The DNP Storm

2008 ◽  
Vol 27 (5) ◽  
pp. 297-298
Author(s):  
Patricia Johnson
Keyword(s):  
Nurse Practitioner ◽  
Nursing Practice ◽  
Acute Setting ◽  
Nursing Role

I DON’T REMEMBER THIS LEVEL OF PASSIONATE DISAGREEMENT over a nursing role since the birth of the neonatal nurse practitioner/clinician in the 1970s. At that time, a handful of nurse and physician visionaries saw the merits of advancing nursing practice in an acute setting; but most leaders in both organized nursing and medicine objected to the role’s potential to blur traditional professional lines.

scholarly journals Non-medical Prescribing in the Acute Setting: A Case Report

2018 ◽  
pp. 42-44
Author(s):  
Jayne R Worth
Keyword(s):  
Nurse Practitioner ◽  
Nursing Practice ◽  
Continuing Professional Development ◽  
Royal Infirmary ◽  
Patient History ◽  
Advanced Nursing Practice ◽  
Acute Setting ◽  
Roles And Responsibilities ◽  
Wide Range

Within NHS Lothian an advanced nurse practitioner is required to have completed Masters level education in patient history taking, clinical examination and non-medical prescribing (NMP) before they can prescribe independently. A definition for advanced nursing practice is followed by an overview of the roles and responsibilities of the Hospital at Night Team (HAN) at the Royal Infirmary of Edinburgh. A case study based on a commonly encountered request for patient review illustrates the application of NMP in advanced nursing practice and provides the clinical context for the discussion that follows. The focus of the discussion is the complexities of prescribing for an elderly patient including immunosenescence, polypharmacy and adverse drug reactions. Standards for education and continuing professional development (CPD) are required to support the safe practice of NMP. This is especially relevant to HAN non-medical prescribers due to the wide range of medications they prescribe. For the purposes of confidentiality all identifying patient details have been removed.

«Wie ein ANP-Team laufen lernt» – Herausforderungen und Chancen von ANP-Teams am Universitätskinderspital Zürich

Pflege ◽  
2011 ◽  
Vol 24 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Andrea Ullmann-Bremi ◽  
Anna-Barbara Schlüer ◽  
Gabriela Finkbeiner ◽  
Yvonne Huber
Keyword(s):  
Nurse Practitioner ◽  
Nursing Practice ◽  
Clinical Nurse Specialist ◽  
Nurse Specialist ◽  
Advanced Nursing Practice ◽  
Clinical Nurse

Im angloamerikanischen und nordeuropäischen Raum wurden verschiedene ANP-Einzelrollen entwickelt, unter anderem die der Clinical Nurse Specialist und der Nurse Practitioner. Diese universitär ausgebildeten Pflegespezialisten sind in der Schweiz weiterhin sehr rar. Um vor diesem Hintergrund die Praxis dennoch nachhaltig weiterentwickeln zu können, wurden in den letzten acht Jahren im Kinderspital Zürich kontinuierlich Advanced-Nursing-Practice-Teams (ANP-Teams) aufgebaut. Dieser Ansatz bewährte sich durch gezielte und angemessene Leistungserbringung in hochkomplexen Situationen. In diesem Artikel wird die Zusammensetzung der ANP-Teams diskutiert, wobei der Personalmix einen Schlüsselfaktor darstellt. Unterstützende Elemente stellen dabei sowohl die Aufgabendefinition als auch Aufgabenteilung in Klinik- und Konzeptteams dar. Die ANP-Teams arbeiten motiviert und zielgerichtet, sie integrieren Pflegende verschiedenster Erfahrungs- und Ausbildungsniveaus, wodurch gegenseitiges Lernen gefördert wird.

