><li>Professional identity </li></ul><ul><li>Spirit of Inquiry </li></ul><ul><li>6 integrated concepts </li></ul><ul><li>Context & environment </li></ul><ul><li>Knowledge & Science </li></ul><ul><li>Personal & professional development </li></ul><ul><li>Quality & safety </li></ul><ul><li>Relationship centered care </li></ul><ul><li>Teamwork </li></ul>
    4. 4. The NLN Model is leveled for all entries into practice <ul><li>LPN </li></ul><ul><li>Question standards of nursing practice to improve patient care outcomes. </li></ul><ul><li>A. D. N. </li></ul><ul><li>Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions and offer new insights to improve the quality of care for patient/families and communities </li></ul>
    5. 5. Additional levels <ul><li>BSN </li></ul><ul><li>Contribute as scholar to the development of the science of nursing practice by identifying questions in need of study, critiquing published research, using available evidence as the foundation for nursing practice, and reflecting on personal practice </li></ul><ul><li>Graduate nursing education </li></ul><ul><li>Implement an advanced nursing role through an analysis of the disparities in knowledge/evidence underlying practice in contributing to the science of nursing practice/education </li></ul><ul><li>Conduct integrative reviews of extant research to formulate evidence-based proposals enhancing nursing practice and the delivery of nursing services </li></ul><ul><li>Participate in the science of discovery by studying, implementing and disseminating findings that improve nursing practice, nursing education and the delivery of nursing services. </li></ul>
    6. 6. Context and environment <ul><li>In health care, context and environment encompass organizational structure, leadership styles, patient characteristics, safety climate, ethical climate, teamwork, continuous quality improvement and effectiveness. </li></ul>
    7. 7. Knowledge & Science <ul><li>Refers to the foundations that serve as a basis for nursing practice which, in turn, deepen, extend, and help generate new knowledge and new theories that continue to build the science and further the practice </li></ul><ul><li>Foundations include integration of knowledge from: </li></ul><ul><ul><li>nursing science to design & implement patient-centered care </li></ul></ul><ul><ul><li>a variety of disciplines outside nursing </li></ul></ul><ul><li>Foundations further include: </li></ul><ul><ul><li>understanding of knowledge & science development </li></ul></ul><ul><ul><li>member responsibility for contributions to the development of the discipline’s evolving science </li></ul></ul>
    8. 8. Personal-professional development <ul><li>Personal-professional development is a lifelong process that refers to learning, refining, and integrating values and behaviors that: </li></ul><ul><ul><li>are consistent with the profession’s history, goals and codes of ethics </li></ul></ul><ul><ul><li>serve to distinguish the practice of nurses from that of other health care providers </li></ul></ul><ul><ul><li>give nurses the courage needed to continually improve the care of patients, families and communities, and ensure the ongoing viability of the profession </li></ul></ul>
    9. 9. Quality and Safety <ul><li>The degree to which health care services: </li></ul><ul><ul><li>are consistent with the current professional knowledge </li></ul></ul><ul><ul><li>minimize the risk of harm to individuals, populations and health care providers </li></ul></ul><ul><ul><li>optimize health outcomes </li></ul></ul><ul><ul><li>are operationalized at an individual, unit, and systems perspective </li></ul></ul>
    10. 10. Relationship-centered care <ul><li>Relationship-centered care positions: </li></ul><ul><ul><li>caring </li></ul></ul><ul><ul><li>therapeutic relationships with patients/ families/communities </li></ul></ul><ul><ul><li>professional relationships with members of the health care team as the core of nursing practice </li></ul></ul><ul><li>Relationship-centered care integrates and reflects respect for the dignity and uniqueness of others, valuing of diversity, integrity, humility, mutual trust, self-determination, empathy, the capacity for grace and empowerment </li></ul>
    11. 11. Teamwork <ul><li>Teamwork encompasses the ability to function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality health care for patients, families and communities </li></ul>
    12. 12. Examples of the Integrating Concepts <ul><li>KNOWLEDGE & SCIENCE </li></ul><ul><ul><li>Evidence-based practice </li></ul></ul><ul><li> – Informatics </li></ul><ul><li>Quality and safety </li></ul><ul><ul><li>Quality improvement </li></ul></ul><ul><ul><li>Communication </li></ul></ul><ul><ul><li>Cultures of safety </li></ul></ul><ul><ul><li>Informatics </li></ul></ul><ul><ul><li>Patient safety/advocacy </li></ul></ul><ul><li>Relationship-centered care </li></ul><ul><ul><li>Therapeutic relationships </li></ul></ul><ul><ul><li>– Communication </li></ul></ul><ul><ul><li>– Diversity </li></ul></ul><ul><ul><li>– Patients/families.. Nursing peers… colleagues in other disciplines </li></ul></ul><ul><li>Teamwork </li></ul><ul><ul><li>Collaboration </li></ul></ul><ul><ul><li>Communication </li></ul></ul><ul><ul><li>Caring for others </li></ul></ul><ul><ul><li>Professional role </li></ul></ul><ul><ul><li>Healthful work environments </li></ul></ul><ul><li>Personal/professional development </li></ul><ul><ul><li>Professional role </li></ul></ul><ul><ul><li>Communication </li></ul></ul><ul><ul><li>Ethics/legal/regulatory </li></ul></ul><ul><ul><li>Innovation and creativity </li></ul></ul><ul><ul><li>Leadership </li></ul></ul><ul><ul><li>Caring for self </li></ul></ul><ul><ul><li>Lifelong learning </li></ul></ul><ul><li>Context and environment </li></ul><ul><ul><li>Ambiguity and uncertainty </li></ul></ul><ul><ul><li>Communication </li></ul></ul><ul><ul><li>Ethics/legal/regulatory </li></ul></ul><ul><ul><li>Global health </li></ul></ul><ul><ul><li>Healthcare economics </li></ul></ul><ul><ul><li>Informatics </li></ul></ul><ul><ul><li>Healthful work environment </li></ul></ul><ul><ul><li>Innovation and creativity </li></ul></ul><ul><ul><li>Leadership </li></ul></ul><ul><ul><li>Systems thinking </li></ul></ul>
