NURS I6531 IMidterm IExam IReview I(Week I1-6)
**Save Ifor IFinal Icomprehensive IExam IReview**
Competencies of Advanced Nurse Practitioners
I I I I
•How to apply advanced practice nursing competencies to clinical settings
I I I I I I I I I
Upon Icompletion Iof Ia Inurse Ipractitioner Iprogram, Inine Icore Icompetencies Iwere Idefined Ias Ithe Ifoundational
Icomponents Iinstilled Iin Ithe Igraduate Iregardless Iof Ithe Iareas Iof Ispecialty. IThese Icompetencies Iconsist Iof: I
1. Scientific Ifoundation
These Icompetencies Iensure Ithat Inurse Ipractitioners Igraduate Iwith Ia Icomprehensive Ibackground Iin Imedical
Isciences. IAll Inurse Ipractitioner Istudents Iare Irequired Ito Itake Ifoundational Ipathophysiology Iand
Ipharmacology, Ibut Idepending Ion Itheir Ispecialty, Ithey Imay Itake Iadditional Icourses. I
o Thinks Icritically Iabout Idata Iand Iapplies Ithis Ievidence Ito Iimproving Ipractice.
o Allows Iknowledge Ifrom Ithe Ihumanities Iand Iother Idisciplines Ito Iinform Ione’s Iwork Iin Inursing.
o Incorporates Iresearch Ifindings Ito Ienhance Ipractice Imethods Iand Ipatient Ioutcomes.
o Creates Ifresh Ievidence-based Iapproaches Iand Itechniques, Ipaying Ithought Ito Iresearch Ifindings,
Icore Itheory, Iand Iexperience Ifrom Ipractice.
2. Leadership
Leadership Icompetencies Ifocus Ion Iprofessional Iaccountability, Ischolarship, Iand Iadvocacy. IThese Iskills Iensure
Ithat Inurse Ipractitioner Istudents Iunderstand Itheir Iscope Iand Istandards Iof Ipractice Iand Ithat Ithey Iare Iprepared
Ito Ilead Ihealthcare Iteams. IThe Ileadership Icompetencies Ialso Iencompass Icultural Isensitivity, Iengagement Iin
Iprofessional Iorganizations, Iand Icommunication Iskills.
o Embraces Ihigh Ileadership Iopportunities Ito Ifacilitate Ichange.
o Liaises Ieffectively Ibetween Ivarious Iparties I(e.g., Ihealthcare Iteams, Ipatients, Icommunity, Ipolicy
Iadvocates) Iin Iefforts Ito Iimprove Ihealthcare.
o Applies Icritical Iand Ireflective Ithinking Ito Ione’s Ileadership.
o Acts Ias Ian Iadvocate Ifor Iresource-efficient, Icost-effective, Iand Iquality Icare.
o Elevates Ipractice Iby Iincorporating Iinnovations.
o Has Iexcellent Ioral Iand Iwritten Icommunication Iskills.
o Joins Iprofessional Iassociations, Iadvocacy Igroups, Iand Iother Iactivities Ito Iimprove Ihealthcare.
1
,3. Quality
Quality Icare, Ias Idefined Iby Ithe INONPF, Irefers Ito Ithe Idegree Ito Iwhich Ihealth Iservices Iincrease Ithe Idesired
Ihealth Ioutcomes Iconsistent Iwith Iprofessional Iknowledge Iand Istandards. IQuality Icompetencies Ifocus Ion
Iunderstanding Ihow Ito Iaccess Iand Iuse Iinformation Idatabases Iand Ihow Ito Icritically Ievaluate Iresearch Ifindings.
• The Iquality Icore Icompetencies Iinclude Ithe Ifollowing:
o Applies Ithe Ibest Iand Imost Icontemporary Iresearch Ifindings Ito Iclinical Ipractice.
o Considers Ithe Icomplex Irelationships Ibetween Icost, Isafety, Iaccess, Iand Iquality Iin Ihealthcare
Idelivery.
o Assesses Ithe Ieffects Iof Iorganizational Istructures, Ifinancial Imanagement, Ipolicy, Iand Iother Ifactors
Ion Ihealthcare.
o Offers Ifeedback Iin Ipeer Ireviews Ito I“promote Ia Iculture Iof Iexcellence.”
o Tailors Icare Ifor Ieach Ipractice Isituation Iand Iuse Iinterventions Ias Inecessary.
