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Revisiting AACN s Essentials Series Re Envisioning Nursing
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TASK FORCE ON AACN S, VISION FOR NURSING EDUCATION. CHRISTINE PACINI MARY BISHOP GINNY BOWMAN JEAN GIDDENS. UNIVERSITY OF DETROIT UNIVERSITY OF WEST MD ANDERSON CANCER VIRGINIA. MERCY GEORGIA CENTER PRACTICE COMMONWEALTH, CHAIR UNIVERSITY. JEANNE MARIE HAVENER CYNTHIA MCCURREN JOAN SHAVER, CASTLETON UNIVERSITY GRAND VALLEY STATE UNIVERSITY OF ARIZONA. UNIVERSITY, The Charge of the Task Force on the, Future of Nursing Education. Evaluate future needs of nursing workforce in, context of changing healthcare population.
demographics, Propose overarching recommendations regarding. nursing education in the context of the future of, higher education educational pathways for. nursing understanding today s learners and, preferred learning styles and teaching learning. methodologies for BSN and graduate nursing, The Charge of the Task Force on the. Future of Nursing Education, Consider academic nursing s role in promoting.
population health addressing the social, determinants of health and advancing. interprofessional engagement, The Task Force was encouraged to act boldly in. addressing the charge and bringing forth a vision, for the future of nursing education. Environmental Scan, Changes in Higher, Education Changes in Learners. Changes in Learning, and Practice Changing Availability.
Technologies and Faculty Mix, Changes in the, Changing Health Care. Regulation of Nursing, Changing Nursing Practice, Environmental Scan Current State. and Trends, Changes in Higher Education, Open access to learning. New types of credentialing i e micro credentials, Move to competency based education and. assessment, Environmental Scan, Current State and Trends.
Changes in Learners, Learners across the educational spectrum are. calling for change, Today s learners are more diverse in age learning. styles life expectations career goals, Centennials Gen Z iGen born after1996. Millennials 1977 1995, Gen Xers 1965 1977, Baby Boomers 1946 1964. Environmental Scan, Current State and Trends, Changes in Learning and Practice.
Technologies, Increasing use of learning technologies and. simulations, Technology explosion, A growing emphasis for learning involves. promoting active learning, Development of new practice technologies. remote monitoring telehealth artificial, intelligence. Environmental Scan, Current State and Trends, Changing Faculty Availability and Mix.
Continued faculty shortages, Aging faculty workforce. Projections of retirements, Proportion of faculty age. New faculty models adjunct faculty preceptor, Clinical and research faculty tracks. Environmental Scan, Current State and Trends, Changing Healthcare Systems. Increasingly diverse patient populations, Service based to value based payments.
Larger and integrated healthcare systems requiring. coordination, Transition of care out of acute care institutions into. the community, Precision health personalized health care. Environmental Scan, Current State and Trends, Changing Nursing Workforce. Integrated health systems require transitions and, coordination of care and identification of critical. competencies necessary for evolving roles and to, ensure efficiency effectiveness.
Importance of strong Academic Practice, Partnerships. Distribution of the nursing workforce, Nursing workforce demographics changing slowly. Increasing evidence shows that a more diverse, workforce improves access and care quality. Environmental Scan, Current State and Trends, Changing Regulation of Nursing Practice. Next Generation of NCLEX extensive research project. to determine the ability of current and potential, innovative test items to adequately test nursing clinical.
judgment No changes in the NCLEX RN test plan for, 2019 as the NCSBN research team continues to move. through the Next Generation NCLEX research process. Consensus Model for APRN Regulation Licensure, Accreditation Certification Education. APRN licensure certification, Accreditation CCNE CNEA ACEN. Suggested Actions, Nursing workforce, Accelerating diversity inclusion and equity. initiatives, Use holistic admissions review practices.
Competency based education and assessment, Transition to competency based education and. assessment, Suggested Actions, Transition to Practice. Offer optional accredited post graduate, transition to practice programs for entry and. advanced nursing graduates, Offer short courses modules on specific areas of. practice as needed, Suggested Actions, Faculty Preparation and Career Advancement.
Preparation for faculty role occurs as optional, formal course work during DNP or PhD program. Provide orientation or onboarding and, mentorship for new faculty. Optional coursework as post graduate, badge credential. Teaching teams with expertise in instructional, technology. Leadership development opportunities for, Suggested Actions.
Faculty Shortage and Scarce Resources, Regional consortia to share core and elective courses. Regional learning simulation centers, Academic Practice Interface. Schools adopt AACN AONE principles for academic, practice partnerships implement recommendations in A. New Era for Academic Nursing, Co curricular design and implementation joint. appointments joint research teams, Four Areas Spheres of Practice.
The Future of Nursing Education, The Essentials Series provides the. elements and framework for, building nursing curricula. 2018 ESSENTIALS REVISION TASK FORCE, LEADERSHIP TEAM. Baccalaureate Essentials Master s Essentials, Jean Giddens Linda Caldwell Cynthia McCurren Nancy DeBasio. Virginia Consultant Grand Valley State Consultant, Commonwealth University Chair.
