N2300 Introduction to Professional and Clinical Concepts in Nurs.docx

N2300 Introduction to Professional and Clinical
Concepts in Nursing

Assignment: Nursing Article Summary
Name:
Date:
Overview
The purpose of this homework is to introduce you to APA style,
as you will be required to use this format for all of your papers
in the College of Nursing and Health Innovation. Please be sure
to complete all of the steps as outlined below in order to receive
full credit.
RubricMake sure to use the assignment rubric to guide your
work.
Instructions
1. Locate the name of a recent (<5 years), professional, nursing
journal related to the area of nursing you are interested in
pursuing. Please refer to the library resources in Canvas to help
guide you. Please include a copy of your article with your
assignment submission; this can be a .pdf file.
2. Find one scholarly, peer-reviewed article that interests you
and read it.
3. In the workspace below, type a one page (double spaced)
summary of the article you read. In your summary, make sure
and use in-text citations, including page numbers if you use a
direct quote. Remember, even information that is summarized

must be cited to avoid plagiarism.
4. At the end of the summary, type the reference to your article
in correct APA style.
5. Simply attach both this template (in Word format) and the
article to Canvas when you submit.
A word about plagiarism: When you submit homework to an
instructor, you are saying, “Unless I have noted otherwise with
a citation, this is my own original work; these are my own
words and my own original ideas.” Reading the article,
understanding it, interpreting it, and creating a summary in your
own words is part of the work of learning. Using someone
else’s words is like saying “I did this work” when you really
didn’t. Use this assignment as an opportunity to work on your
skills of reading and summarizing.
Workspace: Please begin your assignment below. Follow APA
format (double space, no bold font, in-text citations) and make
sure and use complete sentences, grammar, and spelling. You do
not need a title page or headers but you must include your
reference at the end.
Article Summary:
<start typing here>
APA Style Reference (at the end of the article):
©2018 University of Texas at Arlington
Page 2 of 2
516 CLINICAL JOURNAL OF ONCOLOGY NURSING

OCTOBER 2018, VOL. 22 NO. 5 CJON.ONS.ORG
CJON.ONS.ORG
O
Oncology Nurse
Practitioner Role
Recommendations from the Oncology Nursing Society’s
Nurse Practitioner Summit
Heather Mackey, MSN, RN, ANP-BC, AOCN®, Kimberly
Noonan, DNP, RN, ANP-BC, AOCN®, Lisa Kennedy Sheldon,
PhD, APRN, AOCNP®, FAAN,
Marybeth Singer, MS, ANP-BC, AOCN®, ACHPN, and Tamika
Turner, DNP, NP-C, AOCNP®
ONCOLOGY NURSE PRACTITIONERS (ONPs) are advanced
practice RNs (APRNs)
prepared at the graduate level with high-level knowledge and
skills within
the specialty of oncology. This preparation enables ONPs to
provide expert
care for patients across the cancer care continuum. Based on
state regulatory
requirements, ONPs deliver a comprehensive range of
healthcare services,
such as compiling health histories, performing physical
examinations, ordering
and interpreting diagnostic studies, diagnosing and treating
acute and chronic
medical conditions, managing symptoms related to cancer
treatments, and pre-
scribing pharmacologic and nonpharmacologic therapies (i.e.,
chemotherapy,

narcotics, counseling, education, and patient support)
(American Association
of Nurse Practitioners [AANP], 2018a; Brant & Wickham,
2013). ONPs actively
collaborate with other members of the interprofessional team to
ensure the
delivery of quality care for patients with cancer and their
caregivers.
The scope of practice for ONPs is regulated by the nursing
practice
acts defined by the laws and regulations of each individual
state. In some
states, ONPs have full practice authority, which allows them to
practice
independently without supervision by physicians, whereas in
other states,
ONPs have limited practice authority. To date, 22 states and the
District of
Columbia allow full, autonomous practice for ONPs (AANP,
2018b) (see
Figure 1). Legislative efforts are ongoing across the nation with
the intent to
increase the number of states allowing full ONP practice
authority.
Oncology Nurse Practitioner Training and Education
The Institute of Medicine ([IOM], 2011) report, The Future of
Nursing:
Leading Change, Advancing Health outlined the role of nurses
in a complex
healthcare delivery system. Four essential messages were
identified: (a)
Nurses should practice to the full extent of their education and
training;
(b) nurses should achieve higher levels of education and

