Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from Term Paper:
Role Development for Advanced Nursing
AS HIGH-QUALITY CARE PROVIDERS
Researcher -- an ANA-Masters-prepared nurse or Advanced Practice Nurse continues to increase and expand knowledge for her own practice and to contribute to the body of knowledge of her field (CNHS, 2011; Cooke et al., 2008). She applies appropriate communication technologies in transferring her continuous learning to others in the field and related ones. She also initiates the exploration of new knowledge by creating researchable issues or problems. She likewise collaborates with other health professionals in the development and implementation of practice. She determines the rights of research participants. She evaluates the findings of her own research for use in practice. Then she transmits to, and shares these research findings with others (CNHS, Cooke et al.). The Advanced Practice Nurse is distinctively a researcher because she needs and uses research evidence in addressing specific patient conditions. The research-theory-practice link is precisely the driving force in clinical practice among APNs (CNHS, Cooke et al.).
Collaborator -- An APN determines and interprets her professional strengths and scope of her role to her peers, clients and their families (CNHS, 2011; Cooke et al., 2008). She takes active part in coordinated care as a leader or team member in activities, which pursue high-quality, cost-effective and uniform services and nursing case management. She contributes to the peer review and performance evaluation of other health care providers. She also shares in problem-solving efforts of the group, in setting up realistic work goals, and formulating strategies in programs and other activities. She forges strategic partnerships that work for the improvement of health care system operations and accountability from an overall economic, social, political and legal standpoint and the use of other health care resources in every way that will accrue to better care and benefit of the patient (CNHS, Cooke et al.).
Clinician -- She diagnoses and handles acute and chronic diseases while dealing with the overall illness experience of all clients according to the expert knowledge and technical competence she acquires on a regular basis (CNHS, 2011; Cooke et al., 2008). She imparts healthy behaviors and practices to patients and their families and communities. She supplies advanced guidance on probable health issues where there may be a shortage of information or ethical knowledge. She extends culturally competent care to growing diverse populations and supply their need for information on their health status and care according to their cultural beliefs and values and with an appreciation of these beliefs and values. In so doing, she strives to serve as a role model in providing culturally competent health care. Under all circumstances, she promotes the promotion of health and wellness and the prevention of disease by teaching or emphasizing primary and secondary preventive strategies (CNHS, Cooke et al.).
Consumer Advocate -- An APN establishes and maintains a caring attitude towards clients and their families (CNHS, 2011; Cooke et al., 2008). She notes their individual and collective strengths. She helps them fill their health care needs whenever possible. She extends comfort and protects their dignity in times of crisis and trouble. She assists them in making right decisions on health care. Her advocacy role is often only in the form of listening to clients or patients discuss an issue or problem they have . Then she discusses the problem with colleagues to see how they can advocate in the best interests of clients. While all nurses must perform advocacy work to some extent, an APN has the precise aptitude for it because of the depth and expanse of her knowledge and ability to articulate on issues (Donnelly 2006). Advocacy thus goes beyond an individual patient and into the systems of care made possible by observing care practices and systems (Donnelly).
Manager of Systems -- She interacts with the medical staff and serves as a role model (Donnelly, 2006). She interviews applicants for the medical staff, interviews them and fills the allocation for personnel. She uses all resources effectively in facilitating practice. These resources include supplies, equipment, budget and personnel. She formulates appropriate policies for nursing practice. She evaluates and analyzes the suitability and effectiveness of nursing practice models. She evaluates the clinical performance of the medical and non-medical staff under her. She fixes realistic goals and timetables for her subordinates. She plans, organizes, directs, control and evaluate operations and inputs in order to create an environment, which will be conducive to professional nursing practice (Donnelly).
Consultant -- She first appraises the need for consultation (CNHS, 2011; Cooke et al., 2008). If there is a need, she uses the specialties of other disciplines, such as psychology, social work, physical therapy and medicine in designing a suitable and comprehensive teaching intervention. She initiates and undertakes a contractual agreement. She gathers and interprets relevant information. From these inputs, she prescribes an appropriate plan of action. She designs and provides the support necessary in implementing an agreed plan. With the completion of the contractual agreement, she terminates it (CNHS, Cooke et al.).
Change Agent -- She is always both a teacher and a learner of new knowledge. She expresses this partiality by promoting an environment, which transmits or facilitates learning (CNHS, 2011; Cooke et al., 2008). In her practice, she habitually assesses patients' or clients' health behaviors and learning needs. She looks out for the key assumptions of theories of teaching and learning and internalizes them. She seeks out factors, which create impact on learning. She provides guidance ahead of need according to the person's age or developmental level. She helps clients integrate what their illness and recovery entail in developing healthy lifestyles. She helps them set proper goals towards health promotion and maintenance. She formulates plans and protocols for client education. She interprets a client's condition and explains the procedures needed for it. She evaluates his and her staff's readiness to learn. She sets up teaching-learning objectives. In pursuit, she uses select strategies or theories in conducting and facilitating educational activities for clients. She instructs them on the action and side effects of medications and how they can best be used. She develops educational programs to tackle health problems according to the learner's age, level of functioning, emotional needs and personal characteristics. She chooses appropriate mechanisms in updating knowledge and clinical competencies. She acknowledges responsibility in maintaining standards of practice. She fulfills and maintains eligibility requirements for her profession. Over and above, she possesses the knowledge expertise, the ability to fit evidence-based educational interventions to the needs of the individual patient and his family, and in using the right adult teaching principles (CNHS, Cooke et al.).
Role in Improving Healthcare Delivery and Outcomes -- She is equipped with advanced clinical training, which has prepared her to provide primary care (Florida Nurse, 2008). If she is given the authority to prescribe controlled substances, that will enhance and enlarge her ability to manage patient care as well as reduce delay and costs of medications. She does not seem more likely to divert or inappropriately prescribe these substances than other authorized practitioners. With this authority rather than a continued reliance on a consultation with a prescribing physician or dentist, she will be as liable for malpractice suits as they are (Florida Nurse).
A Leader with Negotiation Skills -- Negotiated care is a key element in nursing practice in the many contexts (Keatinge, 1998). The process of negotiated care occurs between the nurse manager or leader and nurse clinicians, in an interdisciplinary context, and between nurses. In each of these settings, the advanced or Master prepared nurse negotiates for quality patient care. Studies show that nurses often do not recognize the significance of negotiation in their practice. Yet the success of a negotiation handled by the advanced practice nurse depends in her ability to express her knowledge about her practice. Success of her negotiation also depends on…[continue]
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