DOCSLIB.ORG

Statement on Clinical Nurse Specialist Practice and Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Statement on Clinical Nurse Specialist Practice and Education 2nd Edition Statement on Clinical Nurse Specialist Practice and Education 2090 Linglestown Road, Suite 107 Harrisburg, PA 17110 www.nacns.org ACKNOWLEDGMENTS NACNS recognizes the authors of the first edition of the NACNS Statement on Clinical Nurse Specialist Practice and Education — Brenda L. Lyon, DNS, RN, FAAN and Sue B. Davidson, PhD, RN, CNS Co-Chairs of the Statement Development Task Force, and Task Force members Pauline C. Beecroft, PhD, RN, FAAN; Janet Bingle, MS, RN; Nancy Dayhoff, EdD, RN; and Kathleen Ellstrom, PhD, RN. Members of the 2004 Statement Revision Task Force: Angela P. Clark, PhD, RN, CNS, FAAN, FAHA, Co-Chair Sue Davidson, PhD, RN, CNS, Co-Chair Kathleen Baldwin, PhD, RN, CEN, CCRN, ANP, GNP Janet Bingle, MS, RN, CNS Karen Clark, MSN, RN, CCRN Nancy Dayhoff, EdD, RN, CNS Janet S. Fulton, PhD, RN, CNS Peggy Gerard, DNS, RN, CNS Barbara J. Hasbargen, MSN, RN, CNS, CNN Brenda L. Lyon, DNS, RN, CNS, FAAN Theresa Murray, MSN, RN, CCRN, CNS Jo Ellen Rust, MSN, RN, CNS Beverly B. Tidwell, DNS, RN, CNS Published by National Association of Clinical Nurse Specialists 2090 Linglestown Road, Suite 107 Harrisburg, PA 17110 ©1998, 2004 National Association of Clinical Nurse Specialists. All rights reserved TABLE OF CONTENTS Introduction...................................................................................................................................... 1 History of the Development of the Statement ...................................................................................... 2 Parameters of the Statement.......................................................................................................... 3 Goals of the Statement ................................................................................................................... 4 Section 1: Clinical Nurse Specialist Practice Introduction ................................................................................................................................... 5 Historical Foundations of CNS Practice....................................................................................... 6 Social and Professional Mandate for CNS Practice ..................................................................... 10 Definition of Clinical Nurse Specialists........................................................................................ 12 Relationship Between CNS Practice, Specialty Knowledge, and Practice Standards ................. 13 Essential Characteristics of the CNS .................................................................................... 13 Clinical Expertise in a Specialty............................................................................................ 14 Leadership Skills..................................................................................................................... 14 Collaboration Skills ............................................................................................................... 15 Consultation Skills................................................................................................................. 16 Professional Attributes........................................................................................................... 16 Ethical Conduct ..................................................................................................................... 16 Professional Citizenship for the Specialty and in the Profession of Nursing..................... 17 Conceptual Model of CNS Practice .............................................................................................. 17 CNS Practice: Patient/Client Sphere..................................................................................... 18 CNS Practice: Nurses and Nursing Practice Sphere ............................................................ 19 CNS Practice: Organization/System Sphere......................................................................... 19 Legislative Regulation of Clinical Nurse Specialist Practice........................................................ 20 Professional Validation of CNS Competencies ............................................................................ 22 Summary ........................................................................................................................................ 24 Section 2: Clinical Nurse Specialist Competencies and Outcomes Introduction ................................................................................................................................... 25 Overview of CNS Core Competencies.......................................................................................... 25 Assumptions Underlying the Core Competencies....................................................................... 26 CNS Competencies by Spheres of Influence ................................................................................ 27 Sphere of Influence: Patient/Client ............................................................................................... 28 Outcomes of CNS Practice.................................................................................................... 28 Competencies of CNS Practice ............................................................................................. 29 Assessment...................................................................................................................... 29 Diagnosis, Planning, and Identification of Outcomes................................................. 30 Intervention.................................................................................................................... 