training through
an improved educational system that promotes academic
progression; (c)
nurses should be full partners with physicians and other
healthcare pro-
fessionals in redesigning healthcare in the United States; and
(d) effective
workforce planning and policymaking require better data
collection and
information infrastructure.
KEYWORDS
oncology nurse practitioners; scope
of practice; professional development
DIGITAL OBJECT IDENTIFIER
10.1188/18.CJON.516-522
BACKGROUND: Oncology nurse practitioners
(ONPs) are advanced practice RNs prepared at the
graduate level with high-level knowledge and skills
in oncology. Because of challenges in educational
programs and variability in the scope of practice
at the state and institutional level, many ONPs are
challenged to practice to the full extent of their
education, certification, and licensure.

OBJECTIVES: The purpose of this article is to
review issues affecting the education and practice
patterns of ONPs and to identify solutions to
address the challenges that exist for ONPs.
METHODS: Members of the Oncology Nursing
Society’s Nurse Practitioner Summit summarized
the challenges faced by ONPs related to education,
training, practice, and professional development.
FINDINGS: Efforts to promote ONP practice at
the fullest extent of licensure and across various
settings should be prioritized. Resources must be
devoted to education, onboarding, and retention
to integrate and retain ONPs as leaders of the
interprofessional team.
✔
OCTOBER 2018, VOL. 22 NO. 5 CLINICAL JOURNAL OF
ONCOLOGY NURSING 517CJON.ONS.ORG

CJON.ONS.ORG
This report recognizes the importance of nursing in achieving
the goals of the Affordable Care Act (ACA), including
expanding
access, shifting care delivery from treatment to prevention,
improving healthcare quality and safety, providing culturally
competent healthcare to vulnerable populations, reducing costs,
and improving healthcare efficiency and delivery by using
health-
care information technology (U.S. Department of Health and
Human Services [USDHHS], 2018).
As APRNs, nurse practitioners (NPs) are healthcare providers
who are well poised to meet these goals, with a growing number
of NPs annually entering practice. According to data provided
by
the AANP, the number of certified NPs has significantly
increased
since the ACA was passed into law, with more than 248,000
currently certified NPs (AANP, n.d., 2018a) (see Table 1); how-
ever, the number practicing in oncology in the United States is
unknown (Coombs, Hunt, & Cataldo, 2016) because no central-
ized licensing or registration pathway exists for ONP practice.
As the landscape of healthcare changes, there is an increased
need for NPs to obtain further education and emerge as health-
care leaders. NP students have options related to which degree
to pursue, including a Master of Science in Nursing or a Doctor
of Nursing Practice (DNP). NPs must have the ability to dis-
seminate research and clinical information to improve health
outcomes, leading to a better understanding of healthcare man-
agement (American Association of Colleges of Nursing
[AACN],

2015; National Organization of Nurse Practitioner Faculties
[NONPF], 2016). For these reasons, it is recommended that all
NPs obtain a DNP as the entry-level educational preparation for
practice (AACN, 2015; NONPF, 2016).
Several challenges face the nursing profession in providing
education for nurses pursuing advanced degrees. These include
the difficulty in meeting educational needs for the number of
people seeking advanced nursing degrees, a national nursing
faculty shortage, and a lack of available clinical placement sites
and preceptors. These educational problems have the potential
to create an unstable environment for future NPs (AACN, 2015;
Fitzgerald, Kantrowitz-Gordon, Katz, & Hirsch, 2012).
As of 2017, the United States had 373 NP academic programs
(Fang, Li, Stauffer, & Trautman, 2016) that educate NPs to care
for at least one age-specific population. Subspecialty programs,
such as oncology, are uncommon in graduate NP programs, and
the majority of ONPs do not attend a program with a formal
oncology concentration. A survey conducted by the Oncology
Nursing Society (ONS) reported that only 16% of NPs had com-
pleted a program with a primary focus in oncology (Nevidjon et
al., 2010). To that point, most NPs achieve oncology expertise
by
means of on-the-job training by physician or NP colleagues, or
by
independent study (Hollis & McMenamin, 2014).
Traditional ONP orientation typically involves an assigned
preceptor who observes and mentors the clinical practice of
the NP, with or without prepared classroom instruction, most
commonly over a three- to six-month period. This is insufficient
for the NP new to the oncology setting. Additional education
is needed to enhance the skills and knowledge required to
provide care to the patient with cancer and his or her family