University Chair, DNP Essentials AACN Board Liaison AACN Staff Liaisons. Joan Stanley, Kathy McGuinn, Rick Garc a, John McFadden Jean Bartels. Barry University Consultant Christie Shelton, Chair Jacksonville State. University, BACCALAUREATE WORKGROUP, Lori Escallier Jacqueline Hill Kristin Lee Kim Litwack Mary Morin VP Sentara Martha Scheckel. SUNY Downstate Southern University University of University of Medical Group Sentara Viterbo University. and A M Missouri Kansas City Wisconsin Milwaukee Occupational Health. Services Practice, Marcella Rutherford Casey Shillam Marge Wiggins Danuta Wojnar Jean Giddens Chair Linda Caldwell.
Nova Southeastern University of Portland VP Patient Care Seattle University Virginia Consultant. University Maine Medical Center Commonwealth, Practice University. MASTER S WORKGROUP, Angela Amar Erica Hooper Arana Carol Buck Rolland Beverly Havens Foster Vincent Hall Connie Miller. University of Nevada University of San University of Vermont University of North Walden University University of Arizona. Las Vegas Francisco Carolina Chapel Hill, Jenny Schuessler Mary Stachowiak Rachel Start Jill Case Wirth Senior Cynthia McCurren Chair Nancy DeBasio. University of West Rutgers University Rush Oak Park Hospital Vice President and CNO Grand Valley State. Consultant, Georgia Practice WellStar Health System University. DOCTOR OF NURSING PRACTICE WORKGROUP, Jacklyn Barber Eileen Fry Bowers Susan Mullaney Susan Ruppert Allison Squires Susan Swider.
Morningside College University of San Diego United Health Group University of Texas New York University Rush University. Practice Health Science Center, Anne Thomas Tracy Williams Marissa Wilson Geraldine Young John McFadden Chair Jean Bartels Consultant. Michigan State Norton Health Practice University of Alabama Kentucky State Barry University. University Birmingham University, TASK FORCE CHARGE. 1 Using the AACN Vision for Nursing Education as a basis identify. how healthcare trends and expectations will influence nursing s. roles and practice within healthcare delivery for the next decade. 2 Assess the practice community s expectations for nursing. 3 Make recommendations on the Essential areas to be addressed. consider the use of the interprofessional domains of practice used. by the APRN Common Doctoral Competencies work group. TASK FORCE CHARGE, 4 Reach agreement among the task force members on format. process to reach consensus and expectations for transition to. competency based education, 5 Align the competencies for baccalaureate master s and DNP. education ensuring that they are appropriately leveled and. advance nursing practice across the healthcare system and. continuum of care, 6 Develop recommendations and strategies for AACN and the full.
contingent of Academic programs to disseminate and implement. the new Essentials, PROGRESS TO DATE, September December 2018. Conference Calls membership confirmed a tentative timeline. developed Dialogue with experts in competency based education. social determinants of health and global health, January 2019. Three day meeting of Leadership Team and Task Force members. brainstorming sessions and process defined assignments created. Adopted eight Domains as a starting foundation, January May 2019. Begin seeking stakeholder feedback Doctoral and Master s. Conferences work on entry level competencies for the BSN. followed by Graduate advancing continuum of competencies. BROAD DOMAINS OF COMPETENCE, Englander R Cameron T Ballard A Dodge J Bull J. Aschenbrener C 2013 Toward a common taxonomy of, competency domains for the health professions and.
competencies for physicians Academic Medicine 8 8, Common taxonomy for domains of competence. allowing all health professions competencies to be. mapped or linked, A standard set of competencies relevant to. accommodate infrastructure for other health, professions. Common language, BROAD DOMAINS OF COMPETENCE, Patient Care. Knowledge for Practice, Practice Based Learning and Improvement.
Interpersonal and Communication Skills, Professionalism. Systems Based Practice, Interprofessional Collaboration. Personal and Professional Development, DEFINITIONS OF KEY CONCEPTS. Competency Framework, An organized and structured representation of a set of. interrelated and purposeful competencies, Competence.
The array of abilities KSAs across multiple domains or. aspects of performance in a designated context, Statements about competence require. Descriptive qualifiers to define relevant abilities. Stage of training level of education, Competence multi dimensional dynamic changes with. time experience and setting, DEFINITIONS OF KEY CONCEPTS. Competency, An observable ability of a health professional. integrating multiple components such as knowledge, skills values and attitudes Competencies are.
observable they can be measured and assessed to, ensure mastery. Revisiting AACN s Essentials Series Re Envisioning Nursing Education Cynthia McCurren PhD RN Dean and Professor Grand Valley State University KirkhofCollege Of Nursing Chair Master s Workgroup February 2019 Focus of Presentation AACN s Futures Task Force July 2015 report provided a strategic framework for the association Recommendation 1 AACN should be the driving force for

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