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Nursing Roles Graphic Organizer Template NUR 513 Week 2

Nursing Roles Graphic Organizer Template NUR 513 Week 2

Nursing Roles Graphic Organizer Template NUR 513

Use the “Nursing Roles Graphic Organizer Template NUR 513” to differentiate how advanced registered nurse roles relate to and collaborate with different areas of nursing practice. Compare your future role with one of the following: nurse educator; nurse leader; family nurse practitioner; acute care nurse practitioner; graduate nurse with an emphasis/specialty in public health, health care administration, business, or informatics; clinical nurse specialist; doctor of nursing practice. Indicate in the appropriate columns on the template which roles you are comparing.

Advanced registered nurses work in highly collaborative environments and must collaborate with interdisciplinary teams in order to provide excellent patient care. Besides knowing the role and scope of one’s own practice, it is essential to understand the role and scope of other nurse specialties to ensure effective collaboration among nurses, the organization, and other professionals with whom advanced registered nurses regularly interact.

Make sure to compare the following areas of practice in your graphic organizer:

  1. Ethics

  2. Education

  3. Leadership

  4. Public Health

  5. Health Care Administration

  6. Informatics

  7. Business/Finance

  8. Specialty (e.g., Family, Acute Care)

Include any regulatory bodies or certification agencies that provide guidance or parameters on how these roles incorporate concepts into practice.

You are required to cite three to five sources to complete this Nursing Roles Graphic Organizer Template NUR 513 Week 2 assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Nursing Roles Graphic Organizer Template NUR 513

Nursing Roles Graphic Organizer Template

<Clinical Nurse Specialist>
<Nurse Educators>
Observations (Similarities/Differences)
Ethics
Clinical Nurse Specialists show expertise in ethical decision-making and they also help public health nurses to handle certain ethical dilemmas. Further, the practice of CNSs is founded on the provisions of the Code for Ethics for Nurses with Interpretive Statements (Fulton, Lyon, & Goudreau,2014). Moreover, the CNSs foster truth-telling and autonomy and may advocate for both the public health nurses and clients. Lastly, CNSs participate in community matters as well as education that cover ethical issues related to end-of-life care as well as advance directives among others.

Nurse educators, on the other hand, are the custodians of ethics in nursing practice for both nurses and nursing students. Their duty dictates that they ensure that both students and nurses uphold ethical codes of standard in their practice (DeNisco & Baker, 2014). Further, these nurses utilize evidence-based practices to inspire the implementation of ethical codes of conduct across the ethical continuum.

Both CNSs and nurse educators are custodians of ethical codes of conduct in nursing practice. The two advanced nursing specialties inspire and guide nurses regarding the application of ethical standards to various situations. Whereas the role of nurse educators is limited to the practice setting and the classroom, the CNSs influence the adoption of the ethical standards at the community level in addition to practice setting.

Education
As advanced nurse practitioners, all clinical nurse specialists are required to hold a Master’s of Science in Nursing degree. Moreover, one may also become a CNS if they possess other graduate level program preparation relevant to the CNS role. However, the above qualification needs to have the authorization of the ACEN (Accreditation Commission for Education in Nursing) or CCNE (Commission on Collegiate Nursing Education) (DeNisco & Baker, 2014).  In addition, they need to have the latest license as registered nurses. Lastly, they also should have competed over 500 hours that are supervised in their specialty area. Some CNSs may also have doctorate degrees but this requirement is not mandatory.

The basic requirement for becoming a nurse educator is a certification as RNs. A majority of these nurses have a Master’s in Nursing degree; but various universities require them to have a doctorate degree to qualify as nurse educators (Bastable, 2019). Further, having a post-master’s degree or certificate in nursing may be necessary but not mandatory. Nurse educators also need to have certification in their area of practice.

The two specialties share the necessity for RN licensure and Masters of Science in nursing as the minimum requirements. Further, they can also acquire doctorate degrees in their respective specialties. However, the need for over 500 hours in practicum experience does not apply for nurse educators since they mostly handle the academic stuff.

Leadership
Clinical Nurse Specialists are role models, mentors and leaders in the practice setting. They aid the nursing personnel to accomplish supreme levels of professional advancement. They work extremely hard in order to impact the legislative and decision-making bodies to enhance client care. Thus, CNSs offer leadership and direction so as to enhance the participation of staff in professional development activities, enhance client outcomes as well as improve healthcare efficacy (Mayo et al., 2017). Through their teamwork with staff as well as the fact that they encourage their participation, CNSs initiate and also revise and initiate guidelines that are intended to improve evidence-based practice in care settings, address contemporary issues in health care and also embody accepted changes in the management of care (Fulton, Lyon, & Goudreau,2014). Lastly, via formal and informal mentoring and teaching, CNSs disseminate nursing care and practice information, which impacts practice change and also enhances health outcomes.

