NONPF Competencies
The nine broad areas of NONPF competencies include scientific foundations, leadership, quality, practice inquiry, technology and information literacy, policy, health delivery system, ethics, and independent practice. The competencies are used to design a standard curriculum. The objective of the NONPF competencies is to design a nursing curriculum that will ensure learners become independent and licensed practitioners.
Scientific Knowledge
Scientific knowledge is vital in ensuring nurses have an in-depth background in medical sciences. Nursing students take foundational pathophysiology and pharmacology lessons to boost their knowledge (Chike-Harris, 2021). The learning involves clinical practice guidelines, research, treatment of pediatric and geriatric patients, and evidence-based practice.
Through scientific knowledge, I will engage in more research to develop suitable solutions for patients. I will develop culturally-sensitive solutions for patients with diverse health issues. I will help the community to eliminate healthcare inequalities due to the different ethnic groups in the community.
Leadership
Leadership focuses on professionalism, accountability, advocacy, and scholarship. Leadership competency helps nurse students to understand the scope of practice and guidelines (Kottwitz & Owens, 2021). It encompasses cultural sensitivity and communication skills essential for practice.
The competency will help me to conduct healthcare programs effectively. For instance, I will gain appropriate communication skills, decision-making, and understanding of the scope of practice to improve the health status of the community.
Quality
Quality competency is essential in achieving health outcomes according to professional knowledge (Kottwitz & Owens, 2021). It involves accessing and using information from databases and evaluating research findings appropriately.
I will use the knowledge to improve the quality of patient care. I will ensure quality standards to tailor healthcare to the needs of diverse patients. Evaluating research will widen the knowledge, identify the areas of weakness, and suggest possible solutions.
Practice Inquiry
Practice inquiry involves translating professional knowledge and academic research into clinical settings. The objective is to translate the knowledge to achieve positive health outcomes (Kelly et al., 2020). I will apply the practice inquiry in the community to identify existing problems and identify appropriate solutions to improve the quality of care.
Technology and Information Literacy
The goal is to apply existing technology to enhance the efficiency and safety of care. Nurses need to learn to apply technology and information literacy to improve communication, access, and integrate and manage information (Kelly et al., 2020). Technologies in healthcare Help learners and practitioners to diagnose conditions accurately and resolve complex health problems.
I will use technology and information literacy to communicate to patients, share information in healthcare settings, and educate communities about healthcare issues. for instance, I will learn to use social media to develop social media health campaigns to share information about vaccination, prevention measures, and changes in lifestyle and behavior.
Policy
Policies involve the allocation of resources in the healthcare sector. The decisions influence resource allocation at state, local, and federal levels (Moore & Hawkins-Walsh, 2020). Nurses can use this competency to address healthcare issues such as poverty and literacy.
I will use the competency to empower the community by advocating for the rights of patients, empowering people, and providing appropriate communication. I will champion for legislation to improve access to healthcare, lower cost, and eliminate inequalities.
Health Delivery System
The competency involves planning, development, and implementation of healthcare programs. The competency educates the students on organizational decision-making in healthcare settings (Moore & Hawkins-Walsh, 2020). It examines the impact of the healthcare system on various stakeholders.
I will use the competency to design and implement healthcare programs while taking care of gaps in the delivery of care. I will sue the health delivery system to provide culturally competent care and minimize provider and patient risks.
Ethics
The competency focuses on an understanding of the ethical issues and the impact on the advancements in healthcare. The ethical core competencies include ethics in decision-making and resolving ethical complexities (Kelly et al., 2020).
I will use the competency to ensure delivery of care in the community is ethical and professional. For instance, I will ensure all the information is confidential and share it upon informed consent from a patient. I will observe other ethical guidelines such as maleficence and beneficence, justice and fairness.
Independent Practice
Independent practice involves the delivery of care as a licensed independent practitioner. Independent practice involves adherence to the law, practice guidelines, scientific knowledge without direct supervision (Kottwitz & Owens, 2021). The competency involves independent practice in diagnosis and treatment.
I will use the competency in the assessment, diagnosis, and treatment of patients with diverse healthcare needs. I will apply critical thinking skills to offer culturally sensitive care, avoid medical errors, and apply scientific knowledge to achieve evidence-based practice.
Role of State Nurse Practitioner Organization
The role of the state nurse practitioner organization is to advocate for equality in the delivery of care. The organization ensures equality for all ethnic groups. One of the activities is advocating against discrimination of minority groups in the delivery of care (Chike-Harris, 2021). For example, during the pandemic, the organization has been campaigning for the delivery of care and vaccination among Black Americans. The focus is to have a diverse workforce that can understand the needs of the diverse patients seeking healthcare services.
References
Chike-Harris, K. E. (2021). Telehealth Education of Nurse Practitioner Students. The Journal for Nurse Practitioners, 17(3), 310-316.
Kelly, M. M., Blunt, E., Nestor, K., & Mondillo, J. (2020). Professional Conference Poster Presentation: Innovative Professional Development Assignment in Nurse Practitioner Education. Journal of Nursing Education, 59(6), 345-348.
Kottwitz, C., & Owens, J. (2021). A Social Justice Assignment Integrating University Mission and NONPF Competencies. Journal of Nursing Education, 60(11), 656-656.
Moore, J., & Hawkins-Walsh, E. (2020). Evaluating nurse practitioner student competencies: Application of entrustable professional activities. Journal of Nursing Education, 59(12), 714-720.
