POPULATION-FOCUSED NURSE PRACTITIONER COMPETENCIES Family/Across the Lifespan
Neonatal
Pediatric Acute Care
Pediatric Primary Care
Psychiatric-Mental Health
Women’s Health/Gender-Related
2013
Population-Focused Competencies Task Force 2013
3 Population-Focused Nurse Practitioner Competencies
Population-Focused Competencies Task Force
Task Force Chair Anne Thomas, PhD, ANP-BC, GNP, FAANP National Organization of Nurse Practitioner Faculties
Task Force Members Robin Bissinger, PhD, APRN, NNP-BC National Certification Corporation NNP Work Group
Margaret Brackley, PhD, RN, FAAN, FAANP National Organization of Nurse Practitioner Faculties PMHNP Work Group
Bill Buron, PhD, RN, FNP/GNP-BC American Academy of Nursing Gero-Psych Project FNP Work Group
Renee Davis, MSN, RN, CPNP American Association of Colleges of Nursing PCPNP Work Group
Kathleen R. Delaney, PhD, PMH-NP American Association of Colleges of Nursing PMHNP Work Group
Evelyn Duffy, DNP, G/ANP-BC, FAANP Gerontological Advanced Practice Nurses Association FNP Work Group
Deb Gayer, PhD, RN, CPNP-PC Pediatric Nursing Certification Board PCPNP Work Group
Cathy Haut, DNP, CPNP, CCRN American Association of Colleges of Nursing ACPNP Work Group
Caroline Hewitt, DNS(c), WHNP-BC, ANP-BC National Certification Corporation WHNP Work Group
Susan Hoffstetter, PhD, WHNP-BC, FAANP National Association of Nurse Practitioners in Women’s Health FNP Work Group
Judy Honig, EdD, DNP National Organization of Nurse Practitioner Faculties PCPNP Work Group
Jean Ivey, DSN, CRNP, PNP-PC Association of Faculties of PNPs PCPNP Work Group
Tess Judge-Ellis, DNP, ARNP National Organization of Nurse Practitioner Faculties FNP Work Group
Rebecca Koeniger-Donahue, PhD, APRN-BC, WHNP-BC, FAANP American Association of Colleges of Nursing WHNP Work Group
Judy LeFlore, PhD, RN, NNP-BC, CPNP-PC&AC, ANEF, FAAN National Organization of Nurse Practitioner Faculties ACPNP Work Group
Nancy Magnuson, DSN, CS, FNP-BC American Association of Colleges of Nursing FNP Work Group
Julie Marfell, DNP, FNP-BC, FAANP National Organization of Nurse Practitioner Faculties FNP Work Group
Kathleen McCoy, DNSc PMHNP/BC, PMHCNS-BC, FNP-BC FAANP American Nurses Credentialing Center PMHNP Work Group
Karen Melillo, PhD, ANP-C, FAANP, FGSA American Academy of Nursing Gero-Psychiatric Project WHNP Work Group
Julie Miller, MSN, APRN, PNP-BC, FNP American Nurses Credentialing Center PCPNP Work Group
Jamille Nagtalon-Ramos, MSN, CRNP National Association of Nurse Practitioners in Women’s Health WHNP Work Group
Carol Patton, DrPH, RN, FNP-BC, CRNP, CNE American Nurses Credentialing Center FNP Work Group
Karin Reuter-Rice, PhD, CPNP-AC, CCRN, FCCM Pediatric Nursing Certification Board ACPNP Work Group
Lori Baas Rubarth, PhD, APRN-NP, NNP-BC American Association of Colleges of Nursing NNP Work Group
Debra Sansoucie, EdD, ARNP, NNP-BC National Association of Neonatal Nurse Practitioners NNP Work Group
Carol Savrin, CPNP, FNP, BC, FAANP Association of Faculties of PNPs FNP Work Group
Margaret Scharf, DNP, PMHCNS-BC, FNP-BC International Society of Psychiatric Nursing PMHNP Work Group
Lorna Schumann, PhD, NP-C, ACNP, BC, ACNS, BC, CCRN-R, FAANP American Association of Nurse Practitioners Certification Program FNP Work Group
Diane Seibert, PhD, ARNP, FAANP National Organization of Nurse Practitioner Faculties WHNP Work Group
Diane Snow, PhD, RN, PMHNP-BC, CARN, FAANP National Organization of Nurse Practitioner Faculties PMHNP Work Group
Joan Stanley, PhD, CRNP, FAAN, FAANP American Association of Colleges of Nursing FNP, NNP, ACPNP, PCPNP, PMHNP, WHNP Work Groups
Judy Verger, RN, PhD Association of Faculties of PNPs ACPNP Work Group
Mary Weber, PhD, PMHNP-BC American Psychiatric Nurses Association PMHNP Work Group
5 Population-Focused Nurse Practitioner Competencies
POPULATION-FOCUSED NURSE PRACTITIONER COMPETENCIES: Family/Across the Lifespan, Neonatal, Acute Care Pediatric, Primary Care Pediatric, Psychiatric-Mental Health, & Women’s Health/Gender-Related
Introduction Since the release of the 2008 APRN Consensus Model: Licensure, Accreditation, Certification, and Education, the nurse practitioner (NP) community has been undertaking efforts to ensure congruence with the model. Within education, NP programs have focused on changes to align educational tracks with the NP populations delineated in the model. National organizations have supported these efforts through collaborative work on the NP competencies that guide curriculum development. The first initiatives focused on the development of adult- gerontology competencies (2010 and 2012). In 2011, a multi-organizational task force embarked on the challenge to identify current competencies for the remaining NP population foci. This document presents the entry into practice competencies for the Family/Across the Lifespan, Neonatal, Pediatric Acute Care, Pediatric Primary Care, Psychiatric-Mental Health, and Women’s Health/Gender-Related nurse practitioners. These competencies explicate the unique characteristics and role of each population foci and are designed to augment the NP core competencies.
Background The National Organization of Nurse Practitioner Faculties (NONPF) released the first set of core competencies for all nurse practitioners in 1990 and subsequently has revised them in 1995, 2000, 2002, 2006, 2011, and 2012. Recognizing the need to give NP programs further guidance in an area of focus, NONPF, in collaboration with the American Association of Colleges of Nursing (AACN), facilitated the development of the first sets of population- specific competencies. In 2002, a national panel completed the work to identify competencies in the NP primary care areas of Adult, Family, Gerontological, Pediatric, and Women’s Health. In 2003, work groups released the Acute Care Nurse Practitioner Competencies and the Psychiatric-Mental Health Nurse Practitioner Competencies. The development of these population-focused competencies involved a national, consensus process that remains in place today and was used with the 2012 population-focused competencies.
The APRN Consensus Model made a few changes to the population foci for NP educational tracks. Notably, the adult and gerontology foci were merged, and both the adult-gerontology and pediatric foci are distinguished as being primary care or acute care. In addition, the Consensus Model stipulates that the Psychiatric-Mental Health focus crosses the lifespan. Competencies specific to these newly defined population foci did not exist. In 2011 with funding from The John A. Hartford Foundation, AACN, in collaboration with NONPF, delineated the adult- gerontology competencies in primary care and acute care. Recognizing the need for competencies that align with each population foci in the Model, NONPF convened a national task force in 2011 to review previous work and delineate updated entry-level competencies for the remaining population foci.
The task force includes representatives of various organizations from nursing education and certification. The task force formed sub-groups to identify the competencies for each population focus and also convened periodically as a whole for discussion. The sub groups included representatives from the stakeholder organizations that corresponded with the focus area. The task force invited review of the competencies in an external validation process, and the final competencies reflect the feedback obtained in this step.
The APRN Core The APRN Consensus Model stipulates that an APRN education program must include at a minimum three separate comprehensive graduate-level courses known as the APRN core. The APRN core consists of: advanced physiology/pathophysiology, including general principles that apply across the lifespan; advanced health assessment, which includes assessment of all human systems, advanced assessment techniques, concepts and approaches; and advanced pharmacology, which includes pharmacodynamics, pharmacokinetics and pharmacotherapeutics of all broad categories of agents. In addition to the broad-based content described above, the work groups chose to suggest content within the population-focused competencies related to the three core courses as it pertained to the specific population. This was done to illustrate the differences in application of the broad-based core courses as it related to therapeutic management of the various populations.
The Relationship of the NP Core and Population-Focused Competencies Each entry-level NP is expected to meet both the NP core competencies and the population-focused competencies in the area of educational preparation. Accordingly, NP educational programs use both NP core competencies and population-focused competencies to guide curriculum development.
At the time the task force began its work, NONPF had just released a new set of core competencies for NPs. This new set represented NONPF’s endorsement of the transition of NP education to the doctoral level and an integration of previous Master’s-level core competencies with the practice doctorate NP competencies released by NONPF in 2006. The NONPF Board had charged a task force to integrate the two documents with the goal of having one set of NP core competencies to guide educational programs preparing NPs to implement the full scope of practice as a licensed independent practitioner.
The new core competencies moved away from the previous 7 domains as a framework and instead used nine core competency areas that delineate the essential behaviors of all NPs. These are demonstrated upon graduation regardless of the population focus of the program. The competencies are necessary for NPs to meet the complex challenges of translating rapidly expanding knowledge into practice and function in a changing health care environment. The new, nine competency areas also provide the framework for the population-focused competencies.
Other Resource Material for NP Programs During the development of the population-focused competencies, the task force recognized that other national documents are critical to NP curriculum development. The task force felt it very important to delineate the following as critical resources for refinement of specific skill sets necessary to provide evidence-based, patient- centered care across all settings:
The Future of Nursing: Leading Change, Advancing Health (IOM, 2011) Core Competencies for Interprofessional Collaborative Practice (2011) Quality and Safety Education for Nurses (QSEN) Graduate Competency KSAs (2012) Essential Genetic and Genomic Competencies for Nurses with Graduate Degrees (2012) The Essentials of Master’s Education in Nursing (AACN, 2011) The Essentials of Doctoral Education for Advanced Practice Nursing (AACN, 2006) Oral Health Core Clinical Competencies for non-Dental Providers (to be released 2013)
How to Use This Document The following pages include five sets of population-focused competencies. Each set is presented in a table format to emphasize the relationship of the population-focused competencies with the NP core competencies. The expectation is that an educational program will prepare the student to meet both sets of competencies.
In the development of the competencies, the 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 support curriculum development for addressing a competency. The final column in each table presents the competency work group’s ideas of relevant content. This list is not intended to be required content, nor is the content list comprehensive for all that a program would cover with the core competencies. The content column reflects only suggestions for content from the specific perspective of this population focus. Content specific to the core might be highlighted here only because of particular relevance to the population focus.
A Glossary of Terms appears after the competencies. Any population-specific terms have been added to this glossary. The task force hopes that this glossary will facilitate common understanding of key terms.
Each set of competencies includes a brief preamble to describe the population focus. The preamble is intentionally brief and not intended to be a full description of the NP. Definitions of the NP are found in the APRN Consensus Model (2008).
Future Work To supplement the tables presented herein and give further guidance to NP educational programs, an addendum will soon be available to show the content supporting the core competencies that crosses all the population foci.
NONPF will maintain a commitment to reconvene organizational representatives for periodic re-evaluation and updating of the population-focused competencies.
Family / Across the Lifespan NP Competencies These are entry-level competencies for the family nurse practitioners (FNP) and supplement the core competencies for all nurse practitioners.
The graduate of an FNP program is prepared to care for individuals and families across the lifespan. The FNP role includes preventative healthcare, as well as the assessment, diagnosis and treatment of acute and chronic illness and preventative health care for individuals and families. Family nurse practitioners demonstrate a commitment to family –centered care and understand the relevance of the family’s identified community in the delivery of family- centered care.
See the “Introduction” for how to use this document and to identify other critical resources to supplement these competencies.
Competency Area
NP Core Competencies Family/Across the Lifespan NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Scientific Foundation Competencies
1. Critically analyzes data and evidence for improving advanced nursing practice.
2. Integrates knowledge from the humanities and sciences within the context of nursing science.
3. Translates research and other forms of knowledge to improve practice processes and outcomes.
4. Develops new practice approaches based on the integration of research, theory, and practice knowledge.
Leadership Competencies
1. Assumes complex and advanced leadership roles to initiate and guide change.
1. Works with individuals of other professions to maintain a climate of mutual respect and shared values.
Roles of the Family/Lifespan NP: health care provider, coordinator, consultant, educator, coach, advocate, administrator, researcher,
Competency Area
NP Core Competencies Family/Across the Lifespan NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
2. Provides leadership to foster collaboration with multiple stakeholders (e.g. patients, community, integrated health care teams, and policy makers) to improve health care...
3. Demonstrates leadership that uses critical and reflective thinking.
4. Advocates for improved access, quality and cost effective health care.
5. Advances practice through the development and implementation of innovations incorporating principles of change.
6. Communicates practice knowledge effectively, both orally and in writing.
7. Participates in professional organizations and activities that influence advanced practice nursing and/or health outcomes of a population focus.
2. Engages diverse health care professionals who complement one's own professional expertise, as well as associated resources, to develop strategies to meet specific patient care needs.
3. Engages in continuous professional and interprofessional development to enhance team performance.
4. Assumes leadership in interprofessional groups to facilitate the development, implementation and evaluation of care provided in complex systems.
and leader.
Building and maintaining a therapeutic team to provide optimum therapy.
Skills for interpretation and marketing strategies of the family/lifespan nurse practitioner role for the public, legislators, policy-makers, and other health care professions.
Advocacy for the role of the advanced practice nurse in the health care system.
Importance of participation in professional organizations.
Acceptance and embracement of cultural diversity and individual differences that characterize patients, populations, and the health care team and embrace the cultural diversity and individual differences that characterize patients, populations, and the health care team.
Recognition and respect for the unique cultures, values, roles/responsibilities and expertise of other health care team members.
Importance of honesty and integrity in relationships with patients, families and other team members .
Importance of knowledge and opinions to team members involved in patient care with confidence, clarity, and respect and work to
Competency Area
NP Core Competencies Family/Across the Lifespan NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
ensure common understanding of information, treatment and care decisions.
Quality Competencies
1. Uses best available evidence to continuously improve quality of clinical practice.
2. Evaluates the relationships among access, cost, quality, and safety and their influence on health care.
3. Evaluates how organizational structure, care processes, financing, marketing and policy decisions impact the quality of health care.
4. Applies skills in peer review to promote a culture of excellence.
5. Anticipates variations in practice and is proactive in implementing interventions to ensure quality.
Interpretation of professional strengths, role, and scope of ability for peers, patients, and colleagues.
Accountability for practice.
Highest standards of practice.
Self-evaluation concerning practice.
Use of self-evaluative information, including peer review, to improve care and practice.
Professional development and the maintenance of professional competence and credentials.
Monitoring of quality of own practice .
Continuous quality improvement based on professional practice standards and relevant statutes and regulation.
Research to improve quality care.
Practice Inquiry Competencies
1. Provides leadership in the translation of new knowledge into practice.
2. Generates knowledge from clinical practice to improve practice and patient outcomes.
3. Applies clinical investigative skills to improve health outcomes.
4. Leads practice inquiry, individually
Translation and application of research that is client or patient centered and contributes to positive change in the health of or the healthcare delivery.
Use of an evidence-based approach to patient management that critically evaluates and applies research findings pertinent to patient care management and outcomes.
