seminar on dual role of nurse

7/25/2019 Seminar on Dual Role of Nurse

1/16

SEMINAR

ON

EDUCATION AND

SERVICE

DUAL ROLE IN

NURSING

Submitted To: Submitted By:Sr. Josy Madam Mr. Vijay Dewangan

Asso. Professor I Year M.Sc.Nsg

SRMMCON SRMMCON

Submitted On: 26.05.09


2/16

General Objectives

A! !"e end of seminar gro#$ wi%% &e a&%e !o #nders!and

a&o#! !"e ed#ca!ion and ser'ices d#a% ro%e in n#rsing and a&%e !o

a$$%y in dai%y $rac!ices.

Speciic Objectives

A! !"e end of seminar !"e gro#$ wi%% &e a&%e !o(

1. Define the nurse educator, nurse practitioner.

2.Detail about need of dual role.3. Explain the role of nurse educator, nurse practitioner.

). E*$%ain n#rse Ed#ca!or Ro%es and E*$ec!ed Com$e!encies.

+. Im$%ica!ion of d#a% ro%e

,. Conc%#sion

-. i&%iogra$"y.


3/16

!"T#O$%&T!O"

O'er !"e %as! cen!#ry( n#rsing ed#ca!ion "as mo'ed from "os$i!a% &ased sc"oo% !o co%%eges and

#ni'ersi!ies( !"is !rend "e%$ in es!a&%is"ing n#rsing as a $rofession( ! on !"e o!"er "and i! "as

wea/ end !"e re%a!ions"i$ &e!ween ed#ca!ion and $rac!ice( !"ere "as &een an increasing concern

in many co#n!ries on !"e widening ga$ &e!ween !"e !wo. Pro$er n#rsing ed#ca!ion can "e%$ in !"is

con!e*!. D#a% ro%e can "e%$ in fi%%ing !"e ga$ &e!ween !"is !wo. 0"e d#a% ro%e was in!rod#ced in

some ins!i!#!ion in India since 12,3.

"''$ O( $%)* #O*'

N#rsing Ed#ca!ion and N#rsing ser'ice "a'e !"eir own area of ser'ice. #!

&%ending of !"e !wo ma/ing %iaison &e!ween !wo ser'ices wi%% a%ways im$ro'e !"e 4#a%i!yor s!andard of n#rsing care and raise !"e s!andard of s/i%% of s!#den!s w"o are !"e f#!#re

n#rses.

0eac"ers are no! direc!%y $os!ed in !"e c%inica% fie%d. #! as !"ey are in'o%'ed in!eac"ing( !"ey #s#a%%y #$da!e !"eir !"eore!ica% /now%edge reg#%ar%y for &e!!er 4#a%i!y of!eac"ing !"an !"e n#rse adminis!ra!ors do. If !"ey a&ide &y !"e r#%e !o s#$er'ise n#rsing

s!aff $os!ed in !"e c%inica% fie%d a%ong wi!" !eac"ing n#rsing s!#den!s( !"e 4#a%i!y of care

wi%% defini!e%y im$ro'e. 5owe'er( !o s#cceed( !"is "as !o &e agreed #$on and acce$!ed &y!"e concerned $ar!ies.

In !"e same way( n#rsing adminis!ra!ors %i/e n#rsing s#$erin!enden!s and ward

sis!ers can s#$er'ise n#rsing s!#den!s &esides s#$er'ision of n#rsing s!aff( &eca#se !"eyge! !"e s!#den! n#rses in !"e c%inica% fie%d and ge! !"e o$$or!#ni!y !o I o&ser'e( !eac"

s#$er'ise and correc!. Since !"ey are $os!ed in !"e c%inica% fie%d( !"ey are more s/i%%f#% in

c%inica% $rac!ice since s!#den! n#rses wi%% de'e%o$ more s/i%% &y !"eir s#$er'ision.

