Description
NURS682 Week 1 Discussion Forum
APRN roles and practice are multifaceted. Name the 4 APRN role types.
Discuss the historical development of one APRN role.
Briefly describe the general responsibilities of each of the 4 APRN role types.
Support all responses using at least one scholarly source other than your textbook. Use national guidelines and evidence-based research when applicable.
Students may enhance responses with an example, either from personal experience or from the media, which illustrates and supports ideas.
All sources must be referenced and cited using the correct APA format (including a link to the source).
Use at least one scholarly source other than your textbook to connect your response to national guidelines and evidence-based research in support of your ideas. In addition, you may also provide an example case, either from personal experience or the media,
which illustrates and supports your ideas. All sources must be referenced and cited using APA Style, including a link to the source.
Resource link and attachment for support with questions.
https://www.ncsbn.org/aprn.htm
https://nursejournal.org/resources/what-are-the-nurse-practitioner-core-competencies/
https://www.academicprogression.org/about/future-of-nursing
https://www.aacn.org/certification/advanced-practice/np-and-cns-educational-program-resources/national-np-standards-and-guidelines
Unformatted Attachment Preview
Consensus Study Report
MAY 2021
The Future of Nursing 2020–2030
Charting a Path to Achieve Health Equity
The decade ahead will test the nation’s nearly 4 million nurses in new and
complex ways. Nurses live and work at the intersection of health, education,
and communities and in a wide array of settings and practice at a range of
professional levels. They are often the most frequent line of contact with people
of all backgrounds and experiences seeking care and they represent the largest
of the health care professions.
THE ROLE OF NURSES IN ADVANCING HEALTH EQUITY
A nation cannot fully thrive until everyone—no matter who they are, where
they live, or how much money they make—can live their healthiest possible
life, and helping people live their healthiest life is and has always been the
essential role of nurses. Nurses have a critical role to play in achieving the
goal of health equity, but they need robust education, supportive work
environments, and autonomy. Accordingly, at the request of the Robert Wood
Johnson Foundation, on behalf of the National Academy of Medicine, an ad
hoc committee under the auspices of the National Academies of Sciences,
Engineering, and Medicine conducted a study aimed at envisioning and
charting a path forward for the nursing profession to help reduce inequities
in people’s ability to achieve their full health potential. The ultimate goal
is the achievement of health equity in the United States built on
strengthened nursing capacity and expertise. (For a full list of the
committee’s recommendations, view the Recommendations insert.)
The committee developed a framework identifying the key areas for
strengthening the nursing profession to meet the challenges of the decade
ahead. These areas include the nursing workforce, leadership, nursing
education, nurse well-being, and emergency preparedness and response,
as well as responsibilities of nursing with respect to structural and individual
determinants of health. Nurses play multiple roles in acute care, community,
and public health settings, through which they can influence the medical
and social factors that drive health outcomes, health equity, and health care
equity.
HIGHLIGHTS
ACTING NOW TO IMPROVE THE HEALTH AND WELL-BEING OF THE NATION
The demand for nurses will increase in the decade ahead due to the health needs of the aging population,
increases in behavioral and mental health conditions, increases in lack of access to primary health care, high
maternal mortality rates, worsening physician shortages, and other sociodemographic factors and health workforce
imbalances. The nursing workforce will also face challenges from within the health care system and the health care
workforce, and from health-related policies and other factors that affect the scope of practice, size, distribution,
diversity, and nursing education. In the current system, care is often disjointed. Nurses provide care coordination
that helps ensure seamless care, serve as advocates for patients and communities, and assist in increasing
individuals’ trust in and engagement with the health care system.
LIFTING BARRIERS TO EXPAND THE CONTRIBUTIONS OF NURSING
The past two decades have seen progress in lifting state-level regulations restricting the scope of practice for
advanced practice registered nurses (APRNs), but 27 states still do not allow full practice authority for nurse
practitioners.1 Eliminating these restrictions so APRNs can practice to the full extent of their education and
training will increase the types and amount of high-quality health care services that can be provided to those
with complex health and social needs. Institutional barriers also need to be lifted for APRNs and other nurses,
including registered nurses (RNs) and licensed practical nurses (LPNs), to allow them to practice to the top of
their education and training.
