Nurse Leader and Nurse Educator Roles as Advanced Practice Nurses.
In 2004, the National Council of State Boards of Nursing (NCSBN) and accrediting agencies tried to create uniform standards for education, accreditation, licensure, and certification across the advanced practice arena. The Consensus Model for APRN Regulation, Licensure, Accreditation, Certification, and Education put APRNs into four different roles: certified nurse practitioners (CNPs), clinical nurse specialists (CNSs), certified registered nurse anesthetists (CRNAs), and certified nurse midwives (CNMs), and in at least one of six population foci: family/individual across the lifespan, adult-gerontology, neonatal, pediatrics, women’s health/ (Consensus Model). The nurse leader and the nurse educator, on the other hand, are not among the four roles. Some experts think that the roles of nurse leader and nurse educator are those of an advanced practice nurse, while others disagree.
Examine the pros and cons of nurse leaders and nurse educators being considered advanced practice nurses.
Based on what you’ve learned from your research and other sources, say whether you agree or disagree that these roles meet the requirements for advanced practice nurses.
Talk about why you made your choice and back it up with evidence.
Resources
Educator
T.L. Booth, C.J. Emerson, J. Christi, M.G. Hackney, and S. (2016). Getting academic nurse educators ready. Nurse Education in Practice, vol. 19, pp. 54–57. Get this information from Proquest – USU Library
O’Lynn, C. (2015). Endorsing the Doctor of Nursing Practice path for nurse educators. 475–477 in Journal of Nursing Education, 54(9). Get this information from Proquest – USU Library
National League for Nursing is at http://www.nln.org/.
American Association of Colleges of Nursing – http://www.aacnnursing.org/
Leader
AONE Nurse Executive Competencies
American Association of Colleges of Nursing together with other health organizations has developed nurse leader and nurse educator roles in the health sector. The health organizations have associated nurse leaders and nurse educators as advanced practice nurses (Monsen, Bush, Jones, Manos, Skiba & Johnson, 2019). However, there are advantages and disadvantages in identifying nurse leaders and nurse educator roles as advanced practice nurses. One of the advantages of identifying nurse leaders and nurse educators as advanced practice nurses is that it creates a distinction between nurse leaders and educators from other regular nurses.
Another advantage of identifying nurse leaders and nurse educators as advanced practice nurses is that it is a way of expressing the detailed qualifications necessary to become a nurse leader and educator (Booth, Emerson, Hackney & Souter, 2016). On the other hand, one of the disadvantages of identifying nurse leader and nurse educator as advanced practice nurses is that it creates confusion since other senior roles in nursing requires advanced practice. Another disadvantage of identifying nurse educators and nurse leaders as advanced practice nurses is that it can act as a form of discouragement for the regular nurses. Regular nurses can play some minor roles of nurse educator and nurse leader and they may feel discouraged due to the advanced practice distinction.
Basing on the evidence from my research, I agree on nurse educator and nurse leader roles meeting advanced practice nurse statue. Identifying a nurse educator as an advanced practice nurse is correct due to the qualifications that a nurse will require to become a nurse educator. For one to qualify as a nurse educator, one must be ready to serve as an educator, a researcher, and have experience in the area of specialization (Booth, Emerson, Hackney & Souter, 2016). On the other hand, for one to qualify as a nurse leader, one needs to undergo a clinical nurse leader master’s program. The clinical nurse master’s program prepares a nurse to be competent and eligible to serve as a nurse leader (O’Lynn, 2015). From these qualifications, it is clear that nurse leaders and nurse educators are advanced practice nurses.
References
Booth, T. L., Emerson, C. J., Hackney, M. G., & Souter, S. (2016). Preparation of academic nurse educators. Nurse Education in Practice, 19, 54-57.
Monsen, K. A., Bush, R. A., Jones, J., Manos, E. L., Skiba, D. J., & Johnson, S. B. (2019). Alignment of American association of colleges of nursing graduate-level nursing informatics competencies with American Medical Informatics Association health informatics core competencies. CIN: Computers, Informatics, Nursing, 37(8), 396-404.
O’Lynn, C. (2015). Endorsing the Doctor of Nursing practice pathway for nurse educators. Journal of Nursing Education, 54(9), 475-477. Retrieved from Proquest – USU Library