Competency Area
NP Core Competencies Family/Across the Lifespan NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
or in partnership with others. 5. Disseminates evidence from
inquiry to diverse audiences using multiple modalities.
6. Analyzes clinical guidelines for individualized application into practice.
Technology and Information Literacy Competencies
1. Integrates appropriate technologies for knowledge management to improve health care.
2. Translates technical and scientific health information appropriate for various users’ needs. 1.a Assesses the patient’s and
caregiver’s educational needs to provide effective, personalized health care.
1.b Coaches the patient and caregiver for positive behavioral change.
3. Demonstrates information literacy skills in complex decision making.
4. Contributes to the design of clinical information systems that promote safe, quality and cost effective care.
5. Uses technology systems that capture data on variables for the evaluation of nursing care.
Use of available technology that enhances safety and monitors health status and outcomes.
Competency Area
NP Core Competencies Family/Across the Lifespan NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Policy Competencies
1. Demonstrates an understanding of the interdependence of policy and practice.
2. Advocates for ethical policies that promote access, equity, quality, and cost.
3. Analyzes ethical, legal, and social factors influencing policy development.
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 policy development.
Strategies to influence legislation to promote health and improve care delivery models through collaborative and/or individual efforts.
The relationship between community/public health issues and social problems (poverty, literacy, violence, etc.) as they impact the health care of patients.
Health Delivery System Competencies
1. Applies knowledge of organizational practices and complex systems to improve health care delivery.
2. Effects health care change using broad based skills including negotiating, consensus-building, and partnering.
3. Minimizes risk to patients and providers at the individual and systems level.
4. Facilitates the development of health care systems that address the needs of culturally diverse populations, providers, and other stakeholders.
Relationship- building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient/population-centered care that is safe, timely, efficient, effective and equitable.
Planning, development, and implementation of public and community health programs.
Policies that reduce environmental health risks.
Cost, safety, effectiveness, and alternatives when proposing changes in care and practice.
Organizational decision making.
Interpreting variations in outcomes.
Competency Area
NP Core Competencies Family/Across the Lifespan NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
5. Evaluates the impact of health care delivery on patients, providers, other stakeholders, and the environment.
6. Analyzes organizational structure, functions and resources to improve the delivery of care.
7. Collaborates in planning for transitions across the continuum of care.
Uses of data from information systems to improve practice.
Business principles that affect long-term financial viability of a practice, the efficient use of resources, and quality of care.
Relevant legal regulations for nurse practitioner practice, including reimbursement of services.
Skills needed to assist individuals, their families, and caregivers to navigate transitions and negotiate care across healthcare delivery system(s).
Process of design, implementation, and evaluation of evidence-based, age-appropriate professional standards and guidelines for care.
Ethics Competencies
1. Integrates ethical principles in decision making.
2. Evaluates the ethical consequences of decisions.
3. Applies ethically sound solutions to complex issues related to individuals, populations and systems of care.
Ethical dilemmas specific to interprofessional patient/population-centered care situations.
Ethics to meet the needs of patients.
Ethical implications of scientific advances and practices accordingly.
Independent Practice Competencies
1. Functions as a licensed independent practitioner.
2. Demonstrates the highest level of accountability for professional practice.
3. Practices independently managing
1. Obtains and accurately documents a relevant health history for patients of all ages and in all phases of the individual and family life cycle using collateral information, as needed.
2. Performs and accurately documents appropriate comprehensive or symptom-
The influence of the family or psychosocial factors on patient illness.
Conditions related to developmental delays and learning disabilities in all ages.
Competency Area
NP Core Competencies Family/Across the Lifespan NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
previously diagnosed and undiagnosed patients. 3.a Provides the full spectrum of
health care services to include health promotion, disease prevention, health protection, anticipatory guidance, counseling, disease management, palliative, and end-of-life care.
3.b Uses advanced health assessment skills to differentiate between normal, variations of normal and abnormal findings.
3.c Employs screening and diagnostic strategies in the development of diagnoses.
3.d Prescribes medications within scope of practice.
3.e Manages the health/illness status of patients and families over time.
4. Provides patient-centered care recognizing cultural diversity and the patient or designee as a full partner in decision-making. 4.a Works to establish a
relationship with the patient characterized by mutual respect, empathy, and collaboration.
focused physical examinations on patients of all ages (including developmental and behavioral screening, physical exam and mental health evaluations).
3. Identifies health and psychosocial risk factors of patients of all ages and families in all stages of the family life cycle.
4. Identifies and plans interventions to promote health with families at risk.
5. Assesses the impact of an acute and/or chronic illness or common injuries on the family as a whole.
6. Distinguishes between normal and abnormal change across the lifespan.
7. Assesses decision-making ability and consults and refers, appropriately.
8. Synthesizes data from a variety of sources to make clinical decisions regarding appropriate management, consultation, or referral.
9. Plans diagnostic strategies and makes appropriate use of diagnostic tools for screening and prevention, with consideration of the costs, risks, and benefits to individuals.
10. Formulates comprehensive differential diagnoses.
11. Manages common acute and chronic physical and mental illnesses, including acute exacerbations and injuries across the lifespan to minimize the development of complications, and promote function and quality of living.
Women’s and men’s reproductive health, including, but not limited to, sexual health, pregnancy, and postpartum care.
Problems of substance abuse and violence, e. mental health, f. cultural factors, g. genetics, h. dental health, i. families at risk, j. cultural health, k. spiritual, and l. sexual, M. academic functioning Family assessment.
Functional assessment of family members (e.g., elderly, disabled).
Signs and symptoms indicative of change in mental status, e.g. agitation, anxiety, depression, substance use, delirium, and dementia.
Comprehensive assessment that includes the differentiation of normal age changes from acute and chronic medical and psychiatric/substance use disease processes, with attention to commonly occurring atypical presentations and co-occurring health problems including cognitive impairment.
Assessment processes for persons with cognitive impairment and psychiatric/substance use disorders.
Evidence-based screening tools for assessment of:
a. ADHD b. Anxiety disorders c. Mood disorders
Competency Area
NP Core Competencies Family/Across the Lifespan NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
4.b Creates a climate of patient- centered care to include confidentiality, privacy, comfort, emotional support, mutual trust, and respect.
4.c Incorporates the patient’s cultural and spiritual preferences, values, and beliefs into health care.
4.d Preserves the patient’s control over decision making by negotiating a mutually acceptable plan of care.
12. Prescribes medications with knowledge of altered pharmacodynamics and pharmacokinetics with special populations, such as infants and children, pregnant and lactating women, and older adults.
13. Prescribes therapeutic devices. 14. Adapts interventions to meet the complex
needs of individuals and families arising from aging, developmental/life transitions, co- morbities, psychosocial, and financial issues.
15. Assesses and promotes self-care in patients with disabilities.
16. Plans and orders palliative care and end-of- life care, as appropriate.
17. Performs primary care procedures. 18. Uses knowledge of family theories and
development stages to individualize care provided to individuals and families.
19. Facilitates family decision-making about health.
20. Analyzes the impact of aging and age-and disease-related changes in sensory/perceptual function, cognition, confidence with technology, and health literacy and numeracy on the ability and readiness to learn and tailor interventions accordingly.
21. Demonstrates knowledge of the similarities and differences in roles of various health professionals proving mental health services, e.g., psychotherapists, psychologist, psychiatric social worker, psychiatrist, and
d. Developmental variations to include physical differences, behavior and function
e. Autistic Spectrum disorders f. Substance disorders g. Suicidal ideation and self-injurious
behavior
Risks to health related to: a. Bullying and victimization b. Environmental factors c. Risk-taking behaviors
Signs and symptoms of acute physical and mental illnesses, and atypical presentations across the life span.
Resiliency and healthy coping.
Pharmacologic assessment addressing polypharmacy; drug interactions and other adverse events; over-the-counter; complementary alternatives; and the ability to obtain, purchase, self-administer, and store medications safely and correctly.
Epidemiology, environmental and community characteristics, cultural, and life stage development, including the presentation seen with increasing age, family, and behavioral risk factors.
Assessment of families and individuals in the development of coping systems and lifestyle adaptations.
Competency Area
NP Core Competencies Family/Across the Lifespan NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
advanced practice psychiatric nurse. 22. Evaluates the impact of life transitions on the
health/illness status of patients and the impact of health and illness on patients (individuals, families, and communities).
23. Applies principles of self- efficacy/empowerment in promoting behavior change.
24. Develops patient-appropriate educational materials that address the language and cultural beliefs of the patient.
25. Monitors specialized care coordination to enhance effectiveness of outcomes for individuals and families
Referrals to other health care professionals and community resources for individuals and families, for example, coordination of care transitions within and between health care systems.
Women’s reproductive health, including sexual health, prenatal, and postpartum care and pre and post-menopausal care.
Performance of common office procedures which may include, but are not limited to, suturing, lesion removal, incision and drainage, casting/splinting, microscopy, and gynecology procedures.
Comprehensive plan of care:
Assistive devices which may include but not limited to nebulizers, walkers, CPAP.
Appropriate referral for physical therapy, occupational therapy, speech therapy, home health, hospice and nutritional therapy.
Establishment of sustainable partnership with individuals and families
Ethical issues related to balancing differing needs, age-related transitions, illness, or health among family members.
Culturally appropriate communication skills adapted to the individual’s cognitive, developmental, physical, mental and behavioral health status.
Competency Area
NP Core Competencies Family/Across the Lifespan NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Discussion techniques for sensitive issues such as:
a. suicide prevention, self-injury b. sexually-related issues c. substance use/abuse d. risk-taking behavior e. driving safety f. independence g. finances h. violence, abuse, and mistreatment i. prognosis
Assessment of decisional capacity (including the balance between autonomy and safety), guardianship, financial management and durable and healthcare powers of attorney to the treatment of older adults.
Intervention/crisis management and appropriate referrals to mental health care professionals and community agencies with resources
Cognitive, sensory, and perceptual problems with special attention to temperature sensation, hearing and vision
Relationship development with patients, families, and other caregivers to address sensitive issues, such as driving, independent living, potential for abuse, end-of-life issues, advanced directives, and finances.
Education on preventive health care and end-
Competency Area
NP Core Competencies Family/Across the Lifespan NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
of-life choices.
Resources for payment of services related to fixed income (retired), entitlements (Medicaid and Medicare), and available resources
Provider communication skills which include validating and verifying findings, and the acknowledgement of patients strengths in meeting needs.
Patient comfort and support.
Importance of “being present” during communication with others.
Self-reflection
Evaluation of therapeutic interaction
Termination of nurse practitioner patient relationship and issue related to transition to another health care provider.
Patient and or caregiver support and resources.
Respect for the inherent dignity of every human being, whatever their age, gender, religion, socioeconomic class, sexual orientation, and ethnicity.
Rights of individuals to choose their care provider, participate in care, and refuse care.
Influence of cultural variations on child health practices, including child rearing.
Spiritual needs in the context of health and
Competency Area
NP Core Competencies Family/Across the Lifespan NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
illness experiences, including referral for pastoral services.
Assessment of the influence of patient’s spirituality on his/her health care behaviors and practices.
Appropriate incorporation of spiritual beliefs into the plan of care.
Collaboration with patients and families to discuss their wishes for end of life decision- making and care.
Learning style assessment for the patients
Patient education about self-management of acute/chronic illness with sensitivity to the patient’s learning ability and cultural/ethnic background.
How to adapt teaching-learning approaches based on physiological and psychological changes, age, developmental stage, readiness to learn, health literacy, the environment, and resources.
Neonatal NP Competencies These are entry-level competencies for the neonatal nurse practitioner (NNP) and supplement the core competencies for all nurse practitioners.
Neonatal nurse practitioners provide health care to neonates, infants, and children up to 2 years of age. Practice as a NNP requires specialized knowledge and skills if safe, high-quality care is to be delivered to patients. Competencies are identified by the professional organization, along with an established set of standards that protect the public, ensuring patients’ access to safe, high-quality care. The National Association of Neonatal Nurse Practitioners (NANNP, 2010) had established competencies for the neonatal population focus that built upon the Domains and Core Competencies of Nurse Practitioner Practice developed by the National Organization of Nurse Practitioner Faculties (NONPF, 2006). The NNP competencies presented here build on that previous work and relate to the more recent Nurse Practitioner Core Competencies published by NONPF in 2012. The core competencies, which are demonstrated upon graduation regardless of population focus, are necessary for NPs to meet the complex challenges of translating rapidly expanding knowledge into practice and function in a changing health care environment.
See the “Introduction” for how to use this document and to identify other critical resources to supplement these competencies.
Competency Area
NP Core Competencies Neonatal NP Competencies Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Scientific Foundation Competencies
1. Critically analyzes data and evidence for improving advanced nursing practice.
2. Integrates knowledge from the humanities and sciences within the context of nursing science.
3. Translates research and other forms of knowledge to improve practice processes and outcomes.
Advanced Neonatal Pathophysiology Advanced Neonatal Pharmacology Advanced Neonatal Assessment Research and Quality Improvement Research process and methods Information databases Critical evaluation of research findings Translational research Research on vulnerable populations
Competency Area
NP Core Competencies Neonatal NP Competencies Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
4. Develops new practice approaches based on the integration of research, theory, and practice knowledge
Funding for research Research dissemination Institutional review boards
Safety Continuous Quality Improvement
Professional Role Nursing Theories Evidence based practice
Leadership Competencies
1. Assumes complex and advanced leadership roles to initiate and guide change.
2. Provides leadership to foster collaboration with multiple stakeholders (e.g. patients, community, integrated health care teams, and policy makers) to improve health care.
3. Demonstrates leadership that uses critical and reflective thinking.
4. Advocates for improved access, quality and cost effective health care.
5. Advances practice through the development and implementation of innovations incorporating principles of change.
6. Communicates practice knowledge effectively both orally and in writing.
7. Participates in professional
Interprets the role of the neonatal nurse practitioner (NNP) to the infant’s family, other healthcare professionals, and the community.
Professional Role Professional leadership Professional accountability Evidence-based practice Role theory Advanced practice role Role of the NNP Scope of practice of the NNP Standards of practice Professional regulation and licensure Credentialing and certification Clinical decision making and problem
solving Professional scholarship
Teaching and Education Theories—motivational, change,
education, communication Program planning and evaluation Instructional technology Cultural sensitivity Communication
Competency Area
NP Core Competencies Neonatal NP Competencies Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
organizations and activities that influence advanced practice nursing and/or health outcomes of a population focus.
Communication theory Collaboration Conflict resolution Assertiveness Collaborative practice models Informatics Consultation
Quality Competencies
1. Uses best available evidence to continuously improve quality of clinical practice.
2. Evaluates the relationships among access, cost, quality, and safety and their influence on health care.
3. Evaluates how organizational structure, care processes, financing, marketing and policy decisions impact the quality of health care.