DESIGNING BETTER PAYMENT MODELS
The current payment systems are not designed to pay for services that address social needs and social determinants
of health (SDOH) nor advance health equity.2 By supporting team-based care, improved communication, and
proven interventions and strategies that can reduce health disparities, payment systems can enable nurses to
make these essential contributions to improving care and outcomes for all patients. New payment models (e.g.,
accountable care organizations, accountable health communities, value-based payment) can give health care
organizations the flexibility to address social needs and SDOH and advance health equity.
STRENGTHENING NURSING EDUCATION
Nursing education coursework and experiential learning that prepare students to promote health equity, reduce
health inequities, and improve the health and well-being of the population will build the capacity of the nursing
workforce. Substantive education in community (e.g., schools, workplaces, home health care, public health clinics)
and telework settings allows nursing students to learn about the broad range of care environments and to work
collaboratively with other health and non-health professionals. Additionally, nursing schools should continue
expanding efforts to recruit and support diverse students and faculty that reflect the populations they serve,
through holistic efforts to support, mentor, and sponsor students and faculty from a wide range of backgrounds.
VALUING COMMUNITY AND PUBLIC HEALTH NURSING
Community and public health nurses play a vital role in advancing health equity. School nurses, for example, are
front-line health care providers, serving as a bridge between the health care and education systems and other
sectors as well as links to broader community health issues through the student populations they serve. More
school nurses need the practice authority and payment structure to address complex health and social needs.
The COVID-19 pandemic has also heightened the need for team-based care, infection control and prevention,
person-centered care, and other population-based skills that reflect the strengths of community and public
health nurses.
APRNs hold at least a master’s degree in addition to the initial nursing education and licensing required for all RNs, and may continue
in clinical practice or prepare for administrative and leadership positions.
2
The conditions of the environments in which people live, learn, work, play, worship, and age that affect a wide range of health, functioning,
and quality-of-life outcomes and risks.
1
FOSTERING NURSES’ ROLES AS LEADERS AND ADVOCATES
A new generation of nurse leaders is now needed—one that recognizes the importance of diversity and equity and
is able to use and build on the increasing evidence base supporting the link between SDOH and health status.
This requires the contributions of nurses in all roles and settings in a collaborative system of leadership. Nurse
leaders can play an important role in acknowledging the history of racism within the profession and health care
and help mitigate the effects of discrimination and implicit bias on health.
PREPARING NURSES TO RESPOND TO DISASTERS
The COVID-19 pandemic has revealed chasms within an already fragmented U.S. health care system, resulting in
significant excess mortality and morbidity and glaring health inequities. Most affected are communities of color,
who suffer from the compound disadvantages of racism, poverty, workplace hazards, limited health care access,
and pre-existing health conditions. Articulating the roles and responsibilities of nurses in disaster response and
public health emergency management is critical to the nation’s capacity to plan for and respond to these types
of events.
SUPPORTING THE HEALTH AND WELL-BEING OF NURSES
Nurses’ health and well-being are affected by the demands of their workplace, and in turn affect the quality of
and safety of the care they provide. Thus, it is essential to address the systems, structures, and policies that create
workplace hazards and stresses that lead to burnout, fatigue, and poor physical and mental health among the
nursing workforce. The pandemic has illuminated and exacerbated the day-to-day demands of nursing. Nurses
often cope with unrealistic workloads; insufficient resources and protective equipment; risk of infection; stigma
directed at health care workers; and the mental, emotional, and moral burdens of caring for patients with a new
and unpredictable disease and helping with contact tracing and testing. To help address the many SDOH, nurses
need to first feel healthy, well, and supported. Policy makers, nurse employers, nursing schools, nurse leaders,
and nursing associations all have a role in achieving this goal. Ultimately, the health and well-being of nurses
influence the quality, safety, and cost of the care they provide, as well as organizations and systems of care.
