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Triangle Synergies in a National Quality and Safety Education Initiative in Nursing
Published in Paul Batalden, Tina Foster, Sustainably Improving Health Care, 2022
Linda R. Cronenwett, Pamela M. Ironside
Beyond these challenges, APRNs face hurdles associated with reimbursement and state licensure laws:13Licensure laws or insurers may require physician supervision of APRN practice, resulting in added costs and more complex system processes (with no evidence of impact on quality of care14) thus creating obstacles to APRN leadership in improving access and quality while reducing costs of care.Data about APRN contributions to patient care and system performance outcomes are often merged with and attributed to physicians, thus making it impossible for APRNs (and society) to fully understand their contributions to health and health-care improvement.In most employment arrangements to date, APRNs are employees of physician practices or hospitals. The freedom to engage in the professional development of advanced practice nursing students may be denied or limited by employer preferences for contributions to patient care or the teaching of medical students and residents.
The Legal Nurse Consultant as Expert Witness
Published in Julie Dickinson, Anne Meyer, Karen J. Huff, Deborah A. Wipf, Elizabeth K. Zorn, Kathy G. Ferrell, Lisa Mancuso, Marjorie Berg Pugatch, Joanne Walker, Karen Wilkinson, Legal Nurse Consulting Principles and Practices, 2019
Nursing has evolved into a profession with a distinct body of knowledge, university-based education, specialized practice, standards of practice, a societal contract, and an ethical code (American Nurses Association [ANA], 2015a, 2015b). The practice of nursing requires decision-making and skill based upon the principles of the biological, physical, and behavioral and social sciences, and evidence-based research for identifying risk factors and providing specific interventions. In the United States of America, every state has a Board of Nursing that is the state entity authorized to regulate nursing practice. Every state legislature has promulgated licensing standards and regulations for the nursing profession in their respective Nurse Practice Acts and Advanced Practice Nursing Acts. Under the nursing act, only a registered nurse would meet the qualifications for sitting for a registered nurse (RN) licensure examination, and as such be eligible for licensure as a registered nurse. The specifics of each state’s Nurse Practice Act can be found online (Find Your Nurse Practice Act, n.d.).
Advanced nursing practice: the potential sword of Damocles in education?
Published in Lorna Foyle, Janis Hostad, David Oliviere, Illuminating the Diversity of Cancer and Palliative Care Education, 2018
The growth of the autonomous practitioners may, however, have brought problems in its wake relating to issues of legal and professional accountability. It is the aim of this chapter to highlight some of these issues from both a practice and educational perspective. Because of the possible nature and scope of developments in clinical practice, partly due to the lack of precision in the definition and perceived scope of advanced practice (Nursing and Midwifery Council 2005), some of what may follow is necessarily speculative and general in nature, but this chapter may also offer insights into current as well as future practice and the subsequent training of practitioners.
The Evolution of Hypnosis in the Profession of Nursing: We’ve Come a Long Way, Baby, and Still Have a Long Way to Go
Published in American Journal of Clinical Hypnosis, 2019
The first doctoral education for nurses began in the 1920s, with nurses receiving a doctorate in education, not nursing. It was in the latter part of the 20th century that doctoral programs in nursing developed, as nurses realized that they needed their own research and theoretical base. A second pathway for doctoral education emerged that was practice oriented. In 2004, the American Association of Colleges of Nursing (AACN) recommended that all APNs of the future be prepared at the doctoral level (American Association of Colleges of Nursing, 2015). The doctor of nursing practice degree offers improved formal preparation for advanced practice nursing roles to enhance nurses’ expertise and the ability to shape healthcare policy. As will be discussed in the following sections, it is the author’s view that these nurses trained for specialty, primary, secondary and tertiary care should have clinical hypnosis as part of their education and training.
A legal framework on advanced practice nursing in Belgium: what do we and don’t we know?
Published in Acta Clinica Belgica, 2022
A. Van Hecke, P. Van Bogaert, E. Decoene, F. Dobbels, E. Goossens, G.A. Goossens, S. Verhaeghe, T. Goffin
The introduction and development of ‘Advanced Practice Nursing’ is one of the most important developments in nursing during thetwenty-first century [1]. First introduced in the USA, it is now being implemented in country-specific healthcare contexts around the world [1]. The International Council of Nursing defines an advanced practice nurse (APN) asa registered nurse with a recommendation for a master level degree who 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 she/he is credentialed to practice.[2]
Psychiatry through History: Is it Evolving or Blowing with the Wind?
Published in Issues in Mental Health Nursing, 2020
In the 1990s at our school of nursing, the education of nurse practitioners (NP) at the master’s level became the focus of advanced practice nursing, as it did in many schools. With the focus on NP education, most of the clinical specialty tracks were closed. The psychiatric-mental health (PMH) program was one of them. NP education emphasized primary care and although a few universities tried to establish PMH NP programs, these were in a minority. At our school, the first NP’s were educated in family practice, geriatric practice, women’s health, and pediatric practice. Eventually other clinical areas were added but not PMH. As time went on, it became apparent that many of our NP students in general practice were encountering patients who were depressed, anxious, or frankly psychotic. They were ill-prepared to deal with these people or their symptoms. It was time for our faculty and students to embrace a new paradigm and we called it neuro-psychiatric nursing, basing it on advances in neuroscience and the neuro-biologic basis of mental illness (see Flaskerud & Wuerker, 1999; Flaskerud, 2000). With the lack of preparation to deal with mental illness within a primary care setting in mind, we designed a subspecialty in neuro-psychiatric nursing for NP students (called NPNP) to take as an elective course during a summer immersion program. It was funded by the Division of Nursing. Despite the extra classes and clinical requirements and the loss of a summer break, the subspecialty was highly subscribed, consistently enrolling more than 30 students a year, and the funding by the Division of Nursing was renewed repeatedly over a 10 year period. In this subspecialty, students were taught by experts in the fields of PMH nursing, psychiatry, psychology, sociology, social work, and psycho-pharmacology. They were taught to recognize and diagnose the various mental disorders, prescribe medication, conduct cognitive behavioral therapy, provide consultation, and make referrals to a wide variety of social, economic, psychological, and medical resources. The emphasis in the course on neuroscience and neuro-psychiatry within a primary practice setting made the topic of mental illness less stigmatizing to our NP students as well as their clients (Flaskerud, 2018). So yes, we jumped on the biology bandwagon that was favored by mental health professionals at the millennium.