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This Competency Assessment assesses the following outcome(s):
MN501-1: Determine the impact of the APRN Consensus Model on APRN practice.
Advanced Nursing Practice and Advanced Practice Nursing
Your paper must be presented in a single Word document. The paper must be between 4 to 5 pages in length, not including the title and reference list pages. The paper must use proper APA formatting as directed in the APA Publication Manual, 7th edition formatting, including title page, and reference list with properly formatted citations in the body of the paper.
You are encouraged to consult the Academic Success Center prior to submitting your paper. To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.
Assignment Requirements:
Before finalizing your work, you should:
Your writing Assignment should:
Minimum Submission Requirements
If work submitted for this competency assessment does not meet the minimum submission requirements, it will be returned without being scored.
If work submitted for this Competency Assessment does not meet the minimum submission requirements, it will be returned without being scored.
CRITERIAMETNOT METAdvanced practice nursing and advanced nursing practice discussion [The difference between advanced nursing practice and advanced practice nursing is clearly articulated. The discussion provides a detailed overview of the key differences.] Population Focused Roles [Population focused roles are discussed in detail for the specific state chosen.] Evaluate certification opportunities for your chosen role. [Certification credential is provided and discussed in detail.] Develop your licensure, accreditation, certification, and education plan based on your chosen advanced nursing practice role. [All four components of licensure, accreditation, certification, and education discussed for chosen advanced nursing role.] State-specific implications for chosen advanced practice nursing or nursing advanced practice role. [Identified three or more state-specific implications for chosen nursing advanced practice or advanced practice nursing role. Discussion is detailed and comprehensive. Length [Paper was 4-5 pages in length not including the title and reference page.] Overall # Bold Criteria Met/Not Met [Overall # Mastery Criteria Met/Not Met]The criterion statements in bold are the minimum requirement to show competent performance on the course outcome; all bold criteria must be met to pass this Course Outcome.
The criterion statements in [Brackets] represent mastery achievement. A predefined number of mastery criteria must be achieved to earn an A grade, indicating mastery of the Course Outcome.
CLA and Grade Criteria Chart
CRITERIACLA ScoreGradePointsMeets all bold criteria and 50%-100% of mastery criteria5A1,000Meets all bold criteria and 0%-49% of mastery criteria4B850Meets 75%-99% of bold criteria3Not yet competent (F at term end)0Meets 50%-74% of bold criteria2Not yet competent (F at term end)0Meets 1%-49% of bold criteria1Not yet competent (F at term end)0Meets no bold criteria0Not yet competent (F at term end)0No submissionNANot yet competent (F at term end)0The nursing profession has a broad scope of practice, and nurses have opportunities to advance their knowledge and skills in various fields. Increasing knowledge and training facilitate accreditation and licensure for advanced practice. Advanced nursing practice roles provide nurses with several added privileges unavailable to the registered nurses’ roles (Agyepong & Okyere, 2018). An education plan is integral for any nurse to succeed in the advanced practice roles, which are relatively demanding. This essay explores the differences between Advanced Practice Nursing and Advanced Practice Registered Nursing increase and FPN’s focus population, certification, licensure, accreditation, education, and state implications.
Advanced Nursing Practice refers to post-graduate-educated nurses with advanced education and training. APNs include nurses with a doctorate, post-graduate, and master’s training.The ICN refers to Advanced practice nursing as the nursing field that extends the nursing scope of practice boundaries and nursing knowledge and skills and promotes professional development. Advanced practice nurses work as specialists or generalists with master’s and doctorate training (Schober et al., 2020). They are prepared with didactic skills and knowledge and have a broader scope of nursing practice. APN is an informal term to refer to nurses with post-graduate training without mentioning their specialization. APNs in clinical settings have added roles such as team, ward, and institutional leadership and educative roles as preceptors or lecturers in healthcare institutions (Schober et al., 2020).
Advanced Practice Registered Nursing refers to specialized nursing that has met specific requirements for specialized nursing roles. It relates to either of the four APRN roles: nurse practitioners, certified nurse-midwives, certified registered nurse anesthetists, and clinical nurse specialists (ANA, n.d.). Unlike other advanced practice nurses, APRNS focus on and serve specific populations. They offer their advanced knowledge and skills to these populations. These APRNs can also practice in other areas but as registered nurses, unlike some APN roles. APRNs are all advanced practice nurses, but not all APNs are APRNs (ANA, n.d.). Thus, APRN is a narrower field, with specialized roles, unlike APN, which has a broader scope. The distinction between the two roles dictates the areas these professionals can work in, licensure and certification requirements, and the focus populations. Understanding these differences helps individuals plan their career and professional development.
My APRN role, Family Nurse Practitioner (FNP), falls under the nurse practitioner APRN role. Other types of nurse practitioners include Pediatric Nurse Practitioner (Acute or Primary Care), Women’s Health Nurse Practitioners, Neonatal Nurse Practitioners, Psychiatric Mental Health Nurse Practitioners, and others (GraduateNursingEdu.org, n.d). Unlike other roles, family nurse practitioners are general practitioners without a specific population. However, they possess the knowledge for advanced care for all family members of all ages and with all health conditions. FNPs have flexible populations depending on an individual’s interest. FNPs primarily focus on the family, hence their integral role in primary care. FNPs can specialize in any of the functions sub-specialties depending on their interests, job availability, and other factors.
Certification is vital for any nurse to be licensed as a practitioner. Certification and licensing require advanced training and education, thus meeting the requirements of a certain advanced practice role (RegisteredNursing.org, 2022). Certification opportunities are the different ways a trained nurse can obtain a practicing license. There are two certification opportunities in FNP: FNP-C and FNP-BC, with slight variations. The American Academy of Nurse Practitioners offers FNP-C, while the FNP-BC is offered by the American Nurses Credentialing Center (ANCC) (RegisteredNursing.org, 2022). There are slight variations in these courses regarding the foci as either in academia or clinical practice. However, the differences are negligible, and nurses certified by the different institutions receive equal treatment relative to their achievements. However, nurses’ preferences differ due to personal interests, prospects, costs, and length. Students are allowed the liberty to choose their preferred certification opportunity, emphasizing the equality of the two certifications.