4. Applies skills in peer review to promote a culture of excellence.
5. Anticipates variations in practice and is proactive in implementing interventions to ensure quality.
Healthcare Policy and Advocacy Economics of health care
Research and Quality Improvement Information databases Critical evaluation of research findings Translational research Research dissemination Institutional review boards
Safety Continuous Quality Improvement Finance and Value added care
Practice Inquiry Competencies
1. Provides leadership in the translation of new knowledge into practice.
2. Generates knowledge from clinical practice to improve practice and patient outcomes.
3. Applies clinical investigative skills to improve health outcomes.
Research and Quality Improvement Research process and methods Information databases Critical evaluation of research findings Translational research Research on vulnerable populations Research dissemination
Competency Area
NP Core Competencies Neonatal NP Competencies Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
4. Leads practice inquiry, individually or in partnership with others.
5. Disseminates evidence from inquiry to diverse audiences using multiple modalities.
6. Analyze clinical guidelines for individualized application into practice
Institutional review boards Safety Continuous Quality Improvement
Technology and Information Literacy Competencies
1. Integrates appropriate technologies for knowledge management to improve health care.
2. Translates technical and scientific health information appropriate for various users’ needs. 2.a Assesses the patient’s and
caregiver’s educational needs to provide effective, personalized health care.
2.b Coaches the patient and caregiver for positive behavioral change.
3. Demonstrates information literacy skills in complex decision making.
4. Contributes to the design of clinical information systems that promote safe, quality and cost effective care.
5. Uses technology systems that capture data on variables for the evaluation of nursing care.
Communication Communication theory Collaboration Conflict resolution Assertiveness Collaborative practice models Informatics Information data bases/technology Consultation
Professional Role Information technology
Teaching and Education Theories—motivational, change,
education, communication Program planning and evaluation Instructional technology Cultural sensitivity
Competency Area
NP Core Competencies Neonatal NP Competencies Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Policy Competencies
1. Demonstrates an understanding of the interdependence of policy and practice.
2. Advocates for ethical policies that promote access, equity, quality, and cost.
3. Analyzes ethical, legal, and social factors influencing policy development.
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 policy development.
Healthcare Policy and Advocacy Process of healthcare legislation Maternal and child health legislation Implications of healthcare policy Economics of health care Third-party reimbursement Legislation and regulations concerning
advanced practice Advocacy
Ethical and Legal Issues Ethical decision making Ethical issues—reproductive, prenatal,
neonatal, and infancy Ethical use of information Patient advocacy Resource allocation Legal issues affecting patient care and
professional practice Cultural sensitivity
Global Health Care Communication Communication theory Collaboration Conflict resolution Assertiveness Collaborative practice models Informatics Consultation
Health Delivery System Competencies
1. Applies knowledge of organizational practices and complex systems to improve health care delivery.
2. Effects health care change using broad based skills including negotiating, consensus-building, and partnering.
3. Minimizes risk to patients and providers at the individual and systems level.
4. Facilitates the development of health care systems that address 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 resources to improve the delivery of care.
7. Collaborates in planning for transitions across the continuum of care.
Management and Organization Organizational theory Principles of management Models of planned change Collaborative practice Healthcare system financing Reimbursement systems Standards of practice Cost, quality, outcome measures Resource management Evaluation models Peer review
Communication Communication theory Collaboration Conflict resolution Assertiveness Collaborative practice models Informatics Consultation
Healthcare Policy and Advocacy Process of healthcare legislation Maternal and child health legislation Implications of healthcare policy Economics of health care Third-party reimbursement Legislation and regulations concerning
advanced practice Advocacy
Research and Quality Improvement Safety Continuous Quality Improvemen
Ethics Competencies
1. Integrates ethical principles in decision making.
2. Evaluates the ethical consequences of decisions.
3. Applies ethically sound solutions to complex issues related to individuals, populations and systems of care.
Conforms to the national Code of Ethics of the National Association of Neonatal Nurses.
Ethical and Legal Issues Ethical decision making Ethical issues—reproductive, prenatal,
neonatal, and infancy Ethical use of information Patient advocacy Bioethics committees Clinical research Resource allocation Genetic counseling Legal issues affecting patient care and
professional practice Informed consent Cultural sensitivity
Independent Practice Competencies
1. Functions as a licensed independent practitioner.
2. Demonstrates the highest level of accountability for professional practice.
3. Practices independently managing previously diagnosed and undiagnosed patients. 3.a Provides the full spectrum of
health care services to include health promotion, disease prevention, health protection, anticipatory guidance, counseling, disease management, palliative, and end of life care.
3.b Uses advanced health assessment skills to differentiate between normal, variations of normal and
1. Obtains a thorough health history to include maternal medical, antepartum, intrapartum, and newborn history.
2. Performs a complete, systems-focused examination to include physical, behavioral, and developmental assessments.
3. Develops a comprehensive database that includes pertinent history, diagnostic tests, and physical assessment.
4. Demonstrates critical thinking and diagnostic reasoning skills in clinical decision-making.
5. Establishes priorities of care. 6. Initiates therapeutic interventions according
to established standards of care. 7. Demonstrates competency in the technical
skills considered essential for NNP practice according to the standards set forth by national, professional.
8. Intervenes according to established standards of care to resuscitate and stabilize
Advanced Neonatal Pathophysiology Advanced Neonatal Pharmacology Advanced Neonatal Assessment Perinatal Issues
A. Perinatal physiology Maternal physiology (physiologic
adaptation to pregnancy, pathologic changes or disease in pregnancy, effects of pre-existing disease)
Fetal physiology Transitional changes Neonatal physiology
B. Pharmacology Principles of pharmacology and
pharmacotherapeutics, including those at the cellular response level
Principles of pharmacokinetics and pharmacodynamics of broad categories
abnormal findings. 3.c Employs screening and
diagnostic strategies in the development of diagnoses.
3.d Prescribes medications within scope of practice.
3.e Manages the health/illness status of patients and families over time.
4. Provides patient-centered care recognizing cultural diversity and the patient or designee as a full partner in decision-making. 4.a Works to establish a
relationship with the patient characterized by mutual respect, empathy, and collaboration.
4.b Creates a climate of patient- centered care to include confidentiality, privacy, comfort, emotional support, mutual trust, and respect.
4.c Incorporates the patient’s cultural and spiritual preferences, values, and beliefs into health care.
4.d Preserves the patient’s control over decision making by negotiating a mutually acceptable plan of care.
compromised newborns and infants. 9. Implements developmentally appropriate
care. 10. Ensures that principles of pain management
are applied to all aspects of neonatal care. 11. Documents assessment, plan, interventions,
and outcomes of care. 12. Considers community and family resources
and strengths, when planning patient care and follow up needs across the continuum of care.
13. Communicates with family members and caregivers regarding the newborn and infant’s healthcare status and needs.
14. Applies principles of crisis management to assist family members in coping with their infant’s illness.
15. Participates in the learning needs of students and other healthcare professionals.
16. Participates as a member of an interdisciplinary team through the development of collaborative and innovative practices.
17. Identify strategies to deliver culturally sensitive, high quality care free of personal biases.
of drugs Common categories of drugs used in
the newborn and infant Effects of drugs during pregnancy and
lactation
C. Genetics Principles of human genetics Genetic testing and screening Genetic abnormalities Human Genome Project Gene therapy Genetic Counseling
General Assessment Perinatal history Antepartum conditions Prenatal diagnostic testing Intrapartum conditions Influence of altered environment on the
newborn and infant Gestational age assessment Neonatal physical exam Behavioral assessment Developmental assessment Pain assessment Assessment of family adaptation, coping
skills, and resources
Sociocultural Assessment
A. Family assessment Family function
1. roles 2. interactions 3. effect of childbearing
Social, cultural, and spiritual variations Support systems
B. Families in crisis Crisis theory Principles of intervention Crises of childbearing
1. sick or premature infant 2. chronically ill or malformed infant 3. death of an infant
Grief 1. stages 2. factors influencing grieving
process 3. pathologic grief 4. sibling reactions
C. Principles of family-centered care
Clinical and Diagnostic Laboratory Assessments Clinical laboratory tests Microbiologic Biochemical Hematologic Serologic Metabolic and endocrine Immunologic Routine newborn screening Other
Diagnostic tests (types and techniques) Ultrasound Computed tomography (CT) Magnetic resonance imaging (MRI),
magnetic resonance angiogram (MRA), magnetic resonance spectroscopy (MRS)
X-ray Electrocardiogram (EKG) Electroencephalogram (EEG)
Echocardiogram Cardiac catheterization
Selection of diagnostic tests Indications Reliability Advantages and disadvantages Cost-effectiveness Interpretation of results Performance of procedures for neonates,
including, but not limited to: Lumbar puncture Umbilical vessel catheterization Percutaneous arterial and venous
catheters Arterial puncture Venipuncture Capillary heel-stick blood sampling Suprapubic bladder aspiration Bladder catheterization Endotracheal intubation Laryngeal airway placement Intraosseous (to be alike) Assisted ventilation Resuscitation and stabilization Needle aspiration of pneumothorax Chest-tube insertion and removal Exchange transfusion
General Management
A. Thermoregulation Factors affecting heat loss and
production Mechanisms of heat loss and gain Temperature assessment techniques Hypothermia, hyperthermia
Management techniques to minimize heat loss or maintain body temperature
B. Resuscitation and stabilization Assessment of risk factors Physiology of asphyxia Indications for intubation, ventilation,
and cardiac compressions (see also section on neonatal procedures)
Resuscitation equipment Pharmacotherapeutics Stabilization Neonatal transport Neonatal Resuscitation Program (NRP)
provider
C. Pain management Physiology of pain Pain management
1. Nonpharmacologic 2. Pharmacologic
D. Palliative and end-of-life care Ethical considerations Pain management at end of life Hospice care Bereavement
Clinical Management
A. Cardiovascular system Embryology Physiology Fetal, transitional, neonatal circulation Rhythm disturbances/EKG
interpretation Myocardial dysfunction Shock, hypotension, hypertension
Congenital heart disease (pathophysiology, clinical presentation, differential diagnosis, medical management, pre- and postoperative management)
Cardiovascular radiology and echocardiogram interpretation
Cardiovascular pharmacology
B. Pulmonary system Embryology Physiology (oxygenation and
ventilation, gas exchange, acid-base balance)
Asphyxia Pulmonary diseases (pathophysiology,
etiology, clinical presentation, differential diagnosis, treatment)
Pulmonary radiology Respiratory therapy
1. Physiologic principles 2. Physiologic monitoring 3. Continuous distending pressure 4. Ventilation strategies 5. Extracorporeal membrane
oxygenation (ECMO) Respiratory pharmacology
C. Gastrointestinal (GI) system Embryology Anatomy and physiology of the GI tract
1. Structure and function 2. Hormonal influence 3. Motility 4. Digestion and absorption
Digestive and absorptive disorders 1. Disorders of sucking and
swallowing 2. Motility 3. Gastroesophageal (GE) reflux 4. Malabsorption 5. Diarrhea or short gut
Anomalies and obstruction Necrotizing enterocolitis
D. Nutrition Effects of maturational changes on
management of nutritional requirements and feeding
Caloric and nutritional requirements Feeding methods
1. Breast 2. Bottle 3. Gavage 4. Gastrostomy 5. Transpyloric 6. Trophic
Breast milk versus formula 1. Composition 2. Benefits 3. Preterm infants
Parenteral nutrition 1. Composition 2. Indications 3. Benefits 4. Complications 5. Monitoring
Dietary supplementation for term and preterm infants
Dietary adjustments in special circumstances 1. Cholestasis 2. Short gut syndrome 3. Osteopenia
4. Inborn errors of metabolism
E. Renal and genitourinary Embryology and anatomy Renal physiology Evaluation of renal function Urinary tract infections Congenital anomalies Functional abnormalities of the renal
system Renal failure
1. Predisposing factors and etiologies 2. Pathophysiology 3. Management
a. Fluid and electrolytes b. Nutritional modification c. Drug modification d. Hemofiltration e. Dialysis f. Transplant
F. Fluid and electrolytes Physiology
1. Electrolyte homeostasis 2. Body composition in fetal and
neonatal periods 3. Transitional changes 4. Insensible water loss 5. Endocrine control,
(mineralocorticoids, antidiuretic hormone (ADH), calcitonin/parathyroid hormone (PTH)
6. Renal function, physiology Calcium and phosphorus homeostasis Principles of fluid therapy
1. Assessment of hydration
2. Maintenance requirements 3. Factors affecting total fluid
requirements Disorders of fluids and electrolytes Immune and nonimmune hydrops
G. Endocrine and metabolic system Neuroendocrine regulation Carbohydrate metabolism Infant of a diabetic mother Adrenal disorders Thyroid disorders Inborn errors of metabolism Newborn screening Ambiguous genitalia, intersex disorders
H. Hematologic system and malignancies Development of the hematopoietic
system Anemia Polycythemia and hyperviscosity Bilirubin
1. Physiology of bilirubin production, metabolism, and excretion
2. Hyperbilirubinemia 3. Breast milk jaundice 4. Encephalopathy
Hepatic disorders Coagulation and platelets
1. Physiology 2. Disorders of coagulation and
platelets Disorders of leukocytes Blood transfusions and blood products Malignancies, neoplasms
I. Immunologic system
Development of the immune system Function of the immune system
Allo- and auto-immune disorders Infectious diseases Evaluation of the infant 1. History 2. Physical examination 3. Laboratory data 4. Other diagnostic tests
Treatment 1. Antimicrobial 2. Adjunctive therapy
Infection with specific microorganisms
J. Musculoskeletal system Embryology Congenital abnormalities Birth injuries Metabolic bone disease
K. Neurobehavioral system Development of the nervous system
1. 1.Embryology 2. Anatomy 3. Cerebral circulation 4. Maturation
Birth injuries Anomalies and defects of central
nervous system (CNS) and spine Ischemic brain injury Seizures Intracranial hemorrhage Disorders of movement and tone Growth and development Developmentally supportive care Developmental follow-up of infants
L. Eyes, ears, nose, and throat Embryology and anatomy Abnormalities of the airway
1. Congenital 2. Acquired
Auditory system 1. Physiology of hearing and speech 2. Speech and language alterations 3. Hearing screening methods
4. Abnormalities Visual system 1. Physiology of vision and visual
development 2. Visual acuity 3. Visual screening 4. Pharmacotherapy 5. Abnormalities 6. Retinopathy of prematurity (ROP)
M. Integumentary system Embryology Anatomy and physiology Terminology Common variations Skin disorders Pharmacology
N. Intrauterine drug exposure Screening for maternal substance use Laboratory tests Ethical considerations Physiologic effects Clinical management
1. Pharmacologic 2. Nonpharmacologic
Health Promotion and Disease Prevention
A. Discharge planning Discharge planning process
Technologically dependent infants Parent education
1. infant cue recognition 2. emergency measures 3. medical equipment 4. disease-specific instructions 5. well-child care (normal growth and
development, nutrition, dental health)
Community resources Home care and follow-up
B. Primary care up to 2 years Physical assessment Immunization Hearing screening Eye exams Neurologic follow-up Developmental screening Safety issues
Acute Care Pediatric Nurse Practitioner Competencies These are entry-level competencies for the acute care pediatric nurse practitioner (ACPNP) and supplement the core competencies for all nurse practitioners.
The graduate of an ACPNP program is prepared to care for children with complex acute, critical and chronic illness across the entire pediatric age spectrum, from birth to young adulthood. Circumstances may exist in which a patient, by virtue of age, could fall outside the traditionally defined ACPNP population but by virtue of special need, the patient is best served by the ACPNP. The ACPNP implements the full scope of the role through assessment, diagnosis and management with interventions for patients and their families. The ACPNP implements the full scope of the role through assessment, diagnosis and management with interventions for patients and their families. The ACPNP provides care to patients who are characterized as “physiologically unstable, technologically dependent, and/or are highly vulnerable to complications” (AACN Scope and Standards, 2006, p 9), and a continuum of care ranging from disease prevention to critical care in order to “stabilize the patient’s condition, prevent complications, restore maximum health and/or provide palliative care” (AACN p. 10). Patients may be encountered across the continuum of care settings and require ongoing monitoring and intervention.
