Nurse leaders and nurse educators

 

In 2004, the National Council of State Boards of Nursing (NCSBN) and accrediting agencies sought to develop uniform standardization of education, accreditation, licensure, and certification across the advanced practice arena. The Consensus Model for APRN Regulation, Licensure, Accreditation, Certification and Education separated the APRNs into four distinct 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/gender-related, or psychiatric/mental health (Consensus Model). However, the nurse leader and the nurse educator are missing from the four identified roles. Some experts believe that the nurse leader and the nurse educator roles are advanced practice nurse role while others do not.

  • Explore the pros and cons for identifying the nurse leader and nurse educator roles as advanced practice nurses.
  • Based on the evidence from your research and resources, state if you agree or disagree on these roles meeting advanced practice nurse statue.
  • Discuss the rationale for your decision and support with evidence.

Resources

Educator

Booth, T.L., Emerson, C.J., Christi, J., Hackney, M.G., & Souter, S. (2016). Preparation of academic nurse educators. Nurse Education in Practice, 19, 54-57. Retrieved from Proquest – USU Library

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

National League for Nursing – http://www.nln.org/

American Association Colleges of Nursing – http://www.aacnnursing.org/

Leader

AONE Nurse Executive Competencies

Due 3/7/2021

  • Length: A minimum of 250 words, not including references
  • Citations: At least one high-level scholarly reference in APA from within the last 5 years

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