National Organization of Nurse Practitioner Faculties Competencies Scientific Foundations

1 National Organization of Nurse Practitioner Faculties Competencies Scientific Foundations Under this competence, the aim is to ensure that one can analyze data and evidence critically.

This is done with the aim of not only improving, but also advancing nursing practice (Bolton & Gillett, 2019). The program has prepared me to meet this competence in two key ways. First, it has equipped me with the skills that will allow me to compare data sets with standards based on evidence. Secondly, in its curriculum, the program has provided me with the material that allowed me to have knowledge of areas like physiology, pharmacology, genetics, and others.

This has also allowed me to consider the manner in which knowledge from other disciplines informs nursing practice.

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2 Leadership This competence emphasizes obtaining skills like accountability and advocacy. Through the program, I have come to understand the scope and the standards of practice that I will require to have even as I venture into a career in nursing. Through the program, I was also able to learn key skills in terms of cultural sensitivity and other important communication skills that nursing professionals ought to have (Lehto, 2016; Christenbery, 2017).

Quality As per the competencies, quality refers to the extent to which health services can be said to increase desired health outcomes (Morse, 2016). Here, the focus is on the desired outcomes visà-vis the professional knowledge one has. Through the program, I have been able to understand how I can make use of the resources I have to offer quality care to each individual who is entrusted to me.

Practice Inquiry Under practice inquiry, the critical part is placing an emphasis on translation research (TharpBarrie et al., 2020). The program has allowed me to take the academic research which is available to me and then apply it in a clinical setting. Through this process, I have learned how to ensure that the research I rely on can improve patients' health outcomes (Melnyk et al., 2016).

Technology and Information Literacy Information literacy refers to how one can use digital technologies and other communication tools to manage, evaluate, create, and relay information that one comes across in the course of their nursing practice (Jensen et al., 2016). Through the program, I have learned the skills that will allow me to use the technology at my disposal to enhance patients' safety and comfort. This has been facilitated in several key ways. First, I learned how to translate health information for

3 various users (Becker et al., 2018). Secondly, I have learned the appropriate manner that technology can be used in the process of managing information. Thirdly, I have discovered how to motivate both patients and care-givers to make positive changes in their lives and those close to them. Finally, I have known how to help both patients and caregivers to understand various conditions and treatments (Thomas et al., 2017).

Policy Under this competence, the aim is usually to allow nursing professionals to understand how they can make various decisions pertaining to health and health resource allocation. In the typical case, such decisions are made at the local and national levels (Topaz & Pruinelli, 2017). In my program, I learned the strategies a nursing professional could use to influence legislation in a manner that will lead to an improvement in both health issues and other social problems that both patients and caregivers undergo (Heinen et al., 2019). In addition to this, the program allowed me to get a sense of the various areas that require policymakers' attention.

Health Delivery System Under this competence, one receives training and instruction on how best they can plan, develop, and implement various community health programs (Adelman et al., 2019).

Furthermore, this competence allows students to be educated not only on healthcare reform, but also on different kinds of the decision-making strategies which are utilized in organizations. In the program, there are several ways through which the core aspects of this competence were delivered. First, there was the incorporation of knowledge which had a bearing on the various ways in which organizations and systems are typically used to improve healthcare outcomes (Cusack et al., 2017). Secondly, there was the imparting of knowledge regarding the extent to which one could utilize negotiation and other aspects of relationship-building to affect healthcare

4 outcomes in a positive manner. Thirdly, the program equipped us with the skills required to delve into a critical analysis of the various kinds of impact which healthcare systems have on stakeholders. Finally, the program allowed to think critically about the various ways through which resources are organized and allocated (Clark et al., 2016).

Ethics Under this competence, there is the encompassing of an understanding of the ethical implications of the various advances which have been made in the field of science (Robichaux, 2016). Further to this, there is a specific focus placed on how one can learn how to negotiate the ethical dilemmas which are specific to the population in which a particular student specializes.

