1 Nurse Practitioner Mentor Guideline NPAC-NZ Purpose To provide a framework for the mentorship of registered nurses to prepare for Nurse Practitioner (NP) registration from the Nursing Council of New Zealand. Mentorship may: Assist NP Applicant through each stage of NP preparation including describing and articulating their intended practice focus Provide a mechanism for role transition Assist NP Applicant to refine and develop their written application through the identification of gaps in evidence requiring further development Assist NP Applicant to prepare for the panel interview Qualities required to be an effective Mentor Understands advanced nursing practice and have a clear understanding of the NP role Understands the Nursing Council of New Zealand (NCNZ) competencies and the requirements that the NP Applicant requires to demonstrate each competency, for example: o it is imperative that the mentor understands the issues relating to health assessment, physical examination, diagnostic reasoning/critical decision making, laboratory tests, cultural safety in terms of NCNZ requirements Has a clear understanding of how a portfolio needs to be presented Understands the interview process Mentoring Relationship The mentor relationship is one built on mutual trust whereby the NP Applicant and the mentor explore and reflect on the evidence to support the application. The relationship is one of openness to listening, critical appraisal and learning with both parties committed to professional growth and development of nursing. Respect for each other s contribution is crucial to success.
2 Roles and responsibilities a) Roles of both Mentors and NP Applicants 1. Complete the NP Applicant Mentoring agreement form (Appendix A) 2. Listen and respect each others contribution 3. Be open to new ways of thinking and being 4. Maintain confidentiality 5. Declare any conflict of interest when issues are raised e.g. prior knowledge of a situation the NP Applicant raises for discussion 6. Be committed to professional growth 7. Establish and maintain achievable goals or expectations 8. Maintain regular agreed contact 9. Terminate meetings if expectations and goals are consistently not being met b) Responsibilities Mentor Provide critical and honest feedback written evidence and performance against competencies, including alerting the NP Applicant to concerns over the readiness of their application to NCNZ. Commit to provision of regular meetings as negotiated and agreed In collaboration with the NP Applicant, complete the NP Applicant assessment and development plan (Appendix B) Develop in collaboration with Registered Nurse a work plan to meet requirements of NP registration (Appendix C) Support NP Applicant throughout identified components of registration process, i.e. development of portfolio, preparation for panel interview Provide quarterly feedback to identified Nurse Leader who supports NP Applicant. Address patient safety issues if and as they arise. Reporting requirements under HPCA Act are adhered to. The NP Applicant Identify proposed Practice Focus with justification and identification of population health need Commit to regular attendance at agreed meetings, prepare agendas for meetings, and to follow-up on agreed actions between discussions/meetings. Commit to and respect the mentor relationship and be open to both positive feedback and challenging critique. Commit to completion of agreed work plan
3 Phases or stages in the relationship Initiation Characterised by setting the ground rules, getting to know one another. During this face there is generally greater reliance on the mentor. In collaboration with the NP Applicant, Mentor to complete the NP Applicant assessment and development plan In collaboration with the NP Applicant, Mentor determines a work plan that is agreed. Working/developmental phase Characterised by mutual trust and sharing, interdependence and creative risk taking Assess progress of NP Applicant against work plan to meet requirements of NP registration Set agreed goals and activities Termination Characterized by increasing independence, NP Applicants acts on own initiative, self evaluates and is ready to move on Ground Rules 1. It is the NP Applicant s responsibility regarding the success or failure of the application. 2. Expectations of the mentor and NP Applicant in the mentoring process are explored and agreed on initial contact and reviewed regularly. 3. The mentor assists with reflection and feedback. She/he does not hand hold in the development of the application. It may be that the mentor would recommend that the NP Applicant meet with others who may be better able to provide advice in certain areas of the application. 4. Discussion during meetings is confidential.