4. Practice Iinquiry
Practice Iinquiry Icompetencies Ifocus Ion Itranslational Iresearch, Ii.e., Itaking Iacademic Iresearch Iand Iapplying Iit Ito
Ithe Iclinical Isetting. IThese Icompetencies Iensure Ithat Inurse Ipractitioner Istudents Iunderstand Ihow Ito Iapply
Iresearch Ito Iimprove Itheir Ipatients’ Ihealth Ioutcomes.
• The Ipractice Iinquiry Icore Icompetencies Iinclude Ithe Ifollowing:
o Translates Inew Iknowledge Iinto Ipractice Ithrough Ileadership.
o Uses Iclinical Iexperiences Ito Iinform Ipractice Iand Iimprove Ipatient Ioutcomes.
o Applies Iinvestigative Iabilities Iin Ia Iclinical Isetting Ito Iimprove Ihealthcare.
o Facilitates Ipractice Iinquiry, Iboth Iindividually Iand Iin Ipartnerships.
o Transmits Iknowledge Ifrom Iinquiry Ito Iothers.
o Thinks Icritically Iabout Ithe Iindividual Iapplications Iof Iclinical Iguidelines.
5. Technology Iand Iinformation Iliteracy
Information Iliteracy, Ias Idefined Iby Ithe INONPF, Irefers Ito Ithe Iuse Iof Idigital Itechnology, Icommunications Itools,
Iand/or Inetworks Ito Iaccess, Imanage, Iintegrate, Ievaluate, Icreate, Iand Ieffectively Icommunicate Iinformation.
IThe Igoal Iof Ithese Icompetencies Iis Ito Iteach Inurse Ipractitioner Istudents Ihow Ito Iuse Iavailable Itechnology Ito
Ienhance Ithe Isafety Iand Ihealth Ioutcomes Iof Itheir Ipatients. ITo Iachieve Ithese Iobjectives, INP Ischools Imay
Irequire Istudents Ito Itake Ian Iinformatics Icourse.
• The Itechnology Iand Iinformation Iliteracy Icore Icompetencies Iinclude Ithe Ifollowing:
o Uses Iappropriate Itechnology Ito Imanage Iinformation.
o Translates Ihealth Iinformation Ifor Ivarious Iusers.
o It Ihelps Ipatients Iand Icaregivers Iunderstand Iconditions Iand Itreatments.
o Informs Ithe Idesign Iof Ieffective Iclinical Iinformation Isystems.
o Facilitates Ihealth Iinformation Itechnologies Ithat Iallow Ifor Ithe Ievaluation Iof Icare.
2
,6. Policy
Health Ipolicy, Ias Idefined Iby Ithe INONPF, Irefers Ito Ithe Iset Iof Idecisions Ion Ihealth, Iwhich Iinfluence Ihealth
Iresource Iallocation. IThese Ican Ibe Imade Iat Iorganizational, Ilocal, Istate, Inational, Iand Iglobal Ilevels. IThese
Icompetencies Iteach Inurse Ipractitioner Istudents Ion Ihow Ito Iinfluence Ilegislation Ito Iimprove Ihealth Iissues Iand
Isocial Iproblems Ilike Ipoverty, Iliteracy, Iand Iviolence. I
• The Ipolicy Icore Icompetencies Iinclude Ithe Ifollowing:
o Understands Ithe Iinterdependence Iof Iclinical Ipractice Iand Ipolicy.
o Promotes Iethical Iapproaches Ito Iimproving Iaccess, Icost, Iand Iquality.
o Pays Ithought Ito Ipolicy’s Icontext I(e.g., Ilegal, Isocial, Ietc).
o Assists Iin Icreating Ihealth Ipolicy.
o Examines Ithe Icross-disciplinary Iimpact Iof Ipolicy.
o Analyzes Ithe Iinfluence Iof Iglobalization Ion Ihealthcare Ipolicy.
7. Health Idelivery Isystem
The Ihealth Idelivery Isystem Icompetencies Irefer Ito Ithe Iplanning, Idevelopment, Iand Iimplementation Iof Ipublic
Iand Icommunity Ihealth Iprograms. IThese Icompetencies Ialso Ieducate Istudents Ion Ihealthcare Ireform Iand
Iorganizational Idecision-making.
