Feb 23, 2024 Nursing Roles Graphic Organizer Template
Nursing Roles Graphic Organizer Template
Nursing Roles Graphic Organizer Template
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Use the “Nursing Roles Graphic Organizer Template” to differentiate how advanced registered nurse roles relate to and collaborate with different areas of nursing practice. Compare your future role with one of the following: nurse educator; nurse leader; family nurse practitioner; acute care nurse practitioner; graduate nurse with an emphasis/specialty in public health, health care administration, business, or informatics; clinical nurse specialist; doctor of nursing practice. Indicate in the appropriate columns on the template which roles you are comparing.
Clinical Nurse Specialist
Nurse Practitioner
Observations (Similarities/Differences)
Ethics
Clinical nurse specialist are required to observe ethical principles when dealing with patients. Indeed, they are required to act as advocates of patients and protect them even as they offer their services (DeNisco & Baker, 2016).
The ethical perspective of nurse practitioners is one that can be described as unique due to the expanded practice of these professionals. They act in many ways that are indicative of tough decisions. Thus, their ethical decision-making balances the principles of legalities and morals in analysis and in most cases need moral courage. Thus, while making decisions, nurse practitioners strive to preserve moral courage and prevent moral distress normally correlated with controversial situations.
The ethical comparison of the two areas reveal certain similarities and differences. Both nurses are faced with untenable situations when presented with an ethical decision. However, whereas nurse practitioners strive to reduce moral distress, clinical nurse specialists are expected to protect the patient in those decisions.
Education
The educational requirement for nurse specialists is a minimum of MSN.
Concerning nurse practitioners, the educational requirement entails a Master of Science in Nursing (MSN) as a minimum qualification. In future, a doctor of nursing practice (DNP) may become necessary
Thus, the MSN degree requirement is common to the two areas. Nevertheless, nurse practitioners may be required to advance their education.
Leadership
The Institute of Medicine report recommended that clinical nurse specialists should assume leadership roles and guide personnel and the entire health care system so as to improve patient outcomes (Porter-O’Grady, & Malloch, 2016). The reason for this is that they work in systems, influence them, collaborate with personnel and thus have the capacity to reach relatively more patients so as to introduce improvement approaches.
Nurse practitioners, by virtue of their educational background, play an important leadership role in the execution of evidence-based practice (DeNisco & Baker, 2016). They fundamentally lead the reform process of the health care system by influencing them to adopt recommendations from PhDs. Thus, their role extends to the creation of health care policy reforms and their subsequent implementation.
It is safe to say that both nurse practitioners and clinical nurse specialists play important leadership roles in terms of improving the quality of patient care. However, whereas the former primarily do this at the policy level, the latter do this at the clinical setting level via directing staff to implement certain changes.
Public Health
Clinical nurse specialists use their experience, education, and perspectives to spearhead advocacy and then policy setting at among others community level. They adopt a leadership style that is based on empowerment and have a broad influence within such communities (Porter-O’Grady, & Malloch, 2016). The essentially specialize as public/community health nurses.
Nurse practitioners also utilize their education to influence policy at the community level. According to Fooladi (2015), they address the public health needs of communities via home visits, wellness clinics, and establishing associations that can stop severe health situations before they unfold.
In all these roles, the common trend is the role of these nurses in improving the wellness of their communities. They both have influence over their communities and use this influence plus established relationships to prevent outbreak of diseases.
Health Care Administration
The role of clinical nurse specialists in health care administration is limited. However, they work in collaboration with administrators in order to improve patient care especially when they are strategically positioned. The closest clinical nurse specialists have come to administrators is when they are assigned to supervise their fellow nurses (DeNisco & Baker, 2016).
Nurse practitioners also play limited role in health care administration. Owing to their education level, they can help in the formulation of hospital policy for purposes of improving patient care. However, they can also design policies related to human resources within an organization.
Hence, both clinical nurse specialists and nurse practitioners have limited roles in health care administration. The only way that they can participate in the management of hospitals is through collaboration with administrators to improve the quality of care and their own positioning to achieve that.
Informatics
Clinical nurse specialists use informatics to improve the work environment and practice through application of informatics (Murphy, Goossen, & Weber, 2017). These nurses are significant as they influence nurses to adopt information technology in practice thus improving care.
When it comes to nurse practitioners, they use informatics to access best evidence-based information as well as informational tools (Murphy, Goossen, & Weber, 2017). Further, nursing informatics also helps nurse practitioners to easily relay information and also protect themselves and patients through the use of aspects such as telemedicine, e-prescribing, and internal messaging system among others.