See the “Introduction” for how to use this document and to identify other critical resources to supplement these competencies.
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Scientific Foundation Competencies
1. Critically analyzes data and evidence for improving advanced nursing practice.
2. Integrates knowledge from the humanities and sciences within the context of nursing science.
3. Translates research and other forms of knowledge to improve
1. Contributes to knowledge development for improved child and family-centered care.
2. Participates in child and family focused quality improvement, program evaluation, translation, and dissemination of evidence into practice.
3. Delivers of evidence-based practice for pediatric patients.
The following curriculum considers advanced pathophysiology; advanced physical examination findings; and advanced pharmacology (kinetics, dynamics, genomics) that pertains to the unique aspects of the infant, child, and adolescent.
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
practice processes and outcomes. 4. Develops new practice
approaches based on the integration of research, theory, and practice knowledge
Scientific Foundations Clinical practice guidelines Evidence based care Translational research Vulnerable and diverse populations and
cultures
Leadership Competencies
1. Assumes complex and advanced leadership roles to initiate and guide change.
2. Provides leadership to foster collaboration with multiple stakeholders (e.g. patients, community, integrated health care teams, and policy makers) to improve health care.
3. Demonstrates leadership that uses critical and reflective thinking.
4. Advocates for improved access, quality and cost effective health care.
5. Advances practice through the development and implementation of innovations incorporating principles of change.
6. Communicates practice knowledge effectively both orally and in writing.
7. Participates in professional organizations and activities that influence advanced practice
1. Advances the knowledge of the interprofessional team to improve pediatric healthcare delivery and patient outcomes.
2. Participates actively in pediatric focused professional organizations that promote optimal health care for children and their families.
3. Advocates within health care agencies for unrestricted access to all health care providers that provide quality, cost effective care to children and families.
Professional Role Professional accountability Role theory Role of the ACPNP Scope & standards of practice of the
ACPNP Professional regulation and licensure Credentialing and certification Clinical decision making and problem
solving Professional scholarship Engagement in Professional organizations Advocacy Self-evaluation and peer review
Teaching and Education Theories - change, education,
communication, family Cultural sensitivity
Communication Communication theory Collaboration Conflict resolution Collaborative practice models
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
nursing and/or health outcomes of a population focus.
Simulation with role-playing for learning skills such as history taking as well as for more complex communication techniques such as sharing bad news or potential poor outcomes with patients and families.
Clinical practicum Incorporation into interprofessional team
member. Quality improvement initiatives Safety
Continuous Quality Improvement
Replication of clinical scenarios with a focus on team training for the purpose of learning leadership, followership, and team concepts.
Quality Competencies
1. Uses best available evidence to continuously improve quality of clinical practice.
2. Evaluates the relationships among access, cost, quality, and safety and their influence on health care.
3. Evaluates how organizational structure, care processes, financing, marketing and policy decisions impact the quality of health care.
4. Applies skills in peer review to promote a culture of excellence.
5. Anticipates variations in practice and is proactive in implementing interventions to ensure quality.
Articulates the importance of collaborating with local, state and national child organizations to foster best practices and child safety.
Healthcare Policy and Advocacy Economics of health care Safety (local, state, national)
Quality Improvement Process in measuring outcomes
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Practice Inquiry Competencies
1. Provides leadership in the translation of new knowledge into practice.
2. Generates knowledge from clinical practice to improve practice and patient outcomes.
3. Applies clinical investigative skills to improve health outcomes.
4. Leads practice inquiry, individually or in partnership with others.
5. Disseminates evidence from inquiry to diverse audiences using multiple modalities.
6. Analyze clinical guidelines for individualized application into practice
Ensures pediatric assent and consent, and/or parental permission when conducting clinical inquiry.
Aspects of conducting research with children.
Application of research and EBP findings pertinent to pediatric patients and their families to improve outcomes.
Technology and Information Literacy Competencies
1. Integrates appropriate technologies for knowledge management to improve health care.
2. Translates technical and scientific health information appropriate for various users’ needs. 2.a Assesses the patient’s and
caregiver’s educational needs to provide effective, personalized health care.
2.b Coaches the patient and caregiver for positive behavioral change.
3. Demonstrates information literacy skills in complex decision making.
1. Considers developmental level of child and the family when translating health information to support positive health outcomes.
2. Uses pediatric focused simulation based learning to improve practice.
3. Evaluates information systems to assure the inclusion of data appropriate for pediatric patients.
Educational initiatives that translate health information to children and families.
Integration of hospital information systems and evaluation appropriateness for pediatric patients.
Distance linked services.
Use of electronic information to enhance patient care and outcomes.
Technology that enhances safety, such as with information databases.
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
4. Contributes to the design of clinical information systems that promote safe, quality and cost effective care.
5. Uses technology systems that capture data on variables for the evaluation of nursing care.
Policy Competencies
1. Demonstrates an understanding of the interdependence of policy and practice.
2. Advocates for ethical policies that promote access, equity, quality, and cost.
3. Analyzes ethical, legal, and social factors influencing policy development.
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 policy development.
1. Demonstrates an understanding of pediatric and acute care advocacy/ legislation and policy statements.
2. Uses relevant policy specific to children to direct appropriate patient care.
3. Advocates for unrestricted financial and legislative access for children and families to quality, cost effective healthcare.
Healthcare Policy and Advocacy Process of healthcare legislation Child and family health legislation Implications of healthcare policy Third-party reimbursement Legislation and regulations concerning
advanced practice Resource allocation
Health Delivery System Competencies
1. Applies knowledge of organizational practices and complex systems to improve health care delivery.
2. Effects health care change using broad based skills including negotiating, consensus-building,
1. Serves as an advocate for the needs of children and their families within the health care system including facilitating transitions across settings.
2. Applies knowledge of family, child development, healthy work environment standards, and organizational theories and
Management and Organization Organizational theory Models of planned change Healthcare system financing Reimbursement systems Resource management
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
and partnering. 3. Minimizes risk to patients and
providers at the individual and systems level.
4. Facilitates the development of health care systems that address 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 resources to improve the delivery of care.
7. Collaborates in planning for transitions across the continuum of care.
systems to support safe, high quality, and cost effective care within health care delivery systems.
Informatics
Collaboration and planning for transition to adult health care.
Integration of palliative and end-of-health care.
Ethics Competencies
1. Integrates ethical principles in decision making.
2. Evaluates the ethical consequences of decisions.
3. Applies ethically sound solutions to complex issues related to individuals, populations and systems of care.
Ethical and Legal Issues Ethical decision making Ethical use of information Bioethics committees Clinical research, including informed
consent/assent Clinical trials for therapeutic management Legal issues affecting patient care and
professional practice Cultural sensitivity Strategies for connecting the student to the
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
local, national and international community.
Independent Practice Competencies
1. Functions as a licensed independent practitioner.
2. Demonstrates the highest level of accountability for professional practice.
3. Practices independently managing previously diagnosed and undiagnosed patients. 3.a Provides the full spectrum of
health care services to include health promotion, disease prevention, health protection, anticipatory guidance, counseling, disease management, palliative, and end of life care.
3.b Uses advanced health assessment skills to differentiate between normal, variations of normal and abnormal findings.
3.c Employs screening and diagnostic strategies in the development of diagnoses.
3.d Prescribes medications within scope of practice.
3.e Manages the health/illness status of patients and families over time.
4. Provides patient-centered care
1. Recognizes the importance of interprofessional team practice in providing safe, comprehensive clinical care.
2. Obtains relevant comprehensive problem focused health histories for children with complex acute, critical, and chronic conditions.
3. Applies advanced assessment skills to determine appropriate management in the care of children with single and/or multi system organ dysfunction.
4. Integrates knowledge of pathophysiology to anticipate and identify rapidly changing physiologic conditions and organ system failure in children.
5. Responds to children with complex acute, critical, and chronic problems to address rapidly changing conditions, including the recognition and management of emerging health crises, and organ dysfunction using both physiologically and technology derived data.
6. Prioritizes data recognizing the dynamic nature of a child with a complex acute, critical, and chronic condition.
7. Interprets age, developmental and situational appropriate screening and diagnostic studies essential in the diagnosis and management of the child with a complex acute, critical, or chronic health condition.
Consider the unique aspects of the infant, child, and adolescent as they pertain to: Advanced Pathophysiology Advanced Physical Assessment Advanced Pharmacology (kinetics,
dynamics, genomics)
Genetics Principles of human genetics Genetic testing and screening Genetic abnormalities Human Genome Project Gene therapy Genetic Counseling
Foundational concepts of the child & family Health and family assessment with
emphasis on normal and abnormal growth and development
Behavioral assessment Health promotion and disease prevention Common acute and chronic conditions Assessment of family adaptation, coping
skills, and resources
Sociocultural Assessment Family assessment Family function
1. roles 2. interactions
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
recognizing cultural diversity and the patient or designee as a full partner in decision-making. 4.a Works to establish a
relationship with the patient characterized by mutual respect, empathy, and collaboration.
4.b Creates a climate of patient- centered care to include confidentiality, privacy, comfort, emotional support, mutual trust, and respect.
4.c Incorporates the patient’s cultural and spiritual preferences, values, and beliefs into health care.
4.d Preserves the patient’s control over decision making by negotiating a mutually acceptable plan of care.
8. Develops appropriate differential diagnosis with an understanding of new or exacerbation of complex acute, critical, and chronic conditions.
9. Provides ongoing monitoring of children with single or multi-system organ dysfunction.
10. Seeks and integrates the perspectives of interprofessional team members in developing and implementing the plan of care.
11. Performs specific diagnostic maneuvers and/or technical skills to monitor and sustain physiological function.
12. Appropriately orders and performs interventions to monitor, sustain and restore stability in children with deteriorating conditions.
13. Understands the complexity and interaction of prescribing pharmacologic and non- pharmacologic therapies required in the care of children with complex acute, critical, and chronic conditions.
14. Prescribes medications and complex medical regimes monitoring for adverse outcomes specific to the child with high risk complex acute, critical, and chronic conditions.
15. Manages the medically fragile technology dependent child who presents with complex acute, critical, and chronic illness and injury
16. Stabilizes children in emergent and life threatening situations.
17. Performs consultations in a variety of settings for children with complex acute,
Social, cultural, and spiritual variations Support systems
Families in crisis Crisis theory Principles of intervention Grief
1. stages 2. factors influencing grieving process 3. pathologic grief 4. sibling reactions
Principles of family-centered care
Foundational concepts of the acutely ill child Responding to rapidly changing clinical
conditions, including the recognition and management of emerging crises and organ dysfunction and failure. Complex monitoring and ongoing management of intensive therapies in a variety of settings, including but not limited to: inpatient and outpatient hospital
settings specialty services emergency departments home care settings
Essential knowledge of unique challenges and management of the chronically ill child and their family.
Assessment of clinical laboratory and diagnostic imaging; including but not limited to:
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
critical and chronic conditions based on knowledge and expertise.
18. Initiates and facilitates the child’s transition within and outside of the health care setting and across all levels of care including admission, transfer and discharge.
Microbiologic, biochemical, hematologic, and other relevant test.
Diagnostic imaging studies Indications Reliability Advantages and disadvantages Cost-effectiveness Interpretation of results
Screening tests, such as: Auditory, visual, and others as
indicated. Indication for and principles of
procedures, including but not limited to: Lumbar puncture Percutaneous arterial and venous
catheters Arterial puncture Endotracheal intubation Laryngeal mask airway placement Assisted ventilation Intraosseous Needle aspiration of pneumothorax Chest-tube insertion and removal
Fluid and electrolytes: Physiology 1. Electrolyte homeostasis 2. Body 3. Transitional changes 4. Insensible water loss 5. Endocrine control Renal function, physiology
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Calcium and phosphorus homeostasis Principles of fluid therapy 1. Assessment of hydration 2. Maintenance requirements 3. Factors affecting total fluid
requirements Disorders of fluids and electrolytes Nutrition
Caloric and nutritional requirements Feeding methods
1. Human milk 2. Bottle 3. Gavage 4. Gastrostomy 5. Transpyloric 6. Trophic
Human milk, common formulas, specialty formulas 1. Composition 2. Benefits 3. Indication/contraindications
Parenteral nutrition 1. Composition 2. Indications 3. Benefits 4. Complications 5. Monitoring
Dietary supplementation Dietary adjustments in special
circumstances Discharge planning
Discharge planning process
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Technologically dependent children Parent education Community resources Home care and follow-up
Assessment, diagnosis, and management of the following system specific problems: Cardiology: Arrhythmias Cardiomyopathy Cardiogenic Shock Congenital heart lesions Congestive heart failure Postpericardiotomy syndrome Pulmonary hypertension Rheumatic fever Syncope Transplantation Gastroenterology: Abdominal injuries Appendicitis Esophageal disorders Foreign Body Gastroenteritis Gastrointestinal bleeding Hepatitis Hyperbilirubinemia in the neonate Ingestions
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Inflammatory bowel disease Intestinal obstructions Hepatic insufficiency/failure Pancreatitis Superior mesenteric artery syndrome Genito-urinary/ Nephrology: Dialysis Female genitorurinary disorders (e.g.
pelvic inflammatory disease, ovarian torsion)
Hematuria Hypertension Renal Insufficiency/failure Male genitorurinary disorders (e.g.
testicular torsion) Nephrotic syndrome Pylenonephritis/nephritis Renal tubular acidosis Transplantation Urosepsis
Infectious Diseases: Bacterial infections (e.g. apparent life-
threatening events, bacteremia, epiglottitis, tracheitis)
Health care associated infections Fever Fungal infections Multiple organ dysfunction syndrome Opportunistic infections Parapneumonic infections
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Resistant organisms Septic shock Systemic inflammatory response
syndrome Travel Associated Infection Tuberculosis Viral infections (e.g. CMV, EBV, H1N1,
RSV)
Neurology: Arteriovenous malformation Brain death Cerebral palsy Cerebral vascular accidents Encephalopathy Hydrocephalus Hypotonia Meningitis Muscular dystrophies Neuropathy Spinal Cord Injury Status Epilepticus Submersion injuries Traumatic Brain Injury
Pulmonary: Acute respiratory distress syndrome Air leak syndromes Airway obstructive/failure disorders Bronchiolitis Chronic lung disease Congenital central hypoventilation
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
syndrome Cystic fibrosis Obstructive sleep apnea Pertussis Pneumonia Pulmonary edema Smoke inhalation Status asthmaticus Transplantation Congenital central hypoventilation
syndrome Obstructive sleep apnea Pulmonary edema Smoke inhalation Status asthmatic Transplantation
Oncology: Blood cell tumors Graft versus host disease Long-term effects of cancer therapy Solid tumors Transplant Tumor lysis syndrome
Endocrine and Metabolic Adrenal disorders Cerebral salt wasting syndrome Diabetes I & II Diabetic ketoacidosis Diabetes insipidus Inborn errors of metabolism
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Metabolic syndromes Syndrome of inappropriate antidiuretic
hormone Thyroid/parathyroid disorders
Hematology: Anemias (e.g. aplastic, sickle cell) Coagulation disorders (e.g. disseminated
intravascular coagulation, hemophilia, Henoch Schönlein purpura, heparin induced thrombocytopenia, idiopathic thrombocytopenia purpura)
Thrombotic disorders (e.g. deep vein thrombosis)
Inflammatory: Anaphylaxis Immunodeficiencies Juvenile Idiopathic Arthritis, Systemic Lupus Erythematosus Vasculitis
Otolaryngology: Laryngomalacia Mastoiditis Orbital/periorbital cellulitis Retropharyngeal abscess Vocal cord paralysis Musculoskeletal: Compartment syndrome Legg-Calvé-Perthes disease Myositis Osteomyelitis
Competency Area
NP Core Competencies Acute Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Rhabdomyolisis Septic arthritis Spinal fusion
Pain management: Physiology of pain Pain management
1. Nonpharmacologic 2. Pharmacologic
Palliative and end-of-life care: Ethical considerations Pain management at end of life Hospice care Bereavement
Primary Care Pediatric Nurse Practitioner Competencies The following are entry-level competencies for the primary care pediatric nurse practitioner. These pediatric population-focused competencies expand upon the core competencies set forth for all nurse practitioners. The role of the primary care pediatric nurse practitioner is to provide care to children from birth through young adult with an in-depth knowledge and experience in pediatric primary health care including well child care and prevention/management of common pediatric acute illnesses and chronic conditions. This care is provided to support optimal health of children within the context of their family, community, and environmental setting. Although primary care pediatric nurse practitioners practice primarily in private practices and ambulatory clinics, their scope of practice may also extend into the inpatient setting and is based upon the needs of the patient.