Moreo'er( s!#den!s wi%% %earn !o $ro'ide 4#a%i!y care wi!" %ess ar!ic%es as mos! of !"e !imeins#fficien! s#$$%y of ar!ic%es is a "indrance for $ro'iding 4#a%i!y care. S!#den!s can ge!

o$$or!#ni!y for !"in/ing a%!erna!i'e arrangemen! w"i%e &eing s#$er'ised &y ward sis!er or

n#rsing s#$erin!enden!. 6#a%i!y of care de$ends #$on /now%edge and s/i%%. Ed#ca!iona% $re$ara!ion(

s#$er'ision and g#idance affec! &o!"( !"e ed#ca!or and !"e ser'ices are needed &y one

ano!"er. 0"ere is a need !o $re$are !"e n#rsing $ersonne% for &o!" !eac"ing and ser'ice.N#rsing $ersonne% may "a'e differen! a!!i!#des !owards fac#%!y s#$er'isor7s d#a% ro%e.

0"ey s"o#%d #nders!and and acce$! eac" o!"er7s ro%e and !"is can &e faci%i!a!ed &y in8

ser'ice ed#ca!ion $rogrammes i.e. wor/s"o$s( gro#$ disc#ssions e!c. 0"ese are !wo se$ara!e de$ar!men!s and many a !ime do no! rea%i9e !"a! &o!" !"e

de$ar!men!7s goa% is !o $ro'ide 4#a%i!y n#rsing care. 0"ey s"o#%d acce$! eac" o!"er andcoo$era!e and coordina!e &e!ween &o!" !eac"ing and ser'ice for im$ro'emen! of s!andard

of care. 0"ey s"o#%d a%so %iaison and no! #ndermine eac" o!"er. Since s#c" !y$e of d#a% ro%e is no! #s#a%%y $resen! in n#rsing ser'ice or

ed#ca!ion( !"ere is an #rgen! need !o ma/e !"e n#rse %eaders :ed#ca!or and adminis!ra!or;

aware and mo!i'a!e !"em for d#a% ro%e for im$ro'ing s!andard of n#rsing care


4/16

"urse 'ducator

Ed#ca!ions in "ea%!" care !oday &o!" $a!ien! ed#ca!ion and n#rsing s!aff or s!#den!

ed#ca!ion is a !o$ic of a%mos! in!eres! in e'ery se!!ing in w"ic" n#rse $rac!ice. I! is

necessary for n#rses in !"e ro%e of ed#ca!ors !o #nders!and !"e forces &o!" "is!orica% and

$resen! day !"a! "a'e inf%#enced and con!in#e !o inf%#ence !"eir res$onsi&i%i!ies in n#rsing$rac!ice wi!" !eac"ing &eing a major as$ec! of !"e n#rse=s $rofessiona% ro%e.

&ompetency +odel

Mas!er=s and doc!ora% $rograms for n#rse ed#ca!ors m#s! &%end !"e "is!orica% c"arac!eris!ics and

de'e%o$men!s in $rofessiona% n#rsing wi!" !"ose of grad#a!e ed#ca!ion. 0"ese &%endedc"arac!eris!ics and de'e%o$men!s gi'e direc!ion !o !"e core /now%edge( $rofessiona% 'a%#es and

com$e!encies !"a! n#rse ed#ca!ors in an academic or $rac!ice se!!ing m#s! $ossess and mode% !o

o!"ers as !"ey $erform !"eir ro%es as !eac"ers( sc"o%ars and co%%a&ora!ors.

Ideo%ogy consis!s of conce$!#a% !"eories re%a!ed !o a domain or &ody of /now%edge. One

of !"e n#rse ed#ca!or=s $rimary goa%s is !o "e%$ s!#den!s in academicand clinicalsettin,s%earn

and a$$%y $rofessiona% ideo%ogy.

I! may &e an academic( c%inica%(ins!i!#!iona%( comm#ni!y or a f#!#ris!ic si!e( e.g. "ea%!" c%inic in a s$ace s!a!ion.

,. 'ducational pro,rams for f#!#re n#rses > 0"e $rograms s"o#%d recr#i! a s#fficien!n#m&er of s!#den!s !o ens#re !"a! !"ere wi%% &e an ade4#a!e s#$$%y of com$e!en! n#rses.


