Aim: To describe and explore Advanced Practice Nurses' clinical competencies and how these are expressed in clinical practice.
Background: Discussion concerning advanced clinical practice has been ongoing in the USA since the 1960s and in the UK since the late 1980s. Approximately 24 countries, excluding the USA, have implemented the role of Advance Practice Nurse (APN). In the Nordic countries, especially Sweden and Finland, APNs have been introduced in some organizations but their competency domains have not yet been clearly defined.
Theoretical Framework: The study's theoretical framework emanates from Aristotle's three-dimensional view of knowledge that is epistêmê, technê, and phronesis.
Methods: Between October 2005 and January 2006, focus group interviews of Clinical Nurse Specialists who provide expert functions in pediatric, internal medicine, and surgical units (n = 26) and APN students (n = 8) were conducted. The data material was analyzed using inductive content analysis.
Findings: Grouped into five main themes, the study results indicate that APNs possess advanced level clinical competencies in: (A) assessment of patients' caring needs and nursing care activities, (B) the caring relationship, (C) multi-professional teamwork, (D) development of competence and nursing care, and (E) leadership in a learning and caring culture.
Conclusion: Clinical competencies consist of advanced skills, which typify an expanding role that offers new possibilities for holistic patient care practice. APNs' scope of practice is characterized by responsibility and competence in making autonomous judgments based on expanded clinical competence. On an advanced level, clinical competence consists not merely of advanced skills for assessing and meeting the needs of patients but also the creation of safe and trustful relationships with patients and collaboration with colleagues. APNs can realize advanced skills in their actions through their manner of knowing, doing, and being.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1111/j.1471-6712.2011.00876.x | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Clinical Judgment Model-Based Critical Reflection Program for Newly Graduated Nurses: A Nonrandomized Controlled Trial.
Res Nurs Health
January 2025
Graduate School of Clinical Nursing Science, Sungkyunkwan University, Suwon, Republic of Korea.
This study evaluated the effects of a critical reflection program utilizing the Lasater Clinical Judgment Rubric (LCJR) reflective questions based on the Clinical Judgment Model (CJM) on newly graduated nurses' clinical judgment skills. A total of 153 newly graduated nurses scheduled for on-site training in a ward nursing unit were divided into a control group (receiving only the usual on-site training with preceptorship) and an experimental group (receiving the developed program with the same on-site training with preceptorship as the control group). Data were collected at baseline, 6 weeks, and 3 months after the intervention.
View Article and Find Full Text PDFCardio-Obstetrics Practice in Latin America: A Regional Survey of General Cardiologists.
JACC Adv
December 2024
Massachusetts General Hospital, Boston, Massachusetts, USA.
Background: Cardiovascular (CV) disease is a leading cause of death in pregnant women globally, especially in low- and middle-income countries including Latin America (LATAM), where there is lack of data on how cardiologists are trained in cardio-obstetrics (CO) and the practice patterns in the care of pregnant patients.
Objectives: The authors aimed to identify CO competency and practice patterns among LATAM general cardiologists.
Methods: An anonymous cross-sectional Google-based electronic survey was sent via email to clinical cardiologists through local American College of Cardiology chapters and CV societies.
Clinical supervision in positive behaviour support: A brief report on the perspectives of practitioners in Australia.
J Intellect Dev Disabil
December 2024
Disability and Community Inclusion, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia.
Purpose: To examine current practices and recommendations regarding clinical supervision from the perspective of Positive Behaviour Support (PBS) practitioners in Australia.
Methods: A qualitative study design consisting of semi-structured interviews with 14 PBS practitioners.
Results: Positive supervision experiences revealed the importance of "a supportive relationship", "supporting reflective practice", and "different supervisors fulfilling different needs.
The impact of inclusion: Improving medical student confidence in caring for adults with intellectual disabilities through an interactive, narrative-based session.
J Intellect Dev Disabil
September 2023
Department of Medicine, Stanford University School of Medicine, Stanford, CA, USA.
Background: There is often very little training during medical school focused on how to provide care to individuals with intellectual disabilities. This curriculum gap results in students reporting low levels of confidence in their ability to care for this population.
Methods: Medical students attended an interactive, narrative-based session on caring for individuals with intellectual disabilities.
The Back to Back Theatre film internship program for people with intellectual disability: A summative evaluation.
J Intellect Dev Disabil
September 2023
School of Health and Social Development, Institute for Health Transformation, Deakin University, Geelong, Burwood, Victoria, Australia.
Background: Internships may be a successful pathway for increasing employment rates among people with intellectual disability. This paper presents a summative evaluation of a brief film internship program for people with intellectual disability.
Method: At the commencement and conclusion of the internship, semi-structured interviews were conducted with eight interns and 10 mentors.
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!