The document outlines the development of core nursing competencies in Massachusetts to establish a seamless progression through all levels of nursing education and transition nurses into practice settings. A working group composed of nursing educators and leaders developed competencies based on a review of other state and national standards. The competencies are intended to serve as a framework for a competency-based nursing education model. Feedback is being sought from nursing faculty and practitioners to refine the competencies.
2012 NATIONAL NURSING CORE COMPETENCY STANDARDSHanna Olvido
The document outlines the 2012 National Nursing Core Competency Standards in the Philippines. It discusses the roles of entry-level nurses including client care, leadership/management, and research. For client care, it details 5 responsibilities and corresponding performance indicators. It also outlines responsibilities and indicators for the leadership/management and research roles. The standards were developed through 10 phases including validation studies and a public hearing. They provide a framework for nursing education, licensure exams, and practice standards in the Philippines.
1. Nursing is gaining recognition as a profession based on established criteria including a well-defined body of knowledge, strong service orientation, recognized authority, code of ethics, professional standards and ongoing research.
2. The document discusses the history and development of nursing as a profession according to Flexner's (1916) and other scholars' criteria for what constitutes a profession.
3. Key aspects that demonstrate nursing's professionalization include its application of specialized knowledge to vital human services, function with autonomy in professional policy and control, and ability to attract dedicated practitioners committed to service over personal gain.
This document outlines key topics related to nursing theory including definitions, historical perspectives, terminology used in theory development, types of nursing theories, a framework for analyzing theories, and the significance of nursing theories. It discusses nursing as both a discipline and a profession. Nursing theories are important as they provide frameworks to structure curriculum and guide nursing practice. Theories also contribute to the development of nursing science and help establish nursing as a true profession. Major nursing theorists like Nightingale, Henderson, Abdellah, and Orem are also briefly discussed.
The document discusses several key concepts in nursing theory, including definitions of theory, concepts, models, and propositions. It also discusses the importance of nursing theory in describing, predicting, and explaining nursing phenomena. Several nursing theorists and their theories are summarized, including Nightingale's Environmental Theory, Peplau's Interpersonal Relations Theory, Abdellah's Concept of 21 Nursing Problems, and Johnson's Behavioral Systems Model. The document provides an overview of foundational concepts and elements of nursing theory.
Florence Nightingale developed an environmental theory of nursing in the 1850s based on her experiences as a nurse in the Crimean War. She believed the environment, including factors like ventilation, light, noise, and cleanliness, was a major influence on health and the healing process. According to Nightingale's theory, nurses should manipulate the physical, psychological, and social environment to support a patient's natural healing abilities. By optimizing all aspects of the environment, the nurse facilitates recovery and helps the patient regain their health. Nightingale's theory emphasized the role of environment in nursing and laid the foundation for modern holistic nursing practice.
1) The document summarizes Myra Levine's Conservation Theory, including biographical details of Levine and descriptions of the foundations, components, and principles of the theory.
2) The theory focuses on adaptation, conservation of energy, structure, personal integrity, and social integrity to maintain wholeness.
3) The components include adaptation, conservation, wholeness, and the relationships between health, person, environment, and nursing.
The document discusses various patterns of nursing care delivery systems used in India. It defines nursing care delivery as combining nursing services to meet patient needs across care settings. The key elements include clinical decision making, work allocation, communication, and management. Traditional methods like case method, functional method, and team method are explained along with their advantages and disadvantages. Advanced methods like case management, critical pathways, and primary nursing are also summarized. Factors influencing nursing care delivery systems are organizational policies, staffing, education, budgets, and patient needs.
Communication
A. Process of Communication
B. Methods of Communication
C. Influence of Communication
D. Communication with Health Care Team
E. Therapeutic vs. Non-therapeutic Communication
F. Nurse-Client Communication
2012 NATIONAL NURSING CORE COMPETENCY STANDARDSHanna Olvido
The document outlines the 2012 National Nursing Core Competency Standards in the Philippines. It discusses the roles of entry-level nurses including client care, leadership/management, and research. For client care, it details 5 responsibilities and corresponding performance indicators. It also outlines responsibilities and indicators for the leadership/management and research roles. The standards were developed through 10 phases including validation studies and a public hearing. They provide a framework for nursing education, licensure exams, and practice standards in the Philippines.
1. Nursing is gaining recognition as a profession based on established criteria including a well-defined body of knowledge, strong service orientation, recognized authority, code of ethics, professional standards and ongoing research.
2. The document discusses the history and development of nursing as a profession according to Flexner's (1916) and other scholars' criteria for what constitutes a profession.
3. Key aspects that demonstrate nursing's professionalization include its application of specialized knowledge to vital human services, function with autonomy in professional policy and control, and ability to attract dedicated practitioners committed to service over personal gain.
This document outlines key topics related to nursing theory including definitions, historical perspectives, terminology used in theory development, types of nursing theories, a framework for analyzing theories, and the significance of nursing theories. It discusses nursing as both a discipline and a profession. Nursing theories are important as they provide frameworks to structure curriculum and guide nursing practice. Theories also contribute to the development of nursing science and help establish nursing as a true profession. Major nursing theorists like Nightingale, Henderson, Abdellah, and Orem are also briefly discussed.
The document discusses several key concepts in nursing theory, including definitions of theory, concepts, models, and propositions. It also discusses the importance of nursing theory in describing, predicting, and explaining nursing phenomena. Several nursing theorists and their theories are summarized, including Nightingale's Environmental Theory, Peplau's Interpersonal Relations Theory, Abdellah's Concept of 21 Nursing Problems, and Johnson's Behavioral Systems Model. The document provides an overview of foundational concepts and elements of nursing theory.
Florence Nightingale developed an environmental theory of nursing in the 1850s based on her experiences as a nurse in the Crimean War. She believed the environment, including factors like ventilation, light, noise, and cleanliness, was a major influence on health and the healing process. According to Nightingale's theory, nurses should manipulate the physical, psychological, and social environment to support a patient's natural healing abilities. By optimizing all aspects of the environment, the nurse facilitates recovery and helps the patient regain their health. Nightingale's theory emphasized the role of environment in nursing and laid the foundation for modern holistic nursing practice.
1) The document summarizes Myra Levine's Conservation Theory, including biographical details of Levine and descriptions of the foundations, components, and principles of the theory.
2) The theory focuses on adaptation, conservation of energy, structure, personal integrity, and social integrity to maintain wholeness.
3) The components include adaptation, conservation, wholeness, and the relationships between health, person, environment, and nursing.
The document discusses various patterns of nursing care delivery systems used in India. It defines nursing care delivery as combining nursing services to meet patient needs across care settings. The key elements include clinical decision making, work allocation, communication, and management. Traditional methods like case method, functional method, and team method are explained along with their advantages and disadvantages. Advanced methods like case management, critical pathways, and primary nursing are also summarized. Factors influencing nursing care delivery systems are organizational policies, staffing, education, budgets, and patient needs.
Communication
A. Process of Communication
B. Methods of Communication
C. Influence of Communication
D. Communication with Health Care Team
E. Therapeutic vs. Non-therapeutic Communication
F. Nurse-Client Communication
The document outlines different methods for organizing patient care delivery, including traditional methods like total patient care, functional nursing, team nursing, modular nursing, and primary nursing. It also discusses more advanced integrated models like case management, practice partnerships, critical pathways, and differentiated practice. The goal is to define these methods, compare their advantages and disadvantages, and provide guidance on selecting the most appropriate model based on organizational goals and patient population.
The document discusses the key concepts of community health nursing including defining a community, health, and nursing; it describes the focus, clients, scope, and skills of community health nursing; and it explains the nursing process used in community health nursing from assessment of communities, families, and individuals to planning, implementation, and evaluation of care.
Virginia Henderson graduated from nursing school in 1921 and received her BS and MA in nursing education. She published the first definition of nursing in 1955 as assisting patients with activities to maintain health or achieve a peaceful death. Henderson identified 14 basic human needs including breathing, eating, eliminating waste, and worship. She viewed nursing as helping patients achieve independence by meeting these needs through a scientific problem-solving approach while considering the person's biological, psychological, social, and spiritual characteristics as well as their environment and health status.
The document discusses the evaluation phase of the nursing process. It defines evaluation as comparing a patient's responses to predetermined goals and outcomes. The nurse evaluates whether expected outcomes were met, not just if interventions were done. Key aspects of evaluation include collecting and interpreting data, comparing outcomes to goals, documenting findings, and revising the care plan if needed. The evaluation determines if care was effective and ensures continuous good patient outcomes.
FUNDAMENTALS OF NURSING: unit IV:communication and nurse patient relationship.
Part 1 includes: Communication levels, elements, process, factors influencing communication, methods of effective communication, rapport buliding, attending skills, empathy and barriers to nursing communication.
hour distributed: 4 hours
The document provides an overview of several nursing theories and their application in nursing process. It discusses Lydia Hall's core-care-cure model which focuses on care, core development of self-identity, and cure of disease. It also summarizes Betty Neuman's systems model which views the client as an open system affected by stressors and the environment. Further, it explains Hildegarde Peplau's theory of interpersonal relations and the four phases of the nurse-patient relationship. Lastly, it discusses Faye Abdellah's 21 nursing problems categorized into physiological, safety, belonging and esteem needs that can be assessed and addressed in nursing care. The theories provide frameworks for holistic assessment, planning, implementation
This document contains a 65-item pre-final exam on community health nursing concepts. The exam covers various situations related to CHN including the community as an integral part of society, CHN theories and major concepts, CHN principles, responsibilities of the CHN, application of CHN concepts and processes, health promotion, disease prevention, and community participation. The exam questions require understanding of key CHN terminology, roles, processes, and best practices.