30 Evaluation....................................................................................................................... 31 Sphere of Influence: Nurses and Nursing Practice....................................................................... 31 Outcomes of CNS Practice.................................................................................................... 31 Competencies of CNS Practice ............................................................................................. 32 Assessment: Identifying and Defining Problems and Opportunities ......................... 32 Diagnosis, Outcome Identification, and Planning....................................................... 33 Intervention: Developing and Testing Solutions.......................................................... 33 Evaluation of the Effects................................................................................................ 34 Section 2 (cont.) Sphere of Influence: Organization/System ................................................................................... 34 Outcomes of CNS Practice.................................................................................................... 34 Competencies of CNS Practice ............................................................................................. 35 Assessment: Identifying and Defining Problems and Opportunities ......................... 35 Diagnosis, Outcome Identification, and Planning....................................................... 36 Intervention: Developing and Testing Solutions.......................................................... 36 Evaluation of the Effects................................................................................................ 37 Summary ........................................................................................................................................ 38 Section 3: Recommendations for Graduate Preparation of Clinical Nurse Specialists Introduction ................................................................................................................................... 39 History and Evolution of CNS Education.................................................................................... 39 Background to the Recommendations ......................................................................................... 41 Curricular Recommendations....................................................................................................... 42 Essential Core Content Areas for Developing CNS Competencies............................................. 43 Theoretical Foundations for CNS Practice .......................................................................... 44 Phenomena of Concern......................................................................................................... 44 Design and Development of Innovative Nursing Interventions......................................... 45 Clinical Inquiry/Critical Thinking Using Advanced Knowledge ........................................ 45 Technology, Products, and Devices....................................................................................... 46 Teaching and Coaching ......................................................................................................... 47 Influencing Change................................................................................................................ 47 Systems Thinking................................................................................................................... 48 Leadership for Multidisciplinary Collaboration .................................................................. 49 Consultation Theory ............................................................................................................
Load more

Recommended publications
  • Nurses: Are You Ready for Your New Role in Health Information Technology?
    Nurses: Are You Ready for Your New Role in Health Information Technology? A 4-Part Educational Series Sponsored by TNA and TONE For 300,000 Texas Nurses Acknowledgement: Contribution by Susan McBride, PhD, RN and Mary Beth Mitchell, MSN, RN, BC-NI and the TNA/TONE HIT Task Force members © Texas Nurses Association, 2012 Webinar 4 Unintended Consequences of Using Electronic Health Records Mary Beth Mitchell, MSN, RN, BC Texas Health Resources Mari Tietze, PhD, RN, BC, FHIMSS Texas Woman’s University Introduction TNA/TONE Health IT Task Force • Charge: Determine implications of health care informatics for nursing practice and education in Texas • Include nationally-based Technology Informatics Guiding Education Reform (TIGER) initiative Vision: To enable nurses and interprofessional colleagues to use informatics and emerging technologies to make healthcare safer, more effective, efficient, patient-centered, timely and equitable by interweaving evidence and technology seamlessly into practice, education and research fostering a learning healthcare system. TNA = Texas Nurses Association http://www.thetigerinitiative.org/ TONE = Texas Organization of Nurse Executives 3 Introduction HIT Taskforce Membership Composed of TNA and TONE Members from practice and academia Task Force Members Texas Nurses Assoc. – David Burnett – Clair Jordan – Nancy Crider * – Joyce Cunningham – Mary Anne Hanley – Laura Lerma – Susan McBride – Molly McNamara – Mary Beth Mitchell – Elizabeth Sjoberg – Mari Tietze * * = Co-chairs 4 Why Does HIT Matter Introduction Environmental Forces: Deep in the Heart of • Health Care Reform/ARRA • Advanced Practice Nurse Roles Texas ? • EHR Incentives • IOM/RWJF Report Advancing Health Care • Informatics Nurse Standards by ANA Benchmark Reports on Progress CNE for Practicing Nurses Educational Content Dissemination Awareness Campaign HIT Orgs.