members/caregivers (Nevidjon et al., 2010; Rosenzweig et al.,
2012). Therefore, incorporating ongoing oncology education
for months following the ONP orientation is necessary for
individual healthcare facilities. During an orientation period,
the goal for the ONP is to provide safe, quality care to patients
in a supportive practice environment. In an environment of
healthcare complexity, ONPs benefit from a comprehensive ori-
entation that is the foundation of professional job satisfaction
and retention (Barnes, 2015).
In a study by Rosenzweig et al. (2012), 164 ONPs responded
to a survey about their knowledge and skills as they entered
oncology practice. Seventy-eight percent reported that they
were
not at all or just somewhat prepared for clinical issues, partic-
ularly chemotherapy and biotherapy competencies. It was also
reported that 61% were not at all prepared or only somewhat
pre-
pared to recognize and manage medication toxicities. In
addition,
70% reported being somewhat prepared or not at all prepared
to care for patients with oncologic emergencies. The results of
this study are indicative of significant changes in preparation
and
mentoring as ONPs begin practice in an oncology setting.
Technology and online programs are effective teaching
methods to bridge the gap when training new ONPs. The ONP
Web Education Resource (Onc-PoWER) was developed with
funding from the National Cancer Institute (NCI) for NPs new
to the oncology setting (Hoffmann, Klein, & Rosenzweig,
2017).
Simulation is another teaching method that is particularly useful
when learning to perform clinical procedures (AACN, 2017;
FIGURE 1.

PRACTICE ENVIRONMENT FOR NURSE
PRACTITIONERS BY STATE OR TERRITORY
RESTRICTED PRACTICE
California, Florida, Georgia, Massachusetts, Michigan,
Missouri, North
Carolina, Oklahoma, South Carolina, Tennessee, Texas, and
Virginia
REDUCED PRACTICE
Alabama, American Samoa, Arkansas, Delaware, Illinois,
Indiana, Kansas,
Kentucky, Louisiana, Mississippi, New Jersey, New York, Ohio,
Pennsylvania,
Puerto Rico, Utah, U.S. Virgin Islands, West Virginia, and
Wisconsin
FULL PRACTICE
Alaska, Arizona, Colorado, Connecticut, District of Columbia,
Guam, Hawaii,
Idaho, Iowa, Maine, Maryland, Minnesota, Montana, Nebraska,
Nevada, New
Hampshire, New Mexico, North Dakota, Northern Mariana
Islands, Oregon,
Rhode Island, South Dakota, Vermont, Washington, and
Wyoming

Note. Based on information from American Association of
Nurse Practitioners, 2018b.
ONCOLOGY NURSE PRACTITIONER ROLE
CJON.ONS.ORG
Fitzgerald et al., 2012; Merchant, 2012; National Council of
State
Boards of Nursing [NCSBN], 2014).
Equally as important in the process of educating newly hired
ONPs is identifying and supporting ONP preceptors specialized
in the field of oncology (Bazzell, Jones, Dains, & Champion,
2017). In addition to developing clinical skills and knowledge,
new ONPs also require mentoring in the areas of professional
collegiality and confidence building when communicating with
patients and colleagues. These objectives are best achieved by
NP
preceptors rather than physician colleagues (Rosenzweig et al.,
2012). For an effective preceptor to best educate and mentor a
newly hired ONP, the preceptor needs training and support.
Educating and training a successful ONP workforce is a
collaborative effort that involves academic institutions, health-
care facilities, professional organizations, and individual ONPs.
Learning is a lifelong process that is essential to provide
effective
care to patients with cancer. The overall goal is to prepare
ONPs