4 5. Mentors will keep a record of contacts, time involved and any key issues arising. Also, mentors will keep confidentially for their own use, a record of key points of discussion and action points/timeframes agreed and when the next contact will be as per Progress Record. The NP Applicant will keep this information also. 6. The NP Applicant is responsible for preparing an agenda of points requiring discussing as per their development plan, and may also add items they wish to address at each contact. The mentor may also identify developmental needs for the NP Applicant and add these to the agenda. 7. The NP Applicant needs to initiate the meetings and carry the costs of any telephone calls or meetings Conflict resolution Should the mentoring relationship feel uncomfortable for any reason, it is essential that this is discussed together. If the situation does not improve then either party should not hesitant to say so and conclude mentor relationship. Matching NP Applicant and Mentor First point of contact will be the professional nursing organization. This is an initial screening call to identify specific mentoring needs. Only those who have accessed the NCNZ Nurse Practitioner documents and have commenced drafting their application will formally be provided with a mentor and enter the Nurse Practitioner Mentor Programme If an initial draft application is near completion, the available mentors and their profiles will be shared with the NP Applicant and information regarding the NPAC-NZ guidelines, or nursing organization specific Mentor guidelines will be discussed. Copies of profiles and Mentor Guidelines will be forwarded to the NP Applicant The NP Applicant will contact their nursing organization with the preferred mentor who will then discuss the NP Applicant with the preferred mentor and double-check their ability to proceed with mentoring the NP Applicant The NP Applicant will then be provided with contact details Each professional organisation will maintain a record of NP mentors and their current activity.
5 Definitions Nurse Practitioner Nurse Practitioners are expert nurses who work within a specific area of practice incorporating advanced knowledge and skills. They practise both independently and in collaboration with other health care professionals to promote health, prevent disease and to diagnose, assess and manage people s health needs. They provide a wide range of assessment and treatment interventions, including differential diagnoses, ordering, conducting and interpreting diagnostic and laboratory tests and administering therapies for the management of potential or actual health needs. They work in partnership with individuals, families, whanau and communities across a range of settings. Nurse Practitioners may choose to prescribe medicines within their specific area of practice. Nurse Practitioners also demonstrate leadership as consultants, educators, managers and researchers and actively participate in professional activities, and in local and national policy development (Nursing Council of New Zealand, 2003). Mentor Mentorship is not the same as preceptorship or clinical supervision, it is a specific role to support the nurse through their transition to NP registration. Mentors take a specific interest in assisting another individual nurse with their professional and career development over time. For some people sessions maybe required on a regularly defined time, however, for many others they occur and different points in the process, for example, some people require an initial session to ensure they are on track and then don t require another session (maybe for several months) until they have completed specific tasks/papers. Another session might be required to look over the portfolio and identify gaps and areas that need strengthening. A later session might be focused on interview preparation. Preceptoring and clinical supervision While the terms may be used interchangeably Mentoring is not the same as preceptoring or supervision. Preceptors act for their employers to assist a new employee or student to orientate and settle in to a new role while clinical supervision is aimed at providing nurses with support to critically reflect on their clinical practice. Acknowledgements This guideline has been adapted by the NPAC-NZ Committee (2010) from the NZNO Mentor Guideline and the MidCentral Health Nurse Practitioner preparation guideline.