Leadership forms an important part of nurse educators’ job description. Leadership requirements of certain nurse practices are manifested through their ability to influence change processes (DeNisco & Baker, 2014). To this end, nurse educators influence the development of nursing curriculum via examining, updating, revising, and implementing the reviewed curriculum. Further, their leadership role is also evident through the mentoring effect that they have on nursing students, which ends up influencing the nursing theories adopted by the latter. Lastly, nurse educator leadership is similarly evident when they influence and guide the adoption of evidence-based practice in care settings so as to enhance patient outcomes.

The similarities between nurse educators and CNSs as relates to leadership is found in their ability to influence change in the practice setting. Their competence in evidence-based practice and change initiatives make them prime candidates to guide these changes. Further, their leadership credentials also enable them to act as mentors to their subordinates both at the practice setting and school. However, while CNSs ensure the development of staff through taking part in professional development exercise, nurse educators only use their curriculum changes to influence professional development.

Public Health
Clinical nurse specialists play an important function in ensuring that the public enjoys their holistic view of wellness and health. As part of their job description, CNSs enhance access to wellness and also preventative care via early identification of community members that are predisposed to causative agents of diabetes, and heart failure, among other chronic conditions. In addition, CNSs offer care to ensure that such people are healthy so as to cushion them against chronic conditions (DeNisco & Baker, 2014). Also, CNSs play a crucial role in ensuring that communities understand the concept of ethical dilemma so that they can arrive at an ethically correct decision in matters such as end-of-life care.

Nurse educators participate in public health undertakings as a component of a multidisciplinary team. Their role is to use evidence-based practice to establish and deliver public health interventions for various health issues affecting communities (Bastable, 2019).They accomplish this in their role as change agents in the society. Further, nurse educators also participate in public health activities through interprofessional collaboration with public health professionals so as to formulate, back and examine clinical practice via proper frameworks. They also accomplish the above through the formulation of an apt environment regarding public health emergencies.

Both specialties ensure that the wellness of communities receives the necessary attention. They achieve this through acting as change agents. Nevertheless, whereas CNSs participate in the actual public health activities, nurse educators conduct their participation through educational interventions. Also, nurse educators do not enlighten the community regarding ethical matters as is the case with CNSs.

Health Care Administration
Clinical nurse specialists serve as supervisors over their nursing colleagues at care facilities. In order to function optimally, CNSs need management roles such as executing clinical practice solutions, leading CNS clinics and increasing caseloads (Fulton, Lyon, & Goudreau,2014). In addition, CNSs identify gaps in their areas of specialization and offer solutions to the same. However, the CNS will undertake these leadership roles while still doing their specialist functions.

Nurse educators also have a role in health care administration though to a limited extent. Essentially, the employ the usage of their competence in evidence-based practice to support the execution of multifarious initiatives at either the practice or academic settings (DeNisco & Baker, 2014). In addition, they are members of administrative committees whose roles include handling of departmental challenges, academic issues, and institutional policies.
As administrators, both CNSs and nurse educators act as change agents. However, whereas CNSs enjoy actual administrative duties, the nurse educators only handle delegated functions in care settings. It is also worth noting that the administrative roles of nurse educators encompass both practice settings and academic institutions whereas CNSs only functions as administrators in health care facilities.

Informatics
CNSs improve the practice environment as well as the standard of care through the application of technology in a creative manner. An informatics clinical nurse specialist plays an essential role in ensuring that nurses embrace the usage of technology in practice settings including public health settings (Fulton, Lyon, & Goudreau, 2014). The roles of these CNSs also ensure supporting nurses and aid in the management of health care information systems.

Nurse educators use informatics to disseminate information from their evidence-based research. During this process, analytical science informatics as well as information management systems become useful to them (Toppping et al., 2015). Indeed, they also utilize cutting edge informatics technology to convey information in their various classes.

Both sets of nurses leverage the use of informatics to enhance the quality of care. However, whereas CNSs are focused on ensuring that facilities or environments embrace technology and information management systems, nurse educators use informatics systems to release pertinent information to relevant audiences.

Business/Finance
The development and implementation of cost-effective and innovative care delivery strategies so as to maximize on profits forms one of the fundamental administrative roles of CNSs (Mayo et al., 29017). They achieve the above objective via evaluation of factors associated with efficacy, safety, and cost and availability of resources when electing between options that may lead to the same outcomes (Fulton, Lyon, & Goudreau,2014). In addition, they may identify cost-cutting practice undertakings so as to improve the financial health of a care facility. Thus, possessing business knowledge is fundamental to CNSs.