Again, the two nursing areas use informatics to improve patient care. Whereas clinical nurse specialists ensure that information technology aspects related to patient care are adopted by nurses to improve patient care, nurse practitioners actually use informatics to undertake their duties.
Business/Finance
Clinical nurse specialists engage in the management of patients and not human resources. Thus, they do not need to have any business or financial competencies and their curriculum do not cater for this.
On the other hand, nurse practitioners may require to have business/finance competencies. This allows them to be prepared to manage resources involving employees. By taking part in workforce planning, business/finance acumen will enable them to plan properly so as to enhance employee satisfaction.
While clinical nurse specialists do not require any finance/business knowledge, these skills become indispensable to nurse practitioners due to the fact that they may use them in administrative roles. .
Specialty (e.g., Family, Acute Care)
Clinical specialist nurses are specialized in the following areas of care: Community-public health, Pediatric critical care, Home health, Adult gerontology, Adult-gerontological health, and Adult-gerontological critical care,
On the other hand, nurse practitioner are specialized in the following areas: Women’s health, Neonatal, Pediatric primary, Gerontology primary, Pediatric acute, Family primary, Adult-gerontology primary, Adult primary, Adult psychiatric-mental health, and Adult-gerontology acute.
Both nurses work specialize in adult gerontology care and pediatric critical care. However, clinical specialist nurses work with home health, and community public health cases whereas nurse practitioners do not.
Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice
Certification in this area of nursing occurs via the American Nurses Credentialing Center depending on the specialty. Nevertheless, not all of the CNS specialties have their certification exam.
For NPs, certification occurs through either the American Academy of Nurse Practitioners or the American Nurses Credentialing Center (ANCC).
Thus, American Academy of Nurse Practitioners certifies both nurses. However, NPs can also be certified by American Academy of Nurse Practitioners, something that CNS do not enjoy.
References
DeNisco, S. M., & Baker, A. M. (2016). Advanced practice nursing: Essential knowledge for the profession (3 ed.). Burlington, MA: Jones & Bartlett Learning.
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Fooladi M. M. (2015). The Role of Nurses in Community Awareness and Preventive Health. International journal of community based nursing and midwifery, 3(4), 328-9.
Murphy, J., Goossen, W., & Weber, P. (2017). Forecasting Informatics Competencies for Nurses in the Future of Connected Health: Proceedings of the Nursing Informatics Post Conference 2016. Amsterdam: IOS Press, Incorporated
Porter-O’Grady, T. & Malloch, K. (2016). Becoming a professional nurse. ( 2nd ed.), Leadership in nursing practice: Changing the lanscape of healthcare Burlington, MA: Jones and Bartlett Learning.
JOURNAL TYPE WRITING PLEASE AND NO PLALGARISM. Please use scholarly references within 5 years.
In your journal, you will reflect on the personal knowledge and skills gained throughout this Capstone course. The journal should address a variable combination of the following, depending on your specific practice immersion clinical experiences:
New practice approaches
Intraprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
Students will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the student met the competencies aligned to this course.
Nursing Roles Graphic Organizer Template
You will use the template provided
At the top you add the type of MSN role you are studying.
In the second space you add any other type of MSN role.
You then compare the two using the comparisons below
You would add the references under the template
Comparison of Roles in Relation to Ethics
Comparison of Roles in Relation to Education
Comparison of Roles in Relation to Leadership
Comparison of Roles in Relation to Public Health’
Comparison Roles in Relation to Health Care Administration
Comparison of Roles in Relation to Informatics
Comparison of Roles in Relation to Business or Finance
Comparison of Roles in Relation to Specialty
It is also graded on
Proper documentation of references
Presentation
Visual Appeal
** I am adding an attachment of a completed organizational project for you to see what is expected. You don’t have to have the colored backgrounds for each section but you will need to add some graphics.
3000 WORD MINIMUM (EXCLUDING REFERENCES) I HAVE STARTED THE ASSIGNMENT (1 PAGE) BUT NEED IT FINISHED.
JOURNAL TYPE WRITING PLEASE AND NO PLALGARISM. Please use scholarly references within 5 years.
APA Writing Checklist
Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.
☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.
☐ The title page is present. APA format is applied correctly. There are no errors.
☐ The introduction is present. APA format is applied correctly. There are no errors.