The FNP licensure requires the completion of an accredited FNP program such as a post-graduate, master’s, or doctorate program. As a licensed registered nurse, I plan to do a two-year master’s program for FNP licensure and accreditation. After completing its certification examination, I plan to utilize the FNP-BC certification opportunity with certification by the ANCC Family Nurse Practitioner (FNP) board. The certification will be after successful training for the period required by the certification body. Accreditation will be by the ANCC, the only institution accrediting family nurse practitioners in the USA (RegisteredNursing.org, 2022). The first step to attaining an FNP license is devising an education plan as a practicing nurse. To ensure an excellent work-education-life balance, I plan to do the program in two years at Walden University. I will attend d virtual classes online and do my clinical practice at the hospital I currently work at because it is Walden accredited. More so, I will participate in physical examinations and mandatory physical classes. Successfully completing these classes, assignments, and clinical practicum will lead to successful accreditation, certification, and licensure to practice as an FNP.
Being an FNP has several implications, which are both negative and positive. FNPs have a better understanding of primary care. They also have knowledge and skills in diagnosis, pathophysiology, and care plans (RegisteredNursing.org, 2022). The first implication of being an FNP in my state is that they have added APRN roles and privileges. The added roles include diagnosing and prescribing patient treatments. Another implication is increased pay. All FNP, after accreditation and licensure, enjoy competitively higher salaries and compensation for the knowledge and skills they bring to the healthcare environment (GraduateNursingEdu.org, n.d). As an FNP, the APRN enjoys flexibility in opportunities and further specialization. The FNP can work in various departments within the broad scope of FNP practice. In addition, the FNP in the course is eligible for private independent practice without the supervision of physicians. FNPs are highly trained in primary care and provide specialized holistic care to all patients across the lifespan (GraduateNursingEdu.org, n.d.). FNPs in the state are allowed to practice independently, increasing their access and ability to follow-up patients, thus promoting better patient outcomes.
Advanced practice nursing encompasses many roles, including APRN roles, as seen above. APNs are highly trained nurses who offer specialized care to specific populations. Unlike other advanced practice roles, the FNP has no specific populations and is thus general practitioners in primary care. Adequate preparation through education, licensure, accreditation and certification planning helps succeed. There are two certification opportunities for the FNP role: FNP-C and FNP-BC. The FNP has several implications, such as change of scope of practice, pay, and ability to practice independently depending on the state’s regulations and specifications. The FNP program is also integral for professional and career development due to the various opportunities available within the role.
Agyepong, E. B., & Okyere, E. D. (2018). Analysis of the concept of continuing education in nursing education. Journal of Education and Educational Development, 5(1). http://jmsnew.iobmresearch.com/index.php/joeed/article/view/149
American Nurses Association (ANA), (n.d). Advanced Practice Registered Nurse (APRN). Practice and Advocacy. https://www.nursingworld.org/practice-policy/workforce/what-is-nursing/aprn/
GraduateNursingEdu.org (n.d.). What Is a Family Nurse Practitioner? What Is a Family Nurse Practitioner? https://www.graduatenursingedu.org/family-nurse-practitioner/
RegisteredNursing.org (2022). Nursing Certifications. FNP-C vs. FNP-BC: Family Nurse Practitioner Certification. https://www.registerednursing.org/certification/family-nurse-practitioner/
Schober, M., Lehwaldt, D., Rogers, M., Steinke, M., Turale, S., Pulcini, J., Roussel, J., & Stewart, D. (2020). Guidelines on advanced practice nursing. International Council of Nurses. https://www.icn.ch/system/files/documents/2020-04/ICN_APN%20Report_EN_WEB.pdf
This Competency Assessment assesses the following outcome(s):
MN501-2: Examine advanced practice nursing roles with regards to their interaction with other healthcare providers in collaborative practice models.
Interprofessional Collaboration
Directions:
You will prepare a 7-10 slide PowerPoint presentation meeting the following criteria.
Interprofessional collaboration is essential for advanced nursing practice and the success of the healthcare team. It is crucial to remember that all healthcare team members are working towards the same goal of advancing health and promoting favorable patient outcomes. Review the Interprofessional Collaborative Initiative Domains and Competencies located in Box 12.1 of the Tracy and O’Grady textbook. You will prepare an educational PowerPoint presentation to share with your colleagues in practice that provides an overview of each of the four competencies of the Interprofessional Collaborative Initiative Domains and Competencies and the different components that support this. You will provide an evidence-based practice intervention that you can use in your future MSN-prepared role to help support collaboration of the healthcare team.
Your presentation must be presented in a single PowerPoint presentation. The presentation must be between 7 and 10 slides in length, not including the title and reference slides. The presentation must use proper APA formatting as directed in the APA Publication Manual, 76th edition formatting, including title slide and reference list with properly formatted citations in the body of the presentation.
To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.
Assignment Requirements:
Before finalizing your work, you should:
Your writing Assignment should:
Minimum Submission Requirements
If work submitted for this competency assessment does not meet the minimum submission requirements, it will be returned without being scored.
If work submitted for this Competency Assessment does not meet the minimum submission requirements, it will be returned without being scored.
CRITERIAMETNOT METInterprofessional collaboration responsibility [Clearly described interprofessional collaboration responsibilities and provided a detailed application to chosen advanced practice or nursing advanced practice role.] Evidence-based practice strategy [Provided a discussion of one evidence-based practice strategy. Focus could relate more to advanced practice nursing or nursing advanced practice.] Evaluation of interprofessional collaboration responsibilities [Clearly evaluated interprofessional collaboration responsibilities.] Length [Assignment is 7-10 slides and 10 minutes in length.] Overall # Bold Criteria Met/Not Met [Overall # Mastery Criteria Met/Not Met]The criterion statements in bold are the minimum requirement to show competent performance on the course outcome; all bold criteria must be met to pass this Course Outcome.
The criterion statements in [Brackets] represent mastery achievement. A predefined number of mastery criteria must be achieved to earn an A grade, indicating mastery of the Course Outcome.