The program has taken numerous strategies to ensure that potential nursing professionals are equipped with the relevant skills needed to know how to apply ethical principles to the various situations in which they will find themselves. First, the program is equipped with essential skills in how ethics can be used in decision-making (Geddie, 2019). Secondly, the program imparted the critical skills that can be used to analyze the ethical impact of various decisions. Finally, the program allowed us to understand the various ethical complexities in healthcare delivery both to individuals and other populations (Torres-Alzate, 2019).

Independent Practice This competence ensures that a particular nurse practitioner is able to function as a person who is a licensed independent practitioner (Chan et al., 2020). Here, a licensed practitioner can be understood as an individual who has obtained a certain level of scientific knowledge base and has acquired the relevant qualifications to practice. The program was able to equip me with the competencies which are involved not just with the assessment and diagnosis of patients, but also

5 with their treatments. Indeed, one of the program's main aspects is that it emphasized that any skills that had been picked would have to gain a practical use in the overall nursing field.

Conclusion When it comes to social change, my main aim as a nursing practitioner is to ensure that I provide the kind of care that will be culturally specific to the patients and caregivers entrusted to me. For me, considering the ethical implications of the action I'll be taking in the course of my work as a nursing professional will enable me always to prioritize the needs of my patients.

6 References Becker, H., Meraviglia, M., Seo, J. E., Ndlovu, C., Kimmel, L., & Rowin, T. (2018). The appraisal of nursing practice: Instrument development and initial testing. JONA: The Journal of Nursing Administration, 48(1), 44-49. DOI: 10.1097/NNA.0000000000000569 Bolton, D., & Gillett, G. (2019). The biopsychosocial model of health and disease: New philosophical and scientific developments (p. 149). Springer Nature.

Chan, T. E., Lockhart, J. S., Thomas, A., Kronk, R., & Schreiber, J. B. (2020). An integrative review of nurse practitioner practice and its relationship to the core competencies. Journal of Professional Nursing, 36(4), 189-199. https://doi.org/10.1016/j.profnurs.2019.11.003 Christenbery, T. L. (2017). Evidence-Based Practice in Nursing: Foundations, Skills, and Roles.

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7 Geddie, P. I. (2019). Using Clinical Nurse Specialist Competencies for Advanced Practice Registered Nurse Designation: Our Time Has Come. Clinical Nurse Specialist, 33(4), 195-197. doi: 10.1097/NUR.0000000000000454 Heinen, M., van Oostveen, C., Peters, J., Vermeulen, H., & Huis, A. (2019). An integrative review of leadership competencies and attributes in advanced nursing practice. Journal of advanced nursing, 75(11), 2378-2392.

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Melnyk, B. M., Gallagher-Ford, L., & Fineout-Overholt, E. (2016). Implementing the evidencebased practice (EBP) competencies in healthcare: a practical guide for improving quality, safety, and outcomes. Sigma Theta Tau. Morse, J. M. (2016). Analyzing and conceptualizing the theoretical foundations of nursing.

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8 Tharp-Barrie, K., Williams, T. E., Howard, P. B., El-Mallakh, P., & MacCallum, T. (2020). DNP Practice Improvement Initiative: Staff Nurse Competency Evaluation. JONA: The Journal of Nursing Administration, 50(1), 22-27. doi: 10.1097/NNA.0000000000000834.

Thomas, A., Crabtree, M. K., Delaney, K., Dumas, M. A., Kleinpell, R., Marfell, J., & Wolf, A. (2017). Nurse practitioner core competencies content. The National Organization of Nurse Practitioner Faculties. https://nursing.lsuhsc.edu/Docs/Quality/Nurse %20Practitioner%20Core%20Competencies%20(2017).pdf Topaz, M., & Pruinelli, L. (2017). Big data and nursing: implications for the future. Stud Health Technol Inform, 232, 165-171.

Torres-Alzate, H. (2019). Nursing Global Health Competencies Framework. Nursing education perspectives, 40(5), 295-299. doi: 10.1097/01.NEP.0000000000000558