Summative Evaluation Assignment: Summative Assessment Planning and Procedure Report

Nurse Practitioner Core Competencies Content

A delineation of suggested content specific to the NP core competencies

2017

NP Core Competencies Content Work Group

Anne Thomas (Chair), PhD, ANP-BC, GNP, FAANP M. Katherine Crabtree, DNSc, APN-BC, FAAN

Kathleen Delaney, PhD, PMH-NP, FAAN Mary Anne Dumas, PhD, RN, FNP-BC, GNP-BC, FAANP, FAAN

Ruth Kleinpell, PhD, RN, FAAN, FCCM Julie Marfell, DNP, APRN, FNP-BC, FAANP Donna Nativio, PhD, CRNP, FAAN, FAANP

Kimberly Udlis, PhD, FNP-BC, APNP Andrea Wolf, DNP, CRNP

Acknowledgments: NONPF also wishes to recognize members of the Curricular Leadership Committee who provided review and comment on

the draft document. The comments from the following people shaped the final document: Susan Buchholz, Holly Dileo, Kathy Dontje, Judith

Haber, Ann Marie Hart, Kathleen Reeve, Susan Ruppert, Susan Schaffer, and Courtney Young.

* The 2017 Nurse Practitioner Core Competencies Content publication aligns the competencies with the 2016 Adult-Gerontology Acute Care And

Primary Care NP Competencies.

NONPF – 2

Nurse Practitioner Core Competencies

with Suggested Curriculum Content

2017

In the development of the nurse practitioner (NP) population-focused competencies, a task force had extensive discussions of competencies vs.

content. The task force concluded that it would be beneficial to programs if some content could be included as exemplars of how to support

curriculum development for addressing a competency. Within the 2013 edition of the NP population-focused competencies, the final column in

each population’s competency table presents the respective competency work group’s ideas of relevant content.

NONPF convened a work group to identify the suggested curriculum content for the NP Core Competencies. This work group consisted of

members of the task force that prepared the 2014 edition of the NP Core Competencies, as well as additional representation from the NONPF

Board and Curricular Leadership Committee. A sub-group of the NONPF Curricular Leadership Committee completed a review of the draft

content, and the work group incorporated the review feedback into the final document presented herein. Please see the cover page for a list of

work group members and an acknowledgment of the reviewers.

The table that follows includes the NP Core Competencies and a list of suggested curriculum content. NONPF does not intend for the requirement

of all of this content, nor is the content list comprehensive for all that a program would cover with population-focused competencies. The content

column reflects only suggestions for content relative to the core competencies. This document should be used in combination with the population-

focused competencies.

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies Scientific Foundation Competencies

1. Critically analyzes data and evidence for improving

advanced nursing practice.

2. Integrates knowledge from the humanities and sciences

within the context of nursing science.

3. Translates research and other forms of knowledge to

improve practice processes and outcomes.

4. Develops new practice approaches based on the integration

of research, theory, and practice knowledge.

Comparison of patient data sets with evidence-based standards to

improve care

Scientific foundations to practice, including, but not limited to, knowledge of advanced pathophysiology, pharmacology, physiology, genetics, and communication skills

Science from other disciplines relevant to health care

NONPF – 3

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies Theories/conceptual frameworks/principles for practice:

• Translational research that guides practice

• Critical evaluation of research findings

• Mid-range nursing theories and concepts to guide nursing practice

• Evidence-based care

• Physiologic

• Communication

• Developmental

• Genetic

• Behavior change

• Population health

Critical thinking development:

• Evidence appraisal

• Formulating a practice problem

• Use of science-based theories and concepts to assess, enhance, and ameliorate health care delivery phenomena

• Use of PICO questions to initiate research and quality improvement projects

Qualitative and quantitative research and quality improvement methods

Ethical and legal protection of human subjects

Inquiry processes and practices related to health literacy, vulnerable populations, and culture

Monitoring of health outcomes

Leadership Competencies

1. Assumes complex and advanced leadership roles to initiate and guide change.

2. Provides leadership to foster collaboration with multiple

Content related to:

• Crisis management and leadership

• Stress management (for staff and patient/family)

• Teams and teamwork, including team leadership, building

NONPF – 4

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies stakeholders (e.g. patients, community, integrated health

care teams, and policy makers) to improve health care.

3. Demonstrates leadership that uses critical and reflective

thinking.

4. Advocates for improved access, quality and cost effective

health care.

5. Advances practice through the development and

implementation of innovations incorporating principles of

change.

6. Communicates practice knowledge effectively, both orally

and in writing.

7. Participates in professional organizations and activities that

influence advanced practice nursing and/or health

outcomes of a population focus.

effective teams, and nurturing team

Leadership, change, and management theories with application to

practice

Political processes, political decision making processes, and health

care advocacy

Problem solving:

• Influencing and negotiation

• Conflict management

• Strategic thinking

• Managing change Business development:

• High reliability organization principles

• Building and maintaining effective teams

• Project management concepts

• Principles of effective decision making

• Principles of change management

• Civility

• Principles of innovation Communications:

• Scholarly writing, manuscript, and abstract preparation

• Structuring and presenting persuasive arguments Peer review:

• Publications

• Presentations

• Research

• Practice. Leadership development:

NONPF – 5

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies • Skills to influence decision-making bodies at the system,

state, or national level

• Interprofessional leadership

• Assuming leadership positions in professional, political, or regulatory organizations

• Structure and functions of editorial/board roles

• Ethical and critical decision making, effective working relationships, and a systems-perspective

Concepts of strategic planning process

Leadership styles

How to lead change in practice, manage practice changes

• Monitoring implementation and fidelity

• Adaptation of change to patients, providers and

organizational needs and resources

• Interim feedback on achievements and efficiencies

• Interpretation of data and articulating evidence Self-reflection of leadership style e.g., personal leadership strengths and weaknesses; working with diverse skills sets and diverse teams

Quality Competencies

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. Summative Evaluation Assignment: Summative Assessment Planning and Procedure Report

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. Summative Evaluation Assignment: Summative Assessment Planning and Procedure Report

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Summative Evaluation Assignment: Summative Assessment Planning and Procedure Report

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