CLA and Grade Criteria Chart
CRITERIACLA ScoreGradePointsMeets all bold criteria and 50%-100% of mastery criteria5A1,000Meets all bold criteria and 0%-49% of mastery criteria4B850Meets 75%-99% of bold criteria3Not yet competent (F at term end)0Meets 50%-74% of bold criteria2Not yet competent (F at term end)0Meets 1%-49% of bold criteria1Not yet competent (F at term end)0Meets no bold criteria0Not yet competent (F at term end)0No submissionNANot yet competent (F at term end)0This Competency Assessment assesses the following outcome(s):
MN501-3: Investigate novel roles for advanced practice nursing related to emerging healthcare trends and needs.
Leading through Change
Purpose:
Nurses work together in rapidly changing environments and must adapt to keep up with these changes. Understanding the chosen nursing advanced practice role, change theory, and leadership skills fosters cooperative relationships and advances healthcare for all as nurses leading in the healthcare environment.
Directions:
Analyze your chosen MSN role. Reflect on the future of nursing and healthcare and how your chosen MSN role, change management, and leadership strategies will address the needs of the future healthcare system.
Your paper must be presented in a single Word document. The paper must be between 3 to 4 pages in length, not including the title and reference list pages. The paper must use proper APA formatting as directed in the APA Publication Manual, 7th edition, including title page, running head, and reference list with properly formatted citations in the body of the paper.
To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.
Assignment Requirements:
Before finalizing your work, you should:
Your writing Assignment should:
Minimum Submission Requirements
If work submitting for this Competency Assessment does not meet the minimum submission requirements, it will be returned without being scored.
CRITERIAMETNOT METEmerging healthcare trends [Evaluate the future vision and goals of your chosen MSN role and relate to emerging healthcare trends and needs.] Change management [Investigate change management strategies you and other nursing advanced practice colleagues should understand to promote appropriate change management and response to the rapidly evolving healthcare system.] Leadership qualities [Appropriate leadership qualities necessary for your chosen advanced nursing practice role. Determine qualities you currently possess and those qualities you will need to develop for your chosen role.] Leadership toolbox [Develop a plan to expand your leadership toolbox. What will you do to develop your leadership skills for future needs and challenges.] Length [Paper was 3-4 pages, not including title of reference page.] Overall # Bold Criteria Met/Not Met [Overall # Mastery Criteria Met/Not Met]Family Nurse Practice are advanced role nurse practitioners who focus on the family’s health and do not pay attention to specific groups. This advanced nursing practice role requires nurses to have advanced knowledge and skills in various leadership and change management competencies. This essay explores the FNP vision and goals and evaluates leadership and change management skills and strategies required for this role.
The future vision of nursing practice is to ensure healthy families that understand and execute their roles in promoting healthier, stronger, and cohesive families and that easily adapt to changes in health requirements (Marilyn & Vicky, 2019). The goals of FNP based on the FNP competencies and the American Nurses Association are to transform healthcare through leadership skills, collaborate with other healthcare professionals for teamwork and communication. Other goals are to provide culturally sensitive care in research, leadership, practice, and community involvement and create interactive approaches through innovative technology in nursing research, education, and practice (Marilyn & Vicky, 2019).
The healthcare sector is ever-changing, and so are the various patient needs. Coopetition or cooperative competition is an emerging strategy in nursing where institutions focus on learning from others who have succeeded in care provision (Albert-Cromarias & Dos Santos, 2020). This trend has helped curb costs and avoid draining practices whose practices are not proven beneficial. Another trend is the shift to telehealth, which has increased access to healthcare services without disrupting daily activities, thus promoting healthier families with more access to knowledge and healthcare services (Ali et al., 2020). Emerging diseases and conditions are hence changing patient needs. There has been a series of emerging diseases, such as COVID 19 and hantavirus, to which nurse practitioners must prepare families to adapt (Albert-Cromarias & Dos Santos, 2020). As discussed earlier, dealing with these families requires extensive knowledge and cultural sensitivity.
Change in healthcare can be progressive such as adapting to a change in the nursing curriculum or leadership position, or abrupt, such as adapting to acute healthcare conditions in epidemics and disease outbreaks. Healthcare professionals in primary care, such as FNPs, need to adapt to change. Staff education is a vital change management strategy (Torani et al., 2019). Educating staff increases persuasion, delivers logic to the staff, and helps gain buy-in from the involved staff. Evidence-based practices promote better nursing research, education, and practice and hence a well-structured education is a vital tool in gaining buy-in and promoting change management in healthcare.
Shared decision-making through staff involvement in the decision-making process is another effective strategy in decision-making (Amarantou et al., 2018). FNPs should ensure they involve all staff in change. Informing staff is important in ensuring they participate in change. Their involvement also produces high-quality decisions by including all professional perspectives. These decisions thus lead to better outcomes and minimize the resistance and chances of change failure. Comprehensive planning and the development of clear goals and objectives are important in promoting acceptance of a change. Advocating for developing clear objectives and goals by contributing to the ideas using advanced knowledge and skills will significantly influence change management (Vaishnavi et al., 2019). Thus, implementing these strategies will lead to effective c
Assignment 1
This competency assessment assesses the following Outcome(s):
MN502M1-1: Apply a conceptual framework focused on advanced nursing roles.
Introduction
Nursing science is developed through the work of nurse scientists and theorists who describe and explain what nursing is and what nurses do. Important to the development of nursing science are the foundational structures of nursing:
Conceptual frameworks and grand theories of nursing, which are more abstract, give the disciple a unique perspective of the metaparadigm concepts and provide a path for more concrete theory development.
Directions
In this assessment, you are going to locate a conceptual framework or grand theory that you could use in advanced nursing practice. After explaining it, you will then describe how your chosen conceptual framework or grand theory of nursing relates to each of the metaparadigm concepts of person/client, nurse, health, and environment as described by the theorist. Lastly, you will apply the conceptual framework or grand theory to advanced nursing roles. In particular, how does this conceptual framework or grand nursing theory apply to advanced nursing practice, education, and research?
Assessment Details
Minimum Submission Requirements
If the work submitted for this competency assessment does not meet the minimum submission requirements, it will be returned for revision. If the work submitted does not meet the minimum submission requirements by the end of the term, you will receive a failing score.
All competency criteria must be met to earn a B grade and pass this Course Outcome.