• The Ihealth Idelivery Isystem Icore Icompetencies Iinclude Ithe Ifollowing:
o Incorporates Iknowledge Iof Iorganizations Iand Isystems Ito Iimprove Ihealthcare.
o Utilizes Inegotiation Iand Irelationship-building Ito Ipositively Iaffect Ihealthcare.
o Minimizes Ipatient Iand Iprovider Irisks.
o Develops Iculturally Icompetent Icare.
o Analyzes Ithe Iimpact Iof Ithe Ihealthcare Isystem Ion Iall Istakeholders.
o Thinks Icritically Iabout Iorganizational Istructures Iand Iresource Iallocation.
o Works Iwith Iothers Ito Iimprove Ithe Icontinuum Iof Ihealthcare.
8. Ethics
These Icompetencies Iencompass Iunderstanding Ithe Iethical Iimplications Iof Iscientific Iadvances Iand Ilearning Ito
Inegotiate Iethical Idilemmas Ispecific Ito Ithat Istudent's Ipatient Ipopulation.
• The Iethical Icore Icompetencies Iinclude Ithe Ifollowing:
o Uses Iethics Iin Idecision-making.
o Analyzes Ithe Iethical Iimpact Iof Iall Idecisions.
o Understands Iethical Icomplexities Iin Ihealthcare Idelivery Ito Iindividuals Iand Ipopulations.
3
, 9. Independent Ipractice
The Iindependent Ipractice Icompetencies Iensure Ithat Ia Inurse Ipractitioner Ican Ifunction Ias Ia Ilicensed
Iindependent Ipractitioner. IThe INONPF Idefines Ia Ilicensed Iindependent Ipractitioner Ias Ian Iindividual Iwith Ia
Irecognized Iscientific Iknowledge Ibase, Iwho Iis Ipermitted Iby Ilaw Ito Iprovide Icare Iand Iservices Iwithout Idirection
Ior Isupervision. IThese Icompetencies Iencompass Ithe Iassessment, Idiagnosis, Iand Itreatment Iof Ipatients Iwithin
Ithe Istudent’s Ipopulation Ifocus. IFor Iexample, Ia Ipsychiatric Inurse Ipractitioner Iwould Ilearn Ito Idiagnose Iand
Itreat Imental Iillness Iand Iaddiction.
• The Iindependent Ipractice Icore Icompetencies Iinclude Ithe Ifollowing:
o Works Ieffectively Ias Ian Iautonomous Ipractitioner.
o Offers Ihealth Ipromotion Iand Iprotection; Ipreventative Icare; Icounseling; Itreatment Iplanning Iand
Iimplementation; Iand Ipalliative Ior Iend-of-life Icare.
o It Ican Idistinguish Ibetween Inormal Iand Iabnormal Ihealth Ifindings.
o Knows Iscreening Iand Idiagnostic Iprotocols.
o Prescribes Imedications Ifollowing Iregional Ilaws.
o Provides Ihealthcare Iover Ithe Ilifespan Iof Iindividuals Iand Ifamilies.
o Respects Ithe Ipatient’s Iwishes Iand Ioffers Iculturally Icompetent Icare.
o Fosters Icollaborative Iand Iempathetic Ipatient Irelationships.
o Cultivates Ipatient-centeredness Iconcerning Iconfidentiality, Imutual Itrust, Iand Isupport.
o Takes Iinto Iconsideration Ithe Ipatient’s Ispiritual Iand Icultural Iinfluences I(or Iother Ibeliefs).
o It Ireassures Ipatients Ithat Ithey Ihave Icontrol Iover Idecisions Iand Ioffers Iexpertise Iin Icreating Ia Iviable
Ihealthcare Iplan.