This document provides an overview of a presentation on family health nursing. It discusses key concepts such as the definition of family health nursing, objectives and principles of family health nursing, the family health nursing process, family assessment approaches, and methods of data collection in family health nursing assessments. The presentation covers terminology, advantages and disadvantages of family health nursing, and the family-centered nursing approach of viewing the family as context, client, system, and part of society.
The team leader is responsible for:
- Assigning duties and responsibilities to team members
- Coordinating patient care activities
- Ensuring continuity of care
- Conducting team conferences to discuss patient care plans
- Communicating with physicians and other healthcare professionals
- Providing guidance, supervision and teaching to other team members
The goal is for the team to work collaboratively to deliver holistic patient care.
This document outlines a nursing competency program with the objectives of demonstrating continued competence through structured assessment, setting minimum clinical performance standards, and ensuring all nursing staff's competencies are evaluated. It defines competency, outlines the competency process including mandatory orientations and annual evaluations, and lists examples of infection control, medication administration, and patient assessment competencies. Responsibilities of the Director of Nursing, Nursing Supervisors, Nurse Educators, Head Nurses, Preceptors and Nursing Staff are provided.
This document provides an overview of Dorothea Orem's Self-Care Deficit Theory of Nursing. It introduces Orem as the theorist and discusses the main concepts of her theory, including self-care, self-care agency, self-care requisites, and nursing systems. The theory posits that nursing is needed when there is a deficit between what an individual can do for self-care and what needs to be done. The document then provides an example application of Orem's theory to a case study of a patient with rheumatoid arthritis, identifying her self-care deficits, nursing diagnosis, goals, and care plan.
This deals with the application of the concepts, principles, theories and methods of developing nursing leaders and managers in the hospital and community-based settings.
CRITICAL PATHWAY FOR NURSING ADMINISTRATION.VIKRANT KULTHE
Respected,
all Administration and Nursing Management student its very helpful for a critical planing and critical care plan for the patients those who are hospitalize. The critical pathway means a plan of care to the patients or plan for project. I hope its helpful for all student.
thanking you!!!!!!!
The document discusses factors that influence nursing staffing needs such as patient acuity levels and characteristics of the nursing team. It outlines a patient classification system to determine nursing care hours required based on patients' needs. A staffing formula is presented as an example to calculate the number of nursing personnel needed based on patient volume and nursing hours per patient at different acuity levels. Shift distributions and types of scheduling models are also reviewed.
This document discusses several topics related to nursing including autonomy, accountability, assertiveness, and visibility.
Autonomy refers to a nurse's independence and right to make decisions regarding patient care. Accountability means nurses are responsible for their actions and accepting consequences. Assertiveness is communicating confidently without aggression. Visibility refers to how nursing is perceived by the public and other disciplines.
The document outlines definitions, benefits, and challenges for each topic. For autonomy, professional autonomy can lead to job satisfaction but challenges include lack of recognition from physicians. Accountability requires clarity on expectations and commitments. Assertiveness involves standing up for rights while respecting others. Factors like role definitions and hierarchies can impact nursing's visibility.
Family nursing and family health nursing processKailash Nagar
1) Family health nursing involves assessing the family as a whole unit and developing a care plan to address any health needs or issues identified. The nursing process of assessment, diagnosis, planning, implementation and evaluation is used to provide family-centered care.
2) Key aspects of family health nursing assessment include collecting data on family structure, relationships, health history and environmental factors to understand the family's needs.
3) The goals of family health nursing are to optimize the health and functioning of both individual family members and the family unit as a whole.
A safe nurse; a safe patient; a safe workplace, a safe professionNursing Path
This document discusses nursing as a profession and what constitutes a safe profession. It provides a history of nursing, noting that Florence Nightingale helped establish it as a respectable profession in the 19th century. It discusses criteria for a profession, including competence, regulation, education/theory, research, codes of ethics, autonomy, and professional associations. While nursing meets some criteria, it is debated if it fully qualifies as a profession. The document outlines features of a safe profession, including being client-focused, outcomes-oriented, and providing leadership and advocacy. It emphasizes the importance of nurses displaying professionalism both on and off the job.
The nursing process is a systematic problem-solving approach used by nurses to provide care. It involves five steps: assessment, diagnosis, planning, implementation, and evaluation. Assessment involves continuously collecting and organizing data through various methods like observation, interviews, and physical exams. This data is then validated and documented before moving to the diagnosis step to identify any health problems or needs.
The document discusses factors that affect staffing and duty scheduling in nursing. It outlines 12 factors that must be considered when determining staffing needs, including patient acuity, characteristics of nursing staff, standards of care, and work schedules. It also describes different levels of patient care classification from minimal to highly specialized care. Using a sample staffing formula, it demonstrates how to calculate the number of nursing personnel needed based on patient census and levels of care. Key aspects of an effective scheduling system include meeting unit needs, fairness to staff, stability, and flexibility.
Martha Rogers presented her Science of Unitary Human Beings theory, which views humans and their environment as a unified energy field. The theory has five assumptions including that humans and environments continuously exchange energy. It also has four major concepts: energy field, openness, pattern, and pan-dimensionality. The theory's three homeodynamic principles are resonancy, helicy, and integrality. Rogers' theory emphasizes viewing patients holistically as a unified being that cannot be separated from their environment.
Competency Standards Of Nursing Practice In The Philippinesshuomamay
This document outlines the competency standards for nursing practice in the Philippines. It lists 10 key standards: safe and quality nursing care, management of resources and environment, health education, legal responsibility, ethico-moral responsibility, personal and professional development, quality improvement, research, record management, and communication, collaboration and teamwork. It then provides more details on the scope of the community health nursing test, covering areas like principles of CHN, levels of care, health care delivery systems, and population-based nursing services.
This document discusses nursing standards and the development and importance of standards for nursing education programs. It begins by defining what standards are and their importance in nursing. It then discusses the key elements that must be addressed in nursing standards, including qualifications for nurses, nursing practice, patients, settings, and evaluation methods. The document also covers principles of standards development, frameworks, characteristics, sources, and classification of standards. Finally, it provides details on the specific standards that should be addressed for nursing education programs, including approval processes, reviews, compliance, and denial or withdrawal of approval.
The document outlines different methods for organizing patient care delivery, including traditional methods like total patient care, functional nursing, team nursing, modular nursing, and primary nursing. It also discusses more advanced integrated models like case management, practice partnerships, critical pathways, and differentiated practice. The goal is to define these methods, compare their advantages and disadvantages, and provide guidance on selecting the most appropriate model based on organizational goals and patient population.
The document discusses the key concepts of community health nursing including defining a community, health, and nursing; it describes the focus, clients, scope, and skills of community health nursing; and it explains the nursing process used in community health nursing from assessment of communities, families, and individuals to planning, implementation, and evaluation of care.
Virginia Henderson graduated from nursing school in 1921 and received her BS and MA in nursing education. She published the first definition of nursing in 1955 as assisting patients with activities to maintain health or achieve a peaceful death. Henderson identified 14 basic human needs including breathing, eating, eliminating waste, and worship. She viewed nursing as helping patients achieve independence by meeting these needs through a scientific problem-solving approach while considering the person's biological, psychological, social, and spiritual characteristics as well as their environment and health status.
The document discusses the evaluation phase of the nursing process. It defines evaluation as comparing a patient's responses to predetermined goals and outcomes. The nurse evaluates whether expected outcomes were met, not just if interventions were done. Key aspects of evaluation include collecting and interpreting data, comparing outcomes to goals, documenting findings, and revising the care plan if needed. The evaluation determines if care was effective and ensures continuous good patient outcomes.
FUNDAMENTALS OF NURSING: unit IV:communication and nurse patient relationship.
Part 1 includes: Communication levels, elements, process, factors influencing communication, methods of effective communication, rapport buliding, attending skills, empathy and barriers to nursing communication.
hour distributed: 4 hours
The document provides an overview of several nursing theories and their application in nursing process. It discusses Lydia Hall's core-care-cure model which focuses on care, core development of self-identity, and cure of disease. It also summarizes Betty Neuman's systems model which views the client as an open system affected by stressors and the environment. Further, it explains Hildegarde Peplau's theory of interpersonal relations and the four phases of the nurse-patient relationship. Lastly, it discusses Faye Abdellah's 21 nursing problems categorized into physiological, safety, belonging and esteem needs that can be assessed and addressed in nursing care. The theories provide frameworks for holistic assessment, planning, implementation
This document contains a 65-item pre-final exam on community health nursing concepts. The exam covers various situations related to CHN including the community as an integral part of society, CHN theories and major concepts, CHN principles, responsibilities of the CHN, application of CHN concepts and processes, health promotion, disease prevention, and community participation. The exam questions require understanding of key CHN terminology, roles, processes, and best practices.
This document provides an overview of a presentation on family health nursing. It discusses key concepts such as the definition of family health nursing, objectives and principles of family health nursing, the family health nursing process, family assessment approaches, and methods of data collection in family health nursing assessments. The presentation covers terminology, advantages and disadvantages of family health nursing, and the family-centered nursing approach of viewing the family as context, client, system, and part of society.