6 Appendix A Nurse Practitioner Applicant Mentoring Agreement Mentorship for NP applicants is a mechanism for role transition. Mentorship is not the same as preceptor ship or clinical supervision, and it is usually on a longer term basis. Mentors are chosen by the NP applicant rather than appointed by an outside agency. This agreement is designed to minimise difficulties within mentoring partnerships, by defining boundaries and ground rules, agreeing on time commitments and time frames identifying goals of mentee Agreement between..np Applicant/ Mentee and..mentor It is agreed that this is a voluntary relationship, where the Mentor will support the transition of NP Applicant to Nurse Practitioner registration by Nursing Council of New Zealand. The mentoring partnership will function according to the NPAC-NZ NP Applicant Mentor guideline : Start date:.. End date (mutually negotiated and agreed).. If the mentoring partnership breaks down due to unresolved conflict then the end date can be renegotiated. Meeting times, dates, venues have been agreed as.. It is understood the NP Applicant has ultimate responsibility for application to Nursing Council of New Zealand. Confidentiality is agreed by both parties Signed Date. Signed.. Date References: Hodges, B. (2009). Factors That Can Influence Mentorship Relationships. Paediatric Nursing 21(6). New Zealand Nurses Organisation. (2008). NZNO Nurse Practitioner Mentor System. Mentor relationship terminated by Mentor/NP Applicant (delete one) Date. Signed.Mentor, Signed NP Applicant
7 Appendix B Nurse Practitioner Applicant Assessment and Development Plan Nurse Practitioner Competencies Table of Contents to Portfolio Indicators Evidence Provided Met Action Required Describes the nursing model/framework identifying the values and beliefs that underpin and guide practice. Defines area of nursing practice in relation to client/population group including activities of health promotion, maintenance and restoration of health, preventative care, rehabilitation and/or palliative care. DOMAIN ONE: PROFESSIONAL RESPONSIBILITY AND LEADERSHIP
8 Articulates a coherent and clearly defined nurse practitioner area of practice that is characterised by advanced practice, evidence based nursing knowledge and skills Demonstrates autonomous, interdependent and collaborative practice in relation to client care and within the health care team Engages in activities at a local systems level that promotes the positive contribution of nursing to health care delivery and health outcomes of population groups. Describes clinical decision making processes involved in response to actual and potential health needs and characteristics of the population group. Articulates an advanced level of knowledge and describe the evidence that underpins decision making Demonstrates an advanced level of critical thinking in practice Demonstrates ability to use advanced knowledge to effect equity of health outcomes
9 Competency 1.2 Demonstrates accountability for practice in relation to the population/client group and the parameters of practice within health care settings. Demonstrates advanced practice competencies within a specific area of practice that is autonomous and collaborative. Demonstrates timely referral and consultation when an issue is outside scope of practice or level of expertise/experience. Collaborates, initiates and leads to ensure practice is informed by ethical decision making. Demonstrates consideration of access and quality when making client care decisions. Initiates and leads professional development processes based on professional practice standards and legal and ethical guidelines. Collaborates, initiates and / or leads professional development processes based on peer supervision and review of currency and practice.
10 Competency 1.3 Demonstrates Nursing Leadership that positively influences the health outcomes of client/population group and the profession of nursing Takes leadership roles in complex situations across settings and disciplines. Considers the impact of the wider determinants of health including emerging health policy and findings and modifies practice accordingly. Promotes opportunities to achieve equity of health outcomes across the population group. Takes leadership roles in community and professional groups to achieve positive outcomes for client or population group. Shows leadership in professional activities such as research, scholarship and policy development.
11 Demonstrates skilled mentoring, coaching and teaching of health care colleagues. Contributes to, and participates in, national and local health and socioeconomic policy development.. DOMAIN TWO: MANAGEMENT OF NURSING CARE Competency 2.1 Demonstrates advanced comprehensive client health assessment skills and diagnostic decision making relevant to specific area of practice Demonstrates advanced clinical decision making processes to: Assess the client s health status. Make differential, probable and definitive diagnosis. Implement appropriate interventions based on a systematic decision making process. Evaluate client response to care. Orders and interprets diagnostic tests and makes decisions / interventions based on diagnostic information, current evidence and local practice information.
12 Prioritises data collection and assessment processes in complex situations according to the client s immediate and/or ongoing needs. Consults and refers to other health professionals appropriately. Competency 2.2 Demonstrates advanced practice in direct client care within a range of contexts and situations Anticipates situations and acts appropriately to manage risk in complex client care situations. Demonstrates a creative, innovative approach to client care and nursing practice. Decision making is justified by extensive knowledge base and contextual data. Uses critical thinking to plan practice according to contextual factors. Identifies a clear process for consultation and collaboration with client and other health professionals.