•Theories in nursing practice
I I I
o Virginia IHenderson: IOften Icalled I"the INightingale Iof IModern INursing," IHenderson Iwas Ia Inoted Inursing
Ieducator Iand Iauthor. IHer I"Need ITheory" Iwas Ibased Ion Ipractice Iand Iher Ieducation. IShe Iemphasized Ithe
Iimportance Iof Iincreasing Ia Iclient's Iindependence Ito Ipromote Itheir Icontinued Ihealing Iprogress Iafter
Ihospitalization. IHer Idefinition Iof Inursing Iwas Ione Iof Ithe Ifirst Ito Imark Ithe Idifference Ibetween Inursing Iand
Imedicine. I"The Iunique Ifunction Iof Ithe Inurse Iis Ito Iassist Ithe Iindividual, Isick Ior Iwell, Iin Ithe Iperformance Iof
Ithose Iactivities Icontributing Ito Ihealth Ior Iits Irecovery I(or Ito Ipeaceful Ideath) Ithat Ihe Iwould Iperform
Iunaided Iif Ihe Ihad Ithe Inecessary Istrength, Iwill, Ior Iknowledge. IAnd Ito Ido Ithis Iin Isuch Ia Iway Ias Ito Ihelp Ihim
Igain Iindependence Ias Irapidly Ias Ipossible. IShe Imust Iin Ia Isense, Iget Iinside Ithe Iskin Iof Ieach Iof Iher Ipatients Ito
Iknow Iwhat Ihe Ineeds."
o Martha IRogers: IRogers Ihoned Iher Itheory Ithrough Imany Iyears Iof Ieducation. IShe Iwas Inot Ionly Ia Idiploma
Inurse, Ibut Ishe Ialso Iheld Ia IMaster's Iof IPublic IHealth Ifrom IJohns IHopkins IUniversity Iand Icompleted Iher
IDoctorate Iof INursing Ithere Ias Iwell. IShe Isaw Inursing Ias Iboth Ia Iscience Iand Ian Iart. IRogers' Itheory Iis Iknown
Ias Ithat Iof IUnitary IHuman IBeings. INursing Iseeks Ito Ipromote Isymphonic Iinteraction Ibetween Ithe
Ienvironment Iand Ithe Iperson, Ito Istrengthen Ithe Icoherence Iand Iintegrity Iof Ithe Ihuman Ibeings, Iand Ito
Idirect Iand Iredirect Ipatterns Iof Iinteraction Ibetween Ithe Iperson Iand Ithe Ienvironment Ifor Ithe Irealization Iof
4
**Save Ifor IFinal Icomprehensive IExam IReview**
Competencies of Advanced Nurse Practitioners
I I I I
•How to apply advanced practice nursing competencies to clinical settings
I I I I I I I I I
Upon Icompletion Iof Ia Inurse Ipractitioner Iprogram, Inine Icore Icompetencies Iwere Idefined Ias Ithe Ifoundational
Icomponents Iinstilled Iin Ithe Igraduate Iregardless Iof Ithe Iareas Iof Ispecialty. IThese Icompetencies Iconsist Iof: I
1. Scientific Ifoundation
These Icompetencies Iensure Ithat Inurse Ipractitioners Igraduate Iwith Ia Icomprehensive Ibackground Iin Imedical
Isciences. IAll Inurse Ipractitioner Istudents Iare Irequired Ito Itake Ifoundational Ipathophysiology Iand
Ipharmacology, Ibut Idepending Ion Itheir Ispecialty, Ithey Imay Itake Iadditional Icourses. I
o Thinks Icritically Iabout Idata Iand Iapplies Ithis Ievidence Ito Iimproving Ipractice.
o Allows Iknowledge Ifrom Ithe Ihumanities Iand Iother Idisciplines Ito Iinform Ione’s Iwork Iin Inursing.
o Incorporates Iresearch Ifindings Ito Ienhance Ipractice Imethods Iand Ipatient Ioutcomes.
o Creates Ifresh Ievidence-based Iapproaches Iand Itechniques, Ipaying Ithought Ito Iresearch Ifindings,
Icore Itheory, Iand Iexperience Ifrom Ipractice.