A predefined number of mastery criteria must be met to earn an A grade, indicating mastery of the Course Outcome. See the CLA and Grade Criteria Chart below.
*Not Yet Competent grades convert to an F at term end
*If work submitted for this competency assessment does not meet the minimum submission requirements, it will be returned for revision without being scored. If the work submitted does not meet the minimum submission requirements by the end of the term you will receive a failing score.
Grand theories and conceptual frameworks define the nursing practice, why, and why nurses do what they do. Grand theories provide frameworks related to health components. Most of these theories result from the individual’s experience in care delivery. Their postulations align with empirical evidence, and their implementation leads to improved professional practice (Mintz-Binder, 2019). Grand theories have broad scopes of applicability and widespread acceptability in nursing practice (Mintz-Binder, 2019). Sister Callister Roy is a grand nursing theorist and the proponent of Roy’s adaptation model. This paper expounds on nursing metaparadigms, Roy’s adaptation model, its explanation of nursing metaparadigms, and its application to advanced nursing practice.
Metaparadigms are a framework of theories or ideas that outline the structure of a discipline’s function (Bender, 2018). There are four nursing metaparadigms; person, environment, nursing, and health—the metaparadigms focus on the nursing core value of caring and holistic patient care. The person component refers to the care recipient and the people connected to them, such as their family. Care systems focus on spiritual, social, and health needs. The individual’s physical and social interactions determine their health. The environment component consists of factors that affect an individual’s health. These internal and external influences include social interactions, culture, economic condition, and physical environment (Bender, 2018). These conditions can be modified to improve a patient’s wellness. The health component entails the degree of wellness and access to health that an individual has. The component focuses on how a holistic approach that involves spiritual, social, emotional, and intellectual is leveraged for maximum health benefits (Mintz-Binder, 2019). Nursing is the last component, and it comprises promoting optimal patient health outcomes through mutual agreement and collaboration in a conducive care environment. These components of the nursing metaparadigm outline the structure of nursing practice.
The grand theory of choice is Roy’s adaptation model. The theory’s central idea is adaptation. Roy states that an individual’s health depends on their adaptation to the environment. The four modes for adaptation are physiologic, self-concept, role function, and interdependence modes (Callis, 2020). According to Roy, these modes produce behaviors classified as adaptive or ineffective responses depending on their ability to produce the desired results. The theory holds that the patient is an adaptive system that responds to stimuli (environment) and adapts (goal of nursing) to promote their health and well-being (Roy, 2019). In addition, Roy holds that patients’ values and beliefs should be respected
The theory’s primary goal is to promote integrating adaptation levels for patients to advance their quality of life and ensure death with dignity (Callis, 2020). Nurses utilize the theory to modify the environment and assist the individual in adapting to the environment to promote their well-being. The model applies to various areas of nursing such as patient care, nursing research, and research education and entails care throughout all the stages of life.
Roy explained the person component as a bio-psycho-social being in constant interactions with the surroundings (environment). The person can be an individual, family, community, or society and uses innate and external mechanisms to adapt. Despite being an adaptive system, the patient is a living being and should be treated with dignity even in death. The person is the focus of care. The individual is explained as a conglomeration of differently functioning parts that work in unity and affect the person’s health. Roy describes the environment component as the immediate surrounding confronting the person. They are all the conditions, influences, contexts, interactions, and circumstances affecting an individual’s behavior and development (Harris, 2021). According to Roy, health is an inevitable life dimension accurately explained using a health-illness continuum. It is both a state and process of integrating the various areas that determine its wholeness (Harris, 2021). Nursing, according to Roy, is a system that helps individuals adapt to the environment. It promotes adaptation using the four adaptive modes. Nursing assesses behaviors and influences that negatively or positively affect adaptive abilities and intervene to ensure personal benefits from their interactions with the environment (Harris, 2021).
The core of the nursing profession is caring, and advanced nursing increases their knowledge and skills to provide better quality care. The model increases the discipline’s fund of knowledge by provoking nurses to improve their practice (Roy, 2019). Nurses with advanced knowledge and skills better understand their patients’ problems and better understand their environments. Advanced practice nurses have more knowledge and teach patients to add or portray better adaptive behavior in disease management (Tesh, 2019). APRNs also have advanced skills and can manipulate the ‘environment’ to enhance patient recuperation and holistic care delivery. In addition, RAM is vital in research that involves understanding and modifying human behavior because it focuses on manipulating the environment and utilizing the patient as an adaptive system (Callis, 2020).
RAM is integral in psychiatric/mental health advanced practice nurses. The first-line treatment for most mental health illnesses is cognitive behavior therapy, focusing on adaptation. Understanding the coping processes is the basis of effective patient teaching and optimum patient outcomes. PMH-APRNs have advanced knowledge and skills in understanding, explaini9ng, and modifying human behavior. RAM deeply interacts with PMH-APR in gathering patient data, understanding human behavior and error sources, tentative behavior judgment, and many other roles (Keliat et al., 2020). Sister Callista Roy’s adaptation theory is thus essential to advanced nursing practice roles, especially psychiatric/ mental health roles.
Grand theories provide essential frameworks in guiding nursing practice activities. The nursing metaparadigms outline the core concepts in nursing, and Roy’s model focuses on adaptation as the core of human wellness. Roy views health as the interaction of a person with the environment and the person’s ability to cope with the environment. Nurses play a significant role in understanding the intrinsic and external factors affecting coping and assisting the individual in coping, thus sustaining optimal health. Roy’s adaptation model provokes nurses to seek knowledge and understand patients and their environments for proper care. Hence, the theory is vital in advanced practice roles, especially psychiatric/mental health.
Bender, M. (2018). Re?conceptualizing the nursing metaparadigm: Articulating the philosophical ontology of the nursing discipline that orients inquiry and practice. Nursing Inquiry, 25(3), e12243 https://doi.org/10.1111/nin.12243
Callis, A. M. B. (2020). Application of the Roy Adaptation Theory to a care program for nurses. Applied Nursing Research, 56, 151340. https://doi.org/10.1016/j.apnr.2020.151340
Harris, R. (2021). Sister Callista Roy: Adaptation Model. Nursing Theorists and Their Work (10thEd.). E-Book, 247.
