Advanced Practice Registered Nurses Education Research Articles

LACE and the APRN Consensus Model: Implications for Advancing Nursing Practice.

Understanding the historical context and contemporary trends in advanced practice registered nurse (APRN) education and regulation is pivotal for effective professional advocacy. Until the release of the APRN Consensus Model in 2008, a uniform model for APRN regulation was lacking. Adopting the model's recommendations has implications for APRNs beyond licensure and regulation, including full practice authority, license portability, and patient access to APRN-led care. A comprehensive understanding of APRN education and regulation empowers nurses, APRNs, and stakeholders to drive the profession forward through informed advocacy.

Perspectives, experiences, and opinions precepting advanced practice registered nurse students

BackgroundSignificant growth in advanced practice registered nurse (APRN) student placements for clinical practicums have forced APRN preceptors, hospitals, and clinics to restrict the volume of APRN students they can accommodate. PurposeDescribe the experiences and opinions of APRNs regarding their precepting experiences of APRN students in three main areas; placement antecedents, placement postcedents, and preceptor incentives. MethodsQuality improvement study conducted via electronic survey that contained quantitative short answer and a qualitative open-ended question of APRNs licensed in the State of Iowa in June, 2019. FindingsA total of 757 surveys were quantitatively analyzed. Qualitative thematic analysis resulted in identifying one overarching theme, the need for shared responsibility and accountability, and six unique primary themes. DiscussionOur findings indicate that APRN preceptors recognize their critical role but lack support and preparation to fully execute academic and profession strategic goals and objectives. There is the need for academic and professional ownership of APRN education at every level.

Improving Oral Health: Integrating Oral Health Content in Advanced Practice Registered Nurse Education

This article describes the development, implementation, and evaluation of a community-based, interprofessional education experience designed to improve oral health and collaborative practice knowledge, skills, and attitudes of advanced practice registered nurse students. As part of an online advanced physical assessment course, students completed Smiles for Life (Society of Teachers of Family Medicine Group on Oral Health, Leawood, KS) online modules and a 4-hour observational experience with a dental provider in their community. After completing the assignments, students had increased knowledge and skills and improved attitudes about oral health and collaborative practice. These learning strategies are suitable for on-campus and distance programs. Additionally, these resources are useful to practicing nurse practitioners for improving their oral health knowledge.

Use of Emotional Intelligence to Enhance Advanced Practice Registered Nursing Competencies.

Interpersonal relationships are fundamental to competent delivery of health care. Nursing practice is grounded in interpersonal relationships, making advanced practice registered nurses (APRNs) well prepared to ensure the delivery of safe, effective care. Research demonstrates interpersonal dynamics can be enhanced. Emotional intelligence (EI) is the ability to perceive, understand, manage, and use emotions in self and others, and it comprises a key factor in interpersonal relationships. APRN education is grounded in the Quality and Safety Education for Nurses and master's Essentials competencies. This analysis provides a framework to align APRN professional competencies with EI competencies to enhance leadership, communication, and teamwork in health care teams. By using the matrix of EI and APRN competencies provided, nurse educators may implement learning strategies to improve EI and support APRN competencies. Well-educated and emotionally intelligent APRNs can enhance cooperation in multidisciplinary teams, promote better communication, and demonstrate APRN leadership to improve patient outcomes. [J Nurs Educ. 2018;57(11):648-654.].

Should DNP Students Be Permitted to “STEP-OUT” With a Master’s Degree?

Should DNP Students Be Permitted to “STEP-OUT” With a Master’s Degree?

The Current State of U.S. Geropsychiatric Graduate Nursing Education: Results of the National Geropsychiatric Graduate Nursing Education Survey.

Advanced Practice Registered Nurses (APRNs) must be prepared to care for the rapidly increasing numbers of older adults with mental health needs. All 363 graduate nursing programs in the United States were surveyed regarding the nature and extent of geropsychiatric nursing (GPN) content across program curricula and their perceptions of the influence that the APRN Consensus Model has exerted on preparing the next generation of APRNs to meet the growing needs of the older adult population. Of the 202 schools responding, 138 reported GPN content in one or more clinical programs, with the majority of content in non-PMHNP programs. Only 17 schools reported offering a GPN program, track, or minor. The majority of schools (n = 169) perceived that they were adequately well-prepared to meet the APRN Consensus Model's guidelines regarding inclusion of aging-related didactic and clinical educational experiences in all APRN education programs; nearly two thirds (n = 132) perceived a moderate to significant influence of the Consensus Model on institutional infusion of GPN into curricula. Compared with a similar survey 10 years ago, there was little change in the proportion of schools reporting GPN in clinical programs and few schools provide GPN programs, tracks, or minors. Implications for nursing education and practice are discussed.

APRN prescribing in Georgia: An evolving environment.

While it took over 20 years to achieve legal authority to write prescriptions in Georgia, effective July 1, 2006, nearly 40% of Georgia advanced practice registered nurses (APRNs) are still not using this method of prescribing. An investigation was conducted to identify the current practice environment and barriers to practice in order to identify causes for this lack of participation and implications for advanced practice nursing and the provision of health care. A survey of APRNs in Georgia in 2011 describes demographics, practice environment, APRN education, barriers to practice, and prescribing activity. Georgia is one of the most restrictive states in terms of APRN scope of practice, and has an anticipated escalation of underserved population with health disparities demanding attention. Many of the identified barriers are common to APRNs nationwide, but specific barriers to Georgia APRNs are being strategically addressed. Policy changes are recommended to enhance the practice environment of APRNs to support the delivery of quality care.