The team leader is responsible for:
- Assigning duties and responsibilities to team members
- Coordinating patient care activities
- Ensuring continuity of care
- Conducting team conferences to discuss patient care plans
- Communicating with physicians and other healthcare professionals
- Providing guidance, supervision and teaching to other team members
The goal is for the team to work collaboratively to deliver holistic patient care.
This document outlines a nursing competency program with the objectives of demonstrating continued competence through structured assessment, setting minimum clinical performance standards, and ensuring all nursing staff's competencies are evaluated. It defines competency, outlines the competency process including mandatory orientations and annual evaluations, and lists examples of infection control, medication administration, and patient assessment competencies. Responsibilities of the Director of Nursing, Nursing Supervisors, Nurse Educators, Head Nurses, Preceptors and Nursing Staff are provided.
This document provides an overview of Dorothea Orem's Self-Care Deficit Theory of Nursing. It introduces Orem as the theorist and discusses the main concepts of her theory, including self-care, self-care agency, self-care requisites, and nursing systems. The theory posits that nursing is needed when there is a deficit between what an individual can do for self-care and what needs to be done. The document then provides an example application of Orem's theory to a case study of a patient with rheumatoid arthritis, identifying her self-care deficits, nursing diagnosis, goals, and care plan.
This deals with the application of the concepts, principles, theories and methods of developing nursing leaders and managers in the hospital and community-based settings.
CRITICAL PATHWAY FOR NURSING ADMINISTRATION.VIKRANT KULTHE
Respected,
all Administration and Nursing Management student its very helpful for a critical planing and critical care plan for the patients those who are hospitalize. The critical pathway means a plan of care to the patients or plan for project. I hope its helpful for all student.
thanking you!!!!!!!
The document discusses factors that influence nursing staffing needs such as patient acuity levels and characteristics of the nursing team. It outlines a patient classification system to determine nursing care hours required based on patients' needs. A staffing formula is presented as an example to calculate the number of nursing personnel needed based on patient volume and nursing hours per patient at different acuity levels. Shift distributions and types of scheduling models are also reviewed.
This document discusses several topics related to nursing including autonomy, accountability, assertiveness, and visibility.
Autonomy refers to a nurse's independence and right to make decisions regarding patient care. Accountability means nurses are responsible for their actions and accepting consequences. Assertiveness is communicating confidently without aggression. Visibility refers to how nursing is perceived by the public and other disciplines.
The document outlines definitions, benefits, and challenges for each topic. For autonomy, professional autonomy can lead to job satisfaction but challenges include lack of recognition from physicians. Accountability requires clarity on expectations and commitments. Assertiveness involves standing up for rights while respecting others. Factors like role definitions and hierarchies can impact nursing's visibility.
Family nursing and family health nursing processKailash Nagar
1) Family health nursing involves assessing the family as a whole unit and developing a care plan to address any health needs or issues identified. The nursing process of assessment, diagnosis, planning, implementation and evaluation is used to provide family-centered care.
2) Key aspects of family health nursing assessment include collecting data on family structure, relationships, health history and environmental factors to understand the family's needs.
3) The goals of family health nursing are to optimize the health and functioning of both individual family members and the family unit as a whole.
A safe nurse; a safe patient; a safe workplace, a safe professionNursing Path
This document discusses nursing as a profession and what constitutes a safe profession. It provides a history of nursing, noting that Florence Nightingale helped establish it as a respectable profession in the 19th century. It discusses criteria for a profession, including competence, regulation, education/theory, research, codes of ethics, autonomy, and professional associations. While nursing meets some criteria, it is debated if it fully qualifies as a profession. The document outlines features of a safe profession, including being client-focused, outcomes-oriented, and providing leadership and advocacy. It emphasizes the importance of nurses displaying professionalism both on and off the job.
The nursing process is a systematic problem-solving approach used by nurses to provide care. It involves five steps: assessment, diagnosis, planning, implementation, and evaluation. Assessment involves continuously collecting and organizing data through various methods like observation, interviews, and physical exams. This data is then validated and documented before moving to the diagnosis step to identify any health problems or needs.
The document discusses factors that affect staffing and duty scheduling in nursing. It outlines 12 factors that must be considered when determining staffing needs, including patient acuity, characteristics of nursing staff, standards of care, and work schedules. It also describes different levels of patient care classification from minimal to highly specialized care. Using a sample staffing formula, it demonstrates how to calculate the number of nursing personnel needed based on patient census and levels of care. Key aspects of an effective scheduling system include meeting unit needs, fairness to staff, stability, and flexibility.
Martha Rogers presented her Science of Unitary Human Beings theory, which views humans and their environment as a unified energy field. The theory has five assumptions including that humans and environments continuously exchange energy. It also has four major concepts: energy field, openness, pattern, and pan-dimensionality. The theory's three homeodynamic principles are resonancy, helicy, and integrality. Rogers' theory emphasizes viewing patients holistically as a unified being that cannot be separated from their environment.
Competency Standards Of Nursing Practice In The Philippinesshuomamay
This document outlines the competency standards for nursing practice in the Philippines. It lists 10 key standards: safe and quality nursing care, management of resources and environment, health education, legal responsibility, ethico-moral responsibility, personal and professional development, quality improvement, research, record management, and communication, collaboration and teamwork. It then provides more details on the scope of the community health nursing test, covering areas like principles of CHN, levels of care, health care delivery systems, and population-based nursing services.
This document discusses nursing standards and the development and importance of standards for nursing education programs. It begins by defining what standards are and their importance in nursing. It then discusses the key elements that must be addressed in nursing standards, including qualifications for nurses, nursing practice, patients, settings, and evaluation methods. The document also covers principles of standards development, frameworks, characteristics, sources, and classification of standards. Finally, it provides details on the specific standards that should be addressed for nursing education programs, including approval processes, reviews, compliance, and denial or withdrawal of approval.
Professional Standards of Practice and Performancepaulthom
This document discusses the evolution of nursing as both an art and a science according to Florence Nightingale. It outlines how professional nursing organizations, such as the American Nurses Association (ANA), have defined nursing practice and established standards to guide nurses. The ANA defines nursing as protecting health, preventing illness, and advocating for patients. The ANA also established 6 standards of nursing practice and 8 standards of professional performance to define nursing responsibilities and the blending of social values with evidence-based care. The document discusses how Pardee Hospital's professional practice model aligns with the ANA's scope and standards to support the hospital's journey toward Magnet excellence.
This document provides guidance for students completing internships. It outlines the internship process, including maintaining contact with a faculty sponsor and completing a minimum number of hours. Students are advised to set goals, follow professional standards of dress and conduct, and take initiative during their internship through tasks like asking questions, offering help, networking, and keeping records. The document also addresses addressing any problems and provides contacts for career advisors.
Competencies Required For Clinical PreceptorTosca Torres
A clinical preceptor requires competencies in organization, instructional skills, enthusiasm, knowledge, clinical supervision, and professional modeling. They must clearly present organized materials, encourage active participation, answer questions carefully, and demonstrate respect for students. A preceptor should also be enthusiastic, stimulate interest in subjects, discuss current developments, and direct students to useful literature. Additionally, they need to demonstrate procedures, observe student performance, provide feedback without belittling, and objectively manage patient problems while maintaining professionalism.
1) Quality and safety in healthcare aims to minimize risks of harm to patients through effective systems and individual performance. Common medical errors include medication errors, wrong-site surgeries, and misdiagnoses.
2) QSEN seeks to prepare nurses with competencies in patient-centered care, teamwork, evidence-based practice, quality improvement, safety, and informatics to continuously improve healthcare quality and safety.
3) Providing high-quality, patient-centered care requires effective communication, collaboration, and shared decision-making among healthcare team members and with patients and their families.
Competency Standards Of Nursing Practice In The Philippinesamir_RED
The document outlines the competency standards for nursing practice in the Philippines, which include: safe and quality nursing care, management of resources and environment, health education, legal responsibility, ethico-moral responsibility, personal and professional development, quality improvement, research, and record management. It then discusses the test scope for community health nursing, which focuses on safe and quality care, health education, communication, collaboration and teamwork. It lists topics that will be covered such as principles of community health nursing, levels of care, health care delivery systems, and population-based nursing services.
Nursing standards provide a framework for nursing practice and define expectations for nurses. Standards are developed by nursing professionals and reflect best practices. They promote high quality nursing care by establishing guidelines for areas like assessment, diagnosis, care planning, and evaluation. Standards are meant to be objective, achievable and reviewed over time. They are used for various purposes such as evaluating nursing performance, educating nurses, and informing the public about the nursing profession.
The document defines health economics as the application of economic principles to the health care system. It discusses key concepts in health economics including supply and demand of health care, costs associated with health care like fixed vs variable costs, and methods of economic evaluation used in health care planning like cost-benefit analysis. The document also outlines factors that influence health expenditures like changing demographics and disease patterns, new technologies, and rising public expectations. Overall, the document provides a broad overview of the basic concepts and scope of health economics as a field of study.
This document discusses various legal aspects relevant to nursing practice in the Philippines. It begins by defining key legal terms like law, jurisprudence, and the different branches and kinds of law. It then explains criminal law and civil law in more detail. The document also outlines several Philippine laws, administrative orders, executive orders, and other legal documents pertaining to areas like health, family planning, immunization, and professional regulation that are applicable to nursing.
