Inter-Professional Nursing Competencies Paper

The National Organization of Nurse Practitioner Faculties (2014), outlines the quality competency as continued improvement of practice through the use of the best evidence, evaluation of the influence of safety, access, cost, and quality of health care. Also, the application of skills to encourage a culture of excellence, and the ability to implement interventions

a. This portfolio shows the educational journey through the BSN program at Western Governors University(WGU). The curriculum at WGU was very challenging, nonetheless it prepared me to become a safe and effective nurse. The BSN curriculum provided avenues to keep me up to date with safe practices and learn how to master therapeutic communication. WGU also helped me sharpen my critical thinking skills in order to make decisions quickly and provide safe and effective care to patients. As the result of my training, I am ready to embark in the field of nursing and do my best to make a difference in my patients lives.

(2008). I would like to challenges Chief Nurse Executives (CNEs) to lead the journey and highlights how patients, their families, and health care organizations would benefit immeasurably if CNEs stepped forward and accepted this leadership role, then and only then can the best practice changes begin to improve what we as nurses already know. The processes of leading are intended to enable more people to develop into leaders and more people to share the roles of leading, to enhance the quality and safety of patient care (Stone P. Hughes R, Dailey M.

An argument against interprofessional training in health care programs is that health care workers are capable of learning to cooperate interprofessionally as students through their discipline-only clinicals or through time spent in the workforce. Other arguments, such as the ones Chen, Delnat, and Gardner (2015) argues in their article, what are that students have enough clinical hours as it is, “scheduling conflicts, funding, and/or separation of education and practice”. Interprofessional education refines and focuses on different skills, but some of these skills can be learned without interprofessional education, but then quality of skills or student comfortability with these skills may decrease. When some people say interprofessional training can be learned through their discipline-designed clinicals or that these skills will develop once students graduate and are working in their career, they do not understand that these skills need a foundation to be fully developed.

The Nurse of the Future Nursing Core Competencies include ten areas of expertise: Patient - centered care, professionalism, informatics and technology, evidence - based practice, leadership, systems - based practice, safety, communication, teamwork and collaboration , and quality improvment. After a lot of research, these competencies were selected based on how we can transition from our current practice and education standards to our future practices. The ten competencies that were selected are based on the foundation of nursing education and how it will translate into the practical world. It is very important to understand each aspect of this model because it is the core of how we develop our nursing knowledge while transitioning from student

Nurse’s role has a unique contribution in the interprofessional team. The interprofessional team are group of individuals in a various healthcare disciplines communicating and working together towards common goals to provide quality, individualized care for patients. Each team members from different profession and occupation collaborates, supports, enhances, and provides knowledge, skills, and attitudes to coordinate processes and interventions. Nurse’s offers specialized service to society to meet the health care needs of their clients.

Introduction Inter-professional teamwork is a critical aspect in the health care profession. Ideally, taking care of patients is highly complex and requires collaboration between the social and health care professionals. However, many studies show that many professionals are not willing to join forces. This has led to the assumption of the Inter-professional Education (IPE) to help into advancing the Inter-professional Practice (IPP). In the medical grounds, IPE strategy is used to encourage professionals such as doctors, radiographers, nurses, therapists among other health workers, to come together, share their proficiencies and have a chance to interact with the aim of providing a better health care.

Interprofessional Practice: Literature Review in Relation to Nursing Students It is the desire of most organizations including the health system, to maximize resources, profits, and clients. They therefore recruit workers from different disciplines so as to help them realize these goals. This working together of professionals to accomplish a common task is known as interprofessional practice (McCallin, 2005, p. 28). This collaboration is common among policy-makers (McCallin, 2005, p. 28), in Education, Research, and Health System (Green & Johnson, 2015, p. 1).

In 1990, The National Organization of Nurse Practitioner Faculties (NONPF) have developed core competencies to aid as an initial starting point for all entry level nurse practitioners (NP). Since then there have been 3 updates to the core competencies, with the latest edition being in 2011, and amended in 2012. “The competencies are essential behaviors of all NPs. These competencies are demonstrated upon graduation regardless of the population focus of the program and are necessary for NPs to meet the complex challenges of translating rapidly expanding knowledge into practice and function in a changing health care environment” (NONPF, 2012). The competencies include Scientific Foundation Competencies, Leadership Competencies, Quality Competencies,

As we transition into the new role of NPs, our scope of practice expands. Moreover, as our responsibilities increase, we later become policy makers, and develop autonomy and decision–making skills. NPs are responsible for providing safe nursing care with more specialized knowledge and advanced education. We are also responsible for pursuing continuing education and advanced knowledge to remain competent quality providers, and meet the needs of the community. With our acquired repertoire of skills, it is essential that we utilize them to make informed decisions and collaborate with our community to promote wellness and healthy living.

“More highly educated nursing workforce is critical to meeting the nation’s nursing needs and delivering safe, effective patient care….. Without a more educated nursing workforce, the nation’s health will be further at risk (Tri-council for Nursing, 2010).” As the acuity of the patient increases daily, so is the need for increases of higher education for nurses. The factor of increasing complexity of patient health require higher education for the liability of safe practice, thus is an agreeable requirement for employers to place upon the employees. Acquiring a bachelor’s degree is only an improvement for everyone.

This situation presented an unresolved conflict between myself and the vice principal in my clinical placement. This conflict can be linked with the nursing concepts of interprofessional collaboration and communication, role clarification, and power. Therefore, it is understandable that nursing students working within an interprofessional team that does not demonstrate respect and understanding will result to ineffective care, health promotion delivery, and impede professional development. Interprofessional collaboration amongst health and non-health professionals is integral in optimizing health outcomes and promoting health.

Inter-Professional Education (IPE) in the healthcare context focuses on health professionals and students learning with, from and about one another to improve collaboration and the quality of patient care (Thistlethwaite, 2012). It is of great importance that all the three conditions are met in order to have inter-professional learning and education rather than having students just standing together in the same classroom or other settings. IPE generates a collaborative learning environment in which educators and learners, coming from different professional backgrounds, interact and in which they develop knowledge, skills and attitudes that will be of main importance during team practice (Buring, et al., 2009). The collaborative practice allows finding shared and more creative solutions to the problems faced, it is a constructive process supported by the insights of an entire team (Gray, 1989).

Explore approaches to embedding inter-professional practice as a core component of health professional practice standards. 4. Review existing IPE programs for what has been learned and for what can be adapted to existing and new IPE initiatives. 5. Design and implement a nationally coordinated program of research that is responsive to local conditions and requirements.

They are able to connect, communicate and coordinate across multiple departments, professional opinions and voices, and the daily schedules of patients. Advocating and designing care with the patient and family is a true skills set and cultural attribute that adds tremendously to a culture of safety and patient – centeredness but requires the most able leadership to build these bridges across the many professionals engaged in care. Building this culture is a leadership challenge and there is no one in my experience better able to make these changes than nursing leaders ( Maureen Bisognano, 2009). Nurses should not just be at the bedside or within the nursing community but must be involved as leaders and decision – makers throughout the healthcare system. As Maureen Bisognano (2009) points out, the best nurses are accomplished envoys among different players and interests involved in direct patient care, which is a skill needed throughout organizations and businesses, not just in hospitals or