    [Show full text]
  • Empowering Frontline Staff to Deliver Evidence-Based Care
    Empowering frontline staff to deliver evidence-based care: The contribution of nurses in advanced practice roles Executive summary Kate Gerrish, Louise Guillaume, Marilyn Kirshbaum, Ann McDonnell, Mike Nolan, Susan Read, Angela Tod This Executive Summary presents the main findings from a major research study examining the contribution of advanced practice nurses1 (APNs) to promoting evidence-based practice among frontline staff. The study was commissioned by the Department of Health as part of its Policy Research Programme. Background The need for frontline staff to be empowered to deliver a quality service is a major aspect of contemporary healthcare policy.Within the nursing professions this has been supported by the introduction of new advanced practice roles such as consultant nurse and modern matron, to augment the existing clinical nurse specialist, nurse practitioner and practice development nurse roles. Policy guidance on advanced practice roles identifies the need for nurses in such positions to base not only their own practice on research evidence, but also through clinical leadership to act as change agents in promoting evidence-based care amongst frontline staff. Despite widespread recognition of the need for nursing practice to be based on sound evidence, frontline staff experience considerable challenges to implementing evidence-based care at an individual and organisational level. In particular, frontline nurses have difficulty interpreting research findings and although willing to use research they often lack the skills to do so. A lack of organisational support in the form of unsupportive colleagues and restricted local access to information is also problematic (Bryar et al 2003). Research examining evidence-based practice identifies the contribution that ‘opinion leaders’ such as advanced practice nurses make in influencing the practice of frontline staff (Fitzgerald et al 2003).
    [Show full text]
  • Briefing Slides — Expanding the Role
    Welcome! Briefing — Expanding the Role of Nurse Practitioners May 6, 2019 12:00 PM Expanding the Role of Nurse Practitioners Sandra Shewry, MPH, MSW Vice President, External Engagement Future Health Workforce Commission Independent one-year effort to develop and prioritize recommendations to meet California’s health care needs over the next 10 years. Recommendation 3.1 includes: (1) Expanding NP education to increase supply in underserved communities (2) Maximizing use of NP skills within current regulations (3) Giving NPs full practice authority after a transitional period of collaboration with a physician or experienced NP Full practice authority: Practicing and prescribing without physician supervision 28 states + DC allow NPs to have full practice authority No full practice authority Full practice authority upon licensure Full practice authority after transitional period Expanding the Role of Nurse Practitioners Joanne Spetz, PhD, Healthforce Center at UCSF Elizabeth Holguin, PhD, MPH, MSN, FNP-BC, Presbyterian Healthcare Services, New Mexico Tillman Farley, MD, Salud Family Health Centers, Colorado Susan VanBeuge, DNP, APRN, FNP-BC, University of Nevada School of Nursing, Nevada NPs are one of several types of advanced practice registered nurses • Advanced practice registered nurses (APRNs): – Nurse practitioners – Nurse-midwives – Nurse anesthetists – Clinical nurse specialists • Master’s or doctoral education, substantial clinical training • Education includes pharmacology and other content needed for safe prescribing of medications • Some states license NPs as APRNs and specify NP roles within their nurse practice act Most NPs are in primary care fields Educational focus of California’s NPs, 2017 100% 90% 80% 70% 62.8% 60% 50% 40% 30% 24.6% 20% 16.2% 15.8% 13.6% 9.7% 7.8% 10% 3.0% 2.9% 2.2% 0% Source: Spetz, J, Blash, L, Jura, M, Chu, L.