Advanced Nursing Practice in Großbritannien – eine persönliche Schilderung

Pflege ◽  
2010 ◽  
Vol 23 (6) ◽  
pp. 417-423
Author(s):  
Elke Keinath
Keyword(s):  
National Health Service ◽  
Health Service ◽  
National Health ◽  
Nurse Practitioner ◽  
Nursing Practice ◽  
Advanced Nursing Practice

Im Artikel werden persönliche Erfahrungen als Advanced Nurse Practitioner (ANP) in der Thoraxchirurgie im National Health Service (NHS) in Großbritannien geschildert. Die tägliche Routine wurde von sieben Kompetenzdomänen bestimmt, nämlich: Management des Gesundheits- und Krankheitszustandes des Patienten, Beziehungen zwischen Pflegeperson und Patient, Lehren und Unterrichten, professionelle Rolle, Leitung und Führung innerhalb der Patientenversorgung, Qualitätsmanagement sowie kulturelle und spirituelle Kompetenzen. Diese Elemente wurden durch die Zusatzqualifikation, selbstständig Medikamente verschreiben und verordnen zu dürfen, erweitert, was dazu beitrug, eine nahtlose Erbringung von Pflege- und Serviceleistungen zu gewähren. Die Position wurde zur zentralen Anlaufstelle im multi-professionellen Team und stellte eine kontinuierliche Weiterführung der Pflege von Patienten und ihren Familien sicher – auch über Krankenhausgrenzen hinweg.

scholarly journals I Have Never Felt so Novice: Using Narrative Reflection to Explore the Transition from Expert RN to Novice NP Student

2021 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Erin Ziegler ◽  
Sarah Kalvoda ◽  
Elyse Ancrum-Lee ◽  
Erin Charnish
Keyword(s):  
Nurse Practitioner ◽  
Registered Nurse ◽  
Student Experience ◽  
Ways Of Knowing ◽  
Advanced Practice Nursing ◽  
Future Research ◽  
Competency Development ◽  
Mixed Emotions ◽  
Nursing Role ◽  
Expert Theory

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.   

Development of the Doctor of Nursing Practice Nurse Practitioner Minimum Data Set (DNP NP MDS)

2022 ◽  
Vol 39 ◽  
pp. 54-68
Author(s):  
Asefeh Faraz Covelli ◽  
Susan Weber Buchholz ◽  
Leanne H. Fowler ◽  
Sharon Beasley ◽  
Mary Beth Bigley
Keyword(s):  
Nurse Practitioner ◽  
Nursing Practice ◽  
Practice Nurse ◽  
Minimum Data Set ◽  
Data Set ◽  
Doctor Of Nursing Practice ◽  
Minimum Data

Providing holistic care to patients undergoing surgery in the COVID-19 pandemic

2020 ◽  
Vol 18 (7) ◽  
pp. 14-15
Author(s):  
Filipe Carvalho
Keyword(s):  
Colorectal Surgery ◽  
Nurse Practitioner ◽  
Nursing Practice ◽  
Holistic Care ◽  
Holistic Nursing

Filipe Carvalho, Advanced Nurse Practitioner in Colorectal Surgery at Royal Marsden NHS Foundation Trust, describes the value of holistic nursing practice during a pandemic

Nurse Practitioners and Evidence-Based Nursing Practice

2011 ◽  
Vol 4 (1) ◽  
pp. 53-57 ◽  
Author(s):  
Kathy Diane Butler
Keyword(s):  
Continuing Education ◽  
Nurse Practitioners ◽  
Nurse Practitioner ◽  
Nursing Practice ◽  
Point Of Care ◽  
Descriptive Study ◽  
Evidence Based ◽  
Family Nurse Practitioner ◽  
Evidence Based Nursing ◽  
Beliefs And Attitudes

The objectives of this study were to assess nurse practitioners’ (NP) beliefs and attitudes about evidence-based nursing practice (EBNP) and their implementation of EBNP. This exploratory descriptive study surveyed NPs in Tennessee. Most of the respondents were White females, 42 years of age, with a master’s degree as a family nurse practitioner (FNP), practicing in primary care for a mean of 7.9 years. The respondents tended to have positive beliefs and attitudes about EBNP, but their implementation of EBNP was not consistent with their beliefs. The findings of this survey emphasize the need for EBNP in NP education curricula and continuing education programs and for NP access to evidence-based information at point of care to improve the care provided to patients.

