Nurse Practitioner Core Competencies Content
Nurse Practitioner Core Competencies ContentA delineation of suggested content specific to the NP core competencies2017NP Core Competencies Content Work GroupAnne Thomas (Chair), PhD, ANP-BC, GNP, FAANPM. Katherine Crabtree, DNSc, APN-BC, FAANKathleen Delaney, PhD, PMH-NP, FAANMary Anne Dumas, PhD, RN, FNP-BC, GNP-BC, FAANP, FAANRuth Kleinpell, PhD, RN, FAAN, FCCMJulie Marfell, DNP, APRN, FNP-BC, FAANPDonna Nativio, PhD, CRNP, FAAN, FAANPKimberly Udlis, PhD, FNP-BC, APNPAndrea Wolf, DNP, CRNPAcknowledgments: NONPF also wishes to recognize members of the Curricular Leadership Committee who provided review and comment onthe draft document. The comments from the following people shaped the final document: Susan Buchholz, Holly Dileo, Kathy Dontje, JudithHaber, Ann Marie Hart, Kathleen Reeve, Susan Ruppert, Susan Schaffer, and Courtney Young.* The 2017 Nurse Practitioner Core Competencies Content publication aligns the competencies with the 2016 Adult-Gerontology Acute Care AndPrimary Care NP Competencies.
Nurse Practitioner Core Competencieswith Suggested Curriculum Content2017In the development of the nurse practitioner (NP) population-focused competencies, a task force had extensive discussions of competencies vs.content. The task force concluded that it would be beneficial to programs if some content could be included as exemplars of how to supportcurriculum development for addressing a competency. Within the 2013 edition of the NP population-focused competencies, the final column ineach population’s competency table presents the respective competency work group’s ideas of relevant content.NONPF convened a work group to identify the suggested curriculum content for the NP Core Competencies. This work group consisted ofmembers of the task force that prepared the 2014 edition of the NP Core Competencies, as well as additional representation from the NONPFBoard and Curricular Leadership Committee. A sub-group of the NONPF Curricular Leadership Committee completed a review of the draftcontent, and the work group incorporated the review feedback into the final document presented herein. Please see the cover page for a list ofwork group members and an acknowledgment of the reviewers.The table that follows includes the NP Core Competencies and a list of suggested curriculum content. NONPF does not intend for the requirementof all of this content, nor is the content list comprehensive for all that a program would cover with population-focused competencies. The contentcolumn reflects only suggestions for content relative to the core competencies. This document should be used in combination with the populationfocused petenciesNP Core CompetenciesCurriculum Content to Support CompetenciesNeither required nor comprehensive, this list reflectsonly suggested content specific to the corecompetencies1.Critically analyzes data and evidence for improvingadvanced nursing practice.2.Integrates knowledge from the humanities and scienceswithin the context of nursing science.3.Translates research and other forms of knowledge toimprove practice processes and outcomes.4.Develops new practice approaches based on the integrationof research, theory, and practice knowledge.Comparison of patient data sets with evidence-based standards toimprove careScientific foundations to practice, including, but not limited to,knowledge of advanced pathophysiology, pharmacology, physiology,genetics, and communication skillsScience from other disciplines relevant to health careNONPF - 2
CompetencyAreaNP Core CompetenciesCurriculum Content to Support CompetenciesNeither required nor comprehensive, this list reflectsonly suggested content specific to the corecompetenciesTheories/conceptual frameworks/principles for practice: Translational research that guides practiceCritical evaluation of research findingsMid-range nursing theories and concepts to guide nursingpracticeEvidence-based havior changePopulation healthCritical thinking development: Evidence appraisalFormulating a practice problemUse of science-based theories and concepts to assess,enhance, and ameliorate health care delivery phenomenaUse of PICO questions to initiate research and qualityimprovement projectsQualitative and quantitative research and quality improvementmethodsEthical and legal protection of human subjectsInquiry processes and practices related to health literacy, vulnerablepopulations, and cultureMonitoring of health outcomesLeadershipCompetencies1.2.Assumes complex and advanced leadership roles to initiateand guide change.Provides leadership to foster collaboration with multipleContent related to: Crisis management and leadershipStress management (for staff and patient/family)Teams and teamwork, including team leadership, buildingNONPF - 3
CompetencyAreaNP Core CompetenciesCurriculum Content to Support CompetenciesNeither required nor comprehensive, this list reflectsonly suggested content specific to the corecompetenciesstakeholders (e.g. patients, community, integrated healthcare teams, and policy makers) to improve health care.3.Demonstrates leadership that uses critical and reflectivethinking.effective teams, and nurturing teamLeadership, change, and management theories with application topracticePolitical processes, political decision making processes, and healthcare advocacy4.Advocates for improved access, quality and cost effectivehealth care.5.Advances practice through the development andimplementation of innovations incorporating principles ofchange.6.Communicates practice knowledge effectively, both orallyand in writing.7.Participates in professional organizations and activities thatinfluence advanced practice nursing and/or healthoutcomes of a population focus.Problem solving: Influencing and negotiationConflict managementStrategic thinkingManaging changeBusiness development: High reliability organization principlesBuilding and maintaining effective teamsProject management conceptsPrinciples of effective decision makingPrinciples of change managementCivilityPrinciples of innovationCommunications: Scholarly writing, manuscript, and abstract preparationStructuring and presenting persuasive argumentsPeer review: ip development:NONPF - 4
