Nurse Competency

Currently my facility has a six to months mentoring program for new graduates. This program is in addition to the current preceptor program that orients the new graduates to the unit they will be assigned. Most of these new nurses are graduates from local nursing schools and have done most of their clinical nursing education at this facility. The hospital realizes that going from a classroom and clinical setting to on hands bedside patient care can be a

There are nine core competencies that the National Organization of Nurse Practitioner Faculties (NONPF) has adopted in which the nurse practitioner student’s education is based on: scientific foundation, leadership, quality, practice inquiry, technology and information literacy, policy, health delivery system, ethics, and independent practice competencies. This writer will describe and summarize the competencies as they relate to the nurse practitioners practice. After extensive research by this writer, she was able to conduct a thorough interview with a Certified Nurse Practitioner (CNP). This writer has learned how the working CNP utilizes the competencies in her practice as a Neonatal Certified Nurse Practitioner.

To meet competency standard two, registered nurses need to consciously and actively engage in therapeutic and professional relationships (Nursing and Midwifery Board of Australia [NMBA], 2016); Doherty & Thompson, 2014). Therapeutic nurse-patient relationships are built on trust, where the patient feels safe to be open and honest; enabling a productive relationship with positive patient-centred outcomes (Doherty & Thompson, 2014). A vital principal in delivering patient-centred care is to foster effective communication along with establishing personal and professional relationship boundaries (NMBA, 2016). This fundamental approach to care, ensures

A nurse is a health care professional who cares for ill or disabled individuals, their families and communities ensuring that they attain, maintain or recover optimum health and functioning (Crosta, 2013). There are several kinds of nurses classified depending on their education and experiences. As an example,

Transitioning from nursing school to working in a hospital setting can be a challenging time for a new graduate. Due to the nursing shortage, new graduate nurses are being hired with little to no experience. This is overwhelming for new nurses, especially when they are not getting adequate support or training from the hospital. The amount of stress, pressure, and lack of training is leading to a high turnover rate for new graduate nurses. With patient acuity on the rise, new graduate nurses that are filling these vacancies in the hospitals, need to be competent nurses to provide proper and safe care to the patients.

staff, the skill level of the nursing staff, and the education/certification of nursing staff” (ANA, 2015). These

With a shortage of nurses, the care and safety of patients may become compromised. The nurses themselves may be having feelings of dissatisfaction, overwhelm and distress. Nurses who may become overwhelmed with the high number of patients may become frustrated and burnt out. And inadequate staff of nurses may lead to a negative impact on the patient’s outcome. The quality of care the patients may receive in facilities with low staffing may be poor.

Education has a strong outcome on everyone, and nursing is a profession that makes sure that everyone that is being called a nurse goes through the best kind of education that is available. Nursing helps to nurture human by providing humane services for all. There are different levels of education in nursing; an associate’s degree, a baccalaureate degree, master’s degree and so on. So it is very important to understand the differences between all these degrees since each certified nursing program carries educational and professional requirements that are expected to be carried out. The following paragraphs are going to explain the differences in competencies between nurses that are

The second category of provisions relates to the nurse’s responsibility to maintain their own proficiency and health environments, delegate appropriately, preserve integrity, and keep their practice and competence current. It is crucial that nurses are proficient and maintain competency in order to deliver high quality care to patients. "The virtue of professional competence calls for continual professional growth and a commitment to lifelong learning. You must practice nursing that’s evidence-based, be knowledgeable about the scope and standards of nursing practice, and have the necessary skills to perform nursing tasks effectively” [ (Lachman, 2008, p. 44) ].

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.

There is no better way of learning about a future role or positions, then getting opinions and viewpoints from someone who has experience your field of study. Having other’s viewpoints and critiques can be important to your decision making process related to pros and cons of that particular field of choice. This enables you to gain perspective and insight of job duties, and a viewpoint of the real environment.

According to Hunt (2009), feeling overworked is the number one cause for nurse turnover in health care settings. Other reasons at the top of the list include, lack of support from employers and few opportunities for advancement. Due to the nursing shortage, staffing has been an issue in many healthcare facilities. As a result, units are consistently short staffed, causing nurses to feel overworked and unsupported by management. Cline (2004) highlighted nurse frustration when a participant in the study stated, “When you’re constantly short-staffed and feel your managers aren’t supporting you at least by saying, ‘Thank you, I know you must’ve had a hard

Attaining a high level of education will improve the healthcare system only if nurses are fully utilizing their knowledge and abilities. Many times nurses face challenges in exercising their abilities and knowledge due to institutional policies or government regulations,

It is likely that most people have heard about the nursing shortage for years now, and perhaps they believe it’s been fixed. However, the nursing profession is experiencing a reoccurring deficiency. According to Brian Hansen, (2002), there was a nation wide shortage in 2001 of 126,000 full-time registered nurses, but the shortage will surge to 808,000 by 2020 if something isn't done. This pattern is a persisting cycle of high vacancies followed by layoffs and a high over supply of registered nurses. Various factors contribute to the lack of nurses within the health care facilities, but today’s shortages are a little different. Many feel that this scarcity is severe and long-drawn-out. The four major issues contributing to

Before the NCLEX exam was established, each state created its own nursing regulations and exams to determine the competency of nursing students (“NCLEX-RN® Examination”, 2016). In 1941, the National League of Nursing created a better exam that was adopted by all states, in order to streamline the process, and the test was called the State Board Test Pool Examination (“NCLEX-RN® Examination”, 2016). Locations to take the exam were very limited and had to be big enough to accommodate many people at once, since the test was only offered twice a year, and in order to take it, student nurses had to register about six months in advance by mailing in their approval to test (Johnson & Kappel). The exam was given using paper and pencil, and for every thirty-five students, a retired nurse was hired as a proctor (Johnson & Kappel). The questions were the same for all the students in order to make testing fair, and students had to wait for weeks before their results arrived in the mail (Johnson & Kappel). The test was officially named the NCLEX in 1982 after the National Council of State Boards of Nursing took over the responsibility of the test nationally a few years beforehand (Johnson & Kappel). The total number of questions on the test before 1982 was 720, before being reduced to 480 and then 370 questions (“NCLEX-RN® Examination”, 2016).