The national Consensus Model for APRN Regulation: Licensure, Accreditation, Certification, and Education (LACE), finalized in 2008, defines advanced practice registered nurses (APRNs) and standardized requirements for each of the four APRN regulatory components included in LACE. This toolkit provides resources and exemplars to facilitate implementation of cultural competencies in graduate nursing education. This toolkit provides resources and exemplars to facilitate implementation of cultural competencies in graduate nursing education. The purpose of this document is to assist nurse educators in incorporating geriatric-focused nursing content and learning opportunities into the baccalaureate nursing curriculum, including both the didactic and clinical experiences to ensure that nursing students are able to provide the necessary geriatric care for the nation’s aging population. National Association of Nurse Practitioners in Women's Health, Council on Accreditation Quality Assurance and Performance Improvement (QAPI) in Healthcare for Older Adults (2014). Core Competencies for Gerontological Nurse Educators Competency 1: Maintains knowledge and skills in the care of older adults. National Council of State Boards of Nursing Under this, now endorsed by 45 national nursing organizations, the clinical nurse specialist (CNS) is defined as one of four APRN roles. and Highlights Advanced Practice Role of Academic Nurse Educator Washington, DC, June 9, 2018 — As the American Association of Colleges of Nursing (AACN) solicits alumni and member feedback to its draft of a vision statement for the future of nursing education, the leadership of the National League for Nursing (NLN) has pinpointed some areas of concern in the AACN's proposed vision. In addition, these competencies build upon the National CNS Core Competencies (2008) for all clinical nurse specialists. Re-envisioning the AACN Essentials AACN Essentials Accelerated BSN Programs CCNE Accreditation Standards Clinical Nurse Leader Conferences Core Competencies for Interprofessional Education Diversity & Inclusion Nursing Shortage Fact Sheet PhD Pathway QSEN Graduate-Level Competencies … Nurse Educator: January-February 2009 - Volume 34 - Issue 1 - p 33. doi: 10.1097/01.NNE.0000343395.80953.48. These consensus-based competencies focus on the unique practice knowledge, skills, and attitudes of the adult-gerontology primary care NP. These graduate academic nurse educator program outcomes and competencies are in addition to those outcomes and competencies required of students to meet the requirements of their general graduate program of study. 1 AACN scholarships promote personal and professional growth. Specifically, these populations include the family CNP who provides care across the lifespan, and the women’s health or gender-related CNP (APRN Consensus Work Group and NCSBN APRN Advisory Committee, 2008). This 2010 publication describes the recommended competencies of new graduates of graduate-degree and post-graduate certificate programs preparing clinical nurse specialists (CNSs) prepared to care for those populations that provide care to older adults but are not adult-gerontology CNSs. For graduat… Association of Faculties of Pediatric Nurse Practitioners As an initial approach to determining representation of the NLN Core Competencies for Nurse Educators in Master’s of Science in Nursing Education and Post-Master’s Certificate programs, the study identified the presence of the competencies in course descriptions. In addition to the four roles, APRNs are educated and practice in at least one of six population foci: family/individual across the lifespan, adult-gerontology, pediatrics, neonatal, women’s health/gender-related, or psych/mental health. Rather, the competencies described here complement other role and population competencies and highlight those areas of competence and evidence-based knowledge that CNPs providing care to older adults should have in order to improve health outcomes, quality of life, and level of functioning of the growing population of older adults. National Certification Board of Pediatric Nurse Practitioners & Nurses, 655 K Street, NW, Suite 750 Rather the competencies described in this document complement and are intended to augment the national CNS core (National CNS Competency Task Force, 2008) and population-focused competencies. The American Association of Colleges of Nursing (AACN) is the national voice for academic nursing. A competency-based practice transition curriculum for intensive care unit nurse practitioners was created using a literature review and expert panels. Competencies for the Academic Nurse Educators These competencies promote excellence in the advanced specialty role of the academic nurse educator. Recommended Competencies for Older Adult Care for the Family CNP and Women’s Health CNP (2010) These tasks and conditions are categorized as the tripartite role of teaching, scholarship and collaboration. Commission on Collegiate Nursing Education In addition to the four roles, APRNs are educated and practice in at least one of six population foci: family/individual across the lifespan, adult-gerontology, pediatrics, neonatal, women’s health/gender-related, or psych/mental health. Significant overlap in the acute care and primary care NP competencies does exist; however, the practice of the acute care and primary care adult-gerontology NP differs. The competencies are intended to be used in conjunction with — and build upon — the graduate and APRN core competencies outlined in the AACN (2006) Essentials of Doctoral Education for Advanced Nursing Practice or the AACN (1996) Essentials of Master’s Education for Advanced Practice Nursing. Results for Nurse Educator Competency Domains: Per Institution Type 108 20. These consensus-based competencies focus on the unique practice knowledge, skills, and attitudes of the adult-gerontology acute care NP. The toolkit provides nursing models, reference lists, case studies, websites, etc. Section 6: Nurse Educator Clinical Nursing Practice Competencies Ill 22. nurse educator. Rather the competencies described in this document complement and are intended to augment the national CNS core (National CNS Competency Task Force, 2008) and population-focused competencies. We also encourage BSN graduates to seek out employers who value their level of education and distinct competencies. 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