Summers (2017) posits that nurse leaders need competence in business and finance areas to support some of the decisions that they make. As formulators and implementers of curriculum and evidence-based practice solutions, having financial and business knowledge will enable them to deliver cost-effective measures.

Both nursing practices need financial/business acumen to as to make relevant decisions that will ensure cost-effectiveness. Further, the financial/business competences for the two nursing specialties are applied when implementing innovative solutions at their practice areas.

Specialty (e.g., Family, Acute Care)
Clinical Nurse Specialists’ opportunities for specialization are limitless. Virtually every area of nursing has a clinical nurse specialist. However, some of the most important specializations include: Public and Community Health, Pediatrics, Home Health, Gerontology, Diabetes Management, Child/Adolescent Psychological and Mental Health, Adult Psychiatric and Mental Health and Adult health among others.

Nurse educators are specialist nurses at various sections of the profession. The specialties for nurse educator spans family nursing, acute care nursing, among others (Bastable, 2019). Essentially, nurse educators specialize in all nursing specialties.
Both areas of nursing have limitless opportunities for specialization. The difference in these specializations may involve the functions.

Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice
The American Nurses Credentialing Center (ANCC) administers the national examination for the CNS Core as well as the attendant specialty areas. The certification for CNSs requires renewal every five years as dictated by the ANCC (DeNisco & Baker, 2014). In addition, various State Boards of Directors also offer CNS certifications. During this period, the CNSs will be assessed on their competence regarding the incorporation of the specialty’s roles into practice.

The certification of Nurse Educators come from the American Association of College of Nursing. The role of the AACN is to ensure the presence of quality across the nursing education spectrum (DeNisco & Baker, 2014). In addition to AACN, the State Boards of Directors also participate in the licensing of nursing educators.
The certification for both the nurse educators and CNSs is influenced by State Boards of Directors. However, nationally, the ANCC certifies and credentials the former while the AACN is responsible for the latter.

References

Bastable, S. B. (2019). Nurse as educator: Principles of teaching and learning for nursing practice. Burlington, MA: Jones & Bartlett Learning.

DeNisco, S., & Barker, A. M. (2016). Advanced practice nursing: Essential knowledge of the profession. Burlington, MA: Jones & Bartlett Learning.

Fulton, J. S., Lyon, B. L., & Goudreau, K. A. (2014). Foundations of clinical nurse specialist practice. New York, NY: Springer Publishing Company.

Mayo, A. M., Ray, M. M., Chamblee, T. B., Urden, L. D., & Moody, R. (2017). The advanced practice clinical nurse specialist. Nursing administration quarterly, 41(1), 70-76.

Summers, J. A. (2017). Developing competencies in the novice nurse educator: An integrative review. Teaching and learning in Nursing, 12(4), 263-276.

Topping, A., Bøje, R. B., Rekola, L., Hartvigsen, T., Prescott, S., Bland, A., … & Hannula, L. (2015). Towards identifying nurse educator competencies required for simulation-based learning: A systemised rapid review and synthesis. Nurse Education Today, 35(11), 1108-1113.

Nursing Roles Graphic Organizer Template NUR 513 Rubric

 

Nursing Roles Graphic Organizer Template

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Nursing Roles Graphic Organizer Template NURS 513

100.0 %Nursing Roles Graphic Organizer Criteria
10.0 %Comparison of Roles in Relation to Ethics A comparison of roles in relation to ethics is not included. A comparison of roles in relation to ethics is present, but it lacks detail or is incomplete. A comparison of roles in relation to ethics is present. A comparison of roles in relation to ethics is clearly provided and well developed. A comprehensive comparison of roles in relation to ethics is thoroughly developed with supporting details.

10.0 %Comparison of Roles in Relation to Education A comparison of roles in relation to education is not included. A comparison of roles in relation to education is present, but it lacks detail or is incomplete. A comparison of roles in relation to education is present. A comparison of roles in relation to education is clearly provided and well developed. A comprehensive comparison of roles in relation to education is thoroughly developed with supporting details.