Upon entry into practice, the pediatric nurse practitioner should demonstrate competence in the categories as described. See the “Introduction” for how to use this document and to identify other critical resources to supplement these competencies.
Competency Area
NP Core Competencies Primary Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Scientific Foundation Competencies
1. Critically analyzes data and evidence for improving advanced nursing practice.
2. Integrates knowledge from the humanities and sciences within the context of nursing science.
3. Translates research and other forms of knowledge to improve practice processes and outcomes.
4. Develops new practice approaches based on the integration of research, theory, and practice knowledge
1. Contributes to knowledge development for improved child and family centered care.
2. Participates in child and family focused quality improvement, program evaluation, translation and dissemination of evidence into practice.
3. Delivers evidence-based practice for pediatric patients.
Genetic disorders
Genetic risks, human inheritance, molecular genetics, human genome, genetic variation, and pharmacogenetics
Competency Area
NP Core Competencies Primary Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Leadership Competencies
1. Assumes complex and advanced leadership roles to initiate and guide change.
2. Provides leadership to foster collaboration with multiple stakeholders (e.g. patients, community, integrated health care teams, and policy makers) to improve health care.
3. Demonstrates leadership that uses critical and reflective thinking.
4. Advocates for improved access, quality and cost effective health care.
5. Advances practice through the development and implementation of innovations incorporating principles of change.
6. Communicates practice knowledge effectively both orally and in writing.
7. Participates in professional organizations and activities that influence advanced practice nursing and/or health outcomes of a population focus.
Advocates for unrestricted access to quality cost effective care within health care agencies for children and families.
Vulnerable children in nontraditional settings such as: Incarcerated youth Infants and children of incarcerated
parents Children in foster care Homeless children Children of migrant workers International adoptees
Global pediatric health issues
Quality Competencies
1. Uses best available evidence to continuously improve quality of clinical practice.
2. Evaluates the relationships among access, cost, quality, and safety and their influence on health care.
Recognizes the importance of collaborating with local, state and national child organizations to foster best practices and child safety.
Child safety policies
Competency Area
NP Core Competencies Primary Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
3. Evaluates how organizational structure, care processes, financing, marketing and policy decisions impact the quality of health care.
4. Applies skills in peer review to promote a culture of excellence.
5. Anticipates variations in practice and is proactive in implementing interventions to ensure quality.
Practice Inquiry Competencies
1. Provides leadership in the translation of new knowledge into practice.
2. Generates knowledge from clinical practice to improve practice and patient outcomes.
3. Applies clinical investigative skills to improve health outcomes.
4. Leads practice inquiry, individually or in partnership with others.
5. Disseminates evidence from inquiry to diverse audiences using multiple modalities.
6. Analyze clinical guidelines for individualized application into practice
1. Ensures pediatric assent and consent, and/or parental permission when conducting clinical inquiry.
2. Promotes research that is child-centered and contributes to positive change in the health of or the health care delivered to children.
Quality research for children.
Product design and development with pediatric user/consumer in mind.
Barriers to quality research in the pediatric population.
Technology and Information Literacy
1. Integrates appropriate technologies for knowledge management to improve health care.
1. Promotes development of information systems to assure inclusion of data appropriate to pediatric patients, including
Tailoring information to the child’s developmental and cognitive level.
Competency Area
NP Core Competencies Primary Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Competencies
2. Translates technical and scientific health information appropriate for various users’ needs. 2.a Assesses the patient’s and
caregiver’s educational needs to provide effective, personalized health care.
2.b Coaches the patient and caregiver for positive behavioral change.
3. Demonstrates information literacy skills in complex decision making.
4. Contributes to the design of clinical information systems that promote safe, quality and cost effective care.
5. Uses technology systems that capture data on variables for the evaluation of nursing care.
developmental and physiologic norms. 2. Considers developmental level of child and
the family when translating health information to support positive health outcomes.
3. Uses pediatric focused simulation based learning to improve practice.
Design and implementation of the electronic health/medical record for compatibility with health and illness of the child.
Information systems to assure inclusion of data appropriate to pediatric clients, including developmental and physiologic norms.
Advising and counseling families whose members may have a genetic disorder.
Age appropriate concepts and the development of education tools for the pediatric patient and family.
Policy Competencies
1. Demonstrates an understanding of the interdependence of policy and practice.
2. Advocates for ethical policies that promote access, equity, quality, and cost.
3. Analyzes ethical, legal, and social factors influencing policy development.
4. Contributes in the development of health policy.
5. Analyzes the implications of health
1. Advocates for local, state, and national policies to address the unique needs of children and families.
2. Uses relevant policy specific to children to direct appropriate patient care, and to advocate against financial and legislative restrictions that limit access or opportunity.
Child safety policies
Poverty initiatives
Competency Area
NP Core Competencies Primary Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
policy across disciplines. 6. Evaluates the impact of
globalization on health care policy development.
Health Delivery System Competencies
1. Applies knowledge of organizational practices and complex systems to improve health care delivery.
2. Effects health care change using broad based skills including negotiating, consensus-building, and partnering.
3. Minimizes risk to patients and providers at the individual and systems level.
4. Facilitates the development of health care systems that address 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 resources to improve the delivery of care.
7. Collaborates in planning for transitions across the continuum of care.
1. Optimizes outcomes for children and their families by facilitating access to other health care services (e.g. mental health) or to community and educational settings.
2. Facilitates parent-child shared management and transition to adult care as developmentally appropriate.
3. Applies knowledge of family, child development, healthy work environment standards and organizational theories and systems to support safe, high quality, and cost effective care within health care delivery systems.
4. Facilitates transitions across settings including health care, mental health, community and educational services to optimize outcomes.
Transitions and linkages across health and mental service, community, and educational settings to optimize outcomes
Early intervention programs and committee special education.
Advocacy for effective models of health care delivery for alternative families.
Development of systems of care across health and mental services, social and educational institutions.
Integration of mental health into primary care for children.
Navigation and promotion of health care access for children and adolescents.
Collaboration in planning for transition to adult health care.
Collaboration in palliative and end of life care.
Competency Area
NP Core Competencies Primary Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Ethics Competencies
5. Integrates ethical principles in decision making.
6. Evaluates the ethical consequences of decisions.
7. 3. Applies ethically sound solutions to complex issues related to individuals, populations and systems of care.
Knowledge of the unique challenge and process with ethical dilemmas concerning children and families.
Long term outcomes of ethical decisions (chemo).
Principles of legal and ethical decision making.
Independent Practice Competencies
1. Functions as a licensed independent practitioner.
2. Demonstrates the highest level of accountability for professional practice.
3. Practices independently managing previously diagnosed and undiagnosed patients. 3.a Provides the full spectrum of
health care services to include health promotion, disease prevention, health protection, anticipatory guidance, counseling, disease management, palliative, and end of life care.
3.b Uses advanced health assessment skills to differentiate between normal, variations of normal and abnormal findings.
3.c Employs screening and diagnostic strategies in the development of diagnoses.
1. Conducts age appropriate comprehensive advanced physical, mental and developmental assessment across pediatric life span.
2. Assesses growth, development and mental/behavioral health status across the pediatric life span.
3. Assesses for evidence of physical, emotional or verbal abuse, neglect and the effects of violence on the child and adolescent.
4. Analyzes the family system (i.e. family structure, cultural influences etc.) to identify contributing factors that might influence the health of the child/adolescent and/or family
5. Assesses patient’s, family’s or caregiver’s knowledge and behavior regarding age- appropriate health indicators and health risks.
6. Performs age appropriate comprehensive and problem-focused physical exams.
7. Performs a systematic review of normal and abnormal findings resulting in a differential diagnoses encompassing anatomical, physiological, motor, cognitive,
Refer to resource list for most up to date guidelines: Bright Futures AAP well child visits ACIP Immunization schedule
Pediatric health risks and health indicators
Genetic (3 generational), developmental, behavioral, psychosocial, cognitive screening and family history.
Age-appropriate and condition specific screening tools, tests, laboratory test, and diagnostic procedures .
Age appropriate anticipatory guidance.
Etiology, natural history, developmental considerations, pathogenesis, and clinical manifestations of common disease processes in children.
Principles of health education and counseling for growth and development, health promotion, health status, illnesses, illness management.
Competency Area
NP Core Competencies Primary Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
3.d Prescribes medications within scope of practice.
3.e Manages the health/illness status of patients and families over time.
4. Provides patient-centered care recognizing cultural diversity and the patient or designee as a full partner in decision-making. 4.a Works to establish a
relationship with the patient characterized by mutual respect, empathy, and collaboration.
4.b Creates a climate of patient- centered care to include confidentiality, privacy, comfort, emotional support, mutual trust, and respect.
4.c Incorporates the patient’s cultural and spiritual preferences, values, and beliefs into health care.
4.d Preserves the patient’s control over decision making by negotiating a mutually acceptable plan of care.
developmental, psychological, and social behavior across the pediatric lifespan.
8. Identifies nutritional conditions and behavioral feeding issues and implements appropriate educational, dietary or medical treatments/interventions.
9. Interprets age-appropriate, developmental and condition-specific screening and diagnostic studies to diagnosis and manage the well, minor acute, or chronic conditions in the pediatric scope of practice.
10. Promotes healthy nutritional and physical activity practices.
11. Provides health maintenance and health promotion services across the pediatric lifespan.
12. Activates child protection services, and recommends/incorporates other resources on behalf of children or families at risk.
13. Partners with families to coordinate family centered community and health care services as needed for specialty care and family support.
14. Incorporates health objectives and recommendations for accommodations, as appropriate, into educational plans (IEP)
15. Assists the parent/child in coping with developmental behaviors and facilitates the child’s developmental potential.
16. Recognizes and integrates the perspectives of intradisciplinary collaboration in developing and implementing the plan of care.
Anticipatory guidance
Breast feeding promotion and management.
Nutritional programs, and nutritional intake considering food preferences and avoidance of food sensitivities.
Coordination of care .with Early Intervention and special education
Newborn screening and appropriate follow up.
Exposure to and knowledgeable about the following procedures: Fluorescein staining Removal of foreign body from eye-cotton
tip applicator Ear foreign body and cerumen removal-
curette and irrigation method Nasal foreign body removal Nasal packing for epistaxis Tooth evulsion- stabilization Pulse oximetry CPR Nasogastric tube insertion Urethral catheterization Removal of vaginal foreign body Skin scraping Wound immigration and drainage Wound closure- suture insertion; staple
insertion; butterfly/steri-strip, tissue adhesive
Splinting
Competency Area
NP Core Competencies Primary Care Pediatric NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
17. Understands the complexity and interaction of nonpharmacologic and pharmacologic therapies required in the care of children.
Reduction of radial head subluxation Spirometry Nebulizer treatment Spacers devices Incheck dial for assessing inhaler
technique Pelvic exams with collection of cultures Diagnostic testing
Proper strep test RSV collection of specimen Influenza A/B collection
Psychiatric-Mental Health Nurse Practitioner Competencies These are entry-level competencies for the psychiatric-mental health nurse practitioner (PMHNP) and supplement the core competencies for all nurse practitioners.
The PMHNP focuses on individuals across the lifespan (infancy through old age), families, and populations across the lifespan at risk for developing and/or having a diagnosis of psychiatric disorders or mental health problems. The PHMNP provides primary mental health care to patients seeking mental health services in a wide range of settings. Primary mental health care provided by the PMHNP involves relationship-based, continuous and comprehensive services, necessary for the promotion of optimal mental health, prevention, and treatment of psychiatric disorders and health maintenance. This includes assessment, diagnosis, and management of mental health and psychiatric disorders across the lifespan.
See the “Introduction” for how to use this document and to identify other critical resources to supplement these competencies.
Competency Area
NP Core Competencies Psychiatric-Mental Health NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Scientific Foundation Competencies
1. Critically analyzes data and evidence for improving advanced nursing practice.
2. Integrates knowledge from the humanities and sciences within the context of nursing science.
3. Translates research and other forms of knowledge to improve practice processes and outcomes.
4. Develops new practice approaches based on the integration of research, theory,
Neurobiology
Advanced Pathophysiology, Advanced Pharmacotherapeutics, Advanced Health Assessment
Psychotherapy theories
Genomics
Developmental neuroscience
Interpersonal neurobiology
Recovery and resiliency
Competency Area
NP Core Competencies Psychiatric-Mental Health NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
and practice knowledge
Trauma informed care
Toxic stress
Adverse Childhood Events Studies (ACES) Studies
Allopathic stress
Advanced Practice and Interprofessional psychiatric theoretical frameworks
Theories of change in individuals, systems
Stigma issues
Role of the PMHNP in changing policies
Aging Science
Caregiver stress
Leadership Competencies
1. Assumes complex and advanced leadership roles to initiate and guide change.
2. Provides leadership to foster collaboration with multiple stakeholders (e.g. patients, community, integrated health care teams, and policy makers) to improve health care.
3. Demonstrates leadership that uses critical and reflective thinking.
4. Advocates for improved access, quality and cost effective health care.
1. Participates in community and population- focused programs that promote mental health and prevent or reduce risk of mental health problems and psychiatric disorders.
2. Advocates for complex patient and family medicolegal rights and issues.
3. Collaborates with interprofessional colleagues about advocacy and policy issues at the local, state, and national related to reducing health disparities and improving clinical outcomes for populations with mental health problems and psychiatric disorders.
Interprofessional practice competencies
Competency Area
NP Core Competencies Psychiatric-Mental Health NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
5. Advances practice through the development and implementation of innovations incorporating principles of change.
6. Communicates practice knowledge effectively both orally and in writing.
7. Participates in professional organizations and activities that influence advanced practice nursing and/or health outcomes of a population focus.