CONCLUDING REMARKS
Nurses are bridge builders and collaborators who engage and connect with people, communities, and organizations
to promote health and well-being. They need ongoing support from the systems that educate, train, employ,
and enable nurses to advance health equity. The COVID-19 pandemic has starkly revealed the challenges nurses
face every day, and has added significant new challenges. It has also given some nurses more autonomy, shifted
payment models, and sparked overdue conversations about dismantling racism in health care. Policy makers
and system leaders should seize this moment to support, strengthen, and transform the largest segment of the
health workforce so nurses can help chart our country’s course to good health and well-being for all.
Committee on the Future of Nursing 2020–2030
Study Sponsor
Mary K. Wakefield (Co-Chair)
The University of Texas at Austin
Greer Glazer
University of Cincinnati
Robert Wood Johnson Foundation
David R. Williams (Co-Chair)
Harvard University
Marcus Henderson
Fairmount Behavioral Health
System
University of Pennsylvania
Maureen Bisognano
Institute for Healthcare
Improvement
Angelica Millan
County of Los Angeles
Department of Public Health
Jeffrey Brenner
JunaCare
Peter I. Buerhaus
Montana State University
William M. Sage
The University of Texas at Austin
Marshall H. Chin
University of Chicago
Regina S. Cunningham
Hospital of the University of
Pennsylvania
University of Pennsylvania
José J. Escarce
University of California,
Los Angeles
John W. Rowe
Columbia University
Victoria L. Tiase
NewYork-Presbyterian Hospital
Winston Wong
University of California,
Los Angeles
Study Staff
Suzanne Le Menestrel
Study Director (from June 2020)
Susan B. Hassmiller
Senior Scholar in Residence and
Advisor to the President on
Nursing, National Academy of
Medicine
Jennifer Lalitha Flaubert
Program Officer
Adrienne Formentos
Research Associate
Tochi Ogbu-Mbadiugha
Senior Program Assistant (from
October 2020)
Cary Haver
Study Director (until June 2020)
Carol Sandoval
Senior Program Assistant (until
September 2020)
Ashley Darcy-Mahoney
National Academy of Medicine
Distinguished Nurse Scholar-inResidence (August 2020 to August
2021)
Allison Squires
National Academy of Medicine
Distinguished Nurse Scholar-inResidence (March 2019 to August
2020)
Sharyl Nass
Senior Director, Board on Health
Care Services
Lori Brenig
Senior Program Assistant (until
May 2020)
To read the full report, please visit
nam.edu/publications/the-future-of-nursing-2020-2030
http://www.nationalacademies.org/future-of-nursing-2020-2030
Copyright 2021 by the National Academy of Sciences. All rights reserved.
Nurse Practitioner Core Competencies Content
A delineation of suggested content specific to the NP core competencies
2017
NP Core Competencies Content Work Group
Anne Thomas (Chair), PhD, ANP-BC, GNP, FAANP
M. Katherine Crabtree, DNSc, APN-BC, FAAN
Kathleen Delaney, PhD, PMH-NP, FAAN
Mary Anne Dumas, PhD, RN, FNP-BC, GNP-BC, FAANP, FAAN
Ruth Kleinpell, PhD, RN, FAAN, FCCM
Julie Marfell, DNP, APRN, FNP-BC, FAANP
Donna Nativio, PhD, CRNP, FAAN, FAANP
Kimberly Udlis, PhD, FNP-BC, APNP
Andrea Wolf, DNP, CRNP
Acknowledgments: NONPF also wishes to recognize members of the Curricular Leadership Committee who provided review and comment on
the draft document. The comments from the following people shaped the final document: Susan Buchholz, Holly Dileo, Kathy Dontje, Judith
Haber, Ann Marie Hart, Kathleen Reeve, Susan Ruppert, Susan Schaffer, and Courtney Young.
* The 2017 Nurse Practitioner Core Competencies Content publication aligns the competencies with the 2016 Adult-Gerontology Acute Care And
Primary Care NP Competencies.
Nurse Practitioner Core Competencies
with Suggested Curriculum Content
2017
In the development of the nurse practitioner (NP) population-focused competencies, a task force had extensive discussions of competencies vs.
content. The task force concluded that it would be beneficial to programs if some content could be included as exemplars of how to support
curriculum development for addressing a competency. Within the 2013 edition of the NP population-focused competencies, the final column in
each population’s competency table presents the respective competency work group’s ideas of relevant content.