to practice as independent providers in a collaborative clinical
setting that provides safe, quality, and compassionate care to
people with cancer (Fitzgerald et al., 2012; LeFlore & Thomas,
2016).
Licensure
Congruent with the IOM’s (2011) Future of Nursing report,
there
is movement at the state level to seek alignment and unifor-
mity in licensure for all APRN roles: NPs, nurse midwives,
nurse
anesthetists, and clinical nurse specialists (CNSs) across six
pop-
ulation foci through the APRN consensus model (NCSBN, 2008)
(see Figure 2). Endorsed by ONS and the Oncology Nursing
Certification Corporation (ONCC), this model was developed
through work by the NCSBN APRN Advisory Committee and
the
APRN Consensus Work Group. It is aimed at assisting
healthcare
providers, state and national legislative bodies, and the general
public to better understand the role of the APRN and provide
uni-
formity in regulation (NCSBN, 2008).
Although the target date to reach consensus was December
2016, fewer than half of the states in the United States have
achieved full practice authority (NCSBN, 2018). The model
has had a major effect on creating uniformity in educational
preparation and entry to practice, which will make it easier
and more accessible for APRNs to practice and move from
state to state.
NPs who hold national certification must maintain popu-
lation focus–specific requirements for practice and renewal.

As more state practice acts adopt and comply with the APRN
consensus model, existing NPs who were trained outside those
population-specific foci (i.e., trained as an adult NP versus an
adult/gerontological NP) may find that they are grandfathered
into practice with their prior education and certification, but
will
likely be required to maintain existing licensure and certifica-
tions to be compliant, based on the requirements of their state
(NCSBN, 2010). Existing NPs practicing in specialty areas will
also most likely be required to maintain those population-
specific
requirements in addition to their specialty requirements. ONPs
must remain aware of evolving issues related to practice and
reg-
ulatory and reimbursement activities that affect practice in their
states.
Another issue affecting licensure is continuing education
(CE). Maintenance of certification, CE credits, and practice
port-
folios may assist ONPs in documenting continuing competence.
With evolving technology, maintaining records of such
activities
for purposes of licensure, certification, and credentialing may
become less cumbersome for practitioners.
Certification
ONPs possess highly specialized knowledge and skills to
function
optimally in their roles across the disease spectrum. In addition
to certification in both the role of the NP and specific popula-
tion foci, ONPs are encouraged to seek specialty certification
TABLE 1.
NUMBER OF CERTIFIED NURSE PRACTITIONERS

(NPs) IN THE UNITED STATES
YEAR CERTIFIED NPs
1979 15,000
1983 24,000
1999 68,300
2004 106,000
2009 130,000
2014 192,000
2017 234,000
2018 248,000
Note. Based on information from American Association of NPs,
2018a.
“Only 16% of nurse
practitioners had
completed a program
with a primary focus
in oncology.”
CJON.ONS.ORG

to validate their knowledge in the oncology specialty. Oncology
nursing certification through ONCC provides validation of the
specialized knowledge and experience required for competent
performance and meets rigorous national standards that are reli-
able and legally defensible measurements of oncology nursing
knowledge (ONS, 2017). The role of ONPs continues to evolve
with microcredentialing and badging emerging as innovative
ways to ensure specialty-specific knowledge.
Credentialing and Privileging
Credentialing is the process of obtaining, verifying, and assess-
ing the qualifications of a practitioner to provide care or
services
(Joint Commission, n.d.). Documentation of credentials includes
verification of licensure, education, certification(s), and clinical
experience to function in a role. In addition, clinical privileging
is a process by which organization(s) authorize NPs to perform
a specific scope of services based on the evaluation of skills and
competence to perform said skills. NPs may apply for privileges
within their scope of practice defined by their state practice act.
Privileges, such as writing orders for chemotherapy and
perform-
ing oncology-related procedures, such as bone marrow biopsy,
may require direct or indirect supervision by the physician,
pending scope of practice at the state and institutional levels. In
addition to the period of focused professional practice (obser-
vation of competent performance), privileges require ongoing
evaluation of competence (Holley, 2016).
ONPs may practice in a variety of inpatient and outpatient
oncology settings. Clearly delineated privileges are necessary to
define the practice parameters of the NP and should encompass
all potential practice settings for those ONPs who practice

across
sites within an organization. Beyond validating qualifications
and evaluating competency of the NP, credentialing and privi-
leging help to promote the provision of safe care for the patient
(Kleinpell, Hravnak, Hinch, & Llewellyn, 2008).
Professional Growth and Development
The importance of lifelong learning continues as treatment
options and technology evolve. ONS conducted a member
survey
of NPs in 2017, with 491 respondents. The survey revealed
chang-
ing practice needs and challenges related to professional
practice.
Results showed that CE was obtained by attending conferences,
reading journals and online activities, participating in tumor
boards/grand rounds, and enrolling in academic courses (ONS,
2017). Respondents recommended including more NP-focused
FIGURE 2.
APRN CONSENSUS MODEL
APRN—advanced practice RN
Note. From “Consensus Model for APRN Regulation: Licensure,
Accreditation, Certification, and Education,” by the National
Council of State Boards of Nursing, 2008, p. 10. Retrieved
from
https://www.ncsbn.org/Consensus_Model_for_APRN_Regulatio
n_July_2008.pdf. Copyright 2008 by National Council of State
Boards of Nursing. Reprinted with permission.
APRN SPECIALTIES
Focus of practice beyond role and population focus linked