The document discusses performance appraisals and human resource management. It covers topics like job satisfaction, employee turnover, psychological contracts, and retention strategies. It describes the performance appraisal process, including establishing performance standards, measuring actual performance, comparing to standards, and providing feedback. The goals of performance appraisals are to evaluate employee and organizational performance, provide information for human resource planning, and motivate employees.
This document discusses various aspects of pain management including:
1. It outlines different types of pain such as acute, chronic and cancer pain and discusses pharmacological and non-pharmacological pain relief strategies.
2. It emphasizes the importance of thorough pain assessment using tools like verbal rating scales or numerical rating scales. Regular reassessment of the effectiveness of pain interventions is also stressed.
3. Different analgesic drugs like opioids, NSAIDs, and paracetamol are discussed as well as routes of drug delivery including patient controlled analgesia and epidural infusions.
This chapter outlines the research methodology used in the study. It employed a quantitative experimental design using a factorial design to investigate the effects of three independent variables (school discipline factors, ways to improve discipline, and student motivation) on the dependent variable of school discipline. The study was conducted among 50 teachers from a school in Shah Alam who were given questionnaires. The data collected would be analyzed by examining respondent backgrounds, scoring responses to questions regarding the independent variables, and using statistical analysis techniques.
This document provides information and training for preceptors for the EMS program at Eastern Gateway Community College. It defines what a preceptor is and their roles and responsibilities. The purpose of field training is to help students meet the program's terminal goals in cognitive, psychomotor, and affective domains. Field requirements include a minimum number of hours and patient contacts for regular and summative clinicals. Evaluation tools like the field clinical worksheet and affective evaluation are used to assess students. FISDAP is the online system used to document clinical experiences. Techniques for providing constructive feedback to students are also outlined.
This document provides information for healthcare providers on becoming a preceptor through Clinical Match Me to host students. It outlines who can precept, including requirements like being licensed and board certified. It describes the process for becoming a preceptor and what preceptors can expect, such as completing paperwork, receiving student information in advance, providing evaluations, and an honorarium of $650 per student. The document gives guidance on preparing for and receiving students, including contacting them, giving an office tour, and introducing staff.
The document outlines the strategic plan and objectives of N.V RAMA RAO, CIPS, GUNTUR pharmacy school. The mission is to provide excellent pharmacy education with an emphasis on recruiting, retaining, and graduating talented students. The vision is to educate the best pharmacists in the world and produce global leaders. Objectives include expanding experiential programs, increasing preceptors and sites, establishing emergency preparedness training, and enhancing alumni engagement. The plan aims to develop student skills in areas like patient care, medication management, health promotion, and population-based care. It also outlines approaches to teaching problem solving, education, advocacy, collaboration, cultural sensitivity, and communication.
This document provides an overview and framework for preceptorship programs. It aims to support new staff through orientation and role transitions. Key elements include pairing a new staff member with a preceptor to facilitate learning, develop competencies, and provide feedback. Benefits include increased confidence, job satisfaction, and quality of care for patients. Effective preceptors act as role models, provide constructive feedback, and facilitate problem-solving skills. Upon completion, new staff should be confident and autonomous in delivering high quality care. The framework provides standards and tools to guide preceptorship implementation and monitoring.
The document discusses the need for reform in nursing education to prepare nurses for the changing healthcare environment. It outlines driving forces including demands from reports calling for better prepared graduates and the need for a "new kind of nurse" to address practice changes. The Oregon Consortium for Nursing Education (OCNE) is presented as a response to transform nursing education through collaboration, a standardized competency-based curriculum, new teaching approaches, and reforming clinical education. OCNE aims to increase the number of BSN-prepared nurses through innovative models of nursing education.
2nd International Conference on Healthcare Nursing and Disease Management (HNDM)Global R & D Services
This document provides information about the 2nd International Conference on Healthcare Nursing and Disease Management (HNDM) that will take place from May 27-28, 2016 in Kuala Lumpur, Malaysia. It outlines the conference details, themes, registration fees, publication opportunities, photo and video galleries, collaborations, and future conference calendar. The goal of the conference is to promote the international dissemination of knowledge in healthcare, nursing, and disease management.
The document provides information about the Master of Science in Nursing—Education (RN to MSN Option) degree program at Western Governors University. It discusses that the program is competency-based and builds on previous nursing education. The BSN portion focuses on contemporary nursing practice using technology-based learning. It prepares graduates for roles in areas like research, community health, healthcare policy, and current healthcare trends. The MSN portion further prepares graduates for leadership and management roles in diverse healthcare settings.
Nurs 710 CA and National Requirements for Nursing ProgramsNsarr
The document outlines the nine essentials that all nursing schools must fulfill according to the American Association of Colleges of Nursing to be eligible to teach a Baccalaureate Education for Professional Nursing Practice. Essential I discusses the importance of a liberal education foundation in sciences, arts, and humanities. Essential II covers organizational and systems leadership skills for quality care and patient safety. Essential III addresses the importance of scholarship and applying evidence-based practice.
Moral Dilemmas in Healthcare Informatics FNU.pdfbkbk37
The document discusses moral dilemmas in healthcare informatics that could be addressed using an ethical decision-making framework. It identifies using smartphones to interact with and monitor patients as one such dilemma. The document also references MSN Essential V, which involves informatics and healthcare technologies. It provides a reference for a nursing informatics textbook.
Types of Complaints by Patients Staff Essay.pdfsdfghj21
This document outlines 9 essentials that are core components of all master's nursing programs. It discusses the transformation of healthcare and how master's education must prepare graduates to lead change, advance excellence through learning, build collaborative teams, integrate care services, design innovative practices, and translate evidence into practice. The essentials address background from sciences and humanities, organizational leadership, quality improvement, translating scholarship, informatics, health policy, interprofessional collaboration, population health, and advanced nursing practice.
The document outlines the 9 essentials of a Master's education in nursing according to the American Association of Colleges of Nursing (AACN). The essentials are: 1) Background for practice from sciences and humanities, 2) Organizational and systems leadership, 3) Quality improvement and safety, 4) Translating and integrating scholarship into practice, 5) Informatics and healthcare technologies, 6) Health policy and advocacy, 7) Interprofessional collaboration, 8) Clinical prevention and population health, and 9) Master's-level nursing practice. The essentials guide nursing curriculum and prepare graduates for diverse areas of practice through advanced nursing knowledge and leadership skills.
Clinical Site Learning Experience Essay DQ.pdfbkbk37
In week 12 at their clinical site, the student observed how nurse leaders apply objectives in a SOAP note format focusing on quality improvement and safety. The student will apply Essential III on quality improvement and safety by discussing how nurse leaders at their site work to improve standards related to quality and apply quality principles. Master's programs prepare nurses for roles requiring advanced nursing knowledge and leadership skills to improve health outcomes. Graduates are competent in areas like quality improvement, evidence-based practice, and healthcare systems.
This document outlines the core competencies for registered nurses in Massachusetts, known as the Nurse of the Future Nursing Core Competencies. It begins with background information on the development of the competencies through a multi-step process involving nursing stakeholders. It then presents the core competency model, which is centered on nursing knowledge and outlines ten core competencies that emanate from this knowledge. Each competency is then defined in terms of the essential knowledge, attitudes, and skills. An assumptions section provides context, and references are included.
The document discusses strategies for a new nurse manager to implement to reduce hospital readmissions and improve patient outcomes in compliance with new regulations. It instructs the nurse manager to integrate interprofessional collaboration and communication among nursing staff and leaders, create a plan using advanced leadership roles to promote excellent patient outcomes, and plan a healthcare delivery system that manages resources in a fiscally responsible way to provide high-quality care. The nurse manager is asked to apply one of the nine Master's of Science in Nursing (MSN) essential interventions to their plan.
Nursing Building an Evidence Based Study Discussion.docxstirlingvwriters
The document discusses the essentials of a Master's education in nursing. It outlines 9 essential areas that all nursing Master's programs should address: background from sciences and humanities, organizational and systems leadership, quality improvement and safety, translating research into practice, informatics, health policy, interprofessional collaboration, clinical prevention and population health, and advanced nursing practice. The essentials prepare graduates for roles in areas like leadership, research, education, management, public health and informatics.
The document discusses a nursing informatics teaching demo implemented by the author. It includes one of the nine MSN Essentials. The essential discussed was Essential V on Informatics and Healthcare Technologies, which recognizes that master's-prepared nurses use technologies to deliver care and communicate to coordinate care. The document provides context on master's education in nursing and the need to prepare nurses for diverse and evolving roles through attaining competencies across nine essential areas including informatics.
Strategy to Promote Access to Nursing Informatics.pdfbkbk37
1) One strategy to promote access to nursing informatics is to apply Essential V, which recognizes that master's-prepared nurses use technologies to deliver and enhance patient care as well as communicate and coordinate care.
2) Master's programs should prepare nurses to utilize informatics tools to improve healthcare outcomes for individuals, families, and populations.
3) Applying technologies in nursing practice can help promote wider access to information and resources across diverse healthcare settings.