5/16

#O('SS!O")* 3)*%'S

C#rric#%a !o $re$are n#rse ed#ca!ors m#s! do more !"an &%end !"e ideo%ogies of

$rofessiona% n#rsing and grad#a!e ed#ca!ion. 0"ese $rofessiona% 'a%#es ser'e as a framewor/ for

n#rse ed#ca!ors

1. &arin,> em$a!"y( com$assion and sensi!i'i!y in !"e de%i'ery of re%e'an! n#rsing and "ea%!"care ser'ices?. )ltruism> concern for !"e we%fare and c#%!#ra% &e%iefs of o!"ers( $a!ien! ad'ocacy andmen!ors"i$ of co%%eag#es

@. )utonomy> $rofessiona% decision8ma/ing and co%%a&ora!ion wi!" $a!ien!s in $%anning !"eirn#rsing and "ea%!" care

). 4uman di,nity> res$ec! for and sensi!i'i!y !oward !"e wor!" and #ni4#eness ofindi'id#a%s and $o$#%a!ions

+. !nte,rity> ad"erence !o !"e n#rsing code of e!"ics and recogni9ed s!andards of $rofessiona%$rac!ice

,. Social justice> fair( non8discrimina!ory and e4#a% access !o n#rsing and "ea%!" carereso#rces and

-. *ielon, learnin,> commi!men! !o main!aining $rofessiona% com$e!ency !"ro#g"o#! !"e$rofessiona% n#rsing career.

!+O#T)"T 'T#)&T'$ 3)*%'S !" G#)$%)T' "%#S!"G

'$%&)T!O"

0"e fo%%owing 'a%#es( w"ic" are e*!rac!ed from !"e ideo%ogy of $rofessiona% grad#a!e ed#ca!ion(

are im$or!an! in grad#a!e n#rsing ed#ca!ion and s"o#%d g#ide !"e n#rse ed#ca!or as "e or s"e

f#%fi%%s !"e ro%es of teacer( scolar( and collaborator.

1. leadersip> a&i%i!y !o se! and ac"ie'e goa%s and !o im$ro'e in !"e !"ree ro%es :!eac"er(sc"o%ar and co%%a&ora!or; of a n#rse ed#ca!or a&i%i!y !o mode% !"e affec!i'e( cogni!i'e and

$syc"omo!or domains of /now%edge for !"e n#rse ed#ca!or ro%e men!ors"i$ of s!#den!s(

co%%eag#es and o!"ers $romo!ion of a co%%egia% a!mos$"ere among n#rsing( o!"er "ea%!" care

$rofessions and !"e comm#ni!y

?. Openmindedness > res$ec! for and !o%erance of di'erse ideas in !eac"ing( sc"o%ars"i$and co%%a&ora!ion

@. independence> in !"in/ing a&o#! and dea%ing wi!" $ro&%ems( !rends and iss#es inn#rsing ed#ca!ion and "ea%!" care de%i'ery ). accountability> for !"e %earning of s!#den!s(

co%%eag#es and reci$ien!s of n#rsing and "ea%!" care.

+. &ompetency> demons!ra!ion of /now%edge and s/i%%s in ad'anced n#rsing $rac!ice(

!eac"ing :in !"e c%assroom and in c%inica% se!!ings;( e'a%#a!ion( c#rric#%#m de'e%o$men!(sc"o%ars"i$ and co%%a&ora!ion and

,. !nterdisciplinary approac > co%%a&ora!ion wi!" o!"er "ea%!" $rofessions( ed#ca!orsand o!"er cons!i!#en!s in de%i'ering s!a!e8of8!"e8ar! %earning o$$or!#ni!ies.