13 Competency 2.3 Consistently involves client in decision making processes and uses client information to determine management strategies Actively explores the client s cultural preferences, health behaviours and attitudes regarding care and incorporates information into management plan. Actively explores client s ability to participate in care and incorporates information into management plan. Ensures client has access to, and understands relevant information and resources on which to make informed decisions regarding care. Documents client involvement in decision making. Competency 2.4 Demonstrates confident and independent practice that is based on the synthesis of theory and practice knowledge from nursing and other disciplines Decision making is based on an advanced level of clinical judgement, scientific evidence, critical reasoning and client determined outcomes. Demonstrates an extensive knowledge base in specific area of practice and applies knowledge of biological, pharmacological and human sciences.
14 Demonstrates advanced level skills and performance of interventions relevant to specific area of practice. Provides clinical leadership in the effective use of information technologies to support practice decisions. Competency 2.5 Uses a formal approach to monitor and evaluate client responses to interventions Provides a clinical leadership in evaluating client responses to interventions and directs the modification of the care plan accordingly. Systematically documents and communicates evaluation process and changes to management plan. Demonstrates evaluation processes that measure the efficacy of practice to client outcomes, population based outcomes and the health care environment. DOMAIN THREE: INTERPERSONAL AND INTERPROFESSIONAL PRACTICE AND QUALITY IMPROVEMENT Competency 3.1 Establishes therapeutic relationships with client that recognise the client in context and respects Actively assesses clients preferences and abilities and ensures clients have access to appropriate information on which to base decisions.
15 Is proactive in meeting the cultural, social and developmental needs of clients. Demonstrates respect for differences in cultural, social and developmental responses to health and illness and incorporates health beliefs of the individual / community into assessments and plans of care. Promotes client s participation in health care decision making and self management of health needs. Advocates for client within the health care team and with relevant agencies in a timely and respectful manner. Competency 3.2 Contributes to clinical collaboration that optimizes health outcomes for the client Leads and collaborates with other health agencies/professionals to ensure timely access and smooth transition to quality services for client leads case reviews and debriefing activities Initiates change and responds proactively to changing systems
16 Is an effective resource and consultant for interdisciplinary clinical staff and disseminates research findings. Acts as an agent to foster collaboration between members of all disciplines in the health care team to work towards Competency 3.3 Actively involved in quality assurance activities that monitor and improve the quality of health area and the effectiveness of own practice Demonstrates responsibility for quality of healthcare, risk management and effective resource utilization Critiques and develops clinical standards Influences purchasing and allocation of resources through use of evidence based findings Participates in regular formal professional supervision
17 DOMAIN FOUR: PRESCRIBING PRACTICE Note: Third party evidence must be from a registered prescriber in an appropriate scope of practice Competency Understands the regulatory and legislative frameworks, contractual environment, subsidies, professional ethnics and role of key government agencies associated with prescribing Prescribes and administers medications within legislation, codes, scope and specific area of practice according to established prescribing processes and New Zealand guidelines Demonstrates accountability and responsibility in prescribing practices using evidence to make risk benefit assessments Collaborates, consults with and provide accurate information to the client and other health professionals about prescribing relevant interventions, appliances, treatments of medications. Demonstrates an understanding in the use, implications, contraindications and interactions of prescription medications and with any other medications