WEEK 10Discuss two different types of comfort interventions that.docxcelenarouzie
WEEK 10
Discuss two different types of comfort interventions that can be utilized by the advanced practice nurse in the clinical setting as per Katharine Kolcaba's Theory of Comfort. Identify one MSN Essential that most relates to application of this theory in practice and explain your choice.
**As a reminder, all questions must be answered to receive full credit for this discussion. please include your name in the title bar of the discussion. Discussion posts must be minimum of 250 words and reply posts minimum 100 words. Also, make sure to use scholarly sources to support your discussion.**
1
The Essentials of Master’s Education in Nursing
March 21, 2011
TABLE OF CONTENTS
Introduction 3
Master’s Education in Nursing and Areas of Practice 5
Context for Nursing Practice 6
Master’s Nursing Education Curriculum 7
The Essentials of Master’s Education in Nursing
I. Background for Practice from Sciences and Humanities 9
II. Organizational and Systems Leadership 11
III. Quality Improvement and Safety 13
IV. Translating and Integrating Scholarship into Practice 15
V. Informatics and Healthcare Technologies 17
VI. Health Policy and Advocacy 20
VII. Interprofessional Collaboration for Improving Patient
and Population Health Outcomes 22
VIII. Clinical Prevention and Population Health for
Improving Health 24
IX. Master’s-Level Nursing Practice 26
Clinical/Practice Learning Expectations for Master’s Programs 29
Summary 31
Glossary 31
2
References 40
Appendix A: Task Force on the Essentials of Master’s Education in Nursing 49
Appendix B: Participants who attended Stakeholder Meetings 50
Appendix C: Schools of Nursing that Participated in the Regional Meetings
or Provided Feedback 52
Appendix D: Professional Organizations that Participated in the Regional
Meetings or Provided Feedback 63
Appendix E: Healthcare Systems that Participated in the Regional Meetings 64
3
The Essentials of Master’s Education in Nursing
March 21, 2011
The Essentials of Master’s Education in Nursing reflect the profession’s continuing call for
imagination, transformative thinking, and evolutionary change in graduate education. The
extraordinary explosion of knowledge, expanding technologies, increasing diversity, and global
health challenges produce a dynamic environment for nursing and amplify nursing’s critical
contributions to health care. Master’s education prepares nurses for flexible leadership and
critical action within complex, changing systems, including health, educational, and
organizational systems. Master’s education equips nurses with valuable knowledge and skills to
lead change, promote health, and elevate care in various roles and settings. Synergy with these
Essentials, current and future .
Week 9 Hand Washing Demonstration Stress Management.pdfsdfghj21
This document discusses a teaching demonstration on hand washing and stress management for nursing staff. It includes:
1) A discussion question asking staff to discuss a teaching demo and reference an MSN essential, such as hand washing.
2) Another discussion question asking staff to define stress and the coping process, and discuss handling a stressful situation using nursing concepts and references.
3) Nine essentials that outline the expected competencies for all master's nursing programs, including organizational leadership, quality improvement, evidence-based practice, and more. The essentials provide a framework for all master's nursing curricula.
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This document outlines the Essentials of Master Education in Nursing as put forth by the American Association of Colleges of Nursing (AACN). It discusses 9 essentials that all master's programs in nursing should address, including: background from sciences/humanities, organizational leadership, quality improvement/safety, translating scholarship to practice, informatics, health policy, interprofessional collaboration, clinical prevention/population health, and master's-level nursing practice. The essentials provide a framework for curricula to prepare graduates for diverse nursing roles through expanded knowledge and higher-level skills.
This document discusses the scope of nursing research which encompasses clinical research, health systems and outcomes research, nursing administration, and nursing education research. It provides examples of topics studied within each domain such as evaluating models of healthcare delivery and assessing the effectiveness of educational programs. Nursing research aims to enhance health outcomes, improve patient safety and healthcare quality, and address healthcare access and costs issues particularly for vulnerable populations.
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This document discusses a challenging issue in healthcare decision-making and how it relates to the MSN essentials of nursing. Specifically, it addresses:
- Controlling the rising costs and maintaining quality of medical care.
- The 9 essential areas that MSN programs aim to develop, including leadership, quality improvement, research, technology, policy, collaboration and population health.
- How MSN education prepares nurses for diverse roles to address healthcare needs through expanded knowledge and leadership skills.
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2. 1
n Overview
n Model Assumptions
n Nursing Core Competencies
n Nursing Knowledge
n Patient-Centered Care
n Professionalism
n Leadership
n Systems-Based practice
n Informatics
n Communication
n Teamwork and Collaboration
n Safety
n Quality Improvement
n Evidenced-Based Practice (EBP)
n Reference List
Table of Contents
6. 5
Nursing Knowledge
The Nurse of the Future will recognize the science and practice of nursing as the profession’s two major dimensions.
The science of nursing is a discrete body of knowledge that incorporates:
n Knowledge of relationships among nurses, patients and their environments within the context of health
n Nursing concepts and theories
n Concepts and theories derived from the basic sciences, humanities and other disciplines
The practice of nursing utilizes scientific inquiry evidenced in the nursing process.
Knowledge Skills
K1 Physical, biological, quantitative and computer sciences
K1a Behavioral and social sciences
K1b Philosophy, the arts and humanities
A1 Values liberal learning as a solid
foundation for the development of the
clinical judgment skills required for the
practice of professional nursing and
critical thinking
S1 Developsanduses problem-solvingandcriticalthinkingskills
S1a Integrates concepts from behavioral, biological, and
natural sciences in order to understand self and others
S1b Interprets and uses quantitative data
S1c Uses the scientific process and scientific data as a basis for
developing,implementing,andevaluatingnursinginterventions
S1dAppliesknowledgeregardingsocial,political,economicand
historicalissuestotheanalysisofsocietalandprofessionalproblems
S1e Communicates effectively in a variety of written and
spoken formats
S1f Engages in effective working relationships
S1g Appreciates cultural differences and bridges cultural and
linguistic barriers
S1h Understands the nature of human values
S1i Develops and articulates personal standards against which
to ensure new ideas and experiences
S1j Appreciates and understands the character of professions
Liberal Education
Attitudes/behaviors
7. 6
Nursing Knowledge cont.
Knowledge Skills
K2 Health Promotion, risk reduction and disease prevention S2 Assesses protective and predictive factors that influence
the health of patients
S2a Assesses genetic factors and risks that influence the health
of individuals
S2b Fosters strategies for health promotion, risk reduction
S2c Recognizes the need for and implements risk reduction
strategies to address social and public health issues, including
societal and domestic violence, family abuse, sexual abuse, and
substance abuse
S2d Uses information technologies to communicate health
promotion/disease prevention information to the patient in a
variety of settings
S2e Develops an awareness of complementary modalities and
their usefulness in promoting health
S2f Assists patients to access and interpret health information
to identify healthy lifestyle behaviors
S2g Initiates community partnerships to establish health
promotion goals and implement strategies to meet those goals
S2h Evaluates the efficacy of health promotion and education
modalities for use in a variety of settings and with diverse
populations
S2i Demonstrates sensitivity to personal and cultural
definitions of health
Core Knowledge of the Discipline
Attitudes/behaviors
A2 Values the core knowledge of
nursing as a discipline
8. 7
Nursing Knowledge cont.
Knowledge Skills
K3 Illness and disease management S3 Assesses and manages physical and psychological
symptoms related to disease and treatment
S3a Administers pharmacological and non-pharmacological
therapies
S3b Demonstrates sensitivity to personal and cultural
influences on the individual’s reactions to the illness experience
and end of life
S3c Maintains, restores and optimizes an individual’s level
of functioning
S3d Anticipates and manages complications of disease
progression
S3e Assists patients to achieve a peaceful end of life
S3f Anticipates,plansfor,andmanagesphysical,psychological,
social,andspiritualneedsofthepatientandfamily/caregiver
Core Knowledge of the Discipline cont.
Attitudes/behaviors
A3 Values a concern for the well being
of others (altruism)
9. 8
Nursing Knowledge cont.
Knowledge Skills
K4 Information and health care technologies S4 Uses information and communication technologies to
document and evaluate patient care, advance patient educa-
tion, and enhance the accessibility of care
S4a Uses appropriate technologies in the process of assessing
and monitoring patients
S4b Works in an interdisciplinary team to make ethical deci-
sions regarding the application of technologies and the
acquisition of data
S4c Adapts the use of technologies to meet patient needs
S4d Teaches patients about health care technologies
S4e Protects the safety and privacy of patients in relation to the
use of health care and information technologies
S4f Uses information technologies to enhance one’s own
knowledge base
Core Knowledge of the Discipline cont.
Attitudes/behaviors
A4 Values the use of technologies to
enhance patient care
10. 9
Nursing Knowledge cont.
Knowledge Skills
K5 Ethics S5 Clarifies personal and professional values and recognizes
their impact on decision-making and professional behavior
S5a Applies a professional nursing code of ethics and
professional guidelines to clinical practice
S5b Applies an ethical decision-making framework to clinical
situations that incorporates moral concepts, professional
ethics, and law and respects diverse values and beliefs
S5c Apply legal and ethical guidelines to advocate for patient
well-being and preferences
S5d Applies communication, negotiation, and mediation skills
to the ethical decision-making process
S5e Demonstrate accountability for one’s own practice
S5f Takes action to prevent or limit unsafe or unethical health
and nursing care practices by others
S5g Enables individuals and families to make quality-of-life and
end-of-life decisions and achieve a peaceful death
Core Knowledge of the Discipline cont.
