Practitioner The shortage of physicians has opened up abundant opportunities for advanced practice nurses (APNs). As barriers continue to be broken for APNs‚ they will continue to magnify their role in providing both primary and specialized care to patients. The purpose of this paper is to explore defining concepts of the advanced practice nurse‚ such as the roles of scholarship‚ the APN consensus model and certification requirements‚ ways of knowing‚ and the empiricism paradigm. It will discuss
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issues‚ then work to create services within the community that could benefit this patient and others. Collaboration Creating collaborative relationships between healthcare providers is essential for the APN (Hamric‚ 2014). These relationships create better patient care and decrease the overall costs of healthcare by decreasing duplication of services. Hamric (2014) writes‚ “Patients assume that their health care providers communicate and collaborate effectively: thus‚ patient dissatisfaction with
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Coaching should be considered a core competency of advanced practice nursing. Coaching‚ as defined by Hamric‚ Hanson‚ Tracy & O’Grady (2014) is a process by which an advanced practice nurse can use skills that have been learned to guide patients and families through health related issues that have been identified for the patient and can be used to improve overall health for the patient (p. 186). Since advanced practice nurses have been trained in communication skills and providing care for patients
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practice‚ primary care‚ education‚ administration‚ and research. Advanced practice of nursing (APN) is a direct/indirect care individual who cares for patients and manages individuals and the community‚ nursing and health care organizations‚ administrations‚ and the growth and application of health policy by using various forms of nursing intervention to change the outcome of health care (AACN‚ 2006). APN is a patient-focused range of competencies
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Practice Nurse (APN) in a rural setting. In 1989‚ Long and Weinert laid the foundation for the development of a rural nursing theory by defining rural nursing as the “provision of health care by professional nurses to persons living in sparsely populated areas” (McCoy‚ 2009). An APN faces many challenges by working in a rural community. This paper will present a model developed to describe the components that make up an APN and a patient as well as the interaction between the APN and the patient
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interruptions‚ and perceived lack of experience or support. orientation programs provided by facilities for new graduates practitioners prove to be beneficial in addressing these issues. The increase in autonomy and collaborative practice expectations of the APN role are two chief factors making the transition difficult (Solowiej‚ Upton‚ and Upton‚ 2009). As described by Morrow (2009)‚ the transition from novice to expert practitioner takes place in stages that build from one another; stages of novice‚ advanced
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Coaching competence can be further reinforced by participating in patient education on health‚ wellness and improvement. Responsible health teachings that are designed to help avert illness‚ diminish morbidity‚ promote health and wellness practices‚ and manage
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The APN should have a willingness to name organizational problems and take action to correct these problems. Activism‚ an APN must be aware of new laws and regulations at the local‚ state‚ and federal levels that affect patient care‚ nursing‚ and APN’s. They must also show the ability to respond to these laws in a manner that is supportive‚ or collaborate to amend laws and regulations that may have a negative patient impact. In order for the APN to succeed at these three characteristics
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In order to be certified as an APN‚ a practitioner must be licensed as a registered nurse. The board recognize the graduate-level advanced specialty areas includes‚ nurse anesthetist‚ nurse practitioner‚ nurse-midwife‚ Clinical Nurse Specialist (CNS) and Psychiatric/ Mental Health nurse
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JAN ORIGINAL RESEARCH JOURNAL OF ADVANCED NURSING The role of advanced practice nurses in knowledge brokering as a means of promoting evidence-based practice among clinical nurses Kate Gerrish‚ Ann McDonnell‚ Mike Nolan‚ Louise Guillaume‚ Marilyn Kirshbaum & Angela Tod Accepted for publication 5 February 2011 Correspondence to K. Gerrish: e-mail: k.gerrish@shu.ac.uk Kate Gerrish MSc PhD RN Professor of Nursing Centre for Health and Social Care Research‚ Sheffield Hallam University and
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