18 Applies knowledge of age-related pharmacokinetic differences and the implications for prescriptive practice on clients within the specific area of practice Demonstrates an ability to limit and manage adverse reactions/emergencies/crisis Recognises situations of drug misuse, underuse and overuse and acts appropriately Monitors the effectiveness of the client s response to prescribing and is actively involved in pharmacoviligence and drug monitoring Nurse practitioner Applicant:. Mentor: Date:. Targeted Completion Date:.. Date Appraisal Due: 3 months from commencement then annually
Competencies for the nurse practitioner scope of practice Approved by Council September 2008 Nurse practitioner scope of practice Nurse practitioners are expert nurses who work within a specific area of
Orientating statements Nurse practitioners have the capability to provide high levels of clinically focused nursing care in a variety of contexts in Australia. Nurse practitioners care for people and communities
Personal Assessment Form for RN(NP) Practice for the SRNA Continuing Competence Program (CCP) Completing a personal assessment is a mandatory component of the SRNA CCP. It allows a RN and RN(NP) to strategically
Scope and Standards of Practice for The Acute Care Nurse Practitioner American Association of Critical-Care Nurses Editor: Linda Bell, RN MSN Copy Editor: Anne Bernard Designer: Derek Bennett An AACN Critical
Position Description Position details: Title: Reports to: Reports professionally to: Date: Nurse Educator General Medicine Nurse Unit Manager General Medicine Nurse Unit Manager General Medicine November
Standards of Practice for Primary Health Care Nurse Practitioners June 2010 (1/14) MANDATE The Nurses Association of New Brunswick is a professional organization that exists to protect the public and to
National Competency Standards for the INTRODUCTION DEFINITION OF NURSE PRACTITIONER COMPETENCY STANDARDS FOR NURSE PRACTITIONER NURSE PRACTITIONER FRAMEWORK GLOSSARY OF TERMS Introduction The Australian
Standards of proficiency Operating department practitioners Contents Foreword 1 Introduction 3 Standards of proficiency 7 Foreword We are pleased to present the Health and Care Professions Council s standards
MCH LEADERSHIP SKILLS SELF-ASSESSMENT This self-assessment corresponds to the Maternal and Child Health Leadership Competencies Version 3.0, by the MCH Leadership Competencies Workgroup (Eds), June 2009.
1 Competencies for registered nurses Te whakarite i nga mahi tapuhi kia tiakina ai te haumaru a-iwi Regulating nursing practice to protect public safety December 2007 2007 2 Competencies for registered
Standards of proficiency Dietitians Contents Foreword 1 Introduction 3 Standards of proficiency 7 Foreword We are pleased to present the Health and Care Professions Council s standards of proficiency for
POSITION DESCRIPTION Practitioner Define Date Produced/Reviewed: Position Holder's Name: Position Holder's Signature :... Manager / Supervisor's Name: Manager / Supervisor's Signature :... Date :... Page
Graduate Profile BA (Hons/Ord) Learning Disability Nursing The following information, in conjunction with the graduate's individual practice portfolio and C.V., constitutes the graduate profile for the
X: Alberta s Competency Profile 241 Priority: One Competency: X-1 Leadership Skills X-1-1 X-1-2 X-1-3 X-1-4 X-1-5 Demonstrate ability to apply critical thinking and clinical judgment to leadership skills
Role Description Position Title: Palliative Care Nurse Practitioner (Community) Location: Nelson Tasman Hospice Date: August 2015 Reporting to: Hospice CEO Clinical reporting line to the Senior HMO Position
Education programme standards for the registered nurse scope of practice July 2010 2 Introduction Under the Health Practitioners Competence Assurance Act 2003 ( the Act ) the Nursing Council of New Zealand
Occupational Therapists Registration Board Standards of Proficiency and Practice Placement Criteria Occupational Therapist Registration Board Page 1 of 22 Contents Background 3 Standards of proficiency
MN-NP GRADUATE COURSES Course Descriptions & Objectives NURS 504 RESEARCH AND EVIDENCE-INFORMED PRACTICE (3) The purpose of this course is to build foundational knowledge and skills in searching the literature,
Professional Competencies of the Newly Qualified Dental Prosthetist February 2016 Australian Dental Council Level 2, 99 King Street Melbourne Victoria Australia Copyright 2016 This work is copyright 2016.
Clinical Nurse Specialist Date: November 2014 Job Title : Clinical Nurse Specialist Department : Hospital Service Location : North Shore Hospital / Waitakere Hospital, Medicine and Health of Older People
Learning Assurance Report for the WellStar Primary Care Nurse Practitioner Program in the Wellstar College of Health and Human Services Spring 2004 Prepared by WellStar School of Nursing Curriculum Committee
A competency framework for all prescribers updated draft for consultation Consultation closes 15 April 2016 Contents 1 Introduction... 3 2 Uses of the framework... 4 3 Scope of the competency framework...