10.0 %Comparison of Roles in Relation to Leadership A comparison of roles in relation to leadership is not included. A comparison of roles in relation to leadership is present, but it lacks detail or is incomplete. A comparison of roles in relation to leadership is present. A comparison of roles in relation to leadership is clearly provided and well developed. A comprehensive comparison of roles in relation to leadership is thoroughly developed with supporting details. Nursing Roles Graphic Organizer Template NUR 513 Week 2

10.0 %Comparison of Roles in Relation to Public Health A comparison of roles in relation to public health is not included. A comparison of roles in relation to public health is present, but it lacks detail or is incomplete. A comparison of roles in relation to public health is present. A comparison of roles in relation to public health is clearly provided and well developed. A comprehensive comparison of roles in relation to public health is thoroughly developed with supporting details.

10.0 %Comparison Roles in Relation to Health Care Administration A comparison of roles in relation to health care administration is not included. A comparison of roles in relation to health care administration is present, but it lacks detail or is incomplete. A comparison of roles in relation to health care administration is present. A comparison of roles in relation to health care administration is clearly provided and well developed. A comprehensive comparison of roles in relation to health care administration is thoroughly developed with supporting details.

10.0 %Comparison of Roles in Relation to Informatics A comparison of roles in relation to informatics is not included. A comparison of roles in relation to informatics is present, but it lacks detail or is incomplete. A comparison of roles in relation to informatics is present. A comparison of roles in relation to informatics is clearly provided and well developed. A comprehensive comparison of roles in relation to informatics is thoroughly developed with supporting details.

10.0 %Comparison of Roles in Relation to Business or Finance A comparison of roles in relation to business or finance is not included. A comparison of roles in relation to business or finance is present, but it lacks detail or is incomplete. A comparison of roles in relation to business or finance is present. A comparison of roles in relation to business or finance is clearly provided and well developed. A comprehensive comparison of roles in relation to business or finance is thoroughly developed with supporting details.

5.0 %Comparison of Roles in Relation to Specialty A comparison of roles in relation to specialty is not included. A comparison of roles in relation to specialty is present, but it lacks detail or is incomplete. A comparison of roles in relation to specialty is present. A comparison of roles in relation to specialty is clearly provided and well developed. A comprehensive comparison of roles in relation to specialty is thoroughly developed with supporting details.

5.0 %Required Sources Sources are not included. Number of required sources is only partially met. Number of required sources is met, but sources are outdated or inappropriate. Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content. Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.

5.0 %Visual Appeal There are few or no graphic elements. No variation in layout or typography is evident. Color is garish or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited. Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout. Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently. Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently.

5.0 %Presentation The piece is not neat or organized, and it does not include all required elements. The work is not neat and includes minor flaws or omissions of required elements. The overall appearance is general, and major elements are missing. The overall appearance is generally neat, with a few minor flaws or missing elements. The work is well presented and includes all required elements. The overall appearance is neat and professional.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. The writer is clearly in command of standard, written, academic English.

5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Nursing Roles Graphic Organizer Template NUR 513 Week 2 Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Nursing Roles Graphic Organizer Template NUR 513 Week 2 Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Nursing Roles Graphic Organizer Template NUR 513 Week 2 Sources are documented, as appropriate to assignment and style, and format is mostly correct. Nursing Roles Graphic Organizer Template NUR 513 Week 2 Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

100 %Total Weightage

Resources

Advanced Practice Nursing: Essential Knowledge for the Profession

Read Chapters 11, 26, and 27 in Advanced Practice Nursing: Essential Knowledge for the Profession.

Leadership in Nursing Practice: Changing the Landscape of Health Care

Review Chapter 2 in Leadership in Nursing Practice: Changing the Landscape of Health Care.

https://www.gcumedia.com/digital-resources/jones-and-bartlett/2018/leadership-in-nursing-practice_changing-the-landscape-of-healthcare_3e.php

American Nurses Association – Advanced Practice Nurses

Explore the Advanced Practice Nurses page of the American Nurses Association (ANA) website.

American Association of Colleges of Nursing – Students

Explore the Students page of the American Association of Colleges of Nursing website.

American Nurses Association

Explore the American Nurses Association (ANA) website.

Nursing Overview

Explore the Nursing Overview links on the Explore Health Careers website.