CompetencyAreaNP Core CompetenciesCurriculum Content to Support CompetenciesNeither required nor comprehensive, this list reflectsonly suggested content specific to the corecompetencies Skills to influence decision-making bodies at the system,state, or national levelInterprofessional leadershipAssuming leadership positions in professional, political, orregulatory organizationsStructure and functions of editorial/board rolesEthical and critical decision making, effective workingrelationships, and a systems-perspectiveConcepts of strategic planning processLeadership stylesHow to lead change in practice, manage practice changes Monitoring implementation and fidelityAdaptation of change to patients, providers andorganizational needs and resourcesInterim feedback on achievements and efficienciesInterpretation of data and articulating evidenceSelf-reflection of leadership style e.g., personal leadership strengthsand weaknesses; working with diverse skills sets and diverse teamsQualityCompetencies1.2.3.4.Uses best available evidence to continuously improvequality of clinical practice.Evaluates the relationships among access, cost, quality, andsafety and their influence on health care.Evaluates how organizational structure, care processes,financing, marketing, and policy decisions impact thequality of health care.Applies skills in peer review to promote a culture ofQuality Safety Education in Nursing (QSEN) principles and contentEvaluation of outcomes of care such as quality improvement projectswith an evaluation componentReflective practiceCulture of safetyQuality improvement processes and practicesKnowledge of quality improvement methods such as: Plan-Do-Study Act Six SigmaNONPF - 5
CompetencyAreaNP Core CompetenciesCurriculum Content to Support CompetenciesNeither required nor comprehensive, this list reflectsonly suggested content specific to the corecompetenciesexcellence.Cost benefit analysis5.Anticipates variations in practice and is proactive inimplementing interventions to ensure qualityPeer review process Reviewer RevieweeCollaborative team processes and practicesLeadership skills for leading change for quality clinical practiceMethods and measures of quality assurance during transitions ofcareLaws and rules to enhance quality such as Meaningful use Federal, state, and local quality data sources and indicatorsPractice InquiryCompetencies1.Provides leadership in the translation of new knowledgeinto practice.2.Generates knowledge from clinical practice to improvepractice and patient outcomes.3.Applies clinical investigative skills to improve healthoutcomes.4.Leads practice inquiry, individually or in partnership withothers.5.Disseminates evidence from inquiry to diverse audiencesusing multiple modalities.6.Analyzes clinical guidelines for individualized application intopracticeLeadership for role in practice improvementClinical investigation strategies: Identifying clinical practice problemsAppraising evidence for application to practice (e.g., design,methods, tools, analysis)Literature search methods, including, but not limited to, thePICO Model to define a clinical questions and search for thebest clinical evidenceUse of electronic databases, such as electronic health records: Assessing clinical practiceReviewing patient technologyExploring behaviors and risk factorsUsing data to support evidence based changes in clinicalmanagementTemplate developmentNONPF - 6
CompetencyAreaNP Core CompetenciesCurriculum Content to Support CompetenciesNeither required nor comprehensive, this list reflectsonly suggested content specific to the corecompetenciesPatient management, including, but not limited to, discerning gaps incare and barriers to care needing resolution during patientencountersProject development and management: Synthesis and translation/extrapolation of research toselected populationsFrameworks to guide projectsQuality improvement methodsAssessment of resources needed and available for projectsCompeting priorities of patients, payers, providers, andsuppliersData-based, needs assessment for projectProcesses used in conducting projects based on currentand best evidence, including evaluation of the application ofevidence or inquiry to the population of concernEvaluation of outcomes (for health status of patient andpopulation as well as system outcomes)Evaluation of why expected results were or were notattained and lessons learnedMaking recommendations for further workAddressing issues of sustainability of project findingsDissemination of work and findings: Abstract and manuscript writing to support thedissemination of project/research outcomesDiscussion of clinically meaningful results that may or maynot be statistically significantPresentation skill development with modification for differentaudiencesNONPF - 7
