Role Delineation for Nurse Practitioners
Role Delineation for Nurse Practitioners
Nurse Practitioners (NPs) undertake various patient management practices. I have been able to assess and monitor the health issues affecting different patients. This role has been executed using modern technologies and ideas thus delivering evidence-based care to the patients. This exercise has also made it easier for me to promote the most appropriate nursing practices. Effective leadership has encouraged me to deliver quality care to my patients. Throughout the learning process, I have engaged in intensive practice inquiry. I interacted with different patients to understand their healthcare goals. Every learning activity and assignment has outlined specific nursing processes that are useful whenever managing the health of different patients. My clinical practices have encouraged me to embrace specific concepts such as evidence-based care and ethical practice (Patterson and Krouse 78). These competencies can deliver the best health outcomes. Role Delineation for Nurse Practitioners
The important goals were to establish the best NP-patient relationships and deliver quality care. It is necessary to focus on different health delivery practices and systems. I have engaged in different organizational practices in an attempt to improve the nature of care. I negotiated, partnered, and collaborated with different practitioners. The activity led to positive decisions that improved the health outcomes of different clients. The class readings, lecture materials, and discussions equipped me with new skills for establishing positive NP-patient relationships (Shaw and Degazon 47). My clinical experience also made it possible for me to establish meaningful relationships thus promoting the outcomes of many patients. The class assignments identified powerful skills such as effective communication, leadership, and ethical considerations (Edwards and O’Connor 8). Such competencies are used to produce desirable practitioner-patient relationships.
The class readings and lectures have outlined specific practices that support the teaching-coaching function. NPs should “deliver health education, design the best learning environments, and assess the educational goals of every patient” (Klein 6). This competence is relevant towards improving the health outcomes of the targeted patients. I have also undertaken various in-services and teaching rounds.
Most of the undertaken activities have improved my level of professionalism. I can act ethically, embrace new nursing technologies, collaborate with different caregivers, and deliver quality patient support (Lazarte 101). The class activities have equipped me with new concepts. I am now able to offer evidence-based care to different patients.
Managing Healthcare Delivery Systems
NPs should embrace powerful healthcare practices. I have completed various academic programs and activities. Currently, I am pursuing my NP program. It is my duty to engage and promote the best health practices. These approaches will always support my future career goals. I always attend BON meetings in order to acquire new competencies. I also embrace the best practices in order to deliver quality care. Quality improvement activities make it possible for NPs to address their weaknesses and embrace new skills (Barnsteiner 419). Cultural competence is something that can improve the performance of NPs. Such practitioners should use their competencies to ensure their patients achieve the best goals.
Monitoring/Ensuring the Quality of Healthcare Practice
It has been my goal to engage in continuous quality improvement (QI). NPs should also be accountable for their practices. The class assignments explain how NPs should monitor the quality of healthcare available to different patients (Klein 6). This goal has been realized by combing different core competencies.
I have attended numerous meetings in order to understand the importance of culturally-competent care. I have assisted clients from different cultural backgrounds. I now understand how to address or support the spiritual needs of my patients (Barnsteiner 420).
Barnsteiner, Jane. “Quality and Nursing: Moving from a Concept to a Core Competency.” Urology Nursing 28.6 (2008): 417-425. Print.
Edwards, Julie and Patricia O’Connor. “Improving Technological Competency in Nursing Students: The Passport Project.” The Journal of Educators Online 8.2 (2011): 1-20. Print.
Klein, Tracy. “Professional Role Managing Healthcare Delivery Systems Monitoring/Ensuring the Quality of Healthcare Practice Culturally-Competent Care.” Topics in Advanced Practice Nursing Journal 5.2 (2005): 1-8. Print.
Lazarte, Francis. “Core Competencies of Beginning Staff Nurses: A Basis for Staff Development Training Program.” Journal of Advanced Management Science 4.2 (2016): 98-105. Print.
Patterson, Barbara and Anne Krouse. Competencies for Leaders in Nursing Education. Nursing Education Perspectives 36.2 (2015): 76-82. Print.
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