NONPF convened a work group to identify the suggested curriculum content for the NP Core Competencies. This work group consisted of
members of the task force that prepared the 2014 edition of the NP Core Competencies, as well as additional representation from the NONPF
Board and Curricular Leadership Committee. A sub-group of the NONPF Curricular Leadership Committee completed a review of the draft
content, and the work group incorporated the review feedback into the final document presented herein. Please see the cover page for a list of
work group members and an acknowledgment of the reviewers.
The table that follows includes the NP Core Competencies and a list of suggested curriculum content. NONPF does not intend for the requirement
of all of this content, nor is the content list comprehensive for all that a program would cover with population-focused competencies. The content
column reflects only suggestions for content relative to the core competencies. This document should be used in combination with the populationfocused competencies.
Competency
Area
Scientific
Foundation
Competencies
NP Core Competencies
Curriculum Content to Support Competencies
Neither required nor comprehensive, this list reflects
only suggested content specific to the core
competencies
1.
Critically analyzes data and evidence for improving
advanced nursing practice.
2.
Integrates knowledge from the humanities and sciences
within the context of nursing science.
3.
Translates research and other forms of knowledge to
improve practice processes and outcomes.
4.
Develops new practice approaches based on the integration
of research, theory, and practice knowledge.
Comparison of patient data sets with evidence-based standards to
improve care
Scientific foundations to practice, including, but not limited to,
knowledge of advanced pathophysiology, pharmacology, physiology,
genetics, and communication skills
Science from other disciplines relevant to health care
NONPF – 2
Competency
Area
NP Core Competencies
Curriculum Content to Support Competencies
Neither required nor comprehensive, this list reflects
only suggested content specific to the core
competencies
Theories/conceptual frameworks/principles for practice:
•
•
•
•
•
•
•
•
•
•
Translational research that guides practice
Critical evaluation of research findings
Mid-range nursing theories and concepts to guide nursing
practice
Evidence-based care
Physiologic
Communication
Developmental
Genetic
Behavior change
Population health
Critical thinking development:
•
•
•
•
Evidence appraisal
Formulating a practice problem
Use of science-based theories and concepts to assess,
enhance, and ameliorate health care delivery phenomena
Use of PICO questions to initiate research and quality
improvement projects
Qualitative and quantitative research and quality improvement
methods
Ethical and legal protection of human subjects
Inquiry processes and practices related to health literacy, vulnerable
populations, and culture
Monitoring of health outcomes
Leadership
Competencies
1.
2.
Assumes complex and advanced leadership roles to initiate
and guide change.
Provides leadership to foster collaboration with multiple
Content related to:
•
•
•
Crisis management and leadership
Stress management (for staff and patient/family)
Teams and teamwork, including team leadership, building
NONPF – 3
Competency
Area
NP Core Competencies
Curriculum Content to Support Competencies
Neither required nor comprehensive, this list reflects
only suggested content specific to the core
competencies
stakeholders (e.g. patients, community, integrated health
care teams, and policy makers) to improve health care.
3.
Demonstrates leadership that uses critical and reflective
thinking.
effective teams, and nurturing team
Leadership, change, and management theories with application to
practice
Political processes, political decision making processes, and health
care advocacy
4.
Advocates for improved access, quality and cost effective
health care.
5.
Advances practice through the development and
implementation of innovations incorporating principles of
change.
6.
Communicates practice knowledge effectively, both orally
and in writing.
7.
Participates in professional organizations and activities that
influence advanced practice nursing and/or health
outcomes of a population focus.
Problem solving:
•
•
•
•
Influencing and negotiation
Conflict management
Strategic thinking
Managing change
Business development:
•
•
•
•
•
•
•
High reliability organization principles
Building and maintaining effective teams
Project management concepts
Principles of effective decision making
Principles of change management
Civility
Principles of innovation
Communications:
•
•
Scholarly writing, manuscript, and abstract preparation
Structuring and presenting persuasive arguments
Peer review:
•
•
•
•
Publications
Presentations
Research
Practice.