CompetencyAreaNP Core CompetenciesCurriculum Content to Support CompetenciesNeither required nor comprehensive, this list reflectsonly suggested content specific to the corecompetenciesIntegration of findings: Results, methods, and tools, as appropriate, into caredeliveryIdentification of best practicesOpportunities for multidisciplinary team/inter-professionalcollaboration for patient careDevelopment and use of clinical guidelinesUse of clinical judgment to improve practiceApplication of evidence to validate or change policyEvaluation of alternative care delivery models and treatments,including costs, cost benefits, and return on investmentInstitutional review board policies and processesInterprofessional research and scholarship exemplars andopportunitiesTechnology andInformationLiteracyCompetencies1.Integrates appropriate technologies for knowledgemanagement to improve health care.2.Translates technical and scientificappropriate for various users’ needs.health information2.a Assesses the patient’s and caregiver’s educationalneeds to provide effective, personalized health care.2.b Coaches the patient and caregiver for positivebehavioral change.3.4.Demonstrates information literacy skills in complex decisionmaking.Contributes to the design of clinical information systemsTechnology available in clinical practice: Electronic resources that identify current evidenced-basedcare Electronic resources that enhance patient safety Technological care delivery systems Telehealth Information databases used by health care systems Electronic communication with other professionals andpatients Encrypted and unencrypted technology Electronic resources to support differential diagnosis,algorithmic thinking, and medical record review Templates for documentation in nursing care Use of electronic datasets to evaluate practice and improvequality, cost, and efficiency of careTechnology available to support education: Standardized patient encounters Electronic/computer based learning modules based oncharacteristics such as cultural literacy, educational level,NONPF - 8
CompetencyAreaNP Core CompetenciesCurriculum Content to Support CompetenciesNeither required nor comprehensive, this list reflectsonly suggested content specific to the corecompetenciesthat promote safe, quality and cost effective care. 5.Uses technology systems that capture data on variablesfor the evaluation of nursing care. and home assessmentCoaching/teaching resources adapted to population, healthliteracy, and age of patient learning styles,Age-appropriate concepts and development of educationaltoolsUse of applications for references at point of careUsing telehealth to provide care for the adult population, consideringbenefits, methods, differences, and regulatory issues.IT resources such as: Informatics competencies from Technology InformaticsGuiding Education Reform (TIGER) initiative American Medical Informatics Association (AMIA)Use of electronic communication methods, including social media,with healthcare professionals, patients, families, and caregiversCompliance issues related to patient privacy with use of technologyPopulation-appropriate clinical indicators for incorporation intoinformation systems, such as electronic health recordsUse of technologies to monitor and evaluate clinical problems, e.g. Blood pressure Vital signs Glucose WeightPolicyCompetencies1.Demonstrates an understanding of the interdependence ofpolicy and practice.2.Advocates for ethical policies that promote access, equity,quality, and cost.3.Analyzes ethical, legal, and social factors influencing policyPolicy analysis process: Political environmentPolitical feasibilityEconomic feasibilityImplementation strategy and planningOutcomes evaluation at local, state, national, andinternational levelsNONPF - 9
CompetencyAreaNP Core CompetenciesCurriculum Content to Support CompetenciesNeither required nor comprehensive, this list reflectsonly suggested content specific to the corecompetenciesdevelopment.4.Contributes in the development of health policy.5.Analyzes the implications of health policy across disciplines.6.Evaluates the impact of globalization on health care policydevelopment.7.Advocates for policies for safe and healthy practiceenvironments. Specific NP role for influencing health care agenda andpatient advocacyHealth policy and health care reform: Federal budgetNational health prioritiesMethods for appropriation of fundingVulnerable populations and needsThe relationship between the USPSTF guidelines andAffordable Care Act implementationLegislative and regulatory processes: Origin of lawsRegulatory processHow to influence/impact passage of laws and theirtranslation into regulationHealth care financing and third party reimbursementPopulation health model and its impact on policy planningIntroduction of global issues: ss to health careEthical issues in health care planning: FairnessEquity and health disparitiesAccess and resource allocationHealth behaviorSocial determinants of healthNONPF - 10