ADULT-GERONTOLOGY PRIMARY CARE NURSE PRACTITIONER Nurse Practitioner Student Learning Outcomes Students in the Nurse Practitioner Program at Wilkes University will: 1. Synthesize theoretical, scientific,
Standards for specialist education and practice This document is now the UKCC s exclusive reference document specifying standards for specialist practice. Any previous documentation, as detailed below,
Department/Academic Unit: School of Nursing, MN Degree Level Expectations, Learning Outcomes, Indicators of Achievement and the Program Requirements that Support the Learning Outcomes Expectations (general
Expected Competencies of graduates of the nursing program at Philadelphia University Background Educational programs are prepared within the context of the countries they serve. They are expected to respond
P O S I T I O N D E S C R I P T I O N SECTION A: Position Identification POSITION TITLE: Social Worker (MSW) CLASSIFICATION DEPARTMENT DIVISION POSITION # MANAGEMENT EXCLUDED BARGAINING UNIT SECTION B:
for entry to the register: Adult Nursing Domain 1: Professional values All nurses must act first and foremost to care for and safeguard the public. They must practise autonomously and be responsible and
Consultation on education programme standards and competencies for nurse practitioner scope of practice Consultation document November 2015 Table of Contents Introduction... 3 How to make a submission...
The Institute for Education Leadership (IEL) brings together representatives from the principals' associations, the supervisory officers' associations, councils of directors of education and the Ministry
JOB DESCRIPTION & PERSON SPECIFICATION Based in Harold s Cross Advanced Nurse Practitioner (candidate) Indefinite Duration 1.0WTE JOB DESCRIPTION TITLE: REPORTING TO: RESPONSIBLE TO: SALARY SCALE: HOLIDAYS:
University of Washington School of Pharmacy Care Definition, Practice Foundations, and Ability-Based Outcomes The pharmacist graduating from the University of Washington School of Pharmacy promotes the
Scope of Practice for Registered Nurses (RN) Health Regulation Department Dubai Health Authority (DHA) firstname.lastname@example.org DHA hotline tel. no: 800 DHA (342) www.dha.gov.ae Introduction Health Regulation
& Development for Health Protection Nursing (s 5-9 for Health) & Development for Health Public Health Protection Nursing Nursing - Health Visiting and School Nursing & Development for Health Protection
DOMAIN: Clinical Skills and Knowledge NURSING PROCESS Assessment Performs assessment and identifies appropriate nursing diagnosis and/or patient care standard with assistance. Recognizes data and identifies
Licensed Practical Nurse Acute Care Medical Surgical Environment Purpose of this Document: A key deliverable of the Model of Care Initiative in Nova Scotia is the establishment of province-wide standardized
Indiana University-Purdue University Fort Wayne College of Health and Human Services Department of Nursing Clinical Evaluation Form: Nurse Practitioner Graduate Program Student Name: Preceptor Name: Semester
Standards of proficiency Arts therapists Contents Foreword 1 Introduction 3 Standards of proficiency 7 Foreword We are pleased to present the Health and Care Professions Council s standards of proficiency
Practice Manager Children s Social Care Role Profile: Practice Manager Grade: Grade 12 Accountable to: Accountable for: Role Context & Purpose Group Manager Line management of a local team of 5-7 fte staff
NURSING & MIDWIFERY COUNCIL Standards to support learning and assessment in practice NMC standards for mentors, practice teachers and teachers Protecting the public through professional standards NURSING
POSITION DESCRIPTION SEPC s Mission: Supporting people with a life-limiting illness to live with dignity. Department: Position Title: Award: Hours of Duty: Responsible to: Performance Appraisal: Essential
& Development for Nursing in Occupational Health & Development for Nursing in Occupational Health Contents Introduction 5 6 7 8 9 Practitioner Senior Advanced Practitioner Consultant Practitioner Senior
