Competency-based Professional Advancement Model for Advanced Practice RNs

Paul, Fiona; Abecassis, Leah; Freiberger, Dawn; Hamilton, Susan; Kelly, Pamela; Klements, Elizabeth M.; LaGrasta, Christine; Lemire, Lindsay; O’Donnell, Ellen; Patisteas, Erin; Phinney, Caitlin; Conwell, Karen; Saia, Theresa; Whelan, Katherine; Wood, Laura J.; O′Brien, Patricia J.

doi:10.1097/nna.0000000000000719

Cited by 16 publications

(5 citation statements)

References 11 publications

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“…Competencies were aligned with the Benner's stages of advanced beginner, competent, and proficient 17,18. The preclinical stage of NP education was aligned with Benner's advanced beginner stage17 describing the student who is readying for clinical practicum.…”

Section: Methodsmentioning

confidence: 99%

“…To refine and level the competencies over the NP educational continuum, several frameworks were reviewed including entrustable professional activities, 13,14 milestones for graduate medical education, 15 CBE, 16 and Benner's Novice to Expert Theory. 17,18 We chose Benner's theory as it seemed to best fit our process and conceptualiza-tion of telehealth across the continuum of nursing education. Benner's theory posits that nursing competencies are expected along 5 stages of professional growth based on experience and context.…”

Section: Phase I: Applying a Frameworkmentioning

confidence: 99%

“…Competencies were aligned with the Benner's stages of advanced beginner, competent, and proficient. 17,18 The preclinical stage of NP education was aligned with Benner's advanced beginner stage 17 describing the student who is readying for clinical practicum. Typically, students at this stage have little or no advanced practice experience and are in the process of preparing for real patient experiences in telehealth delivery (Readiness for Practicum).…”

Section: Phase I: Applying a Frameworkmentioning

confidence: 99%

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Telehealth Competencies

et al. 2022

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Background: The COVID-19 pandemic spurred a rapid uptake of telehealth utilization, with advanced practice registered nurses (APRNs) at the forefront of telehealth care delivery. To advance training of nurse practitioners and support curricular development, essential APRN student competencies in telehealth were developed. Problem: Although telehealth competencies have been developed, little is understood about their evaluation across the curricula. Moving to competency-based nursing education involves leveling broad competencies into subcompetencies, including those for telehealth. Subcompetencies support frequent, multimodal evaluation of student progress across APRN curricula. Approach: Adapting Benner's Novice to Expert Theory, faculty experts in telehealth and graduate nursing education used an iterative process to develop and level subcompetencies aligned with the Four Ps of Telehealth framework. Outcomes: Telehealth subcompetencies were leveled for preclinical and clinical rotations and for readiness for practice. Conclusions: The leveled subcompetencies, aligned with the Four Ps of Telehealth framework, will support APRN faculty in diverse programs as they implement competency-based education in telehealth.

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Section: Methodsmentioning

confidence: 99%

Section: Phase I: Applying a Frameworkmentioning

confidence: 99%

Section: Phase I: Applying a Frameworkmentioning

confidence: 99%

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Telehealth Competencies

et al. 2022

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“…Aplicación de descriptores y estrategias de búsqueda. (6) la que fue aplicada a todos los artículos científicos, donde la mayoría cumplió con la claridad del objetivo, su metodología, concordancia objetivo-metodología, descripción del acceso, cantidad y tipo de muestra, así como, concordancia entre resultados o conclusiones con el objetivo planteado; aspectos contenidos en dicha escala, cuyos puntajes fluctuaron de 4-6 puntos, es decir, "apto para el análisis" (4-5 puntos) e "ideal para el análisis" (6 puntos), por lo tanto, la muestra completa se incluyó en el análisis de la revisión: 11 artículos (7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17) rescatados de la base de datos WoS, 2 de SCOPUS, (18,19) 6 de CINAHL, (20,21,22,23,24,25) 4 de Dialnet, (26,27,28,29) finalmente, 4 a través de una búsqueda manual. (30,31,32,33) La muestra seleccionada fue almacenada en el repositorio público Mendeley Data.…”

Section: Faseunclassified

“…Se identificaron modelos conceptuales que utilizaron un enfoque deductivo para su construcción, tales como: el "Modelo de avance profesional basado en competencias para enfermeras registradas de práctica avanzada", (16) el que incorpora los principios del modelo de la práctica enfermera de principiante a experta y el modelo de atención sinérgica; asimismo el "Modelo de Cuidado Transpersonal en Enfermería Domiciliaria", (26) Salud, Ciencia y Tecnología. 2023; 3:315 4 el que fue generado a partir de la propuesta teórica de Jean Watson, utilizando el Modelo de Evaluación de Teorías de Afaf Meleis para su construcción.…”

Section: Enfoque Deductivounclassified

Methodological strategies for the generation of conceptual models in nursing

Valencia-Contrera

Rivera-Rojas

Villa-Velásquez

et al. 2023

Salud, Ciencia y Tecnología

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Introduction: among the elements that make up the disciplinary knowledge of nursing are the conceptual models, which guide the work, so it is necessary to know the methodological strategies used for their construction. Objective: to analyze in the available state of the art the methodological strategies used for the generation of conceptual models in nursing. Methods: an integrative review was carried out according to the "Integra" methodology, consulting the WoS, SCOPUS, CINAHL and Dialnet databases, which were complemented with a manual search. After applying filters, inclusion and exclusion criteria, the final sample consisted of 27 manuscripts. Results: the identified manuscripts fluctuated between 1968 and 2021, distinguishing a predominance in the inductive approach, the authors used elements that represent a specific reality for the construction of conceptual models of nursing, through empirical evidence through ethnographies, narrative studies, grounded theory and action research, practice experiences, observations, interviews, reflection, literature review and consensus of the researchers. Conclusions: three methodological approaches were identified for the generation of conceptual models in nursing, the inductive, deductive, and finally the mixed approach, the latter triangulating the first two, being able to enhance the strengths of each approach and diminishing its weaknesses.

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