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Introduction To Advance Nursing Practice

The document discusses the revision of an established Master of Nursing Science curriculum to prepare nurses for new professional roles in innovative models of care. It overviews how population health needs are evolving with chronic diseases and aging societies. This requires equipping health professionals with competencies like patient-centered care, interprofessional collaboration, quality improvement, use of technology, and public health perspectives. The revised curriculum focuses on these competencies and strengthening advanced practice nurses' skills and scope to provide expert care for older patients and those with chronic conditions.

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52 views

Introduction To Advance Nursing Practice

The document discusses the revision of an established Master of Nursing Science curriculum to prepare nurses for new professional roles in innovative models of care. It overviews how population health needs are evolving with chronic diseases and aging societies. This requires equipping health professionals with competencies like patient-centered care, interprofessional collaboration, quality improvement, use of technology, and public health perspectives. The revised curriculum focuses on these competencies and strengthening advanced practice nurses' skills and scope to provide expert care for older patients and those with chronic conditions.

Uploaded by

annu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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INTRODUCTION TO ADVANCE NURSING PRACTICE

In a 21st century nursing workforce demands future-oriented curricula that address


the population’s evolving health care needs. With their advanced clinical skill sets
and broad scope of practice, Advanced Practice Nurses strengthen healthcare
systems by providing expert care, especially to people who are older and/or have
chronic diseases. Bearing this in mind, we revised our established Master of Nursing
Science curriculum. A Guided by the Advanced Nursing Practice framework,
interprofessional guidelines, fundamental reports on the future of health care
The reform process included three interrelated phases: preparation (work packages
(WPs): curriculum analysis, alumni survey), revision (WPs: program accreditation,
learning outcomes), and regulations (WPs: legal requirements, program launch).

This curriculum reform’s strategic approach and step-by-step processes demonstrate


how, beginning with a solid conceptual basis, congruent logical steps allowed
development of a program that prepares nurses for new professional roles within
innovative models of care.

Background

Population health is inseparable from care provision. Epidemiological and


demographic shifts (towards chronic disease and older societies) require ongoing
responses to meet present and future global healthcare needs .

Health professions are already struggling to fulfill their mission of comforting, curing,
and caring for people in need .

Since 2000, three seminal reports have indicated that worldwide health-professional
education must equip clinicians for the changing needs both of patients and of
healthcare systems.

Core competencies put forward by the World Health Organization (WHO), (2005) for
all health professions include patient-centeredness, partnering with patients,
providers and communities, quality improvement, the use of information and
communication technology, and a public health perspective of care.

Based on demographic and societal developments and population needs, in ‘the


future of nursing: leading change, advancing health’, the Institute of Medicine (IOM)
recommends that nursing education focus on older people, emphasize collaboration
and adopt a patient- and family-centered perspective.
Further, it also recommend re-directing nurse education towards primary care
settings, switching its center to community care and prevention rather than acute
care.

In sum, nurses should be educated to deliver patient and family-centered care as


members of inter-professional teams embedded in the community, emphasizing
evidence-based practice, quality improvement approaches, and full use of
information technology .

In developed and developing countries alike, a healthcare focus is moving towards


people living with non-communicable chronic conditions, e.g., heart disease,
diabetes and dementia, and the need to care effectively for these groups and their
families via inter-professional collaboration .

Calling for enhanced clinical skills and an expanded scope of practice for all health
professionals, these new complexities are reflected in five basic competencies:

1) patient-centered care;

2) Partnering;

3) Quality improvement;

4) Information and communication technology; and

5) a public health perspective.

This expansion does not invalidate existing competencies, e.g., evidence-based


practice and ethical care; rather, it underscores the need for new ones to
complement them. And while they apply to all health professionals, these
competencies are particularly crucial for nurses, whose duties span health system
levels and settings from remote primary care clinics to urban acute care hospitals .

With their advanced clinical skill sets and broad scope of practice, Advanced Practice
Nurses (APNs) strengthen healthcare systems by providing expert care, especially to
people who are older and/or have chronic diseases . The International Council of
Nurses defines an Advanced Practice Nurse (APN) as a registered nurse who holds a
master’s degree and “has acquired the expert knowledge base, complex decision
making skills and clinical competencies for expanded practice, the characteristics of
which are shaped by the context and/or country in which s/he is credentialed to
practice” .
APN competencies incorporate direct clinical care (e.g., clinical assessment, clinical
interventions, advanced health assessment skills, decision making and diagnostic
reasoning skills, case management).

They also include expert coaching and guidance (communication, facilitation,


reflection and coaching skills), consultation (patient education), research skills
(translational research, evaluation of healthcare services), clinical and professional
leadership (practice development, planning, implementation and evaluation of
programs, change management, quality management), collaboration (intra- and
interprofessional), and ethical decision-making skills.

To equip nurses for their new responsibilities and ensure a well-educated health
workforce, ‘nurse educators need to keep up with a rapidly changing knowledge
base and new technologies’; ‘Nursing education, in addition to conveying necessary
skill sets, needs to provide students with the ability to mature as professionals and to
continue learning throughout their careers’ .

During the same process, it was also decided to further elaborate a series of topics
for future courses.

 Advancing clinical education (e.g., small-group tutorials and individual


internships)

 APN role development to strengthen implementation of new models of care

 Advanced research methods to strengthen competencies in quantitative and


qualitative approaches

 Philosophy of science to provide basics of epistemology and schools of


thought

 E-Health to provide basic understanding of an emerging field that is


transforming healthcare

 Genomics as an introduction to another transformative healthcare field, e.g.


personalized medicine

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