Attitudes/behaviors
A5 Values and upholds the moral, legal
and humanistic principles (social justice)
11. 10
Nursing Knowledge cont.
Knowledge Skills
K6 Human Diversity
K7 Global Health Care
K8 Health Care Systems Policy
S6 Understands how human behavior is affected by culture,
race, religion, gender, lifestyle and age
S6a Provides holistic care that addresses the needs of diverse
populations across the life span
S6b Works collaboratively with health care providers from
diverse backgrounds
S6c Understands the effects of health and social policies on
persons from diverse backgrounds
S6d Advocates for health care that is sensitive to the needs of
patients, with particular emphasis on the needs of vulnerable
populations
S7 Understands the global environment in which health care is
provided
S7a Modifies patient care in response to global environmental
factors (e.g., international law and international public health)
or seek appropriate consultation in order to do so
S8 Understands the organization and financing of health care
and the impact on patient care
S8a Identifies the economic, legal, and political factors that
influence health care delivery
S8b Participates in efforts to influence health care policy on
behalf of patients and the profession
S8c Incorporatesknowledgeofcostfactorsinthedeliveringofcare
S8d Understands the effect of legal and regulatory processes
on nursing practice and health care delivery
Core Knowledge of the Discipline cont.
Attitudes/behaviors
A6 Values the inherent worth and
uniqueness of individuals and
populations (Human dignity)
A7 Appreciates the implications of living
with transportation and information
technology that links all parts of the
world
A8 Recognizes the variety of organiza-
tions and environments in which nursing
and health care is provided
12. 11
Nursing Knowledge cont.
Knowledge Skills
K9 Role development: provider of care S9 Integrates theory and research-based knowledge from
the arts, humanities, and sciences to develop a foundation for
practice
S9a Applies appropriate knowledge of major health problems
and cultural diversity in performing nursing interventions
S9b Demonstrates knowledge of the importance and meaning
of health and illness for the patient in providing nursing care
S9c Applies health care technologies to maximize optimal
outcomes for patients
S9d Participates in research focusing on the efficacy and
effectiveness of nursing interventions
S9e Delegates and supervises the performance of nursing
interventions
S9f Incorporates principles of quality management into the
plan of care
S9g Utilizes outcome measures to evaluate effectiveness of care
S9h Performs direct and indirect therapeutic interventions
S9i Develops a comprehensive plan of care in collaboration
with the patient
S9j Serves as the patient’s advocate
S9k Integrates care with other members of the interdisciplinary
health care team
S9l Evaluates and assesses the usefulness in integrating
traditional and complementary health care practices
Core Knowledge of the Discipline cont.
Attitudes/behaviors
A9 Values the right to self-determination
(autonomy)
13. 12
Nursing Knowledge cont.
Knowledge Skills
K10 Designer/manager/coordinator of care S10 Assumes a leadership role within one’s scope of practice
S10a Coordinates and manages care to meet the special needs
of vulnerable populations, such as frail elders, in order to
maximize independence and quality of life
S10b Coordinates the health care of individuals across the
lifespan utilizing principles and knowledge of interdisciplinary
models of care delivery and case management
S10c Delegates and supervises the nursing care given by
others while retaining the accountability for the quality of care
given to the patient
S10d Organizes, manages, and evaluates the development of
strategies to promote healthy communities
S10e Organizes, manages, and evaluates the functioning of a
team or unit
S10f Uses appropriate evaluation methods to analyze the
quality of nursing care
S10g Utilizes cost-benefit analysis and variance data in provid-
ing and evaluating care
Core Knowledge of the Discipline cont.
Attitudes/behaviors
A10 Values the role of the nurse in
guiding the patient through the health
care system
14. 13
Nursing Knowledge cont.
Knowledge Skills
K11 Member of the profession S11 Understands the history and philosophy of the nursing
profession
S11a Incorporates professional nursing standards and account-
ability into practice
S11b Advocates for professional standards of practice using
organizational and political processes
S11c Understands limits to one’s scope of practice and adheres
to licensure law and regulations
S11d Articulates to the public the values of the profession as
they relate to patient welfare
S11e Negotiates and advocates for the role of the professional
nurse as a member of the interdisciplinary health care team
S11f Develops personal goals for professional development
Core Knowledge of the Discipline cont.
Attitudes/behaviors
A11 Values acting in accordance
with appropriate code of ethics and
accepted standards of practice
(Integrity)
15. 14
Patient-centered Care
The Nurse of the Future will provide individualized care that recognizes patient’s preferences, values
and needs and respects the patient or designee as a full partner in providing compassionate,
coordinated, appropriate, safe and effective care.
Knowledge Attitudes/behaviors Skills
K1 Recognizes use of essential components of nursing
process appropriate to individual, family and group
health care needs across the life span
K2 Understands that health care is delivered across a
continuum that includes a variety of settings
K3 Relates understanding of multiple dimensions of
patient-centered care:
n Patient/family/community preferences, values
n Coordination and integration of care
n Information, communication and education
n Physical comfort and emotional support
n Involvement of family and friend
n Transition and continuity
A1 Values use of scientific inquiry, as demonstrated in
the nursing process, as an essential tool for provision of
nursing care
A1a Appreciates the differences between data
collection and assessment
A2 Values assessing health care situations “through
patient’s eyes”
A2a Respects and encourages the patients input
relative to decisions about health care
A3 Respects and encourages individual expression of
patient values, preferences and needs
A3a Values the patient’s expertise with own health and
symptoms
A3b Respects and encourages the patients input into
decisions about health care
S1 Provides priority based nursing care to individuals,
families and groups through independent and collab-
orative application of the nursing process
S1a Demonstrates cognitive, affective and psychomo-
tor nursing skills when delivering patient care
S2 Elicits patient values, preferences and expressed
needs as part of ongoing assessment, clinical interview,
implementation of care plan and evaluation of care
S3 Communicates patient values, preferences and
expressed needs to other members of health care team
16. 15
Patient-centered Care cont.
Knowledge Attitudes/behaviors Skills
K4 Describes how diverse cultural, ethnic and social
backgrounds function as sources of patient, family and
community values
K5 Demonstrates comprehensive understanding of the
concepts of pain, palliative care and quality of life.
A4 Values opportunities to learn about all aspects of
human diversity
A4a Recognizes impact of personal attitudes, values
and beliefs regarding delivery of care to diverse clients
A4b Supports patient-centered care for individuals and
groups whose values differ from their own
A5 Appreciates the role of the nurse in relieving all
types and sources of pain and suffering
A5a Recognizes personally held values and beliefs
about the management of pain and suffering and end of
life care
S4 Provides patient-centered care with sensitivity and
respect for the diversity of human experience
S4a Implements nursing care to meet universal needs of
patient based on cultural, ethnic, religious values and
beliefs influencing health care and nursing practice
S4b Demonstrates caring behaviors toward patient,
significant others and groups of people receiving care
S5 Assesses presence and extent of physical and
emotional comfort
S5a Elicits expectations of patient and family for relief
of pain, discomfort or suffering and end of life care
S5b Initiates treatments to relieve pain and suffering
in light of patient values, preferences and expressed
needs
17. 16
Professionalism
The Nurse of the Future will demonstrate accountability for practicing nursing within established
moral, legal, ethical, regulatory and humanistic principles.
Knowledge Attitudes/behaviors Skills
K1 Understands the concept of accountability for own
nursing practice
K2 Describes legal, ethical and regulatory factors that
apply to nursing practice
K3 Understands the standards of professional practice,
the evaluation of that practice, and the responsibility
and accountability for the outcome of practice
K4 Describes factors essential to the promotion of
professional development
K4a Describes the role of a professional organization
shaping the practice of nursing
K5 Identifies the meaning of autonomy and self-
regulation in nursing practice
K5a Understand the culture of nursing and the
health care system
A1 Accepts responsibility for own behavior
A1a Shows commitment to provision of high quality,
safe and effective patient care
A2 Values established standards of professional
practice
A3 Recognizes personal capabilities, knowledge base,
and areas for development
A3a Values collegiality, openness to critique and
peer review
A4 Committed to life-long learning
A4a Values the mentoring relationship for professional
development
A5 Recognizes the responsibility to function within
acceptable behavioral norms appropriate to the
discipline of nursing and the health care organization
S1 Demonstrates accountability for own nursing practice.
S1a Exercises critical thinking within standards
of practice
S2 Uses recognized standards of professional
nursing practice
S2a Implements plan of care within legal, ethical and
regulatory framework of nursing practice
S3 Demonstrates professional comportment
(openness, honesty, integrity, and authenticity)
S3a Provides and receives constructive feedback
to/from peers
S4 Participates in life-long learning through education,
skill development, evidence-based practice and
seeking appropriate mentors
S5 Seeks ways to advance nursing’s professional
autonomy, accountability, and self-regulation.
S5a Promotes and maintains a positive image of nursing
S5b Recognizes and acts upon breaches of law relating
to nursing practice and professional codes of conduct
S5c Demonstrates professional behaviors
18. 17
Professionalism cont.