    13. 13. Guiding Principles of the model AKA benefits identified by NLN <ul><li>Comprehensive </li></ul><ul><li>Inclusive </li></ul><ul><li>Thoroughly researched & supported </li></ul><ul><li>Ample opportunity for examination, comment </li></ul><ul><li>Each proposed “area” researched </li></ul><ul><li>Attributes identified </li></ul><ul><li>Definitions created </li></ul><ul><li>Systems based with updated language/terms </li></ul>
    14. 14. Models reviewed by NLN & used in the development of this model : <ul><li>Lenburg COPA Model </li></ul><ul><li>Tanner’s Clinical Judgment Model </li></ul><ul><li>Institute of Medicine (IOM) research </li></ul><ul><li>Mass. Organization of Nurse Executives (MONE) </li></ul><ul><li>Oregon Consortium for Nursing Education (OCNE) </li></ul><ul><li>Quality & Safety in Nursing Education (QSEN) </li></ul><ul><li>Technology Informatics Guiding Ed. Reform (TIGER) </li></ul>
    15. 15. NLN GOALS for the new model <ul><li>Providing safe care that is culturally & developmentally appropriate, centering on relationships with individuals, families & groups </li></ul><ul><li>Practicing within a legal, ethical, professional scope/ standard </li></ul><ul><li>Actively engaged in life long learning </li></ul><ul><li>Recognizing nursing roles in advocate for & access to quality care </li></ul><ul><li>The building of competencies, promoting educational mobility & enhancement of the nursing workforce </li></ul>
    16. 16. 7 Core Values <ul><li>What is necessary coming into the experience? </li></ul><ul><li>Caring </li></ul><ul><li>Diversity </li></ul><ul><li>Ethics </li></ul><ul><li>Excellence </li></ul><ul><li>What is internalized? </li></ul><ul><li>Holism </li></ul><ul><li>Integrity </li></ul><ul><li>Patient-centered </li></ul>
    17. 17. The Carnegie Foundation studies of nursing education identified three necessary apprenticeships for learning a professional practice (Benner, 2009). <ul><ul><li>Three Apprenticeships: KPE </li></ul></ul><ul><ul><ul><li>Knowledge : includes science and theory </li></ul></ul></ul><ul><ul><ul><li>Practice know-how : skills, clinical judgment and performance </li></ul></ul></ul><ul><ul><ul><li>Ethical Comportment : based on formation in the profession, responsibilities, notions of good, and boundaries of practice </li></ul></ul></ul><ul><ul><ul><li> (Benner, 2009) </li></ul></ul></ul>
    18. 18. Knowledge for Context and Environment - Learners need to develop knowledge related to: <ul><li>Change and uncertainty </li></ul><ul><li>Complexity theories </li></ul><ul><li>Impact of continuous knowledge explosion and evolution of technology </li></ul><ul><li>Decision making in uncertainty </li></ul><ul><li>Management of conflicting information </li></ul><ul><li>‘ Blurring’ of role boundaries leading to uncertainty about role expectationsCodes of Ethics (ANA, ICN) </li></ul><ul><li>Principles of patient self-determination </li></ul><ul><li>Environmental health </li></ul><ul><li>Health promotion/disease prevention </li></ul><ul><ul><li>Transmission of disease, disease patterns, epidemiological principles Regulatory and professional standards </li></ul></ul><ul><ul><li>Ethical decision making models </li></ul></ul><ul><ul><li>Scope of practice considerations </li></ul></ul>
    19. 19. KPE Practice for Context and Environment <ul><ul><li>Participate in simulation experiences, written case studies, or role play where uncertainty, complexity, and ambiguity abound </li></ul></ul><ul><ul><li>Apply information/ evidence to support decision-making in situations characterized by ambiguity and uncertainty </li></ul></ul><ul><ul><li>Apply professional standards </li></ul></ul><ul><ul><li>Demonstrate accountability and responsibility for nursing judgment and actions </li></ul></ul><ul><ul><li>Demonstrate advocacy skills </li></ul></ul><ul><ul><li>Apply ethical decision making models </li></ul></ul><ul><ul><li>Apply health promotion/ disease prevention strategies </li></ul></ul>
    20. 20. Ethical Comportment Context and Environment <ul><li>Learners need to : </li></ul><ul><ul><li>Analyze ethical challenges presented by ambiguous and uncertain clinical situations </li></ul></ul><ul><ul><li>Assess one’s own tolerance for ambiguity/uncertainty (self-assessment) </li></ul></ul><ul><ul><li>Reflect on the possibility of multiple right answers (rather than one right answer </li></ul></ul><ul><ul><li>Examine personal beliefs, values, biases, character and virtue </li></ul></ul><ul><ul><li>Respect persons, human dignity, equality, justice, nurse caring and compassion </li></ul></ul><ul><ul><li>Respect cultural values and diversity </li></ul></ul><ul><ul><li>Respect and value community, empowerment, social justice, and improvement of social conditions affecting health </li></ul></ul>
    21. 21. Spirit of Inquiry <ul><li>Draws from the concepts of: </li></ul><ul><ul><li>Knowledge </li></ul></ul><ul><ul><li>Professional development </li></ul></ul><ul><ul><li>Quality and safety </li></ul></ul><ul><li>Is additive and progressive </li></ul>