    [Show full text]
  • An International Perspective of Advanced Practice Nursing Regulation
    bs_bs_banner Nursing Regulation An international perspective of advanced practice nursing regulation R. Heale1 RN(EC), PHC-NP, DNP, & C. Rieck Buckley2 RN, BScN, MScA 1 Associate Professor, School of Nursing, Laurentian University, Sudbury, 2 Executive Director, Canadian Nurses Foundation, Ottawa, ON, Canada HEALE R. & RIECK BUCKLEY C. (2015) An international perspective of advanced practice nursing regulation. International Nursing Review 62, 421–429 Background: There is no common understanding about the role of the advanced practice nurse across the globe and there is wide variation in the regulation of advanced practice nursing roles as well as their educational, licensing and credentialing requirements. Aim: The goal of this research was to examine the status of advanced practice nursing regulation globally. Methods: An online survey link was emailed to National Nursing Associations and nursing health policy makers worldwide from June to December 2011. Questions focused on regulation, education, scope of practice, and barriers and opposition. Analysis included frequency statistics and descriptive data for survey questions and content analysis for two open-ended questions. Limitations: The survey was offered online and only in English. Therefore, technology and language barriers may have influenced the results. Results: There is wide variation in educational requirements, regulation and scope of practice of advanced practice nurses. The barriers to advanced practice nursing are often linked to the status of legislation and credentialing in specific jurisdictions. Conclusion: A database of advanced practice nursing regulation and issues related to practice has the potential to become a valuable resource for individual countries. Implications for nursing and health policy: Each country has unique challenges related to health policy for advanced practice nursing roles.
    [Show full text]
  • Development and Implementation of the Advanced Practice Nurse Worldwide with an Interest in Geriatric Care
    JAMDA 17 (2016) 782e788 JAMDA journal homepage: www.jamda.com Review Article Development and Implementation of the Advanced Practice Nurse Worldwide With an Interest in Geriatric Care Bertrand Fougère MD, PhD a,b,*, John E. Morley MB, BCh c, Frédérique Decavela, Fati Nourhashémi MD, PhD a,b, Patricia Abele FNP c, Barbara Resnick PhD, CRNP, FAAN, FAANP d, Marilyn Rantz PhD, RN, FAAN e, Claudia Kam Yuk Lai BHS, MN, PhD, RM, RN, SCM, SRN f, Wendy Moyle RN, BN, MHSc, PhD g, Maryse Pédra RN a, Bruno Chicoulaa MD h, Emile Escourrou MD h, Stéphane Oustric MD b,h, Bruno Vellas MD, PhD a,b a Gérontopôle, Centre Hospitalier Universitaire de Toulouse, Toulouse, France b Inserm UMR1027, Université de Toulouse III Paul Sabatier, Toulouse, France c Divisions of Geriatric Medicine and Endocrinology, Saint Louis University School of Medicine, St Louis, MO d University of Maryland, School of Nursing, Baltimore, MD e Sinclair School of Nursing and Family and Community Medicine, University of Missouri, Columbia, MO f School of Nursing, The Hong Kong Polytechnic University, Special Administrative Region of the People’s Republic of China g Menzies Health Institute Queensland, Griffith University, Nathan, Queensland, Australia h Département Universitaire de Médecine Générale, Université de Toulouse III Paul Sabatier, France abstract Keywords: Many countries are seeking to improve health care delivery by reviewing the roles of health pro- Advanced practice nurse fessionals, including nurses. Developing new and more advanced roles for nurses could improve access to barriers care in the face of a limited or diminishing supply of doctors and growing health care demand.
