Inter-Professional Nursing Competencies Paper

Nurses have to work with the health care team to develop and implement the best-individualized, evidenced-based plan of care for the patient. Nursing practice is informed and modified in response to systematic evidence based decision making. Nurses use research to provide evidence-based care that promotes quality health outcomes for individuals, families, communities and health care systems as well as to shape health policy in direct care, within an organization, and at the local, state and federal levels (Quigley, 2017). Nurses communicate to patients to help them with their needs including physical, emotional, cognitive, social, and spiritual. They communicate with the client, support persons, other health professionals, and people in the community.

(2008). I would like to challenges Chief Nurse Executives (CNEs) to lead the journey and highlights how patients, their families, and health care organizations would benefit immeasurably if CNEs stepped forward and accepted this leadership role, then and only then can the best practice changes begin to improve what we as nurses already know. The processes of leading are intended to enable more people to develop into leaders and more people to share the roles of leading, to enhance the quality and safety of patient care (Stone P. Hughes R, Dailey M.

An argument against interprofessional training in health care programs is that health care workers are capable of learning to cooperate interprofessionally as students through their discipline-only clinicals or through time spent in the workforce. Other arguments, such as the ones Chen, Delnat, and Gardner (2015) argues in their article, what are that students have enough clinical hours as it is, “scheduling conflicts, funding, and/or separation of education and practice”. Interprofessional education refines and focuses on different skills, but some of these skills can be learned without interprofessional education, but then quality of skills or student comfortability with these skills may decrease. When some people say interprofessional training can be learned through their discipline-designed clinicals or that these skills will develop once students graduate and are working in their career, they do not understand that these skills need a foundation to be fully developed.

The National Organization of Nurse Practitioner Faculties (2014), outlines the quality competency as continued improvement of practice through the use of the best evidence, evaluation of the influence of safety, access, cost, and quality of health care. Also, the application of skills to encourage a culture of excellence, and the ability to implement interventions

Interprofessional Practice: Literature Review in Relation to Nursing Students It is the desire of most organizations including the health system, to maximize resources, profits, and clients. They therefore recruit workers from different disciplines so as to help them realize these goals. This working together of professionals to accomplish a common task is known as interprofessional practice (McCallin, 2005, p. 28). This collaboration is common among policy-makers (McCallin, 2005, p. 28), in Education, Research, and Health System (Green & Johnson, 2015, p. 1).

In 1990, The National Organization of Nurse Practitioner Faculties (NONPF) have developed core competencies to aid as an initial starting point for all entry level nurse practitioners (NP). Since then there have been 3 updates to the core competencies, with the latest edition being in 2011, and amended in 2012. “The competencies are essential behaviors of all NPs. These competencies are demonstrated upon graduation regardless of the population focus of the program and are necessary for NPs to meet the complex challenges of translating rapidly expanding knowledge into practice and function in a changing health care environment” (NONPF, 2012). The competencies include Scientific Foundation Competencies, Leadership Competencies, Quality Competencies,

a. This portfolio shows the educational journey through the BSN program at Western Governors University(WGU). The curriculum at WGU was very challenging, nonetheless it prepared me to become a safe and effective nurse. The BSN curriculum provided avenues to keep me up to date with safe practices and learn how to master therapeutic communication. WGU also helped me sharpen my critical thinking skills in order to make decisions quickly and provide safe and effective care to patients. As the result of my training, I am ready to embark in the field of nursing and do my best to make a difference in my patients lives.

The health industry we are in today, demands that health professionals retool the way they practice. To support our patients health needs and to meet the needs of regulatory bodies, we must as nurse work collaboratively to provide total patient care. A multi-disciplinary approach does not support the need the complex needs of many clients, no one health discipline can provide all the care that is need for our patients. We must therefore work collaboratively to accomplish good, quality outcomes for our patients and our organizations.

The Institute of Medicine (IOM) has a strong stance on nurses and leadership. They believe that nurses are a vital component to health care system and nurses in leadership roles can have a positive impact on such. Nurses are in all sorts of roles within the health care systems ranging from a staff nurse, nurse managers, to advance practice, all the way to congress (Finkelman & Kenner, 2013). In addition, they even serve in the boardroom within some health care organizations. Leadership doesn’t necessarily mean a nurse in a manager position, but a nurse who has an influence on staff.

“More highly educated nursing workforce is critical to meeting the nation’s nursing needs and delivering safe, effective patient care….. Without a more educated nursing workforce, the nation’s health will be further at risk (Tri-council for Nursing, 2010).” As the acuity of the patient increases daily, so is the need for increases of higher education for nurses. The factor of increasing complexity of patient health require higher education for the liability of safe practice, thus is an agreeable requirement for employers to place upon the employees. Acquiring a bachelor’s degree is only an improvement for everyone.

As we transition into the new role of NPs, our scope of practice expands. Moreover, as our responsibilities increase, we later become policy makers, and develop autonomy and decision–making skills. NPs are responsible for providing safe nursing care with more specialized knowledge and advanced education. We are also responsible for pursuing continuing education and advanced knowledge to remain competent quality providers, and meet the needs of the community. With our acquired repertoire of skills, it is essential that we utilize them to make informed decisions and collaborate with our community to promote wellness and healthy living.

The Nurse of the Future Nursing Core Competencies include ten areas of expertise: Patient - centered care, professionalism, informatics and technology, evidence - based practice, leadership, systems - based practice, safety, communication, teamwork and collaboration , and quality improvment. After a lot of research, these competencies were selected based on how we can transition from our current practice and education standards to our future practices. The ten competencies that were selected are based on the foundation of nursing education and how it will translate into the practical world. It is very important to understand each aspect of this model because it is the core of how we develop our nursing knowledge while transitioning from student

Introduction Nursing Practitioner Core Competencies create a structure that prepare nurse practitioners to be excellent providers in an ever-changing medical world (Thomas, Crabtree, Delaney, Dumas, Kleinpell, Logsdon, & et al., 2011). Through the context of nursing theory, the competencies give further insight in the role they play in structuring holistic patient care plans for individuals and communities. This paper will review different aspects of varying nursing theories to provide context to the core competencies. Scientific Foundation Scientific foundation competencies cover the need to analyze data and translate it into knowledge, to improve nursing practices and patient outcomes (Thomas et al., 2011).

They are able to connect, communicate and coordinate across multiple departments, professional opinions and voices, and the daily schedules of patients. Advocating and designing care with the patient and family is a true skills set and cultural attribute that adds tremendously to a culture of safety and patient – centeredness but requires the most able leadership to build these bridges across the many professionals engaged in care. Building this culture is a leadership challenge and there is no one in my experience better able to make these changes than nursing leaders ( Maureen Bisognano, 2009). Nurses should not just be at the bedside or within the nursing community but must be involved as leaders and decision – makers throughout the healthcare system. As Maureen Bisognano (2009) points out, the best nurses are accomplished envoys among different players and interests involved in direct patient care, which is a skill needed throughout organizations and businesses, not just in hospitals or

I used to overlook this notion as a simple concept that’s easy to accomplish within a team. However, I’ve learnt that it is not so easily achieved. Functional interprofessional collaboration is integral in delivering optimal health care and promotion. Successful interprofessional collaboration is important for nursing students, such as myself, as it is a concept and skill that is applicable to multiple contexts. My experience in an elementary school has given me the chance for mutual learning and collaboration with non-health professionals within the broader context of the community.