Keliat, B. A., Riasmini, N. M., Daulima, N. H. C., & Erawati, E. (2020). Applying the community mental health nursing model among people with schizophrenia. Enfermería Clínica. https://doi.org/10.1016/j.enfcli.2020.10.024
Mintz-Binder, R. (2019). The connection between nursing theory and practice. Nursing made Incredibly Easy, 17(1), 6-9. https://doi.org/10.1097/01.NME.0000549615.05397.55
Roy, C. (2019). Nursing knowledge in the 21st century: Domain-derived and basic science practice-shaped. Advances in Nursing Science, 42(1), 28-42. https://doi.org/10.1097/ANS.0000000000000240
Tesh, A. (2019). Nursing Theory: The Basis for Professional Nursing. Professional Nursing E-Book (9th Ed.). Concepts & Challenges, 198.
This competency assessment assesses the following Outcome(s):
MN502M2-2: Apply a model of practice to the advanced nurse roles.
Introduction
Theoretical Models used in Practice
A model demonstrates the theorist’s interpretation of how concepts are related to one another and are developed. Models are frequently illustrated with a graphical representation. Theoretical statements, the characteristics of the model, are used as precursors to more specific theory development. Nursing may utilize theoretical models from a variety of other disciplines such as from sociology, business, organizational leadership, biomedicine, or education.
Directions
In this assessment, you will:
• locate a model from a different discipline (other than nursing) that you could apply to nursing. Theoretical models can be found in a variety of other disciplines such as leadership, business, education, technology, sociology, etc.
• explain why you have chosen the model
• apply the model to your advanced practice role.
Assessment Details
Minimum Submission Requirements
• This assessment should be a Microsoft Word document and contain 3-4 pages of content in addition to the title and reference pages.
• Five (5) credible sources of support are required. Use your textbook, the Library, and the internet for research.
• Use APA 7th Edition for format and style.
• Respond to the questions in a thorough manner, providing specific examples of concepts, topics, definitions, and other elements asked for in the questions.
• Your writing should be well ordered, logical, and unified, as well as original and insightful.
• Your submission should provide a clearly established and sustained viewpoint and purpose.
• Your submission must be written in Standard English and demonstrate exceptional content, organization, style, and grammar and mechanics.
• Review the writing resources for APA 7th edition formatting and citation found in Academic Tools. Additional writing resources can be found within the Academic Success Center.
This competency assessment assesses the following Outcome(s):
MN502M3-3: Apply a model of practice to advanced nursing roles.
Introduction
There is a strong relationship between nursing theory, research, and practice. Nursing theory is foundational to nursing research and practice, and theory is also informed and developed by the results of research and practice. Nurses may select a theory to describe or explain phenomena encountered in practice, and during application in practice the theory is further defined. Nurse researchers test theories’ applicability in practice through clinical research, and nurse scientists develop new theories to explain research findings.
Directions
In this assessment, you will identify a grand nursing theory used in a research article and a middle-range nursing theory used in a research article. You will examine how each theory was applied within the respective research study and then analyze the utility of grand and middle-range nursing theories to advance the discipline of nursing and its impact upon your advanced nursing practice.
Assessment Details
Minimum Submission Requirements
All competency criteria must be met to earn a B grade and pass this Course Outcome.
A predefined number of mastery criteria must be met to earn an A grade, indicating mastery of the Course Outcome. See the CLA and Grade Criteria Chart below.
*Not Yet Competent grades convert to an F at term end
*If work submitted for this competency assessment does not meet the minimum submission requirements, it will be returned for revision without being scored. If the work submitted does not meet the minimum submission requirements by the end of the term you will receive a failing score.
Nursing practice is grounded on theory and research. Several major theories in nursing inform nursing practice and nursing education. Practices, research, and education programs founded on theoretical frameworks have various characteristics that promote aspects of the nursing profession. The research outcomes, shaped by these theories, vividly portray the differences in these theories. Theories can inform advanced nursing roles in education, practice, and research. This essay evaluates the application of grand and middle theories in nursing research and their differences, the importance of theories to FNP, and research to nursing practice.
Grand theories address significant areas of concern in nursing, addressing a variety of propositions and concepts in nursing (Roy, 2018). Middle-range theories focus on a concept and not the whole discipline and often have the concepts name in the title, for example, The self-care theory. Practice-level theories are narrower and more specific than grand and middle-range theories and address particular problems or interventions. Theories at this level are the best in proposing best nursing practices and best solutions or strategies for specific problems.
The major difference between grand theories and middle-range theories is that those grand theories provide a comprehensive scope of concept abstracts, most often the discipline as a whole. In contrast, middle-range theories focus on an aspect of nursing and often result from the research (Roy, 2018). The concepts in middle-range theories tend to be more focused and can be hypothetically tested. Grand theories can be tested, but their abstractness makes them challenging. Thus, middle-range theories are a product of grand theories and nursing practice. These theories all inform nursing practices, education, and research, as shall be explored in other paper sections.
Sister Callister Roy is a grand nursing theorist who developed the grand theory- Roy’s adaptational model (RAM). RAM’s conceptual framework focuses on an interconnected and holistic view of an individual’s interaction with the environment. Its primary focus is manipulating the patients’ environment to promote their health and holistic well-being. Dharma et al. (2018) carried out a study to investigate the effect of a caregiver educational program based on RAM. The study utilized the adaptation themes as a framework for their educational interventions. RAM was used to explain the stroke patient adaptation process.
The education program is based on RAM’s postulation that the human being is an adaptive system capable of adapting to various situations across the lifespan (Dharma et al., 2018). In addition, using coping strategies leads to an adaptive response. The researchers found themes of adaptive responses, which they divided into stressors or stimuli, adaptive coping strategies, and effective adaptation behavior and integrated them with RAM (Dharma et al., 2018). They then decided on the best medical and educational interventions based on merit. The education content also borrows from RAM postulations and focuses on increasing patients’ and their families’ adaptive responses, coping with various disabilities, and resuming optimal life post-stroke. The research utilizes the theory’s abstractions and postulations to develop an effective education program for post-stroke patients.