Writing for Publication: Supporting the Neonatal Nurse Practitioner Student

2006 ◽  
Vol 25 (2) ◽  
pp. 75-76
Author(s):  
Carol Trotter ◽  
Lynn Rasmussen
Keyword(s):  
Health Care ◽  
Chronic Illness ◽  
Nurse Practitioner ◽  
Health Care Professionals ◽  
Informal Education ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
Essential Element ◽  
Evidence Based ◽  
Writing For Publication

THE QUESTION POSED TO PARTICIPANTS AT THE International Academy of Nurse Editors (INANE) was “Why don’t nurses write for publication?” The answer that surfaced throughout the discussions was because nurses never learned why and how to write professional manuscripts.1 It is our belief that authorship should be part of the curriculum of every advanced practice nursing (APN) program. Four articles published in this issue of Neonatal Network® were written by University of Missouri-Kansas City (UMKC) Neonatal Nurse Practitioner (NNP) students as part of their required course work. Neonatal Network® has chosen to highlight these student writers in an effort to encourage all neonatal nurses to consider this opportunity and to encourage faculty to incorporate this activity into their curricula for APNs. Sharing one’s knowledge and expertise is an essential element of advanced nursing practice and provides the opportunity to enhance the science of nursing practice. By writing for publication, students work toward achieving the following recently published Acute Care NP Competencies:2• Integrates research to promote evidence-based practice for patients with acute, critical, and chronic illness.• Participates in formal and informal education provided to other health care professionals to promote positive outcomes during complex acute, critical, and chronic illness.• Contributes to the knowledge base of the health care community through research, presentations, publications, and involvement in professional organizations.• Promotes valuing lifelong learning and evidence-based practice while continually acquiring knowledge and skills needed to address questions arising in practice to improve patient care.

scholarly journals Using the PEPPA Framework to Develop and Implement a Nurse Practitioner Role Within Canada’s National Ballet School

2021 ◽  
Vol 1 (1) ◽  
pp. 10-22
Author(s):  
Erin Ziegler ◽  
Sophia Kim ◽  
Rachel J. Bar
Keyword(s):  
Nurse Practitioners ◽  
Nurse Practitioner ◽  
Advanced Practice Nursing ◽  
Health And Wellness ◽  
Physical And Mental Health ◽  
Wellness Program ◽  
Nursing Role ◽  
Dance Training ◽  
Timely Access ◽  
Practitioner Role

Aim: To outline the successful development and implementation of a nurse practitioner role within a professional ballet school. Background: Nurse practitioners are well integrated into primary and acute care in Ontario, yet the role within schools and private athletic institutions is not well documented. Canada’s National Ballet School is a professional ballet school with a combination of day students and those living in residences. Students complete both dance training and academics at the School. The physical and mental health of students was identified as a key priority by the school, leading to the development of an integrated health and wellness program. To facilitate more timely access to healthcare and provide an opportunity for collaboration and consultation within the school, a plan to implement a nurse practitioner role into the school was developed. Methods: In order to develop and implement the role of the nurse practitioner within the institution, the participatory, evidence-based, patient-focused process for advanced practice nursing role development, implementation, and evaluation (PEPPA) framework was used. The first seven steps of the PEPPA framework were applied in this project. Findings: The PEPPA framework allowed for us to identify key barriers and facilitators for the role implementation and successfully implement the nurse practitioner role. While the initial plan was for a slower implementation, the COVID-19 pandemic highlighted the need for a nurse practitioner in the institution more urgently. Conclusion: The PEPPA framework provided us with an organized process for developing and implementing the nurse practitioner role at Canada’s National Ballet School.

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