NONPF competencies
NATIONAL ORGANIZATION OF NURSE PRACTITIONER FACULTIES (NONPF) COMPETENCIES
The National Organization of Nurse Practitioner Faculties (NONPF) has determined nine broad areas of core competence that apply to all nurse practitioners, regardless of specialty or patient population focus. NONPF created the first set of Nurse Practitioner Competencies in 1990; the most recent updates were incorporated in 2017. This course was designed to prepare you to synthesize knowledge gained throughout the program and to apply each of the nine core competencies within your selected areas of practice and your representative communities.
The nine areas of competency are:
1.Scientific Foundations
Health Assessment♦
Through this course, students have the opportunity to gain the knowledge and skills required to collect data related to assessment of individual health status. They learn the physical examination skills of inspection, palpation, percussion, and auscultation used to assess major body systems across the lifespan. They gain practical experience using interviewing techniques and communication skills for taking patient histories, and they discuss the psychological, social, and cultural aspects of clinical assessment. Additionally, students consider the integration of data to guide the nursing process and ethical guidelines. Engaging in interactive simulations, students apply knowledge and demonstrate understanding of conducting health assessments.
2.Leadership
Leadership Competencies in Nursing and Healthcare
Contemporary nurses who wish to influence the current healthcare system must equip themselves with the knowledge and competencies to lead in times of pressure, constant change, and innovation. Quality Improvement science provides a rich set of tools and techniques and has been adopted by most nursing leaders. Nurses are expected to lead with quality improvement knowledge and competencies. Students in this course work toward gaining these skills by focusing on real practice problems and developing evidence-based solutions. They also learn skills and techniques in team building; strengthening interpersonal, communication, and interdisciplinary collaboration; promoting meaningful use of data to gauge improvements and problem solving; translating day to day practice problems to long term strategy for organizational growth; and identify strategies to manage organizational change. Students apply course concepts through case studies. Through this practice experience, students gain professional knowledge from nursing leaders in practice the application of quality improvement science.
3.Quality
Quality and Safety Through Evidence-Based Practice
Nurses are expected to engage in evidence-based practice. As scholar-practitioners, students in this course learn to use evidence in clinical decision making to promote a safe healthcare environment. Students apply course concepts as they identify a current problem in nursing practice and synthesize and evaluate literature, as well as identify changes in practice. Students analyze clinical guidelines and nurse-sensitive indicators in establishing quality and safety initiatives. Students utilize quality improvement models in promoting changes in practice.
4.Practice Inquiry
Research and Scholarship for Evidence-Based Practice
Nurses engage in research to stay up-to-date on the changing scope of healthcare as well as new methods and best practices in providing quality care to patients. Students in this course learn the basic elements of the research process. They also learn how scholar-practitioners use these elements to discover new knowledge and models for applying evidence to inform clinical decisions and improve nursing practice and patient outcomes. They consider the ethical conduct of research and scholarly work as well as the nurse’s role in the collection, documentation, analysis, interpretation, dissemination, and utilization of research data. Students apply course concepts as they research a current problem in nursing practice, propose solutions for change, and synthesize literature that supports their proposed changes.
5.Technology and Information Literacy
Transforming Nursing and Healthcare Through Technology
Nursing informatics is essential to the provision of effective and efficient care. This course examines nursing informatics as a nursing competency and a nursing specialty. Students examine the role of the nurse informaticist in current practices related to the collection, access, and use of health information and knowledge, as well as the implementation of clinical systems. Through this course, students gain an understanding of how informatics is used to improve advanced nursing practice.
6.Policy
Issues and Trends in Nursing
Improvement of healthcare delivery in the United States relies on many factors, such as effective nurse advocacy through politics, policy, and professional associations. But advocacy depends on the ability to fully understand current issues, systems, policies, and related contexts. In this course, students engage in a systems-level analysis of the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery.
Through policy analysis assignments students apply legislative, regulatory, and financial processes relevant to their organization and provision of healthcare services in their community. Students consider the impact of these processes on quality and safety in nursing practice environment and disparities in the healthcare system. Through this course, students gain the knowledge and skills needed to advocate for vulnerable populations and promote positive social change.
7.Health Delivery System
The Context of Healthcare Delivery
Improvement of healthcare delivery in the United States relies on many factors, such as effective nurse advocacy through politics, policy, and professional associations. But advocacy depends on the ability to fully understand current issues, systems, policies, and related contexts. In this course, students engage in a systems-level analysis of the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery. Through policy analysis assignments students apply legislative, regulatory, and financial processes relevant to their organization and provision of healthcare services in their community. Students consider the impact of these processes on quality and safety in nursing practice environment and disparities in the healthcare system. Through this course, students gain the knowledge and skills needed to advocate for vulnerable populations and promote positive social change.
8.Ethics
Advocacy Through Healthcare Policy
Effective nurse advocacy is essential to the improvement of health in the United States. In this course, students learn about the power of advocacy through politics, policy, and professional associations. Students gain an understanding of how current issues, systems, policies, and related contexts impact advocacy. They engage in a system-level analysis of healthcare policy issues of access, equity, affordability, and social justice. Students perform healthcare policy analysis by applying research as well as legislative, regulatory, and financial processes in order to positively impact the quality and safety of nursing practice in the healthcare system. Through this course, students gain the knowledge and skills needed to be empowered to advocate for vulnerable populations and promote social justice and positive social change.
