Future Competency Model Essay

A set of nine core competencies was developed by the National Organization of Nurse Practitioner Faculties (NONPF) in 2011, outlining the skills that doctorally prepared NPs are

The Nurse Practitioner Core Competencies (NP Core Competencies) forms and builds upon ongoing Master’s and DNP core competencies and these are the channels and background for all graduating NP students. The NP Core Competencies can input their full scope of practice as an independent licensed practitioner. These essential competencies of an NP is fully developed by graduation, no matter what the NPs preferred speciality is. The core competencies are an essential part to face the multispecialty challenges of the changing health care system. By adding knowledge, skill, and ability to independently handle different

Now that you have examined the Nurse of the Future Nursing Core Competencies, why do you think that these competencies were selected? Which 2 of the 10 competencies will be most important to your future nursing practice and why?

The knowledge of and experience of and Advanced Practice Registered Nurse (APRN) can be of value when examining core competencies. This paper will discuss the nine core competencies stated by The National Organization of Nurse Practitioner Faculties (NONPF). To gain a more complete understanding of how the core competencies integrate into practice an interview of an APRN was conducted. Additionally, an analysis of selected NONPF core competencies will be discussed and how they apply to the roles of the APRN. The paper will end with a conclusion of key points and benefits from interviewing an APRN.

Hain, D., & Fleck, L. (2014). Barriers to NP Practice That Impact Healthcare Redesign. Online J Issues Nurs, 19(2). Retrieved from http://www.medscape.com/viewarticle/833516_print

The clinical nurse practitioner has numerous areas of core competencies that vary greatly from the five categories listed for the nursing administrator. Nurse practitioner competencies are: scientific foundation, leadership, quality, practice inquiry, technology and information, policy, health delivery system, ethics, and independent practice (NONPF, 2012). The nurse practitioner needs to have a solid foundation in the nursing science field (NONPF, 2012). Quality competencies are another area in which clinical nurse practitioners need to hold as they are dealing directly with patients and their needs (NONPF, 2012). Relationships between access, cost, quality, and safety and how they influence health care are what are needed for nurse practitioners (NONPF, 2012). Also, interpreting knowledge into practice interacts with the quality of the practice. Generating knowledge about the practice and constantly improving the practice through evidence based best practices furthers the area of nursing (NONPF,

The Scope and Standards of Public Health Nursing includes population-focused standards of care in the areas of assessment, diagnosis, outcome identification, planning, assurance, evaluations and standards for professional performance in quality of care, performance appraisal, education, collegiality, ethics, collaboration, research, and resource utilization (Stanhope & Lancaster, 2012). The Quad Council Competencies outline different skill levels divided into three tiers: Tier 1 competencies apply to generalist or staff nurses who carry out day-to-day functions in public health organizations. For example, these nurses hold non-managerial positions such as home visiting, carrying out health promotion programs, basic data collection, fieldwork, and outreach activities. Tiers 2 and 3 apply to the nurse at the specialist level. Tier 2 competencies apply to nurses in supervisory or management positions. They may oversee personnel; develop programs and budgets, or present recommendations on policy issues. Tier 3 competencies apply to senior managers and/or leaders in public health organizations who are responsible for oversight and administration of programs or the operation of an organization (achne.org,

Nursing is a profession that requires individuals to be skilled and knowledgeable in several different arenas. From the use of science in order to apply theories and research into practice, to using critical thinking and advocating for the improvement of healthcare, the Advanced Practice Nurse (APN) must be able to integrate these skills into practice. This paper will review the competencies set forth by the National Organization of Nurse Practitioner Faculties (NONPF). In order to better grasp how an APN implements the use of such competencies, an interview has been conducted with a leader in the profession. This interview was done in person with the use of a tape recorder while the interviewer took notes. To better understand just how instrumental these competencies are to the profession, the APN student must be able to see how it is used in everyday practice by one who is already working as an APN. APN students can review materials concerning the competencies needed; however, the student is able to have a better grasp of the role of the APN by becoming aware of how one in the profession applies these competencies in the real world.

The nine core competencies build the framework for the NP to patient-centered focused care. Competencies must be met for the role development for growth of the entry level NP. By interviewing an experienced NP and their views on the nine core competencies, much insight has been gained. Interpersonal communication, collaboration and having integrated the different abilities to gain improvement about nursing practicing with the help of the interview of the APN

The Nurse Practitioner Core Competencies (NP Core Competencies) take part and figure upon present Master’s and DNP core competencies and

I used to work on medical field as a nursing assistant several years ago. The hospital is very strict, and organized when it comes to patients’ safety. Every morning, there is a briefing for fifteen minutes, and all staff should attend. During the meeting, the charge nurse talk about patients’ safety, the census, how busy is going to be that day, what need to be done, and the patient who need more attention due to fall risk. Hand washing is very important. All staff must wash their hands before and after entering the patients’ room. There are hand sanitizer all over the place, everyone must use it to avoid cross contamination. All patients’ bed must be in lower position, with floor mattress on both side of the bod in case the patient fall.

Phase I (2005-2007) defined six competencies: patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement and informatics, and safety (CWRU, 2014b). For each of the competencies, knowledge, skills, and attitudes for usage by students in nursing pre-licensure programs were outlined. Furthermore, a range of strategies for clinical, classroom, and simulation-based learning were developed for students to be successful in their respective programs.

Subsequently other issues that plague the long term care facilities would be the concern for the safety of the elderly due to neglect. “Nursing home alert (2016) reports numerous deaths caused by strangulation or suffocation involve hospital beds, and many of these deaths go unreported. A resident may be suffocated if a mattress fits too loosely within the frame and leaves a gap large enough to trap his or her head between the mattress and side rail.” The concern is the unreasonable confinement has been a common issue within the long term care facilities for years and most cases unresolved due to unreported incidences amongst facility workers. Monitoring of all elderly residents should be the top priority within those facilities and not one

There are many differences in the competencies between nurses prepared at the associate’s degree level versus the baccalaureate level in nursing. The differences in competencies can be seen in the leadership ladder for advancement in the profession of nursing, the ability to provide care, the coordination of patient care, and the membership of an educated interdisciplinary health care team. In my matriculation into Grand Canyon University’s RN-BSN

In an effort to incorporate quality and safety competency into nursing education, the Quality and Safety Education for Nurses Institute has developed target goals for knowledge, skills, and attitudes (KSA) in safety, along with the core competencies previously identified by the Institute of Medicine; patient-centered care, interdisciplinary teamwork, evidence based practice, informatics, and quality improvement (ANA, 2012 , QSEN, n.d.).