Knowledge Attitudes/behaviors Skills
K6 Understands the unique role of nursing in the
provision of patient care
K7 Understands ethical principles, values, concepts
and decision-making that apply to nursing and
patient care
A6 Shows initiative for new ideas and actions to improve
patient care
A7 Values the application of ethical principles in
daily practice
S6 Advocates for the role of the nurse as a member of
the profession and health care team
S7 Incorporates Code of Ethics into daily practice
S7a Identifies and responds to ethical concerns, issues
and dilemmas that affect nursing practice
S7b Recognizes ethical problems and enlists system
resources in resolving ethical issues in daily practice
19. 18
Leadership
The Nurse of the Future will influence the behavior of individuals or groups of individuals within their
environment in a way that will facilitate the establishment and acquisition/achievement of shared goals.
Knowledge Attitudes/behaviors Skills
K1 Identifies leadership skills essential to the practice
of nursing
K2 Understands critical thinking and problem-solving
process
K3 Understands human behavior, mental processes,
and individual and group performance
K3a Understands the roles and skills of the health
care team.
K3b Understands the principles of group process and
negotiation
A1 Recognizes the role of the nurse as leader
A2 Willing to be flexible to meet patient care and
organizational needs.
A2a Accepts the responsibility to promote effective
communication
A3 Recognizes the centrality of a multidisciplinary team
approach to patient care.
A3a Values the perspectives and expertise of each
member of the health care team
A3b Recognizes the limits of one’s own role and
competence and, where necessary, consults with other
health professionals with the appropriate competencies
A3c Valuesnewideasandinterventionstoimprove
patientcare
S1 Applies leadership responsibilities to meet patient
needs
S2 Treats others with respect, trust, and dignity.
S3 Participates in multidisciplinary team
S3a Promotes a productive culture by valuing individu-
als and their contributions.
S3b Models effective communication and promotes
cooperative behaviors.
S3c Communicates with other members of the health
care team across the continuum of care
20. 19
Leadership cont.
Knowledge Attitudes/behaviors Skills
K4 Understands the need to monitor one’s own feelings
and emotions, to discriminate among them and use this
information to guide one’s own thinking and actions.
K5 Understands the principles of accountability and
delegations.
A4 Recognizes that personal attitudes, beliefs, and
experiences influence one’s leadership style.
A4a Stays open to new ideas and approaches
A4b Values an environment encouraging creative
thinking and innovations.
A4c Values openness to critique and peer review
A4d Recognizes the opportunity to appropriately
question health care practice that could compromise
patient care
A5 Recognizes the value of delegation
A5a Accepts accountability for nursing care given by self
and delegated to others
A5b Accepts accountability and responsibility for one’s
own professional judgment and actions and continued
competence
S4 Recognizes self-limitations
S4a Adapts to stressful situations.
S4b Seeks appropriate mentors
S4c Acts as a effective role model and resource for
students and support staff
S4d Has the courage to appropriately speak up and
question health care practices when necessary for
safety and quality improvement.
S5 Delegates responsibly to others, activities according
to ability, level of preparation, the standards of practice
and regulatory guidelines.
S5a Assigns, directs and supervises ancillary personnel
and support staff in carrying out particular roles/
functions towards achievement of patient care goals
S5b Participates in learning opportunities for staff
under the direct supervision and contributes to the
education and professional development of students
and colleagues
21. 20
Systems-based Practice
The Nurse of the Future will demonstrate an awareness of and responsiveness to the
larger context and system of health care and the ability to effectively call on system resources
to provide care that is of optimal quality and value.
Knowledge Attitudes/behaviors Skills
K1 Understands system theory in the planning,
organizing and delivery of patient care.
K1a Understands the relationship among nursing, the
nursing practice setting and organizational goals
K1b Understands the difference between first order
(fixing) and second order problem solving and the
impact on system performance
K2 Understands types of nursing practice and
delivery systems
K2a Understands the role and responsibilities of the
health care team members in fiscal and resource
management to achieve quality outcomes
A1 Appreciates the complexity of the nursing practice
environment and the effect on individual and group
practice
A1a Appreciates the impact of practice setting deci-
sions on the organizational system
A1b Acknowledges the tendency to engage in short
term fixes and values the learning from the problem
solving process and its impact on system performance
A2 Acknowledges the tension that may exist between
a goal driven model vs. a resource driven nursing care
delivery model
A2a Values the contributions of each member of the
health care team and the organizational system in
evaluating the effectiveness of resources
S1 Plans, organizes and delivers patient care using a
systems thinking approach
S1a Collaborates with management and other team
members in decision making regarding clinical or
systems problems.
S1b Identifies problems that occur in day to day work
routines and participates in deriving solutions to
inefficiencies
S2 Contributes to the plan of care for a patient or
groups of patients considering both the environment
and resources
S2a Identifies system resources effectively allocates
them appropriately at the care delivery level
S2b Collaborates with colleagues and leadership to
focus and prioritize resources so that the needs of
individuals are served
S2c Evaluates outcomes of nursing care and uses
data to promote change and to efficiently achieve
desired outcomes
22. 21
Systems-based Practice cont.
Knowledge Attitudes/behaviors Skills
K3 Understands how nurses assist patients in dealing
with system complexities by advocating for quality
patient care
K3a Understands the ethics and values of advocacy that
underlie the delivery of health care in a dynamic and
complex health care system
K4 Understands the interrelationship among patient
care and professional nursing practices, the health care
organization, and the larger global society
A3 Values the goal of referrals and partnership in the
provision of high quality patient care across the
continuum of care
A3a Values effective communication and information
sharing across disciplines and throughout transitions
in care
A3b Appreciates the nurse’s role in assisting the
patient/family’s ability to navigate the health care
system
A4 Values how legal, political, regulatory and
economic factors influence nursing practice and
public and social policy.
A4a Values the need to remain informed of local
and national legislation that would impact public and
social policy and professional nursing practice
S3 Facilitates the transition of the patient through the
continuum of care cycle
S3a Advocates for and assists patients/families in
dealing with system complexities by educating and/or
referring patients and families to information and
resources
S3b Enlists system resources in resolving ethical issues
in daily practice
S4 Provides care based on current regulatory and legal,
political and economic requirements
23. 22
Informatics
The Nurse of the Future will use information and technology to communicate, manage
knowledge, mitigate error and support decision-making.
Knowledge Attitudes/behaviors Skills
K1 Explains why information and technology skills are
essential for the professional nurse to practice in an
informatics, patient centered, evidence- based health
care environment
K2 Identifies essential information that must be
available in a common database to support patient care
K3 Contrasts benefits and limitations of different
communication technologies and their impact on
safety and quality
K4 Describes patients’ rights as they pertain to
computerized information management
A1 Appreciates the necessity for all health professionals
to seek lifelong, continuous learning of information
technology skills
A2 Values technologies that support clinical decision
making, patient education, error prevention, and care
coordination
A3 Values nurses’ involvement in design, selection,
implementation, and evaluation of information
technologies to support patient care
A4 Protects confidentiality of protected health
information in electronic health records
S1 Usesinformationtechnologytoenhanceownknowledge
S1a Seeks education about how information is man-
aged in care setting before providing care
S1b Applies technology and information management
tools to support processes of care and evaluate impact
on patient outcomes
S2 Navigates the electronic health record
S2a Documents and plans patient care in an electronic
health record
S3 Applies technology and information management
tools to support processes of care and evaluate impact
on patient outcomes
S4 Maintains confidentiality of patient information
24. 23
Informatics cont.
Knowledge Attitudes/behaviors Skills
K5 Describes examples of how technology and
information management are related to the quality and
the safety of patient care
K6 Recognizes the time, effort, and skill required for
computers, databases, and other technologies to
become reliable and effective tools for patient care
S5 Responds appropriately to clinical decision-making
supports and alerts
S5a Uses information management tools to monitor
outcomes of care processes
S6 Works in an interdisciplinary team to make ethical
decisions regarding the application of technologies and
the acquisition of data
S6a Uses applications for structured data entry (e.g.
patient acuity or classification)
S6b Uses high quality electronic sources of health care
technology to deliver care across settings
25. 24
Communication
The Nurse of the Future will interact effectively with patients, families, and colleagues, fostering
mutual respect and shared decision-making, to enhance patient satisfaction and health outcomes.