6/16


7/16

&ore no/led,e and sills:

$rinci$%es( $"i%oso$"ies and !"eories of %earning

a &road re$er!oire of ins!r#c!iona% s!ra!egies

#se of !ec"no%ogy in !eac"ing

$rinci$%es of c#rric#%#m and $rogram de'e%o$men!

e'a%#a!ion meas#res inc%#ding !eac"er8made and s!andardi9ed meas#remen!s( o#!come assessmen!s( accredi!a!ion s!andards and $roced#res( and c%inica% e'a%#a!ion

%ega% s!andards !"a! go'ern $rofessiona% $rac!ice

men!oring

c#%!#ra% inf%#ences on "ea%!" and

effec!i'e comm#nica!ion.

'7pected competencies or te teacer role:

1. de%i'er c%ien! care $roficien!%y !o di'erse $o$#%a!ions

?. se a$$ro$ria!e !"eore!ica% framewor/s and !oo%s !o f#r!"er s!#den!s= socia%i9a!ion in!o !"e ro%e

of $rofessiona% n#rsing

@. 5e%$ %earners #se reso#rces effec!i'e%y in coordina!ing di'erse? c%ien!s= "ea%!"8care needs). 5e%$ %earners recogni9e !"e im$ac! of socie!a% forces on "ea%!"8care de%i'ery !o indi'id#a%s and

gro#$s

+. Pro'ide c%inica% s#$er'ision for %earners

,. Main!ain a$$ro$ria!e academic records

-. Incor$ora!e !ec"no%ogy in!o c#rric#%a and ed#ca!iona% $rograms

3. Assess !"e $rogram=s needs for f#!#re $%anning

2. De'e%o$ c#rric#%a &ased on !"e mission( $"i%oso$"y and framewor/ of !"e $rogram and !"eins!i!#!ion

1. Define ins!r#c!iona% o&jec!i'es and con!en! consis!en! wi!" o'era%% c#rric#%ar goa%s

11. Organi9e con!en! and %earning e*$eriences according !o acce$!ed $rinci$%es of %earning

1?. P%an a$$ro$ria!e %earning e*$eriences

1@. Design ins!r#c!iona% s!ra!egies( %earning ma!eria%s and ed#ca!iona% !ec"no%ogy !o ac"ie'e%earning goa%s

1). Prescri&e a$$ro$ria!e !eac"ingF%earning in!er'en!ions &ased on ana%yses of %earners= needs

1+. se a$$ro$ria!e e'a%#a!ion ins!r#men!s !o assess %earning and ac"ie'emen! of goa%s

1,. In'o%'e %earners in se%ec!ing( $%anning and e'a%#a!ing %earning e*$eriences

1-. se informa!ion from $rogram e'a%#a!ions in $%anning ins!r#c!ion and im$ro'ing !"e $rocess

13. Comm#nica!e effec!i'e%y

12. Enac! &es! $rac!ices in n#rsing ed#ca!ion

?. Ser'e as an in!e%%ec!#a% ro%e mode% and men!or for s!#den!s and

?1. Assess "is or "er own /now%edge and s/i%%s and im$%emen! $%ans for ongoing $rofessiona%

de'e%o$men!

Sc"o%ar ro%eN#rse ed#ca!ors are res$onsi&%e for !"e sc"o%ars"i$ of !eac"ing( disco'ery( a$$%ica!ion and

in!egra!ion. N#rse ed#ca!ors disco'er new /now%edge &y cond#c!ing origina% researc" and &y

reading( in!er$re!ing and a$$%ying e*is!ing /now%edge in new and crea!i'e ways. 0"escholar role

re4#ires a n#rse ed#ca!or !o design( co%%a&ora!e and #se researc" in n#rsing ed#ca!ion and n#rsing$rac!ice !o see/ o$$or!#ni!ies for in!erdisci$%inary and in!erdisci$%inary researc" !o /ee$ a&reas!

of c#rren! /now%edge and !o in!egra!e researc" and sc"o%ar%y findings in!o !"e $rac!ice of n#rsing

ed#ca!ion.