Jean Watson is a mid-range nursing theorist and the proponent of Watson’s Theory of Human Caring. The theory postulates that humans cannot be treated as objects or be separated from others, self, nature, or. The theory primarily applies to interpersonal relationships, especially the nurse-patient relationship. Evangelista et al. (2021) carried out an explorative qualitative study to analyze nurses’ role in palliative care, especially spiritual care, utilizing the mid-range theory- Watson’s theory of human caring. The research observes the principles of intentionality, authentic presence, and caring to safeguard humanity. The researchers describe that showing care rejuvenates a patient’s strength, leading to optimal life and a calm dying process (Evangelista et al., 2021). It also improves their quality
Assignment 1
This competency assessment assesses the following Outcome:
MN504-1: Discover evidence based data used in clinical practice.
Assignment Details – Discover Evidence-Based Data Used in Clinical Practice
Purpose:
This assignment helps identify areas of clinical interest that you may have in integrating evidence into the population of interest. You will begin to find evidence as it relates to your practice of interest. (FNP)
An introduction, discussion, and conclusion are expected in the overview on this topic.
Directions:
Minimum Submission Requirements
If the work submitted for this competency assessment does not meet the minimum submission requirements, it will be returned for revision. If the work submitted does not meet the minimum submission requirements by the end of the term, you will receive a failing score.
If work submitted for this Competency Assessment does not meet the minimum submission requirements, it will be returned without being scored.
CRITERIAMETNOT METIdentified three evidence-based references to formulate a valid clinical question [Clearly Identified three relevant evidence based references related to a clinical question] Defined the clinical question. [Succinctly defined the clinical question as it relates to the topic] Summarized evidence for PICOT [Clearly and precisely summarized the evidence for the PICOT] Identified relevant databases [Clearly identified databases relevant to the clinical question] Overall # Bold Criteria Met/Not Met [Overall # Mastery Criteria Met/Not Met]The criterion statements in bold are the minimum requirement to show competent performance on the course outcome; all bold criteria must be met to pass this Course Outcome.
The criterion statements in [Brackets] represent mastery achievement. A predefined number of mastery criteria must be achieved to earn an A grade, indicating mastery of the Course Outcome.
Family Nurse Practitioners are important practitioners in primary care. Unlike other advanced practice nurses, they do not work with a specific population and thus function as general specialists in primary care. They identify gaps in care delivery for all populations across the lifespan. Their advanced knowledge and skills make it possible to provide advanced care to diverse populations. An FNP analyzes current problems and prepares well-structured and highly efficient care plans for the healthcare problems. Diabetes is a significant healthcare problem with high healthcare costs and mortality and morbidity rates. This essay analyzes a diabetes clinical question, reviews useful databases for research, and presents formidable data for the clinical question.
Clinical Question: Among elderly diabetic patients, does standardized patient education compared to traditional education improve self-management, adherence to interventions, and follow-up visits in six months?
Nursing research requires various considerations to ensure the data is reliable, relevant, and applicable. Thus, identifying the best and most relevant databases is vital in getting quality evidence. For diabetes care, there are several reliable and relevant databases. These databases include PubMed (NCBI), CINAHL Plus with Full Text (EBSCO), Academic Search Complete (EBSCO), and Cochrane Library (Wiley) (Welch Medical Library, 2021). PubMed (NCBI) is a database developed and managed by the national center for biotechnology information. The database is a free search engine containing medical-related articles, abstracts, and references. PubMed’s main aim is to improve health both globally and personally hence it has a collection of healthcare research articles that provide reliable evidence for application in managing healthcare problems. The database is reputable in providing all kinds of publications. However, the primary resources are rather wide-spreading, making accreditation and filtration of these resources difficult. Thus, the website may not be a reliable source of evidence.
CINAHL Plus with Full Text (EBSCO) database provides the top available nursing literature and other closely related health disciplines (Welch Medical Library, 2021). The database is vital because it allows for full-text nursing literature, not readily available in other databases. The researchers get all information without incurring costs or being limited by less available knowledge. The articles available are also peer-reviewed, making them reliable and applicable. Academic Search Complete (EBSCO) database is a leading source of scholarly literature. The database is designed for institutions, and thus the database is accessible through the institution library. It contains literature from all disciplines, including social sciences. The database has a higher preference for high-level evidence articles such as systematic reviews and randomized control trials. The articles in this database are also full text making it easy to read, understand, and apply evidence.
Cochrane Library (Wiley) is the database of choice for the Picot question. The database collects systematic reviews, which provide the highest level of evidence in research and evidence-based practices evaluation and implementation (Welch Medical Library, 2021). The systematic reviews identify an intervention for a healthcare condition or problem and analyze evidence to determine the effectiveness of the intervention. The database is free and open, with open access to majorly of the research articles. They are critically filtered and reviewed before being published, making the database a globally recognized and reputable database for systematic reviews in healthcare. These databases are vital for providing evidence for developing the PICOT question.
Diabetes is a severe clinical problem. It is the most expensive chronic illness and has a high mortality and morbidity rate; hence it is a disease of clinical significance (Riddle & Herman, 2018). Diabetes care is palliative and requires the collaboration of the patient, primary caregivers, and healthcare providers (Lee et al., 2019). Diabetes education is a vital aspect of diabetes care. Most interventions in diabetes management depend on the patient. The quality of patient education determines their self-efficacy, self-management, and overall success in diabetes care. The components of diabetes education are insulin injection and injection sites, medications and side effects, diet, exercise, disease complications (for early identification and management), and patient follow-up interventions and their importance (Ghisi et al., 2021).
Traditional patient education has no clear framework for delivering the education. Healthcare providers teach patients about diabetes care, but there is a high possibility of ignoring or forgetting components. Ignoring some aspects leads to patient knowledge deficits hence deficiencies in self-care and self-management. Structured patient education is a formidable tool in ensuring patients receive education in all diabetic care interventions (Chatterjee et al., 2018). In addition, it ensures that patients receive uniform and quality care, hence better patient outcomes. The primary aims of diabetes management are stabilizing blood sugars, achieving therapeutic targets (HbA1c tests), increasing self-efficacy and self-management, and minimizing complications (Zheng et al., 2019).