    [Show full text]
  • Competition and the Regulation of Advanced Practice Nurses
    Policy Perspectives Competition and the Regulation of Advanced Practice Nurses Federal Trade Commission | March 2014 FEDERAL TRADE COMMISSION March 2014 Edith Ramirez Chairwoman Julie Brill Commissioner Maureen K. Ohlhausen Commissioner Joshua D. Wright Commissioner This policy paper represents the views of the FTC staff and does not necessarily represent the views of the Commission or any individual Commissioner. The Commission, however, has voted to authorize the staff to issue this policy paper. Policy Perspectives Competition and the Regulation of Advanced Practice Nurses Andrew I. Gavil, Director, Office of Policy Planning Principal Authors Daniel J. Gilman, Attorney Advisor, Office of Policy Planning Tara Isa Koslov, Deputy Director, Office of Policy Planning Contributors Deborah L. Feinstein, Director, Bureau of Competition Martin Gaynor, Director, Bureau of Economics Michael J. Bloom, Bureau of Competition Mark N. Hertzendorf, Bureau of Economics Elizabeth R. Hilder, Bureau of Competition David R. Schmidt, Bureau of Economics Patricia Schultheiss, Office of Policy Planning Inquiries concerning this policy paper should be directed to Daniel J. Gilman, Office of Policy Planning, at (202) 326-3136 or [email protected]. Cover design and layout by Carrie Gelula, Division of Consumer and Business Education, Bureau of Consumer Protection. This report is available online at www.ftc.gov/policy/reports/policy-reports/commission-and-staff-reports The online version of this report contains live hyperlinks. Policy Perspectives: Competition Advocacy and the Regulation of Advanced Practice Nurse Practitioners CONTENTS EXECUTIVE SUMMARY 1 I. INTEREST AND EXPERIENCE OF THE FTC 5 II. BACKGROUND ON APRNS AND SCOPE OF PRACTICE ISSUES 7 II.A. Advanced Practice Registered Nurses 7 II.B.
    [Show full text]
  • Advancing Usability/Safety with Health Information Technology (HIT)
    ANA’s Policy Leadership: Advancing Usability/Safety with Health Information Technology (HIT) Maureen Dailey, PhD, RN, CWOCN Senior Policy Advisor, Department of Health Policy (HP) ANA’s Multi-pronged HIT Safety/Usability Policy Advocacy • Advocacy via Office of the National Coordinator (ONC) for Health Information Technology (HIT) • ANA/ONC Leadership Meetings • Kelly Cochran, Policy Advisor - ANA’s HIT policy lead, Department HP (Kelly.Cochran@ana,org) • Kelly/I Cross Cover Intersection between Quality/Safety-HIT • Increased Nursing Representation at ONC & ANA/ONC Collaboration • Committees, Workgroups, and Meetings • ANA-convened ANA/ONC Nurses Group • ANA-convened ONC Nurse Appointee Group • ANA Government Affairs (GOVA) and HP Congressional Advocacy (e.g., Senate HELP Committee) • Advocacy with National Stakeholder Groups, Nursing and Non-nursing • ANA Position Statements and Policy Briefs - http://www.nursingworld.org/positionstatements Quality Policy Portfolio • ANA Quality Advocacy Across the National Quality Enterprise: • Focus - Three National Quality Strategy (NQS) Priorities: Safety, Care Coordination, and Pt/Family- Centered Care Engagement • Nursing Sensitive Measures – Pay for Reporting and Quality Programs: • Centers for Medicare and Medicaid Services (CMS) measure development contracts, eMeasure Kaizen meetings, Technical Expert Panels (TEP) • National Quality Forum (NQF) - Measure endorsement, prioritization, gap-filling • Center for Medicare and Medicaid Innovation (CMMI) Projects – Quality Improvement • Partnership for
    [Show full text]
  • Advanced Practice Nurses Collaborating/Supervising/Monitoring Physician Protocols/Duties/Scope of Practice Supplemental Questionnaire
    Advanced Practice Nurses Collaborating/Supervising/Monitoring Physician Protocols/Duties/Scope of Practice Supplemental Questionnaire This form applies to the following Advance Practice Nurse licensure types currently contracted and credentialed by the Health Plan and are statutorily required to be supervised/ monitored by a physician licensed to practice in the state where they currently practice and is designated as the primary collaborating/supervising physician (or an alternate physician can also provide supervision). CRNA’s are excluded from credentialing if they are hospital-based or work primarily in an ambulatory surgery center. However, if the CRNA works independently outside of these type facilities, they would be required to be credentialed and complete this form. • Illinois: Certified Nurse Midwife (CNM), Certified Nurse Practitioner (CNP) • Oklahoma: Certified Nurse Practitioner (CNP), Clinical Nurse Specialist (CNS) • Texas: Advanced Practice Registered Nurse (APRN), Clinical Nurse Specialist (CNS), Certified Nurse Midwife (CNMW) • New Mexico: Questionnaire is not required for New Mexico. Section 1: Collaborating/Supervising/Monitoring Physician – Illinois, Oklahoma and Texas Only Applicant’s Name:_________________________________ Degree:____ Specialty:_____________________ Collaborating/Supervising/Monitoring Physician Name: _______________________________ Degree:______ Illinois and Texas: (This physician must be licensed in the same state of practice and in the same networks as the applicant.) Oklahoma: (This physician