to healthcare needs; examples include, but are not limited to,
oncology, older adults, orthopedics, nephrology,
and palliative care.
Family/individual
across lifespan
Adult
gerontology
Neonatal Pediatrics
Women’s health
gender related
Psychiatric
mental health
Nurse
anesthetist
Nurse
midwife
Clinical nurse
specialist
Nurse

practitioner
APRN ROLES
Licensure occurs at levels of role and population foci.
POPULATION FOCI
CJON.ONS.ORG
content in ONS journals, specifically offerings that include
phar-
macology content, and at conferences.
Each state regulates and mandates the number and timing of
CE requirements for its NPs. Most, but not all, require NPs to
complete a minimum number of CE hours. Many certifications
also require a minimum number of contact hours, with some
requiring specific contact hours in defined practice populations
and topics, such as pharmacology or individual learning needs
assessment (ILNA) subject areas (American Academy of Nurse
Practitioners [AANP] Certification Board, 2018; American
Nurses
Credentialing Center [ANCC], 2016; ONCC, 2018).
ONS provides CE specifically for NPs through a variety of
means discussed in more depth later in this article. The
Advanced
Practitioner Society for Hematology and Oncology offers edu-

cation through regional lectures, national conferences, and its
journal (Journal of the Advanced Practitioner in Oncology). The
American Society of Clinical Oncology (ASCO) offers courses
through the ASCO University Advanced Practitioner Certificate
Program. This program offers CE credits through a series of
three
oncology programs, covering topics related to symptom man-
agement, treatment, and supportive care: Oncology Basics 101,
Oncology Basics 102, and Advanced 201.
Certain barriers hinder ONPs from staying current with CE.
These include work/life demands, cost, and access. In addition,
provider schedules can vary and be hectic, limiting time for
ONPs
to access CE. Some CE is free, whereas others are accessible for
a fee that may be reimbursable by employers. Time and cost
may limit travel to conferences for CE, with many institutions
reducing the amount of financial support provided for educa-
tional activities.
ONS Resources
ONS has been a supportive source for the practice and profes-
sional development of APRNs, including ONPs.
ɐ The Standards of Oncology Nursing Education: Generalist
and Advanced Practice Levels was published in 1989, and the
Standards of Advanced Practice in Oncology Nursing was pub-
lished in 1990.
ɐ A special interest group for ONPs began in 1990 and is now
presented online as the NP community.
ɐ ONP competencies were first published in 2004, then revised
with the second edition released in 2007 (ONS, 2007). These
are being updated as part of a larger project to update the

Standards and Scope of Practice for APRNs to reflect current
specialty practice in oncology.
ɐ A role delineation study (RDS) to determine the key knowl-
edge and skills ONPs possess was conducted by ONCC in 1993
and informed the first Advanced Oncology Certified Nurse
(AOCN®) certification in 1995. An RDS for oncology APRNs
was repeated in 2005, with the determination made to split
the AOCN® certification into two areas: one for the advanced
oncology certified nurse practitioner (AOCNP®) and another
for the advanced oncology certified clinical nurse special-
ist (AOCNS®). A repeat RDS for the AOCNP® examination
occurred in May 2018.
ɐ ONS publishes multiple resources for ONPs (see Figure 3),
including two books specifically tailored for their practice:
the Clinical Manual for Oncology Advanced Practice Nurse
and the Advanced Oncology Nursing Certification Review and
Resource Manual.
ɐ The Clinical Journal of Oncology Nursing (CJON) and the
Oncology Nursing Forum publish articles with content relevant
to ONP practice. CJON and the ONS Voice have columns dedi-
cated to advanced practice in each issue.
ɐ ONS offers five courses that are specifically created for
ONPs
and that can be taken individually or bundled together in
preparation for the AOCNP® examination. These include
topics related to prevention and diagnosis, professional prac-
tice, quality of life, symptom management, and treatment.
ONS also offers two courses designed to provide ONPs, CNSs,
FIGURE 3.
ONCOLOGY NURSING SOCIETY RESOURCES