Education removes negligent excuses and promotes ethical responsibility. Diabetes follow-up visits are also vital in diabetes management. The components of follow-up visits include diabetic foot and diabetic eye examinations, HbA1c tests, treatment modality evaluation, and drug replenishment (Lee et al., 2019). Individuals rely heavily on merit systems to gauge interventions. Emphasizing the importance of follow-up visits is integral to ensuring individuals take the initiative, plan, and attend these follow-up visits without fail. These interventions are essential to providing high-quality disease management and early detection and treatment of complications. According to Rahaman et al. (2018), diabetes education on foot care decreases diabetes foot complications and increases diabetes foot examinations rates. Educating patients will improve their care-seeking behavior. Diabetes education reminds patients of the importance of these follow-up visits and the consequences of attending follow-up visits.
As mentioned earlier, standardized nursing technologies ensure patients receive uniform education (Chatterjee et al., 2018). Preparing the education checklist will require advanced knowledge and skills. As an FNP, I will utilize my advanced knowledge and skills, care collaboration, and leadership skills to gain buy-in from the healthcare leaders and develop a diabetes education checklist for the institution. The checklist will be uploaded in the electronic health system and signed when education is delivered. The checklist will be part of diabetes patient care and stored in the patient falls for record purposes and future references.
FNPs are advanced practice nurses with advanced knowledge which can be used to improve the health outcomes of populations across the lifespan. Formidable databases that provide articles for evidence-based practice include PubMed, Cochrane Library, Academic Search Complete (EBSCO), and CINAHL Plus with Full Text (EBSCO). They have extensive collections of articles for interventions in diabetes care. Structured diabetic patient education improves adherence to medications, increases patient follow-up visits, and improves self-management and self-efficacy. Structured patient education is thus more effective than traditional patient education. Hospitals should utilize structured patient education and diabetes education checklist to help improve diabetic patient outcomes.
Chatterjee, S., Davies, M. J., Heller, S., Speight, J., Snoek, F. J., & Khunti, K. (2018). Diabetes structured self-management education programs: a narrative review and current innovations. The Lancet Diabetes & Endocrinology, 6(2), 130-142. https://doi.org/10.1016/S2213-8587(17)30239-5
Ghisi, G. L. D. M., Seixas, M. B., Pereira, D. S., Cisneros, L. L., Ezequiel, D. G. A., Aultman, C., Sandison, N., Oh, P., & da Silva, L. P. (2021). Patient education program for Brazilians living with diabetes and prediabetes: findings from a development study. BMC Public Health, 21(1), 1-16. https://doi.org/10.1186/s12889-021-11300-y
Lee, D., & Zonszein, J. (2022). Outpatient Management of Type 2 Diabetes Mellitus. In A Case-Based Guide to Clinical Endocrinology (pp. 369-385). Springer, Cham. https://doi.org/10.1007/978-3-030-84367-0_40
Rahaman, H. S., Jyotsna, V. P., Sreenivas, V., Krishnan, A., & Tandon, N. (2018). Effectiveness of a patient education module on diabetic foot care in outpatient setting: An open-label randomized controlled study. Indian Journal of Endocrinology and Metabolism, 22(1), 74. https://dx.doi.org/10.4103/ijem.IJEM_148_17
Riddle, M. C., & Herman, W. H. (2018). The cost of diabetes care—an elephant in the room. Diabetes Care, 41(5), 929-932. https://doi.org/10.2337/dci18-0012
Welch Medical Library (2021). Databases for Nursing Research. Nursing Resources. The John Hopkins University of Medicine. https://browse.welch.jhmi.edu/nursing_resources
Zheng, F., Liu, S., Liu, Y., & Deng, L. (2019). Effects of an outpatient diabetes self-management education on patients with type 2 diabetes in China: a randomized controlled trial. Journal of Diabetes Research, 2019. https://doi.org/10.1155/2019/1073131
This competency assessment assesses the following Outcomes:
MN504-2: Examine the key elements of evidence based practice.
Assignment Details – Descriptive Statistics Overview
Purpose:
The purpose of this assignment is to review the statistics presented in the articles you reviewed in relation to your clinical topic. You will provide a brief overview of statistics in the studies.
Directions:
Minimum Submission Requirements
If the work submitted for this competency assessment does not meet the minimum submission requirements, it will be returned for revision. If the work submitted does not meet the minimum submission requirements by the end of the term, you will receive a failing score.
Textbook Readings
Evidence-Based Practice in Nursing and Healthcare
Journal Readings
Please retrieve and read the following Journal articles from the Library. Articles can be located through a search in the CINAHL database, OVID database, Course Resources, or by using the link at the end of the reference if provided.
Jesson, J., & Lacey, L. (2006). How to do (or not to do) a critical literature review. Pharmacy Education, 6(2), 139–148.
Pierce, L. (2009). Twelve steps for success in the nursing research journey. Journal of Continuing Education in Nursing, 40(4), 154–164.
Salmond, S. W. (2007). Advancing evidence-based practice: A primer. Orthopedic Nursing, 26(2), 114–125.
Schardt, C., Adams, M. B., Owens, T., Keitz, S., & Fontelo, P. Utilization of the PICO framework to improve searching PubMed for clinical questions. BMC Medical Informatics & Decision Making, 7(1), 16–26
Web Resources
Review the following website, specifically the Continuing Education articles under Tools and Resources, and the About Us section.
Review the sites below that detail ongoing research efforts.
Review the NCQA website, paying special attention to the clinician’s website, specifically the Patient Experience Reporting section.
It is expected that you spend approximately 1–2 hours reviewing this resource.
Practice
If work submitted for this Competency Assessment does not meet the minimum submission requirements, it will be returned without being scored.
CRITERIAMETNOT METDefined key clinical question with reference to evidence-based databank (for example, Pubmed, Medline, CINAHL, etc). [Clearly defined the key clinical question as it relates to the evidence] Reviewed database results (based on key clinical question search) [Succinctly reviewed database detailed results] Referenced randomized control study research and systematic review of randomized control studies (Level 1 and 2 Evidence). [Clearly referenced randomized control study research studies , representing Level 1 and 2 of evidence with clarity] Provided an overview of the evidence using descriptive statistics, including the sample size, p-factor and strength of evidence. Clearly provided and overview of the evidence with descriptive statistics used throughout to define the strength of the evidence and study. Overall # Bold Criteria Met/Not Met [Overall # Mastery Criteria Met/Not Met]The criterion statements in bold are the minimum requirement to show competent performance on the course outcome; all bold criteria must be met to pass this Course Outcome.