Knowledge Attitudes/behaviors Skills
K1 Knows grammar, spelling, and medical terminology
K2 Analyzes differences in communication style
preferences
K2a Understands the influence of anxiety, culture,
learning styles, developmental stages and disabilities
on effective communication
K2b Describes the impact of “own” communication
style on others
K3 Understands the principles of physical and
emotional presence
K3a Understands the principles of active listening
K3b Understands the principles of body language and
cultural differences
A1 Accepts the responsibility to provide effective
communication
A2 Values different styles of communication
A2a Values the perspectives and expertise of others
A2b Values an individual cultural and personal diversity
A2c Respects persons’ rights to make decisions in
planning care
S1 Uses clear, concise and effective written, electronic
and verbal communications
S1a Documents interventions and nursing outcomes
thoroughly and accurately
S2 Chooses the right setting and time to initiate
conversation
S2a Assesses the patient’s readiness to communicate
S2b Assesses barriers to effective communication
(language, developmental level, disabilities, anxiety,
learning styles, etc.) and makes appropriate adaptations
S2c Assesses the impact of use of self in effective
communication
S3 Establishes rapport
S3a Actively listens to comments, concerns, and
questions
S3b Demonstrates effective interviewing techniques
S3c Provides opportunity to ask and respond to
questions (AACN)
S3d Assesses verbal and non-verbal responses and
adapts communication as needed
THERAPEUTIC COMMUNICATION
26. 25
Knowledge Attitudes/behaviors Skills
K4 Understands the principles of effective
communication
K4a Discusses effective strategies for communicating
and resolving conflict
K4b Understands the principles of group process
and negotiation
A4 Values the role of each member of the health
care team
A4a Contributes to resolution of conflict and
disagreement
S4 Works effectively with others as a member of a health
care team
S4a Uses standardized approach to communications
around transfer of patient care responsibilities to another
professional across transitions in care (“hand-offs”).
including opportunities to ask and respond to questions
S4b Initiates actions to resolve conflict
S4c Integrates the contributions of others in helping
patient/family achieve health goals
COLLEGIAL COMMUNICATION CONFLICT RESOLUTION
K5 Understands the effects of anxiety, culture, learning
styles, developmental stages and disabilities on
learning
K5a Analyzes differences in learning styles
K5b Understands the principles of teaching and
learning
A5 Values different styles of communication used by
patients, families and health care providers
A5a Accepts the responsibility to provide health
education to patients and families
S5 Assesses patient’s readiness to learn
S5a Assesses patient’s preference for learning
S5b Assesses factors that influence the patient and
family’s ability to learn
S5c Assists patients to access and interpret the
meaning and validity of health information
S5d Provides relevant and sensitive health education
information and counseling to patients
S5e Evaluates learning: patient and family able to
verbalize or demonstrate understanding
TEACHING/LEARNING
27. 26
Teamwork and Collaboration
The Nurse of the Future will function effectively within nursing and interdisciplinary teams, fostering
open communication, mutual respect, shared decision-making, team learning and development.
Knowledge Attitudes/behaviors Skills
SELF
K1 Identifies own strengths, limitations, and values in
functioning as a member of a team
TEAM
K2 Describes scope of practice and roles of interdisci-
plinary and nursing health care team members
K3 Recognizes contributions of other individuals
and groups in helping patients and families achieve
health goals
K4 Describes strategies for identifying and managing
overlaps in team member roles and accountabilities
A1 Recognizes the responsibility to contribute to
effective team functioning
A1a Appreciates the importance of intra- and
inter-professional collaboration
A2 Values the perspectives and expertise of all health
team members
A3 Respects the centrality of the patient and family as
core members of any health care team
A4 Respects the unique professional and cultural
attributes that members bring to a team.
S1 Demonstrates self-awareness of strengths and
limitations as a team member
S1a Initiates plan for self-development as a team
member
S1b Acts with integrity, consistency and respect for
differing views
S2 Functions competently within own scope of practice
as a member of the health care team
S3 Assumes the role of team member or leader based
on the situation
S4 Initiates requests for assistance when situation
warrants it
S4a Manages, within the scope of practice, areas of
overlap in role and/or accountability in team member
functioning
S4b Integrates the contributions of others in assisting
patient/family to achieve health goals
28. 27
Teamwork and Collaboration cont.
Knowledge Attitudes/behaviors Skills
TEAM COMMUNICATION
K5 Analyzes differences in communication styles
among patients and families, nurses and other
members of the health team
EFFECT OF TEAM ON SAFETY QUALITY
K6 Understands the impact of effective team
functioning on safety and quality of care
K6a Discusses how authority and hierarchy influence
teamwork and patient safety
IMPACT OF SYSTEM ON TEAM FUNCTIONING
K7 Identifies system barriers and facilitators of
effective team functioning
K7a Explore strategies for improving systems to
support team functioning
A5 Values teamwork and the relationships upon
which it is based
A6 Appreciates the risks associated with transfer
patient care responsibilities to another professional
(“hand-offs”) across transitions in care.
A7 Recognizes tensions between professional
autonomy and system functioning
A7a Values the creation of system solutions in
achieving quality of care
S5 Adaptsowncommunicationstyletomeettheneedsof
theteamandsituation
S5a Demonstrates commitment to team goals
S5b Solicits input from other team members to improve
individual and performance
S6 Follows communication practices to minimize risks
associated with transfers between providers and across
transitions in care delivery
S6a Asserts own position/perspective in discussions
about patient care
S7 Compares system factors that facilitate or interfere
with effective team functioning
S7a Participates in designing systems that support
effective teamwork
29. 28
Safety
The Nurse of the Future will minimize risk of harm to patients and providers through both
individual performance and system effectiveness.
Knowledge Attitudes/behaviors Skills
K1 Identifies human factors and basic safety design
principles that affect unsafe practices
K2 Describes the benefits and limitations of commonly
used safety technology
K3 Discusses effective strategies to enhance memory
and recall
K4 Delineates general categories of errors and hazards
in care
K4a Describes factors that create a culture of safety
K5 Describes how patients, families, individual clini-
cians, health care teams and systems can contribute
to promoting safety and reducing errors
K6 Describes processes used in understanding
causes of error and in allocation of responsibility and
accountability
K6a Discusses potential and actual impact of national
patient safety resources, initiatives and regulations
A1 Appreciates the cognitive and physical limitations of
human performance
A2 Appreciates the tension between professional
autonomy and standardization
A3 Appreciates that both the individual and the system
have accountability for a safety culture
A4 Recognizes the importance of communication with
the patient, family and health care team around safety
and adverse events
A5 Recognizes the value of analyzing the system
rather than blaming individuals when errors or near
misses occur
A6 Values the benchmarks that arise from national
safety initiatives.
S1 Demonstrates effective use of technology and
standardized practices that support safe practice
S2 Demonstrates effective use of strategies at the
individual, service and institutional levels to reduce risk
of harm to self and others
S3 Uses appropriate strategies to reduce reliance on
memory
S4 Participates in data collection and aggregation of
safety data
S4a Uses organizational error reporting system for
“near miss” and error reporting
S4b Communicates observations or concerns related to
hazardsanderrorstopatients,familiesand/orhealthcareteam
S4c Utilizes timely data collection to facilitate effective
transfer of patient care responsibilities to another
professional across transitions in care (“hand-offs”).
S5 Participates in analyzing errors and designing
system improvements
S6 Uses national safety resources for professional
development and to focus attention on assuring safe
practice
30. 29
Quality Improvement
The Nurse of the Future will use data to monitor outcomes and care processes, and use improvement methods
to design and test changes to continuously improve the quality and safety of healthcare.
Knowledge Attitudes/behaviors Skills
K1 Describes the nursing context for improving care
K2 Understands that the nurse and nursing care
delivered is part of a broader health care system
K3 Explains the importance of measurement in
providing quality nursing care
K4 Describes approaches for improving processes
of care
A1 Recognizes that quality improvement is an
important part of being a nurse
A2 Recognizes that interdependent relationships
and a formalized work process are important to
quality improvement
A3 Appreciates how standardization supports quality
patient care
A3a Recognizes how unwanted variation
compromises care.
A4 Recognizes the value of what individuals and
teams can do to improve care
S1 Actively seeks information about quality initiatives
in their own care settings and organization
S1a Actively seeks information about quality improve-
ment in the care setting from relevant institutional,
regulatory and local/national sources
S2 Participates in the use of quality improvement tools
(such as flow charts, cause effect diagrams) to make
processes of care interdependent and explicit
S3 Participates in the use of quality measures (such as
control and run charts) to assess performance and
identify gaps between local and best practices
S4 Participates in the use of quality indicators and core
measures to evaluate the effect of changes in the
delivery of care
31. 30
Evidence-based Practice
(EBP)
The Nurse of the Future will identify, evaluate and use the best current evidence coupled with clinical expertise
and consideration of patients’ preferences, experience and values to make practice decisions.
Knowledge Attitudes/behaviors Skills
K1 Demonstrates knowledge of basic scientific
methods and processes
K2 Describes the concept of EBP including the
components of research evidence, clinical expertise
and patient/family values
K3 Describes reliable sources for locating evidence
reports and clinical practice guidelines
K4 Differentiates clinical opinion from research and
evidence summaries
K5 Explains the role of evidence in determining best
clinical practice
K6 Identifies evidence-based rationale when develop-
ing and/or modifying clinical practices
K6a Understands data collection methodologies
appropriate to individuals, families, and groups in
meeting health care needs across the life span
A1 Appreciates strengths and weaknesses of scientific
bases for practice
A1a Values the need for ethical conduct in practice
and research
A2 Values the concept of EBP as integral to determining
best clinical practice
A3 Appreciates the importance of accessing relevant
clinical evidence
A4 Appreciates that the strength and relevance of
evidence should be determinants when choosing
clinical interventions
A5 Questions the rationale supporting routine
approaches to care processes and decisions
A5a Values the need for continuous improvement in
clinical practice based on new knowledge
A6 Acknowledges own limitations in knowledge
and clinical expertise before seeking evidence and
modifying clinical practice
S1 Participates in appropriate data collection and other
research activities
S1a Adheres to Institutional Review Board (IRB)
guidelines
S2 Bases individualized care plan on best current
evidence, patient values and clinical expertise
S3 Locates evidence reports related to clinical practice
topics and guidelines
S4 Applies original research and evidence reports
related to area of practice
S4a Facilitates the integration of best current evidence
into system practices
S5 Facilitates integration of new evidence into
standards of practice
S6 Uses current evidence and clinical experience to
decide when to modify clinical practice
32. 31
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