Leadership development:
NONPF – 4
Competency
Area
NP Core Competencies
Curriculum Content to Support Competencies
Neither required nor comprehensive, this list reflects
only suggested content specific to the core
competencies
•
•
•
•
•
Skills to influence decision-making bodies at the system,
state, or national level
Interprofessional leadership
Assuming leadership positions in professional, political, or
regulatory organizations
Structure and functions of editorial/board roles
Ethical and critical decision making, effective working
relationships, and a systems-perspective
Concepts of strategic planning process
Leadership styles
How to lead change in practice, manage practice changes
•
•
•
•
Monitoring implementation and fidelity
Adaptation of change to patients, providers and
organizational needs and resources
Interim feedback on achievements and efficiencies
Interpretation of data and articulating evidence
Self-reflection of leadership style e.g., personal leadership strengths
and weaknesses; working with diverse skills sets and diverse teams
Quality
Competencies
1.
2.
3.
4.
Uses best available evidence to continuously improve
quality of clinical practice.
Evaluates the relationships among access, cost, quality, and
safety and their influence on health care.
Evaluates how organizational structure, care processes,
financing, marketing, and policy decisions impact the
quality of health care.
Applies skills in peer review to promote a culture of
Quality Safety Education in Nursing (QSEN) principles and content
Evaluation of outcomes of care such as quality improvement projects
with an evaluation component
Reflective practice
Culture of safety
Quality improvement processes and practices
Knowledge of quality improvement methods such as:
•
Plan-Do-Study Act
•
Six Sigma
NONPF – 5
Competency
Area
NP Core Competencies
Curriculum Content to Support Competencies
Neither required nor comprehensive, this list reflects
only suggested content specific to the core
competencies
excellence.
Cost benefit analysis
5.
Anticipates variations in practice and is proactive in
implementing interventions to ensure quality
Peer review process
•
Reviewer
•
Reviewee
Collaborative team processes and practices
Leadership skills for leading change for quality clinical practice
Methods and measures of quality assurance during transitions of
care
Laws and rules to enhance quality such as
•
Meaningful use
•
Federal, state, and local quality data sources and indicators
Practice Inquiry
Competencies
1.
Provides leadership in the translation of new knowledge
into practice.
2.
Generates knowledge from clinical practice to improve
practice and patient outcomes.
3.
Applies clinical investigative skills to improve health
outcomes.
4.
Leads practice inquiry, individually or in partnership with
others.
5.
Disseminates evidence from inquiry to diverse audiences
using multiple modalities.
6.
Analyzes clinical guidelines for individualized application into
practice
Leadership for role in practice improvement
Clinical investigation strategies:
•
•
•
Identifying clinical practice problems
Appraising evidence for application to practice (e.g., design,
methods, tools, analysis)
Literature search methods, including, but not limited to, the
PICO Model to define a clinical questions and search for the
best clinical evidence
Use of electronic databases, such as electronic health records:
•
•
•
•
•
Assessing clinical practice
Reviewing patient technology
Exploring behaviors and risk factors
Using data to support evidence based changes in clinical
management
Template development
NONPF – 6
Competency
Area
NP Core Competencies
Curriculum Content to Support Competencies
Neither required nor comprehensive, this list reflects
only suggested content specific to the core
competencies
Patient management, including, but not limited to, discerning gaps in
care and barriers to care needing resolution during patient
encounters
Project development and management:
•
•
•
•
•
•
•
•
•
•
•
Synthesis and translation/extrapolation of research to
selected populations
Frameworks to guide projects
Quality improvement methods
Assessment of resources needed and available for projects
Competing priorities of patients, payers, providers, and
suppliers
Data-based, needs assessment for project
Processes used in conducting projects based on current
and best evidence, including evaluation of the application of
evidence or inquiry to the population of concern
Evaluation of outcomes (for health status of patient and
population as well as system outcomes)
Evaluation of why expected results were or were not
attained and lessons learned
Making recommendations for further work
Addressing issues of sustainability of project findings
Dissemination of work and findings:
•
•
•
Abstract and manuscript writing to support the
dissemination of project/research outcomes
Discussion of clinically meaningful results that may or may
not be statistically significant
Presentation skill development with modification for different
audiences
NONPF – 7
Competency
Area
NP Core Competencies
Curriculum Content to Support Competencies
Neither required nor comprehensive, this list reflects
only suggested content specific to the core
competencies
Integration of findings:
•
•
•
•
•
•
Results, methods, and tools, as appropriate, into care
delivery
Identification of best practices
Opportunities for multidisciplinary team/inter-professional
collaboration for patient care
Development and use of clinical guidelines
Use of clinical judgment to improve practice
Application of evidence to validate or change policy
Evaluation of alternative care delivery models and treatments,
including costs, cost benefits, and return on investment
Institutional review board policies and processes
Interprofessional research and scholarship exemplars and
opportunities
Technology and
Information
Literacy
Competencies
1.