2. Leadership
Leadership Icompetencies Ifocus Ion Iprofessional Iaccountability, Ischolarship, Iand Iadvocacy. IThese Iskills Iensure
Ithat Inurse Ipractitioner Istudents Iunderstand Itheir Iscope Iand Istandards Iof Ipractice Iand Ithat Ithey Iare Iprepared
Ito Ilead Ihealthcare Iteams. IThe Ileadership Icompetencies Ialso Iencompass Icultural Isensitivity, Iengagement Iin
Iprofessional Iorganizations, Iand Icommunication Iskills.
o Embraces Ihigh Ileadership Iopportunities Ito Ifacilitate Ichange.
o Liaises Ieffectively Ibetween Ivarious Iparties I(e.g., Ihealthcare Iteams, Ipatients, Icommunity, Ipolicy
Iadvocates) Iin Iefforts Ito Iimprove Ihealthcare.
o Applies Icritical Iand Ireflective Ithinking Ito Ione’s Ileadership.
o Acts Ias Ian Iadvocate Ifor Iresource-efficient, Icost-effective, Iand Iquality Icare.
o Elevates Ipractice Iby Iincorporating Iinnovations.
o Has Iexcellent Ioral Iand Iwritten Icommunication Iskills.
o Joins Iprofessional Iassociations, Iadvocacy Igroups, Iand Iother Iactivities Ito Iimprove Ihealthcare.
1
,3. Quality
Quality Icare, Ias Idefined Iby Ithe INONPF, Irefers Ito Ithe Idegree Ito Iwhich Ihealth Iservices Iincrease Ithe Idesired
Ihealth Ioutcomes Iconsistent Iwith Iprofessional Iknowledge Iand Istandards. IQuality Icompetencies Ifocus Ion
Iunderstanding Ihow Ito Iaccess Iand Iuse Iinformation Idatabases Iand Ihow Ito Icritically Ievaluate Iresearch Ifindings.
• The Iquality Icore Icompetencies Iinclude Ithe Ifollowing:
o Applies Ithe Ibest Iand Imost Icontemporary Iresearch Ifindings Ito Iclinical Ipractice.
o Considers Ithe Icomplex Irelationships Ibetween Icost, Isafety, Iaccess, Iand Iquality Iin Ihealthcare
Idelivery.
o Assesses Ithe Ieffects Iof Iorganizational Istructures, Ifinancial Imanagement, Ipolicy, Iand Iother Ifactors
Ion Ihealthcare.
o Offers Ifeedback Iin Ipeer Ireviews Ito I“promote Ia Iculture Iof Iexcellence.”
o Tailors Icare Ifor Ieach Ipractice Isituation Iand Iuse Iinterventions Ias Inecessary.
4. Practice Iinquiry
Practice Iinquiry Icompetencies Ifocus Ion Itranslational Iresearch, Ii.e., Itaking Iacademic Iresearch Iand Iapplying Iit Ito
Ithe Iclinical Isetting. IThese Icompetencies Iensure Ithat Inurse Ipractitioner Istudents Iunderstand Ihow Ito Iapply
Iresearch Ito Iimprove Itheir Ipatients’ Ihealth Ioutcomes.
• The Ipractice Iinquiry Icore Icompetencies Iinclude Ithe Ifollowing:
o Translates Inew Iknowledge Iinto Ipractice Ithrough Ileadership.
o Uses Iclinical Iexperiences Ito Iinform Ipractice Iand Iimprove Ipatient Ioutcomes.
o Applies Iinvestigative Iabilities Iin Ia Iclinical Isetting Ito Iimprove Ihealthcare.
o Facilitates Ipractice Iinquiry, Iboth Iindividually Iand Iin Ipartnerships.
o Transmits Iknowledge Ifrom Iinquiry Ito Iothers.
o Thinks Icritically Iabout Ithe Iindividual Iapplications Iof Iclinical Iguidelines.
5. Technology Iand Iinformation Iliteracy
Information Iliteracy, Ias Idefined Iby Ithe INONPF, Irefers Ito Ithe Iuse Iof Idigital Itechnology, Icommunications Itools,
Iand/or Inetworks Ito Iaccess, Imanage, Iintegrate, Ievaluate, Icreate, Iand Ieffectively Icommunicate Iinformation.
IThe Igoal Iof Ithese Icompetencies Iis Ito Iteach Inurse Ipractitioner Istudents Ihow Ito Iuse Iavailable Itechnology Ito
Ienhance Ithe Isafety Iand Ihealth Ioutcomes Iof Itheir Ipatients. ITo Iachieve Ithese Iobjectives, INP Ischools Imay
Irequire Istudents Ito Itake Ian Iinformatics Icourse.