Re: Topic 2 DQ 1
Identify at least three regulatory bodies or industry regulations that specify certification, licensure requirements, or scope of practice for your specialty. Discuss the way these bodies or regulations influence the educational requirements and experiences for your specialty. Advanced practice registered nurses must incorporate the APRN consensus model in their response.
Regulatory bodies for my specialty include the Alaska Board of nurses as a “Practice-specific boards or commissions”, a “multiprofessional board” of Alaska Department of Commerce, Community, and Economic Development: Division of Corporations, Business and Professional Licensing, which both “are government agencies that regulate each profession with the goal of protecting the public” (DeNisco & Barker, 2016, pg 252, para 1). A third regulatory body would be the Alaska Senate where legislation becomes laws to govern the practice. It has been well established that “because of the potential risk for harm, and also because of the intimate nature of nursing care, states protect the public by establishing laws to regulate the professions (Russell, 2012), for this reason “laypersons cannot ordinarily judge the competency of a health professional, or whether the care delivered to them meets acceptable and prevailing standards of care” (Russell, 2012).There is an acute “lack of awareness exists within healthcare services on the differences between the roles of advanced nurse practitioner (ANP) and clinical nurse specialist (CNS)” (Cooper, McDowell & Raeside, 2019, para 1).For this reason, there remains a level of vagueness with their individual scopes of practice. Both roles are similarly valuable in the effect that they are based in clinical yet include aspects of “education, leadership and research components”, “where “CNS roles are specialist, ANP are more likely to be generalist. (Cooper, McDowell & Raeside, 2019, para 1). The differences arise “where there is regulation and governance the role of the ANP is clearly defined and structured; however, a lack of governance and regulation is evident in many countries” (Cooper, McDowell & Raeside, 2019, para 1). As a group we need to advocate for better nationwide standardization of these specialties so that we can work to our educational levels References: 

Cooper, M.A.; McDowell, J. & Raeside, L. (2019) The similarities and differences between advanced nurse practitioners and clinical nurse specialists. British Journal of Medicine 28(20): 1308-1314. DOI: http://dx.doi.org.lopes.idm.oclc.org/10.12968/bjon.2019.28.20.1308

DeNisco, S. & Barker, A. (2016) Advanced Practice Nursing: Essential Knowledge for the Profession. (3rd ed.)Burlington: Jones & Bartlett Learning

Russell, K. A. (2012). Nurse practice acts guide and govern nursing practice. Journal of Nursing Regulation, 3(3), 36–42. Retrieved from: https://www.ncsbn.org/2012_JNR_NPA_Guide.pdf

Re: Topic 2 DQ 2
The American Nurses Association (ANA), put out the Nursing Code of Ethics that serves as a guide in decision making. There are 4 main constructs of the nursing code of ethics that are autonomy, beneficence, justice, and nonmaleficence; over the years 9 provisional statements have been added to help further guide nurses in all areas of practice (ANA, 2015). 

Nurse Practitioners (NPs) have the autonomy to diagnoses and prescribe, which comes with a plethora of complexed ethical issues. For example, there can be ethical issues related to prescribing narcotics to pain medication seeking patients. Are you practice the ethical value of nonmaleficence if you are giving narcotics to an addict? I’ve also witnessed examples where the entire care team has been told to withhold a cancer diagnosis from an adolescent pediatric patient who had the mental compacity to understand and make decisions in their care. In this particular case I had to watch our NP go over a CT scan with the patient without using the words tumor or cancer, at the parent’s request. At what point is withholding the true beneficial to the patient and how does this compromise the autonomy of the patient? In some cases telling the patient the truth can cause psychological harm to the patient (DeNisco & Baker, 2016).

As healthcare transforms, we rely on more technology within our practice. What stands unchanged within nursing informatics are basic ethical principles such as privacy, confidentially, nonmaleficence, virtue and autonomy (McGonigle & Mastrian, 2021). In the last year we have used telehealth and digital forms of communication. In my own practice, I found myself giving cardiology rounds to the entire care team through a Zoom call at the peak of the pandemic. I agree with McGonigle and Mastrian (2021), in the belief that ethics principles are unchanged, but what that instead we see an increase in complexity of ethical dilemmas within these principles. For example, as we rely heavily on digital forms of communication, and digital technologies including smartphone, it goes to stand that privacy issues, data breaches and increased access to electronic medical records will continue to challenge the principles of privacy, confidentially and nonmaleficence.

While the roles of an NP and informatics nurse greatly differ; one being a clinical role and the latter being a nonclinical role; the ethical principles are the same. DeNisco and Barker (2016) state that ethics “focuses on the rightness and wrongness of actions, as well as the goodness and badness of motives and ends” (p.652). Meaning that ethical principles are used in decision making and judgement in both APRN roles even though they are applied to different circumstances.

References

American Nurses Association (ANA), (2015). The code of ethics for nurses with interpretive statements. https://www.nursingworld.org/coe-view-only

DeNisco, S. M., & Barker, A. M. (2016). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Jones & Bartlett Learning. ISBN-13: 9781284072570

McGonigle, D., & Mastrian, K.G. (2021). Nursing informatics and the foundation of knowledge (5th ed.). Jones & Bartlett Learning. ISBN-13: 9781284234770

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