CompetencyAreaNP Core CompetenciesCurriculum Content to Support CompetenciesNeither required nor comprehensive, this list reflectsonly suggested content specific to the corecompetenciesComparative health systemsProactive and responsive use of mediaBarriers to NP practiceLegislative process and resources, e.g., Congress.govPolicy theoriesExamples of policy making at multiple levels and individual andcollective contributions to shape policyHealth DeliverySystemCompetencies1.Applies knowledge of organizational practices andcomplex systems to improve health care delivery.2.Effects health care change using broad based skillsincluding negotiating, consensus-building, and partnering.3.Minimizes risk to patients and providers at the individualand systems level.4.Facilitates the development of health care systems thataddress the needs of culturally diverse populations,providers, and other stakeholders.5.Evaluates the impact of health care delivery on patients,providers, other stakeholders, and the environment.6.Analyzes organizational structure, functions and resourcesto improve the delivery of care.7.Collaborates in planning for transitions across thecontinuum of care.Organizational practices: Organizational structure, tables of organizationOrganizational decision makingOrganizational theoryPrinciples of managementInterprofessional collaborative partnershipsInformatics/information systems: Interpreting variations in outcomesUse of data to improve practiceUse of collateral informationOrganizational delivery subsystems, (e.g. electronicprescription writing-pharmacy software)Needs assessment of populations served: Socioeconomic and cultural factorsUnique population needsSystem resources to meet population needs (e.g. useinterpreters to facilitate communication)Community resources/system outreach to communityDiversity among providersNONPF - 11
CompetencyAreaNP Core CompetenciesCurriculum Content to Support CompetenciesNeither required nor comprehensive, this list reflectsonly suggested content specific to the corecompetenciesFinancial issues: Financial business principlesHealth care system financingReimbursement systemsResource managementBilling and coding principlesInterprofessional/team competencies: Communication (theory)CollaborationConflict resolutionConsultations/referralsTeam buildingValues and ethicsRoles and responsibilitiesSafety and quality: Cost-effective careLegal/ethical issuesResearch and quality improvementContinuous quality improvementQuality and Safety Education in NursingTransitional care: Navigating transitions across health care settingsCoordination of servicesPlanning, delivering and/or evaluating models of care: Models of planned changeProcess and evaluation design implementationEvaluation modelsProcess of proposing changes in practiceNONPF - 12
CompetencyAreaNP Core CompetenciesCurriculum Content to Support CompetenciesNeither required nor comprehensive, this list reflectsonly suggested content specific to the corecompetenciesLegislative and regulatory issues: Relevant and current issues (e.g., Accountable Care Actimplementation)Process of health care legislationScope and standards of practiceCultural competenceTheories of vulnerabilitySocial determinants of healthPolicy and advocacy: EthicsCompetencies1.Integrates ethical principles in decision making.2.Evaluates the ethical consequences of decisions.3.Applies ethically sound solutions to complex issuesrelated to individuals, populations and systems ofcare.Reducing environmental health risksImplications of health policyVariations in policyEthics in decision making: Ethical considerations in
Competency Area NP Core Competencies Neither Curriculum Content to Support Competencies required nor comprehensive, this list reflects only suggested content specific to the core competencies Theories/conceptual frameworks/principles for practice: Translational research that guides practice Critical evaluation of research findings
not included in these entry-level competencies. These compe-tencies are intended to supplement the core competencies for all nurse practitioners (National Organization of Nurse Prac-titioner Faculties, 2017), as well as population-focused nurse practitioner competencies. The final competencies
focused competencies. Competency Area NP Core Competencies Neither Curriculum Content to Support Competencies required nor comprehensive, this list reflects only suggested content specific to the core competencies Scientific Foundation Competencies 1. Critically analyzes data and evidence for improving advanced nursing practice. 2.
focused competencies. Competency Area NP Core Competencies Neither Curriculum Content to Support Competencies required nor comprehensive, this list reflects only suggested content specific to the core competencies Scientific Foundation Competencies 1. Critically analyzes data and evidence for improving advanced nursing practice. 2.
NURSE PRACTITIONER PROGRAM PROGRESSION, READMISSION, AND GRADUATION POLICIES . Progression Requirements for Nurse Practitioner Students . 1. Students in the nurse practitioner track must maintain a minimum grade point average (GPA) of 3.0 (B). 2. A nurse practitio ner student must achieve a "B" or better (84%) in each nurse practitioner
Nurse Practitioner and Primary Care (Nurse-Midwifery, Pediatric Nurse Practitioner, Psychiatric Mental Health Nurse Practitioner, and Family Nurse Practitioner). Graduates will have a base for doctoral study in nursing. The CON also offers a PhD and DNP in Nursing. The Nurse-Midwifery Concentration in the Advanced Practice program is:
Nurse Practitioner: A Nurse Practitioner (NP) is one of four recognized Advanced Practice Registered Nurse (APRN) roles. An APRN is an umbrella title for RNs who have completed an accredited graduate-level education program. The four APRN roles are Nurse Practitioner, Nurse Anesthetist, Nurse-Midwife or Clinical Nurse Specialist.
Nurse Practitioner Core Certification is to provide an entry level, competency-based . Canada who have completed a US accredited nurse practitioner program in the role of a Neonatal Nurse Practitioner to provide care to acutely and critically ill neonatal . competency statements and study guide. It also provides sample exam questions to .
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