Quality Competencies
1. Uses best available evidence to continuously improve quality of clinical practice.
2. Evaluates the relationships among access, cost, quality, and safety and their influence on health care.
3. Evaluates how organizational structure, care processes, financing, marketing and policy decisions impact the quality of health care.
4. Applies skills in peer review to promote a culture of excellence.
5. Anticipates variations in practice and is proactive in implementing interventions to ensure quality.
Evaluates the appropriate uses of seclusion and restraints in care processes.
QSEN competencies
Reflective Practice
Self-awareness and self-care
QI process in measuring outcomes of care
Competency Area
NP Core Competencies Psychiatric-Mental Health NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Practice Inquiry Competencies
1. Provides leadership in the translation of new knowledge into practice.
2. Generates knowledge from clinical practice to improve practice and patient outcomes.
3. Applies clinical investigative skills to improve health outcomes.
4. Leads practice inquiry, individually or in partnership with others.
5. Disseminates evidence from inquiry to diverse audiences using multiple modalities
6. Analyze clinical guidelines for individualized application into practice
Research knowledge of: Research utilization Research process
Skill in use of EBP: Evaluating outcomes Integrating results into practice
Technology and Information Literacy Competencies
1. Integrates appropriate technologies for knowledge management to improve health care.
2. Translates technical and scientific health information appropriate for various users’ needs. 2.a Assesses the patient’s and
caregiver’s educational needs to provide effective, personalized health care.
2.b Coaches the patient and caregiver for positive behavioral change.
3. Demonstrates information literacy
Electronic medical records
Electronic prescriptions
Virtual patient care
Distance linked services (Telemedicine/Telepsychiatry)
Social networking
Laws for technology
Cultural and Linguistic literacy
Data banks and quality assurance findings matched by evidence based best practices in Web-based, tele-, written, oral and electronic
Competency Area
NP Core Competencies Psychiatric-Mental Health NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
skills in complex decision making. 4. Contributes to the design of
clinical information systems that promote safe, quality and cost effective care.
5. Uses technology systems that capture data on variables for the evaluation of nursing care.
communications to enhance care.
Policy Competencies
1. Demonstrates an understanding of the interdependence of policy and practice.
2. Advocates for ethical policies that promote access, equity, quality, and cost.
3. Analyzes ethical, legal, and social factors influencing policy development.
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 policy development.
Employs opportunities to influence health policy to reduce the impact of stigma on services for prevention and treatment of mental health problems and psychiatric disorders.
Healthcare/public policy knowledge of: Laws and regulations (e.g., Health
Insurance Portability and Accountability Act [HIPAA], Center for Medicare and Medicaid Services [CMS], The Joint Commission, Accreditation Healthcare Organizations, documentation, coding/reimbursement, American with Disabilities Act, mental health parity),
Principles of advocacy to influence socially responsible policy, including consumer focused care .
Laws, procedures for seclusion and restraint for hospitals/psychiatric units, long term care (LTC is inclusive of nursing homes)
Health Delivery System Competencies
1. Applies knowledge of organizational practices and complex systems to improve health care delivery.
2. Effects health care change using
Interprofessional practice competencies
Scope of practice knowledge of: Scope and Standards of Practice Legal/ethical issues
Competency Area
NP Core Competencies Psychiatric-Mental Health NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
broad based skills including negotiating, consensus-building, and partnering.
3. Minimizes risk to patients and providers at the individual and systems level.
4. Facilitates the development of health care systems that address 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 resources to improve the delivery of care.
7. Collaborates in planning for transitions across the continuum of care.
Regulatory agencies
Coordination of services knowledge of available resources (e.g., consultation resources, evidence based practice, community resources, government funded studies/grants, school resources)
Models of integrative care skill in: Obtaining and utilizing appropriate
collateral information Providing and utilizing consultations and
referrals Communicating with other health care
providers
Ethics Competencies
1. Integrates ethical principles in decision making.
2. Evaluates the ethical consequences of decisions.
3. Applies ethically sound solutions to complex issues related to individuals, populations and systems of care.
Boundaries, duty to report, duty to warn, confidentiality, reporting abuse, seeks consultation, knowing scope of practice, knowing personal limits, safety
State mental health laws
State laws related to involuntary hospitalization and commitment
Influence on policy by monitoring of policy and
Competency Area
NP Core Competencies Psychiatric-Mental Health NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
active communication to appropriate parties to affect policy for optimal healthcare.
Independent Practice Competencies
1. Functions as a licensed independent practitioner.
2. Demonstrates the highest level of accountability for professional practice.
3. Practices independently managing previously diagnosed and undiagnosed patients. 3.a Provides the full spectrum of
health care services to include health promotion, disease prevention, health protection, anticipatory guidance, counseling, disease management, palliative, and end of life care.
3.b Uses advanced health assessment skills to differentiate between normal, variations of normal and abnormal findings.
3.c Employs screening and diagnostic strategies in the development of diagnoses.
3.d Prescribes medications within scope of practice.
3.e Manages the health/illness status of patients and families over time.
1. Develops an age-appropriate treatment plan for mental health problems and psychiatric disorders based on biopsychosocial theories, evidence-based standards of care, and practice guidelines.
2. Includes differential diagnosis for mental health problems and psychiatric disorders.
3. Assess impact of acute and chronic medical problems on psychiatric treatment.
4. Conducts individual and group psychotherapy.
5. Applies supportive, psychodynamic principles, cognitive-behavioral and other evidence based psychotherapy/-ies to both brief and long term individual practice.
6. Applies recovery oriented principles and trauma focused care to individuals.
7. Demonstrates best practices of family approaches to care.
8. Plans care to minimize the development of complications and promote function and quality of life.
9. Treats acute and chronic psychiatric disorders and mental health problems.
10. Safely prescribes pharmacologic agents for patients with mental health problems and psychiatric disorders.
11. Ensures patient safety through the appropriate prescription and management of
Age Specific Psychiatric Disorders for: Aging adult (65 years and older) Adult (18-64 years) Adolescent (13-17 years) Pre-Adolescent (10-12 years) Child (3-9 years) Infant (Prebirth-2 years)
Evaluation: History and Physical Exam Psychiatric Evaluation Mental Status Exam Concepts related to
screening instruments (e.g., specificity and sensitivity, reliability and validity)
Type of screening instruments (e.g., depression screening, Mini Mental Status Exam (MMSE), alcohol screening, ADHD screening, anxiety screening, drug screening, serum screening)
Clinical guidelines
Screening tools
Clinical evaluation tools
Medical co-morbidities and differentials
Theoretical foundations of individual, group and family approaches
Competency Area
NP Core Competencies Psychiatric-Mental Health NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
4. Provides patient-centered care recognizing cultural diversity and the patient or designee as a full partner in decision-making. 4.a Works to establish a
relationship with the patient characterized by mutual respect, empathy, and collaboration.
4.b Creates a climate of patient- centered care to include confidentiality, privacy, comfort, emotional support, mutual trust, and respect.
4.c Incorporates the patient’s cultural and spiritual preferences, values, and beliefs into health care.
4.d Preserves the patient’s control over decision making by negotiating a mutually acceptable plan of care.
pharmacologic and non-pharmacologic interventions.
12. Explain the risks and benefits of treatment to the patient and their family.
13. Identifies the role of PMHNP in risk-mitigation strategies in the areas of opiate use and substance abuse clients.
14. Seeks consultation when appropriate to enhance one’s own practice.
15. Uses self-reflective practice to improve care. 16. Provides consultation to health care
providers and others to enhance quality and cost- effective services.
17. Guides the patient in evaluating the appropriate use of complementary and alternative therapies.
18. Uses individualized outcome measure to evaluate psychiatric care.
19. Manages psychiatric emergencies across all settings.
20. Refers patient appropriately. 21. Facilitates the transition of patients across
levels of care. 22. Uses outcomes to evaluate care. 23. Attends to the patient- nurse practitioner
relationship as a vehicle for therapeutic change.
24. Maintains a therapeutic relationship over time with individuals, groups, and families to promote positive clinical outcomes.
25. 25. Therapeutically concludes the nurse- patient relationship transitioning the patient to other levels of care, when appropriate.
Theoretical foundations of trauma-focused care and recovery models of care
Gender differences and equality
Foster care, caregiver stress
Simulation of crisis intervention, risk assessment, other pertinent areas
Epidemiology/risk analysis knowledge of: Prevalence of disorders or behaviors in
diverse populations across the life span Contributing risk factors and potential
barriers to health promotion and disease prevention (e.g., socioeconomic, biological, environmental, community specific variables)
Epidemiology/risk analysis skill in: Risk assessment (e.g., violence, abuse,
neglect, suicide, psychopathology)
Health Promotion and Disease Prevention
Health behavior knowledge of: Health behavior guidelines (e.g., gender-
based recommendations, exercise, lifestyle, familial factors that predisposes one to disease, cultural and societal influences/stigmas)
Health behavior skills in: Selecting and implementing appropriate
health behavior guidelines to specific situations based on individual patient
Competency Area
NP Core Competencies Psychiatric-Mental Health NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
26. Demonstrates ability to address sexual/physical abuse, substance abuse, sexuality, and spiritual conflict across the lifespan.
27. Applies therapeutic relationship strategies based on theories and research evidence to reduce emotional distress, facilitate cognitive and behavioral change, and foster personal growth
28. Apply principles of self-efficacy/ empowerment and other self-management theories in promoting relationship development and behavior change.
29. Identifies and maintains professional boundaries to preserve the integrity of the therapeutic process.
30. Teaches patients, families and groups about treatment options with respect to developmental, physiological, cognitive, cultural ability and readiness.
31. Provides psychoeducation to individuals, families, and groups regarding mental health problems and psychiatric disorders.
32. Modifies treatment approaches based on the ability and readiness to learn.
33. Considers motivation and readiness to improve self-care and healthy behavior when teaching individuals, families and groups of patients.
34. Demonstrates knowledge of appropriate use of seclusion and restraints.
35. Documents appropriate use of seclusion and restraints.
variances
Growth and development across the lifespan knowledge of: Growth and development theories and
concepts (including spiritual, cultural, cognitive, emotional, psychosexual, physical abilities)
Variances
Growth and development across the lifespan skill in: Developmental assessment
Screening instruments (including invasive and noninvasive screenings) skill in: Selecting and implementing appropriate
screening instrument(s), interpreting results, and making recommendations and referrals
Prevention activities knowledge of: Primary, Secondary and Tertiary
Prevention activities (e.g., health promotion, immunizations, anticipatory guidance, parenting skills, lifestyle modifications, psychosocial rehabilitation activities, in- home family treatments, risk reduction, pharmacology, CAM, self-care)
Access to care to underserved populations
Prevention activities skill in: Guidance, teaching, coaching,
collaborating (with patient, family, and community)
Competency Area
NP Core Competencies Psychiatric-Mental Health NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Assessing readiness and capacity (e.g., change, learning, health literacy)
Implementing early intervention activities
Assessment of Acute and Chronic Illness
Anatomy, physiology, development and pathophysiology across the lifespan knowledge of: Normal anatomy and physiology (including
genetics, normal aging) Pathophysiology
Comprehensive psychiatric evaluation knowledge of: Psychopathology (including DSM V signs
and symptoms and neurobiology)
Comprehensive psychiatric evaluation skills in: Recognizing clinical signs and symptoms
of psychiatric illness Differentiating between pathophysiological
and psychopathological conditions Performing and interpreting a
comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies)
Performing and interpreting a mental status examination
Performing and interpreting a psychosocial assessment and family psychiatric history
Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational,
Competency Area
NP Core Competencies Psychiatric-Mental Health NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
coping skills)
Diagnostic reasoning knowledge of: Diagnostic reasoning process Diagnostic criteria (e.g., DSM V current
International Classification of Disease)
Diagnostic reasoning skill in: Developing and prioritizing a differential
diagnoses list Formulating diagnoses according to DSM
V based on assessment data Differentiating between normal/abnormal
age related physiological and psychological symptoms/changes
The Nurse Practitioner and Patient Relationship
Therapeutic communication knowledge of: Therapeutic communication principles,
techniques and ethics (e.g., boundaries, phases of the therapeutic relationship, conflict of interest, self-awareness, negotiation and collaboration)
Principles of family dynamics and social support systems
Cultural competency (e.g., language, ethnicity, race, religious, spiritual, biopsychosocial, urban/rural, homeless, migrant, Gay-Bisexual-Lesbian- Transgender/Transexual orientation, corrections/forensic, uninsured and underinsured, health disparities)
Competency Area
NP Core Competencies Psychiatric-Mental Health NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Therapeutic communication skill in: Initiating a therapeutic relationship with
patient and family/support system (e.g., developing therapeutic alliances, assessing literacy, health literacy, spiritual needs, and barriers to communication)
Maintaining a therapeutic relationship with patient and family/support system (e.g., encouraging adherence and clinical engagement, maintaining therapeutic boundaries)
Terminating a therapeutic relationship with patient and family/support system (e.g., evaluating the effectiveness of a therapeutic relationship, appropriate closure and transitioning)
Legal/business/ethical issues knowledge of: Ethical principles and issues (e.g.,
termination, risk/benefit of disclosure, professional boundaries, patient autonomy, advocacy, consent/assent to treatment, consumer focused care)
Legal principles and issues (e.g., conflict of interest, patient rights and responsibilities, Health Information Portability and Accountability Act [HIPAA], professional obligations, duty to warn)
Business principles and issues (e.g., financial agreements, contracts for services)
Competency Area
NP Core Competencies Psychiatric-Mental Health NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Clinical Management
Pharmacotherapuetic knowledge of: Current pharmacological concepts (e.g.,
pharmacodynamics, pharmacokinetics, interactions, Complementary/Alternative medicines [CAM])
Standards of practice and clinical guidelines, evidenced-based practice
Safety and continuous quality improvement
Pharmacotherapuetic skills in: Selecting appropriate medication plan
(e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management)
Evaluating patient response and modify plan as necessary
Documenting (e.g., adverse reaction, patient response, changes to plan of care)
Psychotherapy, psychoeducation, complementary/alternative medicine knowledge of: Theories of treatment modalities (models
and practices) Standards of practice and clinical
guidelines, evidenced-based practice Safety and continuous quality
improvement
Competency Area
NP Core Competencies Psychiatric-Mental Health NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Psychotherapy, psychoeducation, complementary/alternative medicine skill in: Selecting appropriate therapeutic plan
(e.g., risk/benefit, patient preferences, developmental considerations, financial, the process of informed consent)
Implementing appropriate therapeutic plan Evaluating patient response and modify
plan as necessary Documenting (e.g., adverse reaction,
patient response, changes to plan of care)
Crisis management (e.g., chemical and physical restraints, seclusion, reporting abuse and neglect, involuntary hospitalization, safety assessment, duty to warn, end of life, institutionalization, residential treatment, foster care, military service) knowledge of: Theories and concepts associated with
crisis management (e.g., intervention risk vs. benefit, level of risk, safety, lethality assessment, stress adaptation, crisis theories, disaster response)
Standards of practice and clinical guidelines, evidenced-based practice
Safety, continuous quality improvement, and patient rights
Crisis management skill in: Selecting appropriate intervention (e.g.,
risk/benefit, patient preference, developmental considerations, the
Competency Area
NP Core Competencies Psychiatric-Mental Health NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
process of informed consent, least restrictive environment/invasive treatment)
Implementing appropriate intervention Evaluating patient response and modify
plan as necessary Documenting (e.g., adverse reaction,
patient response, changes to plan of care) Seclusion & restraint
Neurobiology and genetics of mental illnesses
Theories and application of behavior change
Women’s Health/Gender-Related NP Competencies These are entry level competencies for the women’s health/gender-related nurse practitioner and supplement the core competencies for all nurse practitioners.