Integrates appropriate technologies for knowledge
management to improve health care.
2.
Translates technical and scientific
appropriate for various users’ needs.
health information
2.a Assesses the patient’s and caregiver’s educational
needs to provide effective, personalized health care.
2.b Coaches the patient and caregiver for positive
behavioral change.
3.
4.
Demonstrates information literacy skills in complex decision
making.
Contributes to the design of clinical information systems
Technology available in clinical practice:
•
Electronic resources that identify current evidenced-based
care
•
Electronic resources that enhance patient safety
•
Technological care delivery systems
•
Telehealth
•
Information databases used by health care systems
•
Electronic communication with other professionals and
patients
•
Encrypted and unencrypted technology
•
Electronic resources to support differential diagnosis,
algorithmic thinking, and medical record review
•
Templates for documentation in nursing care
•
Use of electronic datasets to evaluate practice and improve
quality, cost, and efficiency of care
Technology available to support education:
•
Standardized patient encounters
•
Electronic/computer based learning modules based on
characteristics such as cultural literacy, educational level,
NONPF – 8
Competency
Area
NP Core Competencies
Curriculum Content to Support Competencies
Neither required nor comprehensive, this list reflects
only suggested content specific to the core
competencies
that promote safe, quality and cost effective care.
•
5.
Uses technology systems that capture data on variables
for the evaluation of nursing care.
•
•
and home assessment
Coaching/teaching resources adapted to population, health
literacy, and age of patient learning styles,
Age-appropriate concepts and development of educational
tools
Use of applications for references at point of care
Using telehealth to provide care for the adult population, considering
benefits, methods, differences, and regulatory issues.
IT resources such as:
•
Informatics competencies from Technology Informatics
Guiding Education Reform (TIGER) initiative
•
American Medical Informatics Association (AMIA)
Use of electronic communication methods, including social media,
with healthcare professionals, patients, families, and caregivers
Compliance issues related to patient privacy with use of technology
Population-appropriate clinical indicators for incorporation into
information systems, such as electronic health records
Use of technologies to monitor and evaluate clinical problems, e.g.
•
Blood pressure
•
Vital signs
•
Glucose
•
Weight
Policy
Competencies
1.
Demonstrates an understanding of the interdependence of
policy and practice.
2.
Advocates for ethical policies that promote access, equity,
quality, and cost.
3.
Analyzes ethical, legal, and social factors influencing policy
Policy analysis process:
•
•
•
•
•
Political environment
Political feasibility
Economic feasibility
Implementation strategy and planning
Outcomes evaluation at local, state, national, and
international levels
NONPF – 9
Competency
Area
NP Core Competencies
Curriculum Content to Support Competencies
Neither required nor comprehensive, this list reflects
only suggested content specific to the core
competencies
development.
4.
Contributes in the development of health policy.
5.
Analyzes the implications of health policy across disciplines.
6.
Evaluates the impact of globalization on health care policy
development.
7.
Advocates for policies for safe and healthy practice
environments.