FOR ONCOLOGY NURSE PRACTITIONERS
CERTIFICATION
AOCNP® certification
ɔ https://bit.ly/2N6J08Q
AOCNP® certification review bundle (five courses)
ɔ https://bit.ly/2LbEnbP
Advanced Oncology Nursing Certification Review and Resource
Manual
ɔ https://bit.ly/1RliyYR
GENERAL
Resources for oncology advanced practice RNs
ɔ https://bit.ly/2Pp1HFZ
ONLINE
Nurse practitioner online community
ɔ https://bit.ly/2BsZ2sa
Post-Master’s Foundation in Cancer Care online course
ɔ https://bit.ly/2Lekl0k
Post-Master’s Foundation in Hematology online course
ɔ https://bit.ly/2BoshMw

PUBLICATIONS
Clinical Manual for Oncology Advanced Practice Nurse (3rd
ed.)
ɔ https://bit.ly/2OQe5Of
Oncology Nurse Practitioner Core Competencies
ɔ https://bit.ly/2Lek5yo
Statement on the Scope and Standards of Oncology Nursing
Practice:
Generalist and Advanced Practice
ɔ https://bit.ly/2MnOsI6
CJON.ONS.ORG
IMPLICATIONS FOR PRACTICE
ɔ Prioritize efforts to promote oncology nurse practitioner
(ONP)
practice at the fullest extent of their licensure and across
various
settings throughout the cancer care continuum to maximize the

delivery of care for patients with cancer.
ɔ Educate and train the ONP workforce through a collaborative
effort
involving academic institutions, healthcare facilities,
professional
organizations, and individual ONPs.
ɔ Advocate for ONPs to be recognized as important members of
the
interprofessional team, who contribute to quality of patient care
in
institutions across the country and in legislative offices at the
state
and national levels.
and physician assistants with limited or no oncology experi-
ence with core knowledge needed to care for patients with
cancer and hematologic disorders: Post-Master’s Foundation
in Cancer Care and Post-Master’s Foundation in Hematology.
ɐ A dedicated advanced practice track at ONS Congress fea-
tures sessions with higher-level education on treatments and
treatment-related side effects, genetics and genomics, ONP-
run clinics, and opioids in cancer care. In 2018, a pre-Congress
workshop was added specifically for clinical skills for ONPs.
Knowing that not all ONPs can attend Congress, ONS began
live streaming and archiving the APRN-dedicated sessions in
2017 to allow ONPs to watch remotely at their convenience.
ɐ In addition, all ONS Congress sessions are coded for ILNA
points so certified APRNs can get CE needed to maintain

AOCNP® certification.
In December 2017, the ONS NP Summit was held to further
explore the issues confronted by ONPs. At the summit, 13 ONS
NP
members and 8 ONS staff members (see Figure 4) met to deter-
mine the needs of ONS members who practice as NPs in cancer
care settings, assess the current ONS resources, and plan for the
development of resources, partnerships, and products to meet
the
clinical needs of ONPs in cancer care settings.
Recommendations
by the participants will direct the development of resources and
policies to address the identified needs of ONPs.
Advocacy
ONPs are key to improving the quality of care for patients with
cancer through advocacy, both within their institutions and in
legislative offices at the state and national levels. ONS’s Center
for Advocacy and Health Policy held a policy summit (Policy
Barriers and Opportunities to NPs in Oncology) in April 2018,
in Washington, DC. The summit brought together more than 50
healthcare experts, ONPs, advocates, industry leaders, and
patient
groups. Sessions featured speakers from federal agencies,
includ-
ing the Centers for Medicare and Medicaid Services as well as
AANP and NCI. The panels discussed topics such as the
variability
in NP scope of practice by state and institution, the
contributions
of NPs to primary and oncology care, concerns about reimburse-
ment for services, and the disparate availability of cancer care
in
rural and underserved populations that affects cancer outcomes.