The criterion statements in [Brackets] represent mastery achievement. A predefined number of mastery criteria must be achieved to earn an A grade, indicating mastery of the Course Outcome.
CLA and Grade Criteria Chart
CRITERIACLA ScoreGradePointsMeets all bold criteria and 50%-100% of mastery criteria5A1,000Meets all bold criteria and 0%-49% of mastery criteria4B850Meets 75%-99% of bold criteria3Not yet competent (F at term end)0Meets 50%-74% of bold criteria2Not yet competent (F at term end)0Meets 1%-49% of bold criteria1Not yet competent (F at term end)0Meets no bold criteria0Not yet competent (F at term end)0No submissionNANot yet competent (F at term end)0MN504-3: Differentiate statistical output for data analysis.
Assignment Details
Evidence-Based Clinical Question Search Assignment
Purpose:
The purpose of this assignment is to give you a practical application to implement your compelling clinical question idea, supported by the evidence-based research you have obtained during your systematic review. You will apply evidence-based research findings discovered from your clinical question, and then integrate those to support your suggested change in nursing practice.
Directions:
If work submitted for this Competency Assessment does not meet the minimum submission requirements, it will be returned without being scored.
CRITERIAMETNOT METDescribe systematic review and include an errors analysis. [Clearly described the systematic review with errors analysis integrated] Summarize the case study (RCT) selected including the study approach, sample size, and population studied. [Clearly summarized the case study with a detailed overview of case details such as sample size, control group, and study approach] Evaluate the study outcomes, identifying the validity, reliability, and bias. [Provide a clear description of the study including any unique approach, reliability, validity, and bias noted] Apply the evidence from this review to your practice specifically in your overview. [Clearly applied the evidence from the review to practice including detailed descriptions of the study] Overall # Bold Criteria Met/Not Met [Overall # Mastery Criteria Met/Not Met]The criterion statements in bold are the minimum requirement to show competent performance on the course outcome; all bold criteria must be met to pass this Course Outcome.
The criterion statements in [Brackets] represent mastery achievement. A predefined number of mastery criteria must be achieved to earn an A grade, indicating mastery of the Course Outcome.
CLA and Grade Criteria Chart
CRITERIACLA ScoreGradePointsMeets all bold criteria and 50%-100% of mastery criteria5A1,000Meets all bold criteria and 0%-49% of mastery criteria4B850Meets 75%-99% of bold criteria3Not yet competent (F at term end)0Meets 50%-74% of bold criteria2Not yet competent (F at term end)0Meets 1%-49% of bold criteria1Not yet competent (F at term end)0Meets no bold criteria0Not yet competent (F at term end)0No submissionNANot yet competent (F at term end)0Clinical questions help improve nursing practice, education, and research. They require extensive research to validate or refute claims and gain insight into the topic to ensure it is of high quality and efficacy. A proper analysis of randomized control trials provides high-level evidence, and their results are applicable in various ways in healthcare settings. The information can also be used in various ways to inform care interventions. Advanced practice nurses are majorly managers of the healing environment, and they utilize research to prepare and improve care interventions. They also utilize their knowledge, skills, and positions to improve healthcare institutions and care delivery. This essay evaluates a clinical question and supporting literature and utilizes the evidence to improve FNP practice.
Among elderly diabetic patients, does standardized patient education compared to traditional education improve self-management, adherence to treatment modalities, and follow-up visits in six months? This short review evaluates evidence that informed the clinical question and any modifications to ensure the change is impactful and relevant to the selected healthcare settings. The review also gives reasons and insights that led to the development of the question. Diabetes among elderly patients is a rummaging condition, affecting about 20-30% of adults above 65 years old (Sinclair et al., 2020). The condition is also very expensive due to the daily treatment modalities such as insulin. In addition, elderly patients have declining cognitive, physical, and physiologic functions primarily due to old age and associated conditions. Decreasing immunity, physiologic function, and activity are leading causes of poor prognosis in managing diabetes in the elderly. Thus, the group is exposed to higher mortalities and morbidities than other groups creating the need for vigorous management.
Standardized or structured patient education is education based on a checklist or education tailored to meet all patient needs and offer vital skills and knowledge. It focuses on the outlined components of health education that are carefully selected and appraised as vital to achieving the desired output (Chatterjee et al., 2018). For example, the care provider can teach patients specific exercises for older adults considering their physical and physiologic limitations instead of just telling them to exercise, as in traditional patient education. It is organized in chronological order of relevance and importance to promote patient understanding and minimize time wasted gathering education materials (Ernawati et al., 2021). The checklist also provides a vital follow-up tool that improves professionals’ responsibility and adherence to the interventions. Traditional education lacks order of education increases the chances of missing out on information or the education exercise because it provides no care provider follow-up intervention. Thus, structured education is integral for diabetic patients to promote better health outcomes.
The disease is preventable through education and collaborative intervention between healthcare providers and patients. Knowledge and skills to manage diabetes are vital. Educating patients to help ensure they adhere to routine medication administration, diet/ eating habits, and exercise/ physical activity. Individuals with skills have a likelihood of utilizing them (self-efficacy). Treatment adherence is also expected to increase when patients learn the importance of adhering to the modalities. Diabetes complications are notorious and take a long to manage, and thus, it is vital to prevent them (Ghisi et al., 2021). They are prevented through up and periodic visits to determine patterns leading to their development and thus preventing them from developing early in their development stages. Diabetes follow-up entails diabetic foot examination, eye examination, and HbA1c tests. Educating patients helps them understand the importance of adhering to these visits, thus increasing their adherence to follow-up care which helps prevent complications and promote effective glycemic control.
Diabetes management interventions take time to produce change. Individuals also take time to adapt to new interventions hence the need for six months. The change has been clearly and carefully crafted to produc