•
Specific NP role for influencing health care agenda and
patient advocacy
Health policy and health care reform:
•
•
•
•
•
Federal budget
National health priorities
Methods for appropriation of funding
Vulnerable populations and needs
The relationship between the USPSTF guidelines and
Affordable Care Act implementation
Legislative and regulatory processes:
•
•
•
•
Origin of laws
Regulatory process
How to influence/impact passage of laws and their
translation into regulation
Health care financing and third party reimbursement
Population health model and its impact on policy planning
Introduction of global issues:
•
•
•
•
•
Infections
Travel
Immigration
Disasters/terrorism
Access to health care
Ethical issues in health care planning:
•
•
•
•
•
Fairness
Equity and health disparities
Access and resource allocation
Health behavior
Social determinants of health
NONPF – 10
Competency
Area
NP Core Competencies
Curriculum Content to Support Competencies
Neither required nor comprehensive, this list reflects
only suggested content specific to the core
competencies
Comparative health systems
Proactive and responsive use of media
Barriers to NP practice
Legislative process and resources, e.g., Congress.gov
Policy theories
Examples of policy making at multiple levels and individual and
collective contributions to shape policy
Health Delivery
System
Competencies
1.
Applies knowledge of organizational practices and
complex systems to improve health care delivery.
2.
Effects health care change using broad based skills
including negotiating, consensus-building, and partnering.
3.
Minimizes risk to patients and providers at the individual
and systems level.
4.
Facilitates the development of health care systems that
address the needs of culturally diverse populations,
providers, and other stakeholders.
5.
Evaluates the impact of health care delivery on patients,
providers, other stakeholders, and the environment.
6.
Analyzes organizational structure, functions and resources
to improve the delivery of care.
7.
Collaborates in planning for transitions across the
continuum of care.
Organizational practices:
•
•
•
•
Organizational structure, tables of organization
Organizational decision making
Organizational theory
Principles of management
Interprofessional collaborative partnerships
Informatics/information systems:
•
•
•
•
Interpreting variations in outcomes
Use of data to improve practice
Use of collateral information
Organizational delivery subsystems, (e.g. electronic
prescription writing-pharmacy software)
Needs assessment of populations served:
•
•
•
•
•
Socioeconomic and cultural factors
Unique population needs
System resources to meet population needs (e.g. use
interpreters to facilitate communication)
Community resources/system outreach to community
Diversity among providers
NONPF – 11
Competency
Area
NP Core Competencies
Curriculum Content to Support Competencies
Neither required nor comprehensive, this list reflects
only suggested content specific to the core
competencies
Financial issues:
•
•
•
•
•
Financial business principles
Health care system financing
Reimbursement systems
Resource management
Billing and coding principles
Interprofessional/team competencies:
•
•
•
•
•
•
•
Communication (theory)
Collaboration
Conflict resolution
Consultations/referrals
Team building
Values and ethics
Roles and responsibilities
Safety and quality:
•
•
•
•
•
Cost-effective care
Legal/ethical issues
Research and quality improvement
Continuous quality improvement
Quality and Safety Education in Nursing
Transitional care:
•
•
Navigating transitions across health care settings
Coordination of services
Planning, delivering and/or evaluating models of care:
•
•
•
•
Models of planned change
Process and evaluation design implementation
Evaluation models
Process of proposing changes in practice
NONPF – 12
Competency
Area
NP Core Competencies
Curriculum Content to Support Competencies
Neither required nor comprehensive, this list reflects
only suggested content specific to the core
competencies
Legislative and regulatory issues:
•
•
•
•
•
•
Relevant and current issues (e.g., Accountable Care Act
implementation)
Process of health care legislation
Scope and standards of practice
Cultural competence
Theories of vulnerability
Social determinants of health
Policy and advocacy:
•
•
•
Ethics
Competencies
1.
Integrates ethical principles in decision making.
2.
Evaluates the ethical consequences of decisions.
3.
Applies ethically sound solutions to complex issues
related to individuals, populations and systems of
care.
Reducing environmental health risks
Implications of health policy
Variations in policy
Ethics in decision making:
•
Ethical considerations in decision making in clinical practice
•
Applications of ethical principles in policy making and in
care delivery
•
Sources of information to facilitate ethical decision making
theories of ethical decision making
ethics committee
genetic counseling
clinical research
legal statutes
cultural sensitivity
scope of practice
Evaluation of ethical decisions:
•
Methods of evaluating outcomes (long-term and short-term)
•
Debriefing and assessment of outcomes
•
Ethical frameworks.
Population-specific complex ethical issues occurring in clinical practice
NONPF – 13
Competency
Area
NP Core Compete