    [Show full text]
  • The Essentials of Doctoral Education for Advanced Nursing Practice October 2006
    The Essentials of Doctoral Education for Advanced Nursing Practice October 2006 TABLE OF CONTENTS Page Introduction Background 3 Comparison Between Research-Focused and Practice-Focused Doctoral Education 3 AACN Task Force on the Practice Doctorate in Nursing 4 Context of Graduate Education in Nursing 5 Relationships of Master’s, Practice Doctorate, and Research Doctorate Programs 6 DNP Graduates and Academic Roles 7 The Essentials of Doctoral Education for Advanced Nursing Practice 8 I. Scientific Underpinnings for Practice 8 II. Organizational and Systems Leadership for Quality Improvement and Systems Thinking 9 III. Clinical Scholarship and Analytical Methods for Evidence-Based Practice 11 IV. Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care 12 V. Health Care Policy for Advocacy in Health Care 13 VI. Interprofessional Collaboration for Improving Patient and Population Health Outcomes 14 VII. Clinical Prevention and Population Health for Improving the Nation’s Health 15 VIII. Advanced Nursing Practice 16 Incorporation of Specialty-Focused Competencies into DNP Curricula 17 Advanced Practice Nursing Focus 17 Aggregate/Systems/Organizational Focus 18 ADVANCING HIGHER EDUCATION IN NURSING 1 One Dupont Circle NW, Suite 530 · Washington, DC 20036 · 202-463-6930 tel · 202-785-8320 fax · www.aacn.nche.edu Curricular Elements and Structure 18 Program Length 18 Practice Experiences in the Curriculum 19 Final DNP Project 19 DNP Programs in the Academic Environment: Indicators of Quality in Doctor of Nursing Practice Programs 20 Faculty Characteristics 20 The Faculty and Practice 20 Practice Resources and Clinical Environment Resources 21 Academic Infrastructure 21 Appendix A Advanced Health/Physical Assessment 23 Advanced Physiology and Pathophysiology 23 Advanced Pharmacology 24 Appendix B DNP Essentials Task Force 25 References 27 2 Introduction Background Doctoral programs in nursing fall into two principal types: research-focused and practice- focused.
    [Show full text]
  • Solving Arkansas's Primary Care Problems by Empowering Nurse
    Solving Arkansas’s Primary Care Problems by Empowering Nurse Practitioners ACRE Report: 16-01 Mitch Mitchell Zachary Helms Jordan Pfaff Arkansas Center for Research in Economics University of Central Arkansas College of Business 210 Donaghey Avenue Conway, Arkansas 72035 2 Solving Arkansas’s Primary Care Problems by Empowering Nurse Practitioners Nurse Practitioners (NPs) — skilled providers of primary care — can save Arkansans’ money and improve our health. All we have to do is remove the rules that stop them. Problems: • Arkansans’ lack sufficient access to primary care — especially in rural and poor areas. • Estimates suggest that as many as one-fifth of Arkansas Medicare patients are receiving care outside of Arkansas. • In Arkansas, NPs are not allowed to perform many important services even though they received professional training in those areas and can be just as effective at providing them as physicians. • These restrictions increase wait-times and costs and force physicians to spend valuable time on services that could be provided by NPs. • Diabetic care, a particularly serious problem in Arkansas, is reduced when there are primary care shortages. Solution: • Twenty-one other states have less restrictions on NPs than Arkansas. Research has shown that NPs can be just as effective as physicians at providing primary care. Empowering NPs by improving Arkansas regulations would improve outcomes across the board without reducing patient safety. 3 Solving Arkansas’s Primary Care Problems by Empowering Nurse Practitioners Arkansas faces a shortage of primary care Introduction physicians, burgeoning costs of care, and ris- Like the rest of the country, Arkansas ing disparity in access to care.
