An Interview With Joanne Schwartz, PhD, CRNP, PMHNP-BC, CNE, CARN-AP, FIANN, Certified Registered Nurse Practitioner, Nurse Educator

2019 ◽  
Vol 30 (4) ◽  
pp. 280-281
Author(s):  
Joan Kub
2003 ◽  
Vol 31 (1) ◽  
pp. 12-14
Author(s):  
Jean B. Lazarus ◽  
Belinda (Wendy) Downing

Nurses are on the front lines of pain management, yet in Alabama and eleven other states they are not legally authorized to prescribe any controlled pain medications. In this survey of certified registered nurse practitioners in Alabama, 83 percent of the nurses responding to a question about the connection between prescriptive authority and pain management said that the lack of prescriptive authority for controlled substances delays pain management treatment, and 88 percent of those proffering an opinion about the importance of prescriptive authority said that expanding their prescriptive authority to include those medications would improve patient outcomes.At the same time, however, many nurses indicated that they are not adequately prepared to prescribe and manage pain medications. Fifty-five percent of the nurses responding to a question about whether they were prepared to make decisions when working under protocols related to controlled substances answered no. And 44 percent of the respondents to a question about the nurse practitioner educational curricula said that they did not feel their education had adequately prepared them for prescribing controlled pain medications.


2021 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Erin Ziegler ◽  
Sarah Kalvoda ◽  
Elyse Ancrum-Lee ◽  
Erin Charnish

Aim: To explore the experiences of nurse practitioner students moving from expert registered nurses to novice nurse practitioner program students.  Background: Moving from registered nurse to nurse practitioner can be a time filled with mixed emotions, lack of confidence, adaptation, and competency development. Learning about and navigating the advanced practice nursing role can be challenging. Students in the nurse practitioner program are encouraged to engage in regular reflective writing to foster role development and learning.  This paper aims to reflectively explore the experiences of transition from registered nurse to nurse practitioner student.  Methods: Inspired by Benner’s Novice to Expert Theory and Carper’s ways of knowing, the authors personally reflected on their transition experiences during NP schooling and then collectively developed a composite reflection of the shared experience.  From this exercise common themes were identified.  Conclusion: This unique reflective paper identified common themes in the experience of transitioning to the student role. Potential areas for future research-based exploration of the nurse practitioner student experience were identified. By understanding these experiences, students can be better prepared in advance and faculty can design both formal and informal support measures to better support the student experience.   


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