NURSE PRACTITIONER STANDARDS FOR PRACTICE February 2012 Acknowledgement The Association of Registered Nurses of Prince Edward Island gratefully acknowledges permission granted by the Nurses Association
Outcomes and standards for undergraduate medical education The duties of a doctor registered with the General Medical Council Patients must be able to trust doctors with their lives and health. To justify
Section 1: The purpose of this document There are three key components to the Healthcare Science workforce in the UK: 1. Healthcare Science Associates and Assistants who perform a diverse range of task
Guidelines for Competence Assessment Contents Introduction..........3 Purpose of the guidelines......... 3 Nursing Council documents which support competence assessment..3 Continuing competence requirements.4
Professional Capability Framework Social Work Level Capabilities: This document presents the Social Work level Professional capabilities. The capabilities should be read in conjunction with the level descriptor
JOB DESCRIPTION ellenor Advanced Nurse Practitioner Specialist Palliative Care Responsible to Accountable to: Head of Adult Community Services Director of Patient Care General ellenor is a specialist palliative
Employer: Department: Location: Job Title: Grade of Post: Accountable to: Responsible to: The TBAP Trust Therapeutic Services Team Across two of TBAP S AP academies as directed by Therapy Services Lead
Nursing in Aotearoa New Zealand: A Definition Reproduction of material 2010 This material is copyright to the New Zealand Nurses Organisation. Apart from any fair dealing for the purpose of private study,
Date: 15 April 2016 Job Title : Clinical Nurse Specialist Department : Acute Inpatient, District Mental Health Services Location : He Puna Waiora, North Shore Hospital Waiatarau, Waitakere Hospital Reporting
Australian Medical Council Limited Standards for Assessment and Accreditation of Primary Medical Programs by the Australian Medical Council 2012 Medical School Accreditation Committee December 2012 December
Nursing and Midwifery Council mentor domains and outcomes and the NHS Knowledge and Skills Framework Contents Preface 1 Introduction 2 Partnership Approach 3 Aims 4 The mentor and other practice education
Case study 'Joanne', evidence 5: Action plan Domain 1, Professionalism Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional
1 Graduate Program Objective #1: Integrate nursing science and theory, biophysical, psychosocial, ethical, analytical, and organizational science as the foundation for the highest level of nursing practice.
Guideline: Medical supervision of Diabetes Registered Nurse Prescribing 2014 The Nursing Council of New Zealand has adapted this Guideline which was developed by the New Zealand Society for the Study of
A Competency Based Curriculum for Specialist Training in Psychiatry Specialist Module in Old Age Psychiatry Royal College of Psychiatrists Royal College of Psychiatrists 2009 SPECIALIST IN THE PSYCHIATRY
Guideline: responsibilities for direction and delegation of care to enrolled nurses Te whakarite i ngā mahi tapuhi kia tiakina ai te haumaru ā-iwi Regulating nursing practice to protect public safety May
Code of Conduct A Physician Assistant (now associate) (PA) is defined as someone who is: a new healthcare professional who, while not a doctor, works to the medical model, with the attitudes, skills and
MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advanced
MENTOR PREPARATION FOR NURSING EDUCATION IN NORTHERN IRELAND QUEEN S UNIVERSITY BELFAST UNIVERSITY OF ULSTER OPEN UNIVERSITY and BELFAST HEALTH AND SOCIAL CARE TRUST NORTHERN HEALTH AND SOCIAL CARE TRUST
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS QUALITY TEACHING I L C O U N C Contents Introduction 2 Organisation of the Australian Professional Standards for Teachers 4 Professional Knowledge 8 Professional
JOB DESCRIPTION JOB TITLE: RESPONSIBLE TO: LOCATION: Nurse Practitioner Lead Nurse Broadmead Medical Centre (BMC) Job Summary: Working as an autonomous nurse practitioner as part of the Broadmead Medical
& Development for District Nursing & Development for District Nursing Contents Introduction 5 6 7 8 Practitioner Senior Advanced Practitioner Consultant Practitioner Appendices Appendix 1 Appendix 2 Appendix
