Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

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Instructions

Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies
The National Organization of Nurse Practitioner Faculties (NONPF) has determined core competencies that apply to all nurse practitioners, regardless of specialty or patient population focus. NONPF has represented them within nine broad areas of core competence. NONPF created the first set of Nurse Practitioner Competencies in 1990; the most recent updates were incorporated in 2017. This synthesis course has had the overarching objective of preparing you to be able to synthesize knowledge gained throughout the program and be prepared to apply each of the nine core competencies within your selected areas of practice and your representative communities. Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

The nine broad areas of competency are:
Scientific Foundations
Leadership
Quality
Practice Inquiry
Technology and Information Literacy
Policy
Health Delivery System
Ethics
Independent Practice

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 it (for a total of at least nine paragraphs). Then, propose and explain how you plan to engage in social change in your community as a nurse practitioner. Be specific and provide examples.

Reflections on 50 years of change
Ford, Loretta C. EdD, RN, PNP, FAAN, FAANP1,2Author Information
Journal of the American Association of Nurse Practitioners: June 2015 – Volume 27 – Issue 6 – p 294-295
doi: 10.1002/2327-6924.12271
FREE
Metrics
Abstract

In honor of the 50th anniversary of the first nurse practitioner (NP) program in the United States, Dr. Loretta Ford offers these reflections on the progress of NPs in the past half century.

Figure
Figure: Photo by K. Huth, reproduced with permission of Universityof Rochester School of Nursing
Celebrating the nurse practitioners’ (NPs’) 50th anniversary conjures up a host of memories of earlier days. Those days, the 1960s, created an enabling environment for change. The political, professional, and social environments were turbulent and chaotic and provided a perfect opportunity to innovate. In graduate nursing education, change was in the air from the focus on functional roles of teachers, supervisors, and administrators to preparing advanced practice nurses. Each faculty group was involved in identifying its clinical area\’s content and processes. Because public health nursing (PHN) was my special interest, I was engaged in identifying the clinical roles of public health nurses, particularly in family health. Much of our work was with children and families in the community. Well-child clinics seemed like a good place to start. A pediatrician and I became partners in the pursuit of nursing\’s educational objectives for advanced practice in PHN.

While we, pediatrician Henry K. Silver and I, thought we were complying with the nursing organizations’ professed goals, autonomous practice, colleagueship with physicians, health and prevention of disease, partnerships with patients, surprisingly our efforts to expand the public health nurses’ role in well-child care were met, especially by nurse educators, with criticism, skepticism, and suspicion. Much to my surprise I became the target of their bullying behavior, silence, isolation, gossip, and backstabbing for partnering with a physician, teaching content previously part of medicine, concern for safety, legal aspects, and physician control of nursing education.

Although the negativism was difficult to tolerate, the performance of our pioneering students, their enthusiasm and competence in their expanded role, the changes in their self-confidence and self-esteem as well as the warm reception of the patients to the NPs’ services encouraged and convinced me that this was an appropriate pathway to advanced clinical practice for public health nurses. These student pioneers deserve high praise for their capabilities, confidence, competence, and courage. They demonstrated their potential for leadership in changing the nursing profession and their histories prove their value and worth.

Both Dr. Silver and I discovered early the importance of transparency and communication. We had many requests for presentations and visitations. One visitor, the famous author of ‘the future of nursing,’ Esther Lucille Brown, after observing an NP student in clinical practice, declared “I\’ve just seen nursing at its finest.” That was not received well by my faculty antagonists. Publications in nursing and medical journals were part of our communication strategies. Despite our efforts to clearly state that our goals were to meet the health needs of children in the community, still today, I read articles in journals reporting the NP was introduced to relieve the physician shortage. Can you imagine a nurse educator risking her career for medical deficits? However, this shortage did give us “the opportunity” to demonstrate that public health nurses could be qualified to meet well-child health needs. This idea came from my PHN clinical practice in rural Colorado and as a visiting nurse in a New Jersey ghetto. Our eventual goal, given the success of this expansion, was to integrate the content into the PHN graduate curriculum. National nursing organizations were less responsive to the NP requests for recognition of this new role and so, NP organizations were born. Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

Now, you know the rest of the story: today, with numbers at 202,000 or more, the NP is accepted as one of the advanced practice roles in the profession of nursing. Every university educational program offers master\’s and doctoral degrees. NPs are in every venue of health care from community clinics to intensive care units (ICUs), to hospitals, to schools and prisons; and NPs are offering high-quality, accessible, acceptable, and affordable health care in many specialties. The NPs have been a worldwide phenomenon and NP organizations are flourishing. Politically, NPs have been a force to be reckoned with in demanding legislation for freedom to practice and while there are still barriers, freedom will come to pass along with federal legislation for funding for NP health services. We have to recognize also the help of the Institute of Medicine report, the consensus model, and the provisions of the Affordable Care Act.