The findings from the policy summit reinforced the need to edu-
cate the public and policymakers about the role and
contributions
of NPs to affordable, accessible, and quality cancer care.
Conclusion
As the need for cancer care in the United States continues to
grow
with advances in treatment options, aging of the population,
changing workforce demographics, and new cancer care deliv-
ery models, ONPs will be integral to the delivery of high-
quality
care. Efforts to promote their practice at the fullest extent of the
license and across various cancer care settings are imperative.
Resources should be devoted to ONP education, onboarding,
and
retention to ensure that they not only are able to effectively
inte-
grate themselves into the healthcare system, but also establish
themselves as leaders of the interprofessional team. ONS has
led
efforts to support and promote ONP practice and remains com-
mitted to the growth of the profession.
Heather Mackey, MSN, RN, ANP-BC, AOCN®, is a nurse
practitioner (NP) of cancer
prevention and wellness and a manager of cancer support
services at the Derrick
L. Davis Forsyth Regional Cancer Center in Winston-Salem,
NC; Kimberly Noonan,
FIGURE 4.
ONCOLOGY NURSING SOCIETY NURSE

PRACTITIONER SUMMIT PARTICIPANTS
NURSE PRACTITIONER EXPERTS
ɔ F. Diane Barber, PhD, APRN, ANP-BC, AOCNP®
ɔ Aaron Begue, MS, RN, FNP
ɔ Mary W. Dunn, RN, MSN, OCN®, NP-C
ɔ Heather T. Mackey, MSN, RN, ANP-BC, AOCN®
ɔ Marcia Mickle, RN, MSN, ACNP, AOCN®
ɔ Kimberly Noonan, DNP, RN, ANP-BC, AOCN®
ɔ Anna Kate Owens, MSN, RN, FNP-BC
ɔ Jennie Petruney, MSN, RN, ANP
ɔ Margaret Rosenzweig, PhD, CRNP-C, AOCNP®, FAAN
ɔ Jeanie Rosiak, DNP, RN, ANP-BC, AOCNP®, CBCN®
ɔ Marybeth Singer, MS, ANP-BC, AOCN®, ACHPN®
ɔ Tamika Turner, DNP, NP-C, AOCNP®
ɔ Renae Vaughn, MSN, ANP-C, AOCNP®
ONS STAFF MEMBERS
ɔ Lori Brown, MBA
ɔ Michele Galioto, RN, MSN

ɔ Kris LeFebvre, MSN, RN, AOCN®
ɔ Nicole Lininger, BS
ɔ Cyndi Miller-Murphy, RN, MSN, CAE, FAAN
ɔ Brenda Nevidjon, MSN, RN, FAAN
ɔ Lisa Kennedy Sheldon, PhD, APRN, AOCNP®, FAAN
ɔ Linda Worrall, RN, MSN
DNP, RN, ANP-BC, AOCN®, is an NP at the Dana-Farber
Cancer Institute in Boston,
MA; Lisa Kennedy Sheldon, PhD, APRN, AOCNP®, FAAN, is
the chief clinical officer
at the Oncology Nursing Society in Pittsburgh, PA; Marybeth
Singer, MS, ANP-BC,
AOCN®, ACHPN®, is an NP at Tufts Medical Center in
Boston; and Tamika Turner,
DNP, NP-C, AOCNP®, is the director of cancer survivorship at
Community Health

Network in Indianapolis, IN. Mackey can be reached at
[email protected], with
copy to [email protected] (Submitted May 2018. Accepted July
9, 2018.)
The authors take full responsibility for this content. Mackey is
an independent contractor for the
Oncology Nursing Society and a director-at-large for the ONS
Board of Directors, and has received
additional support from the ONS Foundation and Elseiver.
Sheldon has received support from the
American Cancer Society. Singer previously served as the
Oncology Nursing Certification Cor-
poration board president. Turner has previously consulted for
MJH Associates and has served on
speakers bureaus for the Aplastic Anemia and MDS
International Foundation. The article has been
reviewed by independent peer reviewers to ensure that it is
objective and free from bias.
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CNE ACTIVITY
EARN 0.5 CONTACT HOURS
ONS members can earn free CNE for reading this article and
completing
an evaluation online. To do so, visit cjon.ons.org/cne to link to
this article
and then access its evaluation link after logging in.
Certified nurses can claim no more than 0.5 total ILNA points
for this
program. Up to 0.5 ILNA points may be applied to Professional
Practice.
See www.oncc.org for complete details on certification.

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