• The Itechnology Iand Iinformation Iliteracy Icore Icompetencies Iinclude Ithe Ifollowing:
o Uses Iappropriate Itechnology Ito Imanage Iinformation.
o Translates Ihealth Iinformation Ifor Ivarious Iusers.
o It Ihelps Ipatients Iand Icaregivers Iunderstand Iconditions Iand Itreatments.
o Informs Ithe Idesign Iof Ieffective Iclinical Iinformation Isystems.
o Facilitates Ihealth Iinformation Itechnologies Ithat Iallow Ifor Ithe Ievaluation Iof Icare.
2
,6. Policy
Health Ipolicy, Ias Idefined Iby Ithe INONPF, Irefers Ito Ithe Iset Iof Idecisions Ion Ihealth, Iwhich Iinfluence Ihealth
Iresource Iallocation. IThese Ican Ibe Imade Iat Iorganizational, Ilocal, Istate, Inational, Iand Iglobal Ilevels. IThese
Icompetencies Iteach Inurse Ipractitioner Istudents Ion Ihow Ito Iinfluence Ilegislation Ito Iimprove Ihealth Iissues Iand
Isocial Iproblems Ilike Ipoverty, Iliteracy, Iand Iviolence. I
• The Ipolicy Icore Icompetencies Iinclude Ithe Ifollowing:
o Understands Ithe Iinterdependence Iof Iclinical Ipractice Iand Ipolicy.
o Promotes Iethical Iapproaches Ito Iimproving Iaccess, Icost, Iand Iquality.
o Pays Ithought Ito Ipolicy’s Icontext I(e.g., Ilegal, Isocial, Ietc).
o Assists Iin Icreating Ihealth Ipolicy.
o Examines Ithe Icross-disciplinary Iimpact Iof Ipolicy.
o Analyzes Ithe Iinfluence Iof Iglobalization Ion Ihealthcare Ipolicy.
7. Health Idelivery Isystem
The Ihealth Idelivery Isystem Icompetencies Irefer Ito Ithe Iplanning, Idevelopment, Iand Iimplementation Iof Ipublic
Iand Icommunity Ihealth Iprograms. IThese Icompetencies Ialso Ieducate Istudents Ion Ihealthcare Ireform Iand
Iorganizational Idecision-making.
• The Ihealth Idelivery Isystem Icore Icompetencies Iinclude Ithe Ifollowing:
o Incorporates Iknowledge Iof Iorganizations Iand Isystems Ito Iimprove Ihealthcare.
o Utilizes Inegotiation Iand Irelationship-building Ito Ipositively Iaffect Ihealthcare.
o Minimizes Ipatient Iand Iprovider Irisks.
o Develops Iculturally Icompetent Icare.
o Analyzes Ithe Iimpact Iof Ithe Ihealthcare Isystem Ion Iall Istakeholders.
o Thinks Icritically Iabout Iorganizational Istructures Iand Iresource Iallocation.
o Works Iwith Iothers Ito Iimprove Ithe Icontinuum Iof Ihealthcare.
8. Ethics
These Icompetencies Iencompass Iunderstanding Ithe Iethical Iimplications Iof Iscientific Iadvances Iand Ilearning Ito
Inegotiate Iethical Idilemmas Ispecific Ito Ithat Istudent's Ipatient Ipopulation.
• The Iethical Icore Icompetencies Iinclude Ithe Ifollowing:
o Uses Iethics Iin Idecision-making.
o Analyzes Ithe Iethical Iimpact Iof Iall Idecisions.
o Understands Iethical Icomplexities Iin Ihealthcare Idelivery Ito Iindividuals Iand Ipopulations.
3
, 9. Independent Ipractice
The Iindependent Ipractice Icompetencies Iensure Ithat Ia Inurse Ipractitioner Ican Ifunction Ias Ia Ilicensed
Iindependent Ipractitioner. IThe INONPF Idefines Ia Ilicensed Iindependent Ipractitioner Ias Ian Iindividual Iwith Ia
Irecognized Iscientific Iknowledge Ibase, Iwho Iis Ipermitted Iby Ilaw Ito Iprovide Icare Iand Iservices Iwithout Idirection
Ior Isupervision. IThese Icompetencies Iencompass Ithe Iassessment, Idiagnosis, Iand Itreatment Iof Ipatients Iwithin
Ithe Istudent’s Ipopulation Ifocus. IFor Iexample, Ia Ipsychiatric Inurse Ipractitioner Iwould Ilearn Ito Idiagnose Iand
Itreat Imental Iillness Iand Iaddiction.