The women’s health nurse practitioner provides primary care to women across the life cycle with emphasis on conditions unique to women from menarche through the remainder of their life cycle within the context of socio- cultural environments – interpersonal, family, and community. In providing care, the women’s health nurse practitioner considers the inter-relationship of gender, social class, culture, ethnicity, sexual orientation, economic status, and socio-political power differentials.
See the “Introduction” for how to use this document and to identify other critical resources that supplement these competencies.
Competency Area
NP Core Competencies Women’s Health / Gender-Related NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Scientific Foundation Competencies
1. Critically analyzes data and evidence for improving advanced nursing practice.
2. Integrates knowledge from the humanities and sciences within the context of nursing science.
3. Translates research and other forms of knowledge to improve practice processes and outcomes.
4. Develops new practice approaches based on the integration of research, theory, and practice knowledge
1. Integrates research, theory, and evidence- based practice knowledge to develop clinical approaches that address women's responses to physical and mental health and illness across the lifespan.
2. Integrates best evidence into practice incorporating client values and clinical judgment
Hormonal therapy (contraception, HRT, infertility/fertility treatments)
In-depth knowledge of reproductive endocrinology
Advanced assessment of female breast and genitourinary systems
Genomics
Advanced practice and interprofessional role development
Gender discrimination
Sexual Assault
Gender-unique disease presentations
Competency Area
NP Core Competencies Women’s Health / Gender-Related NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Leadership Competencies
1. Assumes complex and advanced leadership roles to initiate and guide change.
2. Provides leadership to foster collaboration with multiple stakeholders (e.g. patients, community, integrated health care teams, and policy makers) to improve health care.
3. Demonstrates leadership that uses critical and reflective thinking.
4. Advocates for improved access, quality and cost effective health care.
5. Advances practice through the development and implementation of innovations incorporating principles of change.
6. Communicates practice knowledge effectively both orally and in writing.
7. Participates in professional organizations and activities that influence advanced practice nursing and/or health outcomes of a population focus.
Quality Competencies
1. Uses best available evidence to continuously improve quality of clinical practice.
2. Evaluates the relationships among access, cost, quality, and safety and their influence on health care.
3. Evaluates how organizational structure, care processes, financing,
Competency Area
NP Core Competencies Women’s Health / Gender-Related NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
marketing and policy decisions impact the quality of health care.
4. Applies skills in peer review to promote a culture of excellence.
5. Anticipates variations in practice and is proactive in implementing interventions to ensure quality.
Practice Inquiry Competencies
1. Provides leadership in the translation of new knowledge into practice.
2. Generates knowledge from clinical practice to improve practice and patient outcomes.
3. Applies clinical investigative skills to improve health outcomes.
4. Leads practice inquiry, individually or in partnership with others.
5. Disseminates evidence from inquiry to diverse audiences using multiple modalities.
6. Analyzes clinical guidelines for individualized application into practice
1. Evaluates gender-specific interventions and outcomes.
2. Integrates of gender-specific evidence into practice
Review of literature to distinguish unique aspects of gender-specific health for application of appropriate findings to patient care.
Competency Area
NP Core Competencies Women’s Health / Gender-Related NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
Technology and Information Literacy Competencies
1. Integrates appropriate technologies for knowledge management to improve health care.
2. Translates technical and scientific health information appropriate for various users’ needs. 2.a Assesses the patient’s and
caregiver’s educational needs to provide effective, personalized health care.
2.b Coaches the patient and caregiver for positive behavioral change.
3. Demonstrates information literacy skills in complex decision making.
4. Contributes to the design of clinical information systems that promote safe, quality and cost effective care.
5. Uses technology systems that capture data on variables for the evaluation of nursing care.
Uses health information and technology tools in providing care for women across the lifespan to communicate, manage knowledge, improve access, mitigate error, and to support clinical decision making locally and globally.
Use of electronic datasets to evaluate practice and improve quality, cost, and efficiency
Distance-linked services Telewomen’s health Social networking
Technology laws affecting women and families
Use of electronic communications to enhance care processes Use of simulation to enhance clinical skills
in the care of women gynececologic urologic teaching
associates (GOTA) task trainers (e.g., IUD insertion, Leopold
maneuvers) standardized patient encounters focusing
on issues more prevalent in women such as, but not limited to, domestic violence and prenatal counseling
Policy Competencies
1. Demonstrates an understanding of the interdependence of policy and practice.
2. Advocates for ethical policies that promote access, equity, quality, and cost.
3. Analyzes ethical, legal, and social factors influencing policy development.
4. Contributes in the development of health policy.
Advocates for health care policies and research that support accessible, equitable, affordable, safe and effective health care for women both locally and globally.
Principles of advocacy to influence socially responsible policy for women and their families.
Promotion of gender-specific health concerns such as, but not limited to: undernourishment with body dysmorphism obesity epidemic female genital cutting
Competency Area
NP Core Competencies Women’s Health / Gender-Related NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
5. Analyzes the implications of health policy across disciplines.
6. Evaluates the impact of globalization on health care policy development.
Health Delivery System Competencies
1. Applies knowledge of organizational practices and complex systems to improve health care delivery.
2. Effects health care change using broad based skills including negotiating, consensus-building, and partnering.
3. Minimizes risk to patients and providers at the individual and systems level.
4. Facilitates the development of health care systems that address 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 resources to improve the delivery of care.
7. Collaborates in planning for transitions across the continuum of care.
Demonstrates knowledge of legal/ethical issues and regulatory agencies relevant to gender- specific issues
Consent forms such as, but not limited to: minors tubul ligation IUD insertion
Variation of policies specific to women among state and federal regulatory agencies
Ethics Competencies
1. Integrates ethical principles in decision making.
2. Evaluates the ethical consequences
1. Recognizes the unique ethical dilemmas in women’s health care.
2. Recognize the global ethical challenges in
Activities that raise awareness of issues that influence women’s health such as, but not limited to:
Competency Area
NP Core Competencies Women’s Health / Gender-Related NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
of decisions. 3. Applies ethically sound solutions to
complex issues related to individuals, populations and systems of care.
women’s health care. 3. Develops ethically sound solutions to
complex global issues related to women.
ageism racism, sexism, religious beliefs cultural variations health belief systems violence against women homophobia gender roles poverty
Independent Practice Competencies
1. Functions as a licensed independent practitioner.
2. Demonstrates the highest level of accountability for professional practice.
3. Practices independently managing previously diagnosed and undiagnosed patients. 3.a Provides the full spectrum of
health care services to include health promotion, disease prevention, health protection, anticipatory guidance, counseling, disease management, palliative, and end of life care.
3.b Uses advanced health assessment skills to differentiate between normal, variations of normal and abnormal findings.
3.c Employs screening and diagnostic strategies in the
1. Provides culturally appropriate reproductive and primary care for women of all ages.
2. Approaches gender-specific developmental events, such as menarche, pregnancy, menopause and senescence, as normative transitions not disease states.
3. Recognizes unique health care needs of marginalized women, including victims of violence and transgendered female clients.
4. Recognizes disease manifestations unique to women.
5. Manages disease manifestations unique to women.
6. Provides infertility and sexually transmitted disease services to sexual partners of female patients.
7. Supports a woman’s right to make her own decisions regarding her health and
Age-appropriate care women across the lifespan gynecologic obstetric
Normal vs. abnormal development of the female obstetrics gynecology age-related changes
Male conditions related to reproductive and urologic systems
Selection and implementation of appropriate clinical guidelines and standards
Using clinical decision support tools
Epidemiology/risk analysis, including knowledge of: Prevalence of gynecologic and obstetric
disorders in diverse populations across the
Competency Area
NP Core Competencies Women’s Health / Gender-Related NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
development of diagnoses. 3.d Prescribes medications within
scope of practice. 3.e Manages the health/illness status
of patients and families over time.
4. Provides patient-centered care recognizing cultural diversity and the patient or designee as a full partner in decision-making. 4.a Works to establish a relationship
with the patient characterized by mutual respect, empathy, and collaboration.
4.b Creates a climate of patient- centered care to include confidentiality, privacy, comfort, emotional support, mutual trust, and respect.
4.c Incorporates the patient’s cultural and spiritual preferences, values, and beliefs into health care.
4.d Preserves the patient’s control over decision making by negotiating a mutually acceptable plan of care.
reproductive choices within the context of her belief system.
8. Assesses genetic, social, environmental, physical, and mental health risks through collection of family, social, environmental, and health data.
9. Provides counseling, management, and/or referral based on identified healthcare risk factors.
life span Contributing risk factors and potential
barriers to health promotion and disease prevention (e.g., socioeconomic, biological, environmental, community- specific variables)
Gender-based recommendations, exercise, lifestyle, familial factors that predisposes one to disease, cultural, and societal influences/stigmas.
Growth and development theories and concepts (spiritual, cultural, cognitive, emotional, psychosexual, physical abilities) & variances
Principles of family dynamics and social support systems.
Cultural differences impacting health such as, but not limited to: language ethnicity race religious spiritual biopsychosocial urban/rural homeless migrant lesbian-gay-bisexual-
transgender/transsexual (LGBT) orientation
Competency Area
NP Core Competencies Women’s Health / Gender-Related NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
corrections/forensic uninsured and underinsured health disparities health literacy
Complementary/alternative medicine therapies used across the lifespan in women’s health
Crisis management sexual assault violence (such as, but not limited to,
intimate partner and elder abuse) divorce caregiver burden
Female genital health, including, but not limited to: vulvodynia vulvar vestibulitis chronic pelvic pain vulvovaginal dermatalogic conditions
Common urological disorders in women, including, not limited to: urinary Incontinence urinary frequency interstitial cystitis
Skill in the procedures such as, but not limited to: IUD insertion punch biopsies endometrial biopsies basic ultrasound
Competency Area
NP Core Competencies Women’s Health / Gender-Related NP Competencies
Curriculum Content to Support Competencies Neither required nor comprehensive, this list reflects only suggested content specific to the population
pessary use
Prenatal and postpartum management, including, but not limited to: supervision of high-risk pregnancy breastfeeding contraception counseling
Glossary of Terms Care processes: Actions or changes that occur during the delivery of health care.
Clinical investigative skills: Those skills needed to conduct inquiry of practice questions/therapies, evaluate discovered evidence, and then translate it into practice.
Cultural diversity: Common beliefs, values, practices and behaviors shared by multiple subgroups or individuals.
Culture of excellence: The environment developed through the internalization of core values and a shared commitment in which the highest standards of personal integrity, professionalism, and clinical expertise are upheld.
Developmental neuroscience: The study of the differentiation and organization of neurons into an integrated, functioning nervous system.
Evidence-based practice: The "conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients. Individual clinical expertise is integrated with the best available external evidence from systematic research.” (Modified from Sackett, 1996).
Globalization: The interrelated influence of actions, resources, cultures, and economies across nations.
Health policy: The set of decisions pertaining to health whether made at local, state, national, and global levels that influences health resource allocation.
Independent practice: Recognizes independent licensure of nurse practitioners who provide autonomous care and promote implementation of the full scope of practice.
Independently: Having the educational preparation and authority to make clinical decisions without the need or requirement for supervision by others.
Information literacy: The use of digital technology, communications tools, and/or networks to access, manage, integrate, evaluate, create, and effectively communicate information.
Interpersonal neurobiology: The study of developmental neuroscience with the study of human experience, particularly to understand how the brain gives rise to mental processes and is directly shaped by interpersonal experiences (Siegel 1999).
Interprofessional education: When two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes.
Interprofessional practice: Occurs when multiple health workers from different professional backgrounds work together with patients, families, and communities to deliver the highest quality of care.
Knowledge management: Strategies that identify, create, represent, distribute, and enable the efficient use of all types of information.
Licensed independent practitioner: An individual with a recognized scientific knowledge base that is permitted by law to provide care and services without direction or supervision.
Quality care: The degree to which health services to individuals and populations increase the desired health outcomes consistent with professional knowledge and standards. Quality care also means avoiding underuse, overuse, and misuse of health care services.
Patient centered care: Care based on a partnership between the patient and health care provider that is focused on the patient’s values, preferences, and needs.
Peer review: Evaluation of the processes and/or outcomes of care by professionals with similar knowledge, skills and abilities.
Pros and Cons of Interest Groups, and Corporations
1212 unread replies.1212 replies.
Required Resources
Read/review the following resources for this activity:
Welcome to Week 3! This week, we will look at special interests, lobbyists, activism, and interest groups. With a nation of over 320 million people, there are millions of opinions on every possible topic. And these voices strive to be heard. Individuals and groups step forward with their own causes and attempt to influence the legislative process in one form or another. We will look at how this process works and how it influences the halls of government as well as the individual voter.
Textbook: Greenberg, E. S & Page, B. I. (2018). The Struggle for Democracy, 2018 Elections and Updates Edition. (12th ed.). Pearson.
Chater 7, 8
Lesson
Minimum of 1 scholarly source (can include your textbook)
Option 1: What are the pros and cons of lobbyists as a tool for special interest groups? Should former members of Congress be allowed to become lobbyists? Explain your answer.
Option 2: Social movements can at times use disruptive behaviors. What are some of the possible benefits of disruptive behaviors in social movements? What are the drawbacks or possible negative consequences? What does the First Amendment state concerning citizens' right to use disruptive methods? Refer to examples from history as you frame your analysis. Explain your answer.
Be sure to make connections between your ideas and conclusions and the research, concepts, terms, and theory we are discussing this week.