☐ Topic is well defined.
☐ Strong thesis statement is included in the introduction of the paper.
☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.
☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.
☐ All sources are cited. APA style and format are correctly applied and are free from error.
☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.
Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.
Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.
Sheila, it is interesting to note that though the Clinical Nurse Leader and Clinical Nurse Specialist have different roles, they are still accountable to the Code of Ethics. Perhaps people outside of health care do not realize that The Code of Ethics in nursing applies to all areas of nursing whether it be bedside care or nurse administration. The ethical guidelines found in the Code of Ethics serves to hold nurses accountability for behavior and action directed towards the very ones under their care and supervision. The sum total of nursing’s Code of Ethics is to provide care which prioritizing the patients best interest without compromising (Weberg et al., 2019). Despite these two diverse specialties, they each provide the opportunity to demonstrate the high standard found in the nursing code of ethics to their patients, staff, and communities they practice in.
Reference
Weberg, D. R., Mangold, K., Porter-O’Grady, T., & Malloch, K. (2019). Leadership in nursing practice: Changing the landscape of health care (3rd ed.). Jones & Bartlett Learning. ISBN-13: 9781284146530
In your journal, you will reflect on the personal knowledge and skills gained throughout this Capstone course. The journal should address a variable combination of the following, depending on your specific practice immersion clinical experiences:
New practice approaches
Intraprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
Nursing Roles Graphic Organizer Template
Nurse Educator
Public Health Nurses
Observations (Similarities/Differences)
Ethics
Nurse educators are the custodians of ethical codes of conduct in practice for both student and practicing nurses. As part of their job description, they are expected to uphold ethics and inspire their students and colleagues to do the same (Sasso et al., 2016). Indeed, they are responsible for the successful implementation of ethical codes of conduct across the entire health spectrum.
Public health nurses handle a community instead of single patients and as such, they are required to possess strong work ethics as part of their competence. During their practice, public health practitioners are required to use certain principles in ethical decision-making as regards interventions. These include: transparency, reciprocity, coercive or least restrictive means and harm principle (Sasso et al., 2016).
Both areas of nursing require the application of ethics. However, whereas nurse educators ensure that ethics is observed by both their students and their colleagues, public health nurse practitioners apply their ethical principles during decision-making.
Education
As part of their educational requirements, nurse educators require certification as registered nurses. However, whereas a majority of nurse educators possess a Masters in Nursing, numerous universities have placed the threshold of a doctorate for them.
The educational requirement of a public health nurse practitioner are twofold. The first option entails having a graduate degree in community health nursing or public nursing as given by either Commission on Collegiate Nursing Education (CCNE) or an accredited program from National League for Nursing Accrediting Commission (NLNAC) (DeNisco & Baker, 2016). The second option involves having and MPH alongside a Bachelor’s degree or higher credentials.
The two specialties have varied educational requirements. Whereas nurse educators require Masters and doctorate degrees to become certified, community health nurses need a graduate degree and in some cases an MPH plus a Bachelor’s degree to become certified.
Leadership
Being leaders is part of the job description of nurse educators. Due to the nature of their job, nurse educator use their leadership role to influence nursing curriculum through designing, updating, examining and executing the same. Further, DeNisco and Baker (2016) posit that nurse educators act as role models to their students which is why they influence the choice of nursing theory that these students apply after becoming registered nurses. Also, they offer leadership with regards to the implementation of evidence-based practice in care setting.
Public health nurses require leadership competencies due to the nature of their work. Their leadership capabilities are manifold as they range from public health policy to leading efforts to integrate communities, organizations, and individuals to create healthier societies.In addition, they lead in the creation of sustainable change efforts in nursing as well as application of evidence-based practice interventions in and among communities.
Both nurse educators and public health nurses employ their leadership skills to influence aspects of care. However, whereas the nurse educator uses their leadership skills to influence the above in academic and clinical settings, the community health nurse uses theirs to influence the same in communities, organizations, and even government.
Public Health
Nurse educators also have an integral role in public health. As part of a multidisciplinary team in the management of various illnesses, they formulate and effectively deliver essential public health interventions (Stanhope, & Lancaster, 2015). Nurse educators achieve this by working as change agents when it comes to the formulation of quality health care practices. Moreover, nurse leaders may collaborate with public health personnel to create, support, and analyze clinical practice through competency framework as well as the creation of a proper learning environment for public health emergencies.