Today, we are facing a huge tsunami of demographic changes as well as the exciting world of digital monitoring and individualization, genomic discoveries, technological marvels, and new partners on the horizon. Once again, we are challenged by a chaotic, turbulent environment that, to me, means opportunity. Myriads of opportunities are open to all nurses to inquire, innovate, invent, imagine, and invest in the changes in healthcare practices. This will require monumental changes in our relationships to patients and our traditional partners (physicians and other healthcare team members), institutional policies, procedures, practice sites, educational programs preparing health professionals, the payments systems and payers’ behavior, the type and kind of research, and the pharmaceutical and medical equipment industries.

The most important outcome will be the paradigm shift to true patient-centered care, giving patients information firsthand. With this comes the power of choices, and responsible partnerships. Change is in the air, and that change is happening now with smartphones, smart patients, and smart NPs. All nurses who can will become the first responders in this brave new world. This new world is described in great detail and even greater excitement in Dr. Eric Topol\’s books, The Creative Destruction of Medicine (2013) and, more recently, The Patient Will See You Now (2015).

Once again, we have an enabling environment. It is nursing\’s chance to grab the gold ring and innovate, inquire, invent, and inspire this power shift to truly patient-centered care serving the publics’ interest and the nation\’s health, security, and economic growth. The time is ripe for NP leaders to seize the moment.

References
Topol, E. (2013). The creative destruction of medicine: How the digital revolution will create better health care. New York: Basic Books.
Cited Here
Topol, E. (2015). The patient will see you now: The future of medicine is in your hands. New York: Basic Books.
Cited Here
Henry K. Silver MD Posthumously Awarded Honorary Fellow Status

In honor of 50 years of the Nurse Practitioner and 15 years of FAANP, the Executive Committee has unanimously decided to honor Dr. Silver posthumously as an Honorary Fellow. Dr. Silver was the co-founder of the first NP program with Dr. Loretta Ford. Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

Name: NRNP_6568_Week11_Assignment_Rubric

	Excellent 90%–100%	Good 80%–89%	Fair 70%–79%	Poor 0%–69%
For 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).	59 (59%) – 65 (65%) Response clearly, accurately, and thoroughly explains how the MSN program has prepared the student to meet each of the nine NONPF competencies. Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies	52 (52%) – 58 (58%) Response clearly explains how the MSN program has prepared the student to meet each of the nine NONPF competencies.	46 (46%) – 51 (51%) 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.	0 (0%) – 45 (45%) 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.
Propose and explain how you plan to engage in social change in your community as a nurse practitioner. Be specific and provide examples.	18 (18%) – 20 (20%) Response clearly, accurately, and thoroughly explains a plan to engage in social change in a community as a nurse practitioner. Specific examples are provided.	16 (16%) – 17 (17%) Response clearly explains a plan to engage in social change in a community as a nurse practitioner. Specific examples are provided.	14 (14%) – 15 (15%) Response somewhat vaguely and/or inaccurately explains a plan to engage in social change in a community as a nurse practitioner.	0 (0%) – 13 (13%) Response vaguely and/or inaccurately explains a plan to engage in social change in a community as a nurse practitioner or response is missing.
Written 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 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity.	4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.	3 (3%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.	0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation	5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies	4 (4%) – 4 (4%) Contains 1 or 2 grammar, spelling, and punctuation errors.	3 (3%) – 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors.	0 (0%) – 2 (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation	5 (5%) – 5 (5%) Uses correct APA format with no errors.	4 (4%) – 4 (4%) Contains 1 or 2 grammar, spelling, and punctuation errors.	3 (3%) – 3 (3%) Contains several (3 or 4) APA format errors.	0 (0%) – 2 (2%) Contains many (≥ 5) APA format errors.
Total Points: 100

Excellent
90%–100%

Good
80%–89%

Fair
70%–79%

Poor
0%–69%

For 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).

59 (59%) – 65 (65%)

Response clearly, accurately, and thoroughly explains how the MSN program has prepared the student to meet each of the nine NONPF competencies. Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

52 (52%) – 58 (58%)

Response clearly explains how the MSN program has prepared the student to meet each of the nine NONPF competencies.

46 (46%) – 51 (51%)

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.

0 (0%) – 45 (45%)

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.

Propose and explain how you plan to engage in social change in your community as a nurse practitioner. Be specific and provide examples.

18 (18%) – 20 (20%)

Response clearly, accurately, and thoroughly explains a plan to engage in social change in a community as a nurse practitioner. Specific examples are provided.

16 (16%) – 17 (17%)

Response clearly explains a plan to engage in social change in a community as a nurse practitioner. Specific examples are provided.

14 (14%) – 15 (15%)

Response somewhat vaguely and/or inaccurately explains a plan to engage in social change in a community as a nurse practitioner.

0 (0%) – 13 (13%)

Response vaguely and/or inaccurately explains a plan to engage in social change in a community as a nurse practitioner or response is missing.

Written 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 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

3 (3%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

0 (0%) – 2 (2%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

Written Expression and Formatting – English Writing Standards:
Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors. Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

4 (4%) – 4 (4%)

Contains 1 or 2 grammar, spelling, and punctuation errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) grammar, spelling, and punctuation errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting – English Writing Standards:
Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains 1 or 2 grammar, spelling, and punctuation errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) APA format errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) APA format errors.

Total Points: 100