9.Independent Practice
Leadership Competencies in Nursing and Healthcare
This focus of this course is on building the knowledge and key competencies essential to successful leadership and influence in an evolving healthcare delivery system. Students in this course emphasize increasing self-awareness in the context of organizational challenges and individual motivation; distinguishing leadership from management, team building, strengthening interpersonal communication, and interdisciplinary effectiveness; shaping a preferred future for nursing; translating strategic vision into action; as well as developing skills in implementing and managing organizational change. Specific learning opportunities include case studies, a battery of self-assessments and 360-degree feedback instruments, and exposure to top-level leaders in nursing and healthcare. Students’ practice experiences provide relevant learning opportunities in quality improvement and leadership development in students’ own practice environment.
TO PREPARE
· Review this week’s Learning Resources, focusing on the NONPF Core Competencies Content.
THE ASSIGNMENT
For each of the nine NONPF competencies, write one paragraph explaining how the program has prepared you to meet the competency (for a total of at least nine paragraphs). Then, propose how you plan to engage in social change in your community as a nurse practitioner. Finally, describe 1–2 legislative and/or advocacy activities in which your state nurse practitioner organization(s) are involved. Be specific and provide examples.
Georgia
https://www.aanp.org/advocacy/georgia
Rubric
NRNP_6675_Week10_Assignment2_Rubric
| NRNP_6675_Week10_Assignment2_Rubric | ||||
|
Criteria |
Ratings |
Pts |
||
|
This criterion is linked to a Learning OutcomeFor each of the nine NONPF competencies, write one paragraph explaining how the program has prepared you to meet it (for a total of at least nine paragraphs). |
55 to >49.0 pts Excellent 90%–100% Response clearly, accurately, and thoroughly explains how the MSN program has prepared the student to meet each of the nine NONPF competencies. 49 to >43.0 pts Good 80%–89% Response clearly explains how the MSN program has prepared the student to meet each of the nine NONPF competencies. 43 to >38.0 pts Fair 70%–79% Response somewhat vaguely and/or inaccurately explains how the MSN program has prepared the student to meet each of the nine NONPF competencies or one of the competencies is not addressed. 38 to >0 pts Poor 0%–69% Response vaguely and/or inaccurately explains how the MSN program has prepared the student to meet each of the nine NONPF competencies. Several of the competencies are not addressed or resposnse is missing. |
5 5 pts |
||
|
This criterion is linked to a Learning OutcomePropose and explain how you plan to engage in social change in your community as a nurse practitioner. Be specific and provide examples. |
20 to >17.0 pts Excellent 90%–100% Response clearly and thoroughly explains a plan to engage in social change in a community as a nurse practitioner. Specific examples are provided. 17 to >15.0 pts Good 80%–89% Response clearly explains a plan to engage in social change in a community as a nurse practitioner. Specific examples are provided. 15 to >13.0 pts Fair 70%–79% Response somewhat vaguely and/or inaccurately explains a plan to engage in social change in a community as a nurse practitioner. 13 to >0 pts Poor 0%–69% Response vaguely and/or inaccurately explains a plan to engage in social change in a community as a nurse practitioner or response is missing. |
20 pts |
||
|
This criterion is linked to a Learning OutcomeDescribe 1-2 legislative and advocacy activities that your state nurse practitioner organization(s) are involved in. |
10 to >8.0 pts Excellent 90%–100% Response clearly and concisely describes 1-2 legislative/advocacy activities that student’s state nurse practitioner organization(s) are involved in. 8 to >7.0 pts Good 80%–89% Response clearly describes 1-2 legislative/advocacy activities that student’s state nurse practitioner organization(s) are involved in. 7 to >6.0 pts Fair 70%–79% Response somewhat vaguely and/or inaccurately describes 1-2 legislative/advocacy activities that student’s state nurse practitioner organization(s) are involved in. 6 to >0 pts Poor 0%–69% Response vaguely and/or inaccurately describes 1-2 legislative/advocacy activities that student’s state nurse practitioner organization(s) are involved in, or response is missing. |
10 pts |
||
|
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. |
5 to >4.0 pts Excellent 90%–100% Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. 4 to >3.0 pts Good 80%–89% Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. 3 to >2.0 pts Fair 70%–79% Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic. 2 to >0 pts Poor 0%–69% Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.... No purpose statement, introduction, or conclusion were provided. |
5 pts | ||
|
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation |
5 to >4.0 pts Excellent 90%–100% Uses correct grammar, spelling, and punctuation with no errors. 4 to >3.0 pts Good 80%–89% Contains 1 or 2 grammar, spelling, and punctuation errors. 3 to >2.0 pts Fair 70%–79% Contains 3-4 grammar, spelling, and punctuation errors. 2 to >0 pts Poor 0%–69% Contains ≥ 5 grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
|||
|
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The assignment follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/narrative in-text citations, and reference list. |
5 to >4.0 pts Excellent 90%–100% Uses correct APA format with no errors. 4 to >3.0 pts Good 80%–89% Contains 1 or 2 grammar, spelling, and punctuation errors. 3 to >2.0 pts Fair 70%–79% Contains 3-4 APA format errors. 2 to >0 pts Poor 0%–69% Contains ≥ 5 APA format errors. |
|||
|
Total Points: 100 |
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