CODE OF ETHICS Approved: June 2, 2014 Effective: December 1, 2014 463 St. Anne s Road Winnipeg, MB R2M 3C9 email@example.com T: (204) 663-1212 TF: (1-877-663-1212 F: (204) 663-1207 Introduction: The Code of
Registered School Nurses Scope of Practice INTRODUCTION: This document identifies the fundamental competencies required in each of the three domains of nursing practice, namely: Care Provision and Management,
Nurse Practitioner Program Preceptor Handbook Beth- El College of Nursing and Health Sciences 1420 Austin Bluffs Parkway Colorado Springs, Co 80918 (719-255- 4434) Fax 255-4496 1 Table of Contents Welcome
NURSE PRACTITIONER SCOPE OF PRACTICE GUIDELINES FOR APPLICANTS First published September 2002 Updated September 2009 INTRODUCTION These guidelines have been developed to assist New Zealand registered nurses
PRACTICE FRAMEWORK AND COMPETENCY STANDARDS FOR THE PROSTATE CANCER SPECIALIST NURSE MARCH 2013 MONOGRAPHS IN PROSTATE CANCER OUR VISION, MISSION AND VALUES Prostate Cancer Foundation of Australia (PCFA)
Northern Ireland Framework Specification for the Degree in Social Work Department of Health, Social Services and Public Safety & Northern Ireland Social Care Council Published September 2014 (Amended October
The positive are intended for use as a guide only and are not exhaustive. Not ALL will be applicable to ALL roles within a grade and in some cases may be appropriate to a Attribute 1: COMMUNICATION Level
Develop your practice through reflection and learning Overview This standard identifies the requirements for reflecting on and developing your practice within settings where individuals are cared for or
NURSING EDUCATION Purpose This program is designed for professional nurses who have earned a Master s or Doctoral Degree in Nursing and seek further education in advanced nursing practice. Concentrations
RN-MS PROGRAM RN-MS Program Purpose This accelerated program is designed for the experienced, practicing registered nurse who plans to continue nursing studies through the master's level and does not hold
Minnesota Board of Nursing Nursing Practice Committee Proposed Changes to the Minnesota Nurse Practice Act The Minnesota Nurse Practice Act is the law that includes definitions of professional and practical
Hearing Aid Council and Health Professions Council consultation on standards of proficiency and the threshold level of qualification for entry to the Hearing Aid Audiologists/Dispensers part of the Register.
POST-GRADUATE CERTIFICATE Post Graduate/APRN Certificate Programs Purpose This distance education program is designed for the experienced registered nurse who has earned a master s or doctoral degree in
Job Title: Business Analyst Job Grade: Band 5 Directorate: Job Reference Number: People and Transformation P01216 The Role: This is a challenging role working with and across all services to support the
Rubric for Evaluating Colorado s Specialized Service Professionals: School Nurses Definition of an Effective School Nurse Effective school nurses are vital members of the education team. They are properly
CareNZ Job Description GENERAL MANAGER HUMAN RESOURCES Responsible to: Responsible for: Chief Executive HR and Payroll Administrator HR Interns and Volunteers Dimensions Location of work Other information
Crosswalk of the Master s Essentials with the Baccalaureate and DNP Essentials Essential 1: Background for Practice from Sciences and Humanities Baccalaureate: Liberal Education for Baccalaureate Generalist
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
master of NURSE PRACTITIONER Overview The Master of Nurse Practitioner is an academic program designed to provide opportunities for registered nurses to expand their skills and extend their scope of practice
A National Professional Development Framework for Palliative Care Nursing in Aotearoa New Zealand Adapted from: The National Cancer Nursing Education Project (EdCaN). 2008. National Education Framework
Appendix Health Service Psychology: Preparing Competent Practitioners This document is copyrighted by the American Psychological Association or one of its allied publishers. Advances in psychological science