• The Iindependent Ipractice Icore Icompetencies Iinclude Ithe Ifollowing:
o Works Ieffectively Ias Ian Iautonomous Ipractitioner.
o Offers Ihealth Ipromotion Iand Iprotection; Ipreventative Icare; Icounseling; Itreatment Iplanning Iand
Iimplementation; Iand Ipalliative Ior Iend-of-life Icare.
o It Ican Idistinguish Ibetween Inormal Iand Iabnormal Ihealth Ifindings.
o Knows Iscreening Iand Idiagnostic Iprotocols.
o Prescribes Imedications Ifollowing Iregional Ilaws.
o Provides Ihealthcare Iover Ithe Ilifespan Iof Iindividuals Iand Ifamilies.
o Respects Ithe Ipatient’s Iwishes Iand Ioffers Iculturally Icompetent Icare.
o Fosters Icollaborative Iand Iempathetic Ipatient Irelationships.
o Cultivates Ipatient-centeredness Iconcerning Iconfidentiality, Imutual Itrust, Iand Isupport.
o Takes Iinto Iconsideration Ithe Ipatient’s Ispiritual Iand Icultural Iinfluences I(or Iother Ibeliefs).
o It Ireassures Ipatients Ithat Ithey Ihave Icontrol Iover Idecisions Iand Ioffers Iexpertise Iin Icreating Ia Iviable
Ihealthcare Iplan.
•Theories in nursing practice
I I I
o Virginia IHenderson: IOften Icalled I"the INightingale Iof IModern INursing," IHenderson Iwas Ia Inoted Inursing
Ieducator Iand Iauthor. IHer I"Need ITheory" Iwas Ibased Ion Ipractice Iand Iher Ieducation. IShe Iemphasized Ithe
Iimportance Iof Iincreasing Ia Iclient's Iindependence Ito Ipromote Itheir Icontinued Ihealing Iprogress Iafter
Ihospitalization. IHer Idefinition Iof Inursing Iwas Ione Iof Ithe Ifirst Ito Imark Ithe Idifference Ibetween Inursing Iand
Imedicine. I"The Iunique Ifunction Iof Ithe Inurse Iis Ito Iassist Ithe Iindividual, Isick Ior Iwell, Iin Ithe Iperformance Iof
Ithose Iactivities Icontributing Ito Ihealth Ior Iits Irecovery I(or Ito Ipeaceful Ideath) Ithat Ihe Iwould Iperform
Iunaided Iif Ihe Ihad Ithe Inecessary Istrength, Iwill, Ior Iknowledge. IAnd Ito Ido Ithis Iin Isuch Ia Iway Ias Ito Ihelp Ihim
Igain Iindependence Ias Irapidly Ias Ipossible. IShe Imust Iin Ia Isense, Iget Iinside Ithe Iskin Iof Ieach Iof Iher Ipatients Ito
Iknow Iwhat Ihe Ineeds."
o Martha IRogers: IRogers Ihoned Iher Itheory Ithrough Imany Iyears Iof Ieducation. IShe Iwas Inot Ionly Ia Idiploma
Inurse, Ibut Ishe Ialso Iheld Ia IMaster's Iof IPublic IHealth Ifrom IJohns IHopkins IUniversity Iand Icompleted Iher
IDoctorate Iof INursing Ithere Ias Iwell. IShe Isaw Inursing Ias Iboth Ia Iscience Iand Ian Iart. IRogers' Itheory Iis Iknown
Ias Ithat Iof IUnitary IHuman IBeings. INursing Iseeks Ito Ipromote Isymphonic Iinteraction Ibetween Ithe
Ienvironment Iand Ithe Iperson, Ito Istrengthen Ithe Icoherence Iand Iintegrity Iof Ithe Ihuman Ibeings, Iand Ito
Idirect Iand Iredirect Ipatterns Iof Iinteraction Ibetween Ithe Iperson Iand Ithe Ienvironment Ifor Ithe Irealization Iof
4
