The Revised AACN Essentials: Implications for Nursing Regulation

Giddens, Jean Foret; Douglas, Jay P.; Conroy, Shelley

doi:10.1016/s2155-8256(22)00009-6

Cited by 25 publications

(14 citation statements)

References 8 publications

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“…In order to best prepare students, there is an imperative for nursing programs to create deliberate learning experiences that equip graduates for the changing healthcare landscape. As noted by Giddens and colleagues (2022) , “academic nursing has an obligation to transform nursing education in alignment with the current and future needs for healthcare” (p. 16).…”

Section: The Shift Towards Competency-based Educationmentioning

confidence: 99%

“…Although the AACN is the professional organization for baccalaureate and graduate level schools of nursing, their Essentials documents have been influential on nursing programs at all levels ( Giddens et al, 2022 ). It is highly anticipated that nursing programs accredited by the Commission on Collegiate Nursing Education (CCNE), AACN's accrediting arm, will be required to use a competency-based curriculum for all undergraduate and graduate programs with the next revision of CCNE's Standards, Procedures & Guidelines; other schools will likely find the new Essentials valuable to guide curricular change.…”

Section: The Future Of Nursing and Cbementioning

confidence: 99%

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Nursing Education Practice Update 2022: Competency-Based Education in Nursing

Lewis¹,

Rebeschi

Hunt

2022

SAGE Open Nursing

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Introduction Competency-based education (CBE) is increasingly emphasized in nursing. Professional organizations and regulatory bodies are calling for radical transformation in nursing education along with increased emphasis on developing clinical judgment. Methods This practice update article provides a brief history of CBE in a variety of educational settings including health professions education and demonstrates the value of CBE strategies. The article also provides examples of the application of CBE to nursing education. Conclusion CBE offers the opportunity to enhance interprofessional education, increase the use of simulation, and improve clinical judgment in new graduate and advanced practice nurses.

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Section: The Shift Towards Competency-based Educationmentioning

confidence: 99%

Section: The Future Of Nursing and Cbementioning

confidence: 99%

Nursing Education Practice Update 2022: Competency-Based Education in Nursing

Lewis¹,

Rebeschi

Hunt

2022

SAGE Open Nursing

View full text Add to dashboard Cite

show abstract

“…We are in the process of evaluating the experiences of the nursing staff, the nursing students, and the faculty and combining this evaluation with patient experiences to determine next steps. The partnership innovations between the UABSON, Academic Health Center, and ABN are contributing to the evolution of statutes, rules, and regulations and continues to be a crucial aspect for developing work in adopting competency-based education for professional nursing ( Giddens et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

Innovations in Academic/Clinical Partnerships During COVID-19 to Prepare a Ready Nursing Workforce

Talley

Watts²,

Stewart

et al. 2023

Journal of Nursing Regulation

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“…As the number of critically ill patients increased due to the third out- The COVID-19 pandemic has helped all nurses realize that they have an in-depth understanding of social, economic, and environmental factors that affect health and well-being. Therefore, in 2021, the American Association of Colleges of Nursing revised its core competencies for professional nursing education (Giddens et al, 2022). In addition, it is their responsibility to do a timely updating understanding of socioeconomic determinants and cultures to suit demographic changes (Wakefield et al, 2021).…”

Section: After the Third Wave Of Covid-19: Adaptationmentioning

confidence: 99%

An analysis of the policy participation of field response nurses in South Korea: COVID‐19 response guidelines and the infectious disease act revision

Kang

Kim

2022

J of Nursing Scholarship

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Introduction The Republic of Korea's response to Coronavirus disease 2019 was divided before and after global vaccine development at the end of 2020. It also varied according to the size of confirmed patients in the non‐pharmaceutical intervention. Therefore, this study aimed to analyze the contribution of frontline nurses to the policy and law revision on infectious diseases and suggest health and nursing policies for emerging infectious diseases in the future. Design This case evaluation study analyzed the significant policy decisions that nurses' roles brought on changes in the infectious disease response system in the Republic of Korea and applying the health system model and those capacities on resilience under emerging infectious diseases. Methods Objective data that contributed directly to the revision of infectious disease‐related Acts and policies in 2020 were collected and analyzed through literature search and information disclosure claims from the first to third waves of Coronavirus disease 2019 in one city. Results With the rapid outbreak of COVID‐19 confirmed cases at the end of February 2020, a pan‐government support group was formed and dispatched to D City. In addition, central quarantine officials worked with local quarantine officials to share real‐time situations and find out on‐site difficulties and support requests. As a result, inquiry of opinions to working staff before changing the “response guidelines to Coronavirus disease 2019” was reflected in major contents on the revision of “policy on infectious disease response” and “Infectious Disease Prevention and Management Act.” With the establishment of an epidemiological investigation team in September 2020, the number of new nurses in 17 cities and provinces increased by 19.1% compared to the previous year, the most significant increase compared to doctors (−2.3), dentists (−1.6), and health workers (3.7). Conclusion The experience of responding to Coronavirus was a reminder that the curriculum needed to be improved so that nurses will be recognized to have leadership competencies and as field experts regarding social determinants of health for population groups in the decision‐making process. In the initial COVID‐19 response process, nurses showed excellence in analyzing patient interviews and various information as field epidemiological investigation response personnel, making comprehensive judgments, and solving problems in cooperation with related agencies and severe patients' bedside nursing care. Continuous primary care and management of infectious diseases for the vulnerable should be prepared on an ongoing basis to assure the quality of care. Clinical Relevance Action strategies for developing leadership to enable nurses to have participated in the social determinants of health and the nursing policy formation for health equity should be applied in nursing education and practice, and global monitoring efforts were accelerated.

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The Revised AACN Essentials: Implications for Nursing Regulation

Cited by 25 publications

References 8 publications

Nursing Education Practice Update 2022: Competency-Based Education in Nursing

Nursing Education Practice Update 2022: Competency-Based Education in Nursing

Innovations in Academic/Clinical Partnerships During COVID-19 to Prepare a Ready Nursing Workforce

An analysis of the policy participation of field response nurses in South Korea: COVID‐19 response guidelines and the infectious disease act revision

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