Competency differences between baccalaureate nurses and

The term does not include acts of medical diagnosis or the prescription of therapeutic or corrective measures. Application of Sunset Act.

Competency differences between baccalaureate nurses and

Competency differences between baccalaureate nurses and

Leadership Skills creativity, vision to formulate alternatives planning, anticipating, supporting with evidence professional accountability, role behaviors, appearance 7. Teaching Skills individuals and groups; clients, coworkers, others health promotion; health restoration nursing, healthcare and related disciplines liberal arts, natural and social sciences, and related disciplines This framework is attractive, in part, because of the universality of its competency classification and its applicability to education and practice in various circumstances and environments.

Quite simply, these core competencies outline the array of abilities all nurses need to incorporate in fulfilling their roles, whether clinical, educational, administrative or otherwise; the related subskills and their implementation will vary with circumstances.

The examples in Figure 1 are cited to stimulate ideas for adaptation to particular situations, such as case management systems as described by Lenburg in the Cohen and Cesta text. They also apply to other disciplines as illustrated in the conference proceeding of the American Association of Primary Care Physicians Lenburg, Conversion of Objectives to Outcome Statements A major difficulty instructors have, regardless of setting, is changing from the traditional perspective of writing and using behavioral objectives to more contemporary competency outcomes as the blueprint for basic and advanced learning and practice of the discipline.

Outcomes are the results to be attained, the end product, the focus of all related activities; they require learners to engage in and become competent in skills used in practice. Objectives, on the other hand, as commonly used, focus on ways of learning and directions for learning the content.

Competency differences between baccalaureate nurses and

Most often they do not reflect practice-related abilities for which the content is to be learned. This section explores the guidelines and process of writing outcome statements and making this fundamental transition; some examples are cited for a variety of levels and competencies.

The administration of parenteral and non-parenteral medications to clients between 2 and 10 years of age in designated clinical setting. By the conclusion of this course modulethe student will be able to: The integration of diverse aspects of cultural values and preferences for clients, related others, and peers.

Cultural Assessment Tools | Transcultural C.A.R.E Associates

By the end of this course, the student will be able to: Show respect for diverse values and preferences of other individuals and groups Take action to learn about cultural variations and values in others Integrate knowledge of cultural variation into professional practice Take action to change negative and prejudicial behaviors in self and others Critical Thinking in Case Management: Plan a study to investigate differences in variance for a designated protocol among patients with similar conditions eg, DRG classification At the designated time, the case manager will: Write the specific question to be explored, including related components Write the justification for investigating the specified problem Describe methods to be used, including subjects, timeline, and methods of data collection and analysis Develop a budget that is adequate and efficient for the purpose Outline potential consequences of positive and negative findings Examples of converting objectives to outcomes.

The following example of unit objectives was extracted from an actual college-level course syllabus on Life Span Development. Upon completion of the units of the course, the student will be able to: Unit I Discuss the relationship between individual and family development List and describe the 7 parameters needing consideration in conducting a systematic family assessment Unit II A.

Discuss the developmental tasks of the marital dyad These objectives are traditionally written but have little to do with actual practice, or nursing competence.

As worded it is difficult for the learner to know what the result, or outcome of the learning should be, what abilities they are aiming for, and how such learning activities relate to professional practice.

In a competency-based system objectives like these are converted to practice outcomes, in response to the fundamental questions: What do nurses actually do in practice with the information studied in this course?

How is knowledge used to help clients deal with real situations of illness or promoting health? In determining competency outcomes, the realistic answers to some basic questions are required. What is the student expected to be able to do in cognitive, affective or psychomotor performance as a result of the course?

Will the student write about, or actually perform some activity based on the knowledge? Is the knowing the end outcome, or engaging in nursing activities using the knowledge the competence to be achieved? Verbs such as describe, discuss, identify, list, and explain usually only require knowledge as the outcome.

They could be changed to specify active engagement, such as: It is essential to determine what performance or competence is expected at the end of the pre-assessment period, the extent to which it is expected, and under what conditions it is to be demonstrated.Nursing Practice Act — Chapter Subchapter A.

General Provisions. Sec. Short Title. This chapter may be cited as the Nursing Practice Act. Education and management resources for nursing professionals to effectively train and lead staff members and employ evidence-based best practices.

Covering challenges including nursing accreditation, developing management skills, building critical thinking, and becoming the voice of nursing. Educational Mobility: The Texas Board of Nursing (Board or BON) supports educational mobility for nurses prepared at the VN, ADN, Diploma and BSN levels and encourages the elimination of needless repetition of experiences or time penalties.

Subchapter B. Texas Board of Nursing

Get free information on State Board approved CNA Classes & Training Programs in your city. Become a CNA in weeks, enroll in Online/Campus Programs. Approved by the ACRL Board of Directors, October Introduction. The Information Literacy Competency Standards for Nursing were completed and submitted to ACRL by the Health Sciences Interest Group - Information Literacy Standards for Nursing Task force in the spring of It is usual in the industrial world to find manufacturers and business men who look upon their own undertakings as being essentially different from every other seemingly like undertaking.

QSEN Competencies