Writing Requirements
Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
APA format for in-text citations and list of references
Psychiatric Mental Health Role Specific Competency Self-Assessment
|
Core Competency |
Role Specific Competency |
Examples of partial or complete attainment of the competency |
Areas needing further development |
|
Scientific Foundation |
CORE NO role Specific 1.Critically analyzes data and evidence for improving advanced nursing practice. 2. Integrates knowledge from the humanities and sciences within the context of nursing science. 3. Translates research and other forms of knowledge to improve practice processes and outcomes. 4. Develops new practice approaches based on the integration of research, theory, and practice knowledge |
|
|
|
Leadership |
Participates in community and population focused programs that promote mental health and prevent or reduce risk of mental health problems and psychiatric disorders |
|
|
|
|
Advocates for complex patient and family medico-legal rights and issues. |
|
|
|
|
Collaborates with inter-professional colleagues about advocacy and policy issues at the local, state, and national related to reducing health disparities and improving clinical outcomes for populations with mental health problems and psychiatric disorders. |
|
|
|
Quality |
Evaluates the appropriate uses of seclusion and restraints in care processes. |
|
|
|
Practice Inquiry |
CORE NO role Specific 1. Provides leadership in the translation of new knowledge into practice. 2. Generates knowledge from clinical practice to improve practice and patient outcomes. 3. Applies clinical investigative skills to improve health outcomes. 4. Leads practice inquiry, individually or in partnership with others. 5. Disseminates evidence from inquiry to diverse audiences using multiple modalities 6. Analyze clinical guidelines for individualized application into practice |
|
|
|
Technology & Information Literacy |
CORE NO role Specific 1. Integrates appropriate technologies for knowledge management to improve health care. 2. Translates technical and scientific health information appropriate for various users’ needs. 2.a Assesses the patient’s and caregiver’s educational needs to provide effective, personalized health care. 2.b Coaches the patient and caregiver for positive behavioral change. 3. Demonstrates information literacy skills in complex decision making. 4. Contributes to the design of clinical information systems that promote safe, quality and cost effective care. 5. Uses technology systems that capture data on variables for the evaluation of nursing care.
|
|
|
|
Policy |
Employs opportunities to influence health policy to reduce the impact of stigma on services for prevention and treatment of mental health problems and psychiatric disorders. |
|
|
|
Health Delivery System |
CORE NO Role Specific 1. Applies knowledge of organizational practices and complex systems to improve health care delivery. 2. Effects health care change usingbroad based skills including negotiating, consensus-building, and partnering. 3. Minimizes risk to patients and providers at the individual and systems level. 4. Facilitates the development of health care systems that address 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 resources to improve the delivery of care. 7. Collaborates in planning for transitions across the continuum of care |
|
|
|
Ethics |
CORE NO role specific 1. Integrates ethical principles in decision making. 2. Evaluates the ethical consequences of decisions. 3. Applies ethically sound solutions to complex issues related to individuals, populations and systems of care. |
|
|
|
Independent Practice |
Develops an age-appropriate treatment plan for mental health problems and psychiatric disorders based on biopsychosocial theories, evidence-based standards of care, and practice guidelines |
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Includes differential diagnosis for mental health problems and psychiatric disorders. |
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Assess impact of acute and chronic medical problems on psychiatric treatment. |
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Conducts individual and group psychotherapy. |
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Applies supportive, psychodynamic principles, cognitive-behavioral and other evidence based psychotherapy/-ies to both brief and long term individual practice. |
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Applies recovery oriented principles and trauma focused care to individuals. |
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Demonstrates best practices of family approaches to care. |
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Plans care to minimize the development of complications and promote function and quality of life. |
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Treats acute and chronic psychiatric disorders and mental health problems. |
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Safely prescribes pharmacologic agents for patients with mental health problems and psychiatric disorders. |
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Ensures patient safety through the appropriate prescription and management of pharmacologic and non-pharmacologic interventions. |
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Explain the risks and benefits of treatment to the patient and their family. |
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Identifies the role of PMHNP in risk-mitigation strategies in the areas of opiate use and substance abuse clients. |
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Seeks consultation when appropriate to enhance one’s own practice. |
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Uses self-reflective practice to improve care. |
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Provides consultation to health care providers and others to enhance quality and cost- effective services. |
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Guides the patient in evaluating the appropriate use of complementary and alternative therapies. |
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Uses individualized outcome measure to evaluate psychiatric care. |
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Manages psychiatric emergencies across all settings. |
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Refers patient appropriately. |
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Facilitates the transition of patients across levels of care. |
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Uses outcomes to evaluate care. |
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Attends to the patient- nurse practitioner relationship as a vehicle for therapeutic change. |
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Maintains a therapeutic relationship over time with individuals, groups, and families to promote positive clinical outcomes. |
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Therapeutically concludes the nurse-patient relationship transitioning the patient to other levels of care, when appropriate. |
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Demonstrates ability to address sexual/physical abuse, substance abuse, sexuality, and spiritual conflict across the lifespan. |
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Applies therapeutic relationship strategies based on theories and research evidence to reduce emotional distress, facilitate cognitive and behavioral change, and foster personal growth. |
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Apply principles of self-efficacy/ empowerment and other self-management theories in promoting relationship development and behavior change. |
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Identifies and maintains professional boundaries to preserve the integrity of the therapeutic process. |
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Teaches patients, families and groups about treatment options with respect to developmental, physiological, cognitive, cultural ability and readiness. |
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Provides psychoeducation to individuals, families, and groups regarding mental health problems and psychiatric disorders. |
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Modifies treatment approaches based on the ability and readiness to learn. |
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Considers motivation and readiness to improve self-care and healthy behavior when teaching individuals, families and groups of patients. |
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Demonstrates knowledge of appropriate use of seclusion and restraints. |
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Documents appropriate use of seclusion and restraints |
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Women’s Health Role Specific Competency Self-Assessment
Core Competency Role Specific Competency Examples of partial or
complete attainment of the
competency
Areas needing further
development
Scientific
Foundation
Integrates research, theory, and
evidence-based practice
knowledge to develop clinical
approaches that address women's
responses to physical and mental
health and illness across the
lifespan.
I am able to integrate,
research, theory, and
evidence-based practice
knowledge learned
throughout NU 629, 650,
661, 664, and 665 when
providing care to women at
various stages of their life
cycle to meet both their
physical and psychosocial
needs. I am able to
complete holistic
assessments from this
knowledge base
I need to learn more about
infertility and fertility
treatments to be better
prepared to care for patients
experiencing these medical
concerns.
Integrates best evidence into
practice incorporating client values
and clinical judgment.
I am educating patients on
treatment and management
options based on best
evidence from ACOG, Up
to Date and other peer
reviewed resources. From
this I support patients in
making the determination
of which treatment option
is the best for them. This
takes in to consideration
the patients’ personal
beliefs, values, and culture.
Leadership CORE NO role specific
1.Assumes complex and advanced
leadership roles to initiate and
guide change.
2. Provides leadership to foster
collaboration with multiple
stakeholders (e.g. patients,
community, integrated health care
teams, and policy makers) to
improve health care.
3. Demonstrates leadership that
uses critical and reflective
thinking.
4. Advocates for improved access,
quality and cost effective health
care.
2. I have had the
opportunity to provide
patient feedback to key
stakeholder as to how
certain processes can be
improved to improve the
patient experience.
4. Pursuing my degree as a
WHNP is my first step to
helping improve the access
and quality of care in a
cost-effective healthcare
for the women of my
community as currently
their main option is to go to
an MD. There are
currently extended waited
1. As a student NP I have
not been in the position
to initiate and guide
practice change as I had
in my prior role as a
nursing leader.
3. In the future I will be
able to utilize my prior
leadership experience to
utilize critical and
reflective thinking as I
gain more experience as
a provider.
5. Advances practice through the
development and implementation
of innovations incorporating
principles of change.
6. Communicates practice
knowledge effectively both orally
and in writing.
7. Participates in professional
organizations and activities that
influence advanced practice
nursing and/or health outcomes of
a population focus.
times for visits at the
specialty OB/GYN
practice. I am applying
what I learned through NU
609 to advocate with senior
leaders to advocate for
more NPs within the
system as care providers.
6. I have been able to
communicate practice
knowledge through
completion of case studies
and patient presentations in
NU 664 and 665. I am
going to be presenting a
topic of interest to the
office staff where I am at
clinical during a lunch and
learn. I am able to utilize
practice knowledge to
educate my patients.
7. I am a student member
of the NPWH. I am also a
member of AWHONN and
have taken part in
developing the Vermont
chapter’s annual
conference. I am also a
member of the Northern
New England Perinatal
Quality Improvement
Network that focusing on
improving perinatal care.
Quality CORE NO role Specific
1.Uses best available evidence to
continuously improve quality of
clinical practice.
2. Evaluates the relationships
among access, cost, quality, and
safety and their influence on health
care.
3. Evaluates how organizational
structure, care processes,
financing, marketing and policy
decisions impact the quality of
health care
4. Applies skills in peer review to
promote a culture of excellence.
5. Anticipates variations in
practice and is proactive in
implanting interventions to ensure
quality.
2. Through NU 609 and
the field work portion of
that course I was able to
begin studying about and
evaluating the access, cost,
quality, and safety of the
healthcare locally and far
reaching.
3. I am able to begin
looking at data around
patient access, wait times
for appointments, and wait
time at visits is impacted
by organizational structure,
practice process, and policy
impact quality of care
based on defined patient
outcomes.
1. As a student NP I am
incorporating evidence
to provide quality care.
As a provider I will be
able to bring forth new
evidence as it comes
forward to change
practices and ensure
quality care is provided
to patients.
4. While as a student I
have not had the
opportunity to directly
take part in peer review,
I have had the
opportunity to observe
this being done amongst
my preceptors and their
colleagues at a monthly
5. Through my clinical
experiences I have
observed variations in
practice amongst my
preceptors. I am able to
evaluate these variations
and see that patients are
still receiving quality care
within evidence-based
practice guidelines. From
this I am able to develop
my practice to ensure
quality.
meeting in which they
review patient cases
based on outcomes and
identify areas for
opportunity or needed
practice change.
Practice Inquiry Integrates of gender-specific
evidence into practice.
I am able to apply the
information about gender
specific findings from
pharmacology,
pathophysiology, health
assessment, NU 661, NU
664, and NU665 to
differentiate between
normal and abnormal
findings in clinical
practicum. I am able to
review lab results with my
preceptor to analyze them
with this knowledge as
well.
Evaluates gender-specific
interventions and outcomes.
With the support of my
preceptors, I am able to see
patients in follow up to
evaluate of the treatments
prescribed to them are
effective and leading to the
desired patient outcomes.
If the desired outcomes are
not achieved, I am able to
recommend and change the
plan of care and treatment
to work towards achieving
the desired patient
outcomes.
Technology &
Information
Literacy
Uses health information and
technology tools in providing care
for women across the lifespan to
communicate, manage knowledge,
improve access, mitigate error, and
to support clinical decision making
locally and globally.
There are several apps that
I have on my phone to help
guide clinical practice that I
am utilizing. A couple
examples are the ASCCP
cervical cancer screening
and management app and
the CDC and the CDC app
In the future I hope to be
able to provide my patients
with telemedicine
appointments as appropriate
with local tertiary centers.
If available in the practice I
ultimately end up practicing
for the US Medical
Eligibility for
contraceptives. I all utilize
Up To Date consistently for
assisting with developing
treatment plans.
in, I will be able to
communicate directly with
my patients via email via a
secured system.
I have not had the
opportunity in clinical
practicum to utilize and
analyze data to improve
access, quality and the cost
of care.
Policy Advocates for health care policies
and research that support
accessible, equitable, affordable,
safe and effective health care for
women both locally and globally.
I have had the opportunity
to attend and take part in a
couple of meetings at the
state level for Vermont’s
Women’s Health Initiative.
I hope to continue to be
involved in this work
following graduation as
well. This initiative has
increased access to same
LARC insertions and has
improved screening for
women’s mental health,
substance abuse, and
housing/food concerns
within the practice I am
completing my practicum.
Following graduation, I
hope to be more engaged
and active in national
organizations such as
AWHONN and NPWH to
advocate for improved
quality and access to care
more globally.
Health Delivery
System
Demonstrates knowledge of
legal/ethical issues and regulatory
agencies relevant to gender-
specific issues.
I am continuing to learn
more about the laws of
Vermont around caring for
minors in a Women’s
Health clinic and what is
permissible without
parental consent.
I have observed my
preceptors obtaining
informed consent for
procedures such as tubal
ligation and IUD insertions
but as a student NP I have
not had the opportunity to
do this yet but will
following graduation. I am
also developing knowledge
around the insurance
carriers’ requirements for
obtaining consent prior to
sterilization procedures as
there are varying
requirements for payment.
Ethics Recognizes the unique ethical
dilemmas in women’s health care.
I have studied ethical
dilemmas in women’s
health through course work
at Regis in NU 629, 661,
664, and 665. This, along
with my 20 years of
nursing experience in the
area of Women’s Health I
am prepared to recognize
these ethical dilemmas and
address them when faced
with them in practice.
Recognize the global ethical
challenges in women’s health care.
Again, through my studies
at Regis and my prior
nursing experience I feel I
have a strong foundation
and are able to recognize
these global ethical
challenges
Develops ethically sound solutions
to complex global issues related to
women.
I can be more involved in
educating others and being
an active member of
national organizations to
work towards increasing
awareness and developing
solutions for issues such as
gender roles, violence
against women and cultural
variations.
Independent
Practice
Provides culturally appropriate
reproductive and primary care for
women of all ages.
I have gained some
knowledge throughout my
course work at Regis and
incorporate this into my
clinical practice as able.
Vermont is not a very
culturally diverse state.
Therefore, I have not had
the opportunity to care for
patients of many different
cultures. As I have the
opportunity to do so I will
take the time to learn about
their culture and be certain I
understand from the patient
her beliefs and values to
incorporate them into her
plan of care.
Approaches gender-specific
developmental events, such as
menarche, pregnancy, menopause
and senescence, as normative
transitions not disease states.
My course work at Regis
in NU 661, 664, and 665
along with my years of
nursing experience has well
prepared me to counsel
patients on the normal
pathophysiological changes
that occur throughout the
life cycle of a women. I
am able to educate women
on what to expect at these
various developmental
changes to provide
reassurance.
Recognizes unique health care
needs of marginalized women,
I am able to utilize my
knowledge of resources
I attended an educational
session, along with one of
including victims of violence and
transgendered female clients.
available and experience
from caring for women
whom are experiencing
violence to support and
educate them on the
resources available to them.
I am able to provide the
appropriate referrals as
indicated while respecting
their privacy and
independent decisions.
my preceptors, to learn more
about providing care to
transgendered female
patients across the lifespan
as this is a patient
population that the practice
has not had the opportunity
to care for frequently. I am
going to provide a lunch and
learn session to provide
education to other
healthcare team members to
increase our knowledge
foundation.
Recognizes disease manifestations
unique to women.
My course work in NU
661, 664, and 665 through
discussion boards and case
studies has supported the
development of women
specific disease recognition
and the management of
these conditions.
I have been able to utilize
this knowledge in clinical
practice when assessing
patients presenting for
problem visits or in
identifying abnormal
findings during wellness
exams.
Manages disease manifestations
unique to women.
My course work in NU
661, 664, and 665 through
discussion boards and case
studies has supported the
development of women
specific disease recognition
and the management of
these conditions.
In collaboration with my
preceptors, I am able to
determine appropriate
diagnostic testing and
management options based
on clinical findings and
diagnostic testing results.
Evidence based guidelines
are utilized to guide clinical
care decisions. I have
frequently reviewed ACOG
practice bulletins for
guidance along with Up To
Date.
Provides infertility and sexually
transmitted disease services to
sexual partners of female patients.
While I gained the
knowledge through
completing the CDC STD
modules in NU 664, I have
not had the opportunity to
provide this care in clinical
practice. I need to learn
more about the policies and
protocols around this at my
clinical practice site.
Supports a woman’s right to make
her own decisions regarding her
health and reproductive choices
within the context of her belief
system.
As a student I have observed
my preceptors counseling
and supporting women
through such decisions. I
am taking what I am
learning and observing from
my preceptors and will work
to develop my own practice
and approach in my
independent practice.
Assesses genetic, social,
environmental, physical, and
mental health risks through
collection of family, social,
environmental, and health data.
Assignments in Advanced
Health Assessment and
case studies in NU 664 and
NU 665 have allowed me
the opportunity to practice
collection of a thorough
health history to assess and
identify components that
may impact my patient’s
health. I have now been
able to put this knowledge
into practice in my clinical
practicum as I routinely
review and collect a
thorough health history
from my patients.
Provides counseling, management,
and/or referral based on identified
healthcare risk factors.
I have observed my
preceptors counsel patients
on management options for
various disease processes
and risk factors, including
available referrals to
specialist as indicated. I am
working to incorporate these
experiences into my own
practice and will continue to
do so through practicum and
after graduation.
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