Public health nurses play an important role in public health. Their role in public health include the management of public health programs related to maternal and child health, nutrition programs, school health and communicable diseases. Moreover, these nurses undertake health promotion activities in their communities to leave a healthier group of people (Stanhope, & Lancaster, 2015). In other words, in addition to treating communities, public health nurses educate them regarding health matters, disease prevention, as well as beneficial health practices. In addition, they advocate for policies that improve the lives of the public.
Both nurse educators and public health nurses work to influence the existence of healthier communities through policies. Whereas the former group only uses policies and research to influence this, the latter one translates the above into practice.
Health Care Administration
The role of nurse educators in health administration is limited. When working administratively, they are referred to as Administrative Nurse Faculty whose main role is to use evidence-based practice to support the deployment of several initiatives at either the academic or practice setting. They also serve on administrative committees that handle institutional policies, departmental matters and academic issues.
Public health nurses play an important role in health care administration as they manage the operations of public health programs. They further assess community health issues and provide recommendations regarding the necessary interventions (DeNisco & Baker, 2016). Further, they may also implement community outreach programs in order to ensure a healthier population.
The scope of nurse educators in administration is limited while that of public health nurses is wide. Whereas those of the latter are confined to institutional policies, the administrative role of public health nurses entails the management of programs at the community level.
Informatics
The role of nurse educators in informatics is clear. One of the ways that nurse educators use informatics is when they are disseminating information from their research using the analytical science informatics and information management system. Further, their roles entail the applying cutting edge informatics methods to convey instructions in class.
Public health nurses also require information competencies when it comes to discharging their duties. They may need to use latest technologies such as PowerPoint presentation when disseminating information and also conducting research regarding pertinent evidence based practice interventions.
The two nursing specialties employ the usage of informatics to disseminate information. However, whereas nurse educators use this to conduct research in order to formulate EBP practices, public health nurses employ the same to search for the above EBP interventions.
Business/Finance
Nurse educators require business and financial competencies in order to make certain decisions. As leaders in the creation and implementation of curricula and quality improvement initiatives, the above competencies are useful to nurse educators.
Public health nurses, as part of their administrative duties, may require financial and business competence. According to DeNisco and Baker (2014), they are responsible for managing finances for their community outreach programs. As such, they may need knowledge in the creation and implementation of budgets for the same.
Both areas of nursing practice require business/finance knowledge in order to manage finances related to their various programs.
Specialty (e.g., Family, Acute Care)
Nurse educators are specialist nurses that specialize in various areas. These specialties vary from psychiatry, family care and acute care among others. The requirement for nurse educators to become specialists is influenced by State boards.
Public health nurses may elect to pursue specialization upon registering for an MPH. During such endeavors, public health nurses may specialize in epidemiology, biostatistics, and environmental health.
Whereas both areas offer specialization options, it is important to note that the alternatives offered by public health are not associated with nursing.
Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice
Nurse educators must acquire certification from the The American Association of Colleges of Nursing (AACN). The AACN sees to it that quality standards of care are maintained in nursing education and that the implementation of the same occurs. Further, State Board of Directors oversee the licensing of nurse educators.
Public health nurses work under the auspices of various regulatory bodies and boards of nursing that require them to registered and licensed. The NCSBN develops exams including NCLEX-RN and NCLEX-PN to enable the RBs and BONs to offer certification.
Both areas require registration and certification from regulatory bodies. However, whereas nurse educators acquire the above from specific bodies such as the CAN, the certification agencies for public health nurses are amorphous.
References
DeNisco, S., & Barker, A. M. (2016). Advanced practice nursing: Essential knowledge of the profession. Burlington, MA: Jones & Bartlett Learning.
Sasso, L., Bagnasco, A., Bianchi, M., Bressan, V., & Carnevale, F. (2016). Moral distress in undergraduate nursing students: A systematic review. Nursing ethics, 23(5), 523-534.
Stanhope, M., & Lancaster, J. (2015). Public health nursing-e-book: Population-centered health care in the community. Elsevier Health Sciences.
Students will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the student met the competencies aligned to this course.
808 × 553
Course Code Class Code Assignment Title Total Points
NUR-513 NUR-513-O501 Nursing Roles Graphic Organizer 120.0Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%)
Nursing Roles Graphic Organizer Criteria 100.0%
Comparison of Roles in Relation to Ethics 10.0% A comparison of roles in relation to ethics is not included. A comparison of roles in relation to ethics is present, but it lacks detail
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