    [Show full text]
  • Defining the Intangible Skillset of Advanced Practice Nurses: a Psychophenonemological Study of Aprn and Graduate Nursing Student Narratives
    Yale University EliScholar – A Digital Platform for Scholarly Publishing at Yale Yale School of Nursing Digital Theses School of Nursing January 2012 Defining The nI tangible Skillset Of Advanced Practice Nurses: A Psychophenonemological Study Of Aprnand Graduate Nursing Student Narratives Kathryn Perticone Yale University, [email protected] Follow this and additional works at: http://elischolar.library.yale.edu/ysndt Recommended Citation Perticone, Kathryn, "Defining The nI tangible Skillset Of Advanced Practice Nurses: A Psychophenonemological Study Of Aprnand Graduate Nursing Student Narratives" (2012). Yale School of Nursing Digital Theses. 1008. http://elischolar.library.yale.edu/ysndt/1008 This Open Access Thesis is brought to you for free and open access by the School of Nursing at EliScholar – A Digital Platform for Scholarly Publishing at Yale. It has been accepted for inclusion in Yale School of Nursing Digital Theses by an authorized administrator of EliScholar – A Digital Platform for Scholarly Publishing at Yale. For more information, please contact [email protected]. DEFINING THE INTANGIBLE SKILLSET OF ADVANCED PRACTICE NURSES: A PSYCHOPHENONEMOLOGICAL STUDY OF APRN AND GRADUATE NURSING STUDENT NARRATIVES Thesis Submitted to the Faculty Yale University School of Nursing In Partial Fulfillment Of the Requirements for the Degree Master of Science in Nursing Kathryn Perticone May 21, 2012 ! ! This thesis is accepted in partial fulfillment of the requirements for the degree Master of Science in Nursing. Faculty Advisor: Mary D Moller Date here: May 16, 2012 "!! Abstract DEFINING THE INTANGIBLE SKILLSET OF ADVANCED PRACTICE NURSES: A PSYCHOPHENONEMOLOGICAL STUDY OF ARPN AND GRADUATE NURSING STUDENT NARRATIVES The purpose of this pilot qualitative study was to generate a definition of advanced practice nurses that delineates their intangible skillset.
    [Show full text]
  • The Experience and Effectiveness of Nurse Practitioners in Orthopaedic Settings: a Comprehensive Systematic Review
    The Experience and Effectiveness of Nurse Practitioners in Orthopaedic Settings: A Comprehensive Systematic Review Reviewers Anita Taylor¹ RN, ONP, OrthoNCert, GradDipOrtho, MNSc Professor Deb Kralik2 RN, PhD, in memoriam Doctor Kylie Porritt3 PhD 1 Orthopaedic Nurse Practitioner and MClinSc candidate, The Joanna Briggs Institute, Faculty of Health Sciences, The University of Adelaide 2 Head, Quality, Research and Innovation at Silver Chain, Royal District Nursing Services SA Group and Adjunct Professor, The University of Adelaide, The Joanna Briggs Institute, Faculty of Health Sciences, The University of Adelaide, SA 5005 3 Research Fellow, The Joanna Briggs Institute, Faculty of Health Sciences, The University of Adelaide Corresponding author email: [email protected] 1 Table of Contents Table of Contents ......................................................................................................................................... 2 Figures 1-5 ................................................................................................................................................... 7 Tables 1-19 .................................................................................................................................................. 7 Abstract ........................................................................................................................................................ 8 Background .............................................................................................................................................
    [Show full text]