This work is the product of a consensus process involving educators from over 20 organizations and societies representing a dozen health professions, including AACN. Core Competencies for Gerontological Nurse Educators Competency 1: Maintains knowledge and skills in the care of older adults. American Association of Critical Care Nurses Certification Corporation Recognizing this growth and the need to ensure the public that nursing education programs maintain a high standard of quality, the Alliance for Nursing Accreditation endorses the following standard: All nursing education programs delivered solely or in part through distance learning technologies must meet the same academic program and learning support standards and accreditation criteria as programs provided in face-to-face formats, including the following: Mechanisms for ongoing faculty development and involvement in the area of distance education and the use of technology in teaching-learning processes are established. The Essentials outline the necessary curriculum content and expected competencies of graduates from baccalaureate, master’s, and Doctor of Nursing Practice programs, as well as the clinical support needed for the full spectrum of academic nursing. 1 AACN scholarships promote personal and professional growth. Nursing speciality organisations, practice standards and benchmarking. National Certification Board of Pediatric Nurse Practitioners & Nurses, 655 K Street, NW, Suite 750 The competencies delineated in this document are intended to highlight those areas of competence and evidence-based knowledge that CNSs 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. Association of Faculties of Pediatric Nurse Practitioners While the acronyms vary, the concept consistently contained themes such as immediate trouble shooting, acknowledgment, prevention, and service. We are an exceptional community of acute and critical care nurses offering unwavering professional and personal support in pursuit of the best possible patient care. This set of recommended competencies is not intended to alter or replace competencies developed for these CNP populations. The emergence of nursing specialty organisations began at a State level in Australia in the 1950’s, before expanding to either national governing bodies or affiliate organisations in the 1970s and 80s (Pratt, 1994). In addition, these competencies build upon the NONPF (2006) core competencies for all nurse practitioners. Present and future professional nurses must be able to use informatics and technology to facilitate critical decision-making for optimal patient outcomes (Massachusetts Department of Higher Education Nursing Initiative, 2016). 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. Adult-Gerontology Acute Care Nurse Practitioner Competencies. 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. This document presents nurse educator core competencies which were developed through an elaborate consultative process to ensure the competency statements are comprehensive, relevant, adaptable and accessible globally. These consensus-based competencies focus on the unique practice knowledge, skills, and attitudes of the adult-gerontology primary care NP. This 2010 publication delineates the entry-level competencies for graduates of master’s, doctorate of nursing practice (DNP), and post-graduate programs preparing primary care NPs who serve the adult-gerontology population. 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 … Add to Collection Added to Collection Access Transcript Activity Summary. Adult-Gerontology Primary Care Nurse Practitioner Competencies (2016)                      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. The 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 project was generously funded by the John A. Hartford Foundation. Recommended Competencies for Older Adult Care for the Family CNP and Women’s Health CNP (2010) American Association of Colleges of Nursing THE NURSE EDUCATOR’S ROLES Under the supervision of a preceptor, an orientee assumes responsibility for the care of acutely or critically ill patients. that can be used to enhance teaching-learning activities. Get CE × Share. 655 K Street, NW, Suite 750 In addition, these competencies build upon the NONPF (2006) core competencies for all nurse practitioners. Recommended Baccalaureate Competencies and Curricular Guidelines for the Nursing Care of Older Adults (2010) Role: Educator, Staff. The growth of distance education courses and programs for the delivery of nursing education has increased and is expected to continue to increase. This statement on Distance Education Policies has been endorsed by the following organizations: American Academy of Nurse Practitioners Certification Program This document provides a framework to facilitate the attainment of cultural competence by baccalaureate nursing graduates. This 2010 publication delineates entry-level competencies for all graduates of master’s, doctorate of nursing practice (DNP), and post-graduate programs preparing adult-gerontology clinical nurse specialists (CNSs) for certification and licensure. AACN's conferences are geared toward educators teaching in baccalaureate, master’s, and doctoral programs as well as those engaged in faculty practice. The AACN toolkit delineates the 5 competencies necessary for baccalaureate nurses to provide culturally competent care. Consistent with The Essentials of Baccalaureate Nursing Education for Professional Nursing Practice, these competencies apply to practice in a variety of healthcare settings, patients across the wellness-illness continuum, and patients across the lifespan, in collaboration with the interprofessional team. These consensus-based competencies focus on the unique practice knowledge, skills, and attitudes of the adult-gerontology primary care NP. When utilizing distance learning methods, a program provides learning opportunities that facilitate development of students' clinical competence and professional role socialization and establishes mechanisms to measure these student outcomes. Developed specifically for master’s and doctoral nursing graduates, this set of cultural competencies apply to clinical practice, education, and research in a variety of healthcare settings, with patients across the wellness-illness continuum and lifespan, and in collaboration with the interprofessional team. It is anticipated that if the competencies are appropriately adopted and/or adapted, educational institutions will be equipped to prepare . American Association of Critical-Care Nurses Competency 6: Pursue Continuous Quality Improvement in the Nurse Educator Role In reference to Competency 6, during my practicum with the CVICU Educator, I felt that I discovered a great deal about the educator’s role.
2020 aacn nurse educator competencies