Evidence-Based Use of Electronic Clinical Tracking Systems in Advanced Practice Registered Nurse Education

Over the past decade, the federal government has mandated healthcare providers to incorporate electronic health records into practice by 2015. This technological update in healthcare documentation has generated a need for advanced practice RN programs to incorporate information technology into education. The National Organization of Nurse Practitioner Faculties created core competencies to guide program standards for advanced practice RN education. One core competency is Technology and Information Literacy. Educational programs are moving toward the utilization of electronic clinical tracking systems to capture students' clinical encounter data. The purpose of this integrative review was to evaluate current research on advanced practice RN students' documentation of clinical encounters utilizing electronic clinical tracking systems to meet advanced practice RN curriculum outcome goals in information technology as defined by the National Organization of Nurse Practitioner Faculties. The state of the science depicts student' and faculty attitudes, preferences, opinions, and data collections of students' clinical encounters. Although electronic clinical tracking systems were utilized to track students' clinical encounters, these systems have not been evaluated for meeting information technology core competency standards. Educational programs are utilizing electronic clinical tracking systems with limited evidence-based literature evaluating the ability of these systems to meet the core competencies in advanced practice RN programs.

Evidence-Based Use of Electronic Clinical Tracking Systems in Advanced Practice Registered Nurse Education

Evidence-Based Use of Electronic Clinical Tracking Systems in Advanced Practice Registered Nurse Education

Palliative Care Training During Fellowship: National Survey of Second-Year U.S. Nephrology Fellows (TH325-A)

3. Describe the findings of APRN participants that elucidate future educational planning for APRNs. Workforce issues necessitate a focus on midcareer advanced practice nurses to promote primary palliative care. Although there are many palliative educational opportunities, there are few abilities to translate the education into practice. This is particularly true to advanced practice registered nurses (APRNs), especially those in rural areas. Outside of nurse practitioner (NP) fellowships and observerships, there are few clinical experiences. Of these, there are limitations in patient care exposure due to licensure, time, expense, and support for all APRNs, rather than NPs. This session describes a novel APRN externshipda partnership between an academic medical center, a palliative care service, and a school of nursingdto incorporate palliative principles into practice. The tenet of the externship is to develop competence in palliative care while offering technical assistance and support by practicing APRNs. Specific areas of focus are: pain and symptom assessment and management; fostering communication skills; building an understanding of community resources such as hospice, palliative care, and home care; introducing concepts of business and finance in palliative care; and developing of safe practice with policy, procedure, and guideline development with a focus on rural providers. The goal is twofold. One part is to promote primary palliative APRN practice by allowing the APRN to develop basic skills. The second is to foster the consideration of specialty APRN palliative practice. The speakers will offer an overview of education and lessons learned while working to promote APRN education and access to care. Participants will be encouraged to assess partnerships and foundations in their own communities to create models within their environment.

The consensus model for regulation of APRNs: Implications for nurse practitioners

To examine the Consensus Model for APRN Regulation as a proposed solution to simplify and unify regulation of advanced nursing practice with respect to licensure, certification, accreditation, and educational standards. Policy statements and reports issued by national organizations of nursing professionals and discussion within the scholarly literature provided an overview of regulatory differences among the 50 U.S. states, their impacts on advanced practice registered nurse (APRN) practice, and discussion of the Consensus Model as a potential solution. Major organizations of nursing professionals have endorsed the Consensus Model, indicating the importance of this significant step toward standards and consistent quality in APRN education and practice. Diverse regulatory criteria, such as variable accreditation standards, disparate certification and licensing requirements, inconsistent population foci, and scopes of practice, represent barriers to optimized APRN function within today's complex healthcare system and, ultimately, reduced access to safe, quality care for patients. The Consensus Model for APRN Regulation promises to unify APRN education, practice, and licensure, promoting greater mobility among nursing professionals. Elimination of inconsistencies in APRN licensure, education, certification, and accreditation requirements will promote greater value and mobility for the APRN within the healthcare system.

Advanced Practice Nursing Scope of Practice for Hospitals, Acute Care/Critical Care, and Ambulatory Care Settings

Advanced Practice Nursing Scope of Practice for Hospitals, Acute Care/Critical Care, and Ambulatory Care Settings

Advanced Practice Nursing Scope of Practice for Hospitals, Acute Care/Critical Care, and Ambulatory Care Settings: A Primer for Clinicians, Executives, and Preceptors

Advanced Practice Nursing Scope of Practice for Hospitals, Acute Care/Critical Care, and Ambulatory Care Settings: A Primer for Clinicians, Executives, and Preceptors

The consensus model for regulation of APRNs: Implications for nurse practitioners.

Purpose: To examine the Consensus Model for APRN Regulation as a proposed solution to simplify and unify regulation of advanced nursing practice with respect to licensure, certification, accreditation, and educational standards. Data sources: Policy statements and reports issued by national organizations of nursing professionals and discussion within the scholarly literature provided an overview of regulatory differences among the 50 U.S. states, their impacts on advanced practice registered nurse (APRN) practice, and discussion of the Consensus Model as a potential solution. Conclusions: Major organizations of nursing professionals have endorsed the Consensus Model, indicating the importance of this significant step toward standards and consistent quality in APRN education and practice. Diverse regulatory criteria, such as variable accreditation standards, disparate certification and licensing requirements, inconsistent population foci, and scopes of practice, represent barriers to optimized APRN function within today's complex healthcare system and, ultimately, reduced access to safe, quality care for patients. Implications for practice: The Consensus Model for APRN Regulation promises to unify APRN education, practice, and licensure, promoting greater mobility among nursing professionals. Elimination of inconsistencies in APRN licensure, education, certification, and accreditation requirements will promote greater value and mobility for the APRN within the healthcare system.