8/16


me!"ods and $roced#res of in4#iry and researc" in n#rsing ed#ca!ion

effec!i'e comm#nica!ion s/i%%s :wri!!en( 'er&a% and non8'er&a%;

men!oring $rinci$%es

awareness of emerging c"a%%enges( o$$or!#ni!ies( iss#es( !rends and needs in n#rsing and

n#rsing ed#ca!ion awareness of !"e s!a!#s of researc" in n#rsing $rac!ice and n#rsing ed#ca!ion and

$ersona% a&i%i!ies s#c" as in!#i!i'e( crea!i'e and ana%y!ica% !"in/ing s/i%%s and caring a!!i!#de.

'7pected competencies or te scolar role:

1. 5e%$ %earners in!er$re! and a$$%y researc" in n#rsing $rac!ice

?. se c#rren! researc" findings and sc"o%ar%y wor/s in n#rsing !o im$ro'e n#rsing ed#ca!ion

@. Recogni9e o$$or!#ni!ies for cond#c!ing researc" in n#rsing

). Promo!e n#rsing sc"o%ars"i$ in academic and $rac!ice se!!ings

+. se /now%edge gained !"ro#g" c%inica% $rac!ice !o main!ain and im$ro'e n#rsing c#rric#%a

,. Demons!ra!e commi!men! !o researc"

-. Dissemina!e /now%edge of &es! $rac!ices in n#rsing ed#ca!ion and researc"

3. Demons!ra!e $roficiency in sc"o%ar%y wri!ing and2. Ser'e as an in!e%%ec!#a% ro%e mode% and men!or for s!#den!s as !"ey %earn !o

ecome sc"o%ars.

Co%%a&ora!or ro%e

C"a%%enged %eaders in n#rsing ed#ca!ion !o de'e%o$ $ar!ners"i$s wi!" emerging "ea%!" care

sys!ems. Co%%a&ora!ion > wi!" $eers( s!#den!s and adminis!ra!ors as we%% as wi!" gro#$s and

comm#ni!ies > is essen!ia% !o !"e f#%% e*$ression of !"e n#rse ed#ca!or ro%e. Ed#ca!ing !"e ne*!

genera!ion of n#rses de$ends #$on !"e n#rse ed#ca!ors= a&i%i!y !o in!erac! wi!" many di'erse

cons!i!#encies. 0"e n#rse ed#ca!or wi%% #se !"e /now%edge and s/i%%s associa!ed wi!"

co%%a&ora!ion !o enac! and en"ance !"e &es! $rac!ices for !"e !eac"er and sc"o%ar ro%es.


!"eories :gro#$( %eaders"i$( comm#nica!ion( nego!ia!ion( organi9a!ion( sys!ems( c"ange;

$ro&%em8so%'ingFdecision8ma/ing and

%egis%a!i'e and $o%icy de'e%o$men! $rocesses.

'7pected competencies or te collaborator role:

1. Cons#%! wi!" o!"ers wi!"in and o#!side of !"e disci$%ine

?. Es!a&%is" s!rong %in/s among ed#ca!iona% ins!i!#!ions( c%inica% ins!i!#!ions and !"e comm#ni!y

@. se &road framewor/s !o i%d effec!i'e re%a!ions"i$s wi!"in and among

Gro#$s !o en"ance n#rsing ed#ca!ion

). Comm#nica!e effec!i'e%y wi!" $eers( s!#den!s( adminis!ra!ors( comm#ni!ies and o!"ers !ofaci%i!a!e !"e enac!men! of &es! $rac!ices in n#rsing ed#ca!ion

+. Hor/ wi!" o!"ers !o $romo!e n#rsing and "ea%!" care in $o%i!ica% or %egis%a!i'e agendas

,. E*$%ain !"e n#rsing c#rric#%#m !o 'ario#s cons!i!#encies > $eers( s!#den!s( adminis!ra!ors(

reg#%a!ory agencies and o!"er "ea%!"8re%a!ed disci$%ines and

-. Demons!ra!e $rofessiona% and ed#ca!iona% 'a%#es and %ega%Fe!"ica% $rece$!s in in!erac!ions.


9/16

NRSE PRAC0I0IONER

0"e $rac!i!ioner ro%e of !"e n#rse in'o%'es !"ose ac!ions !"a! !"e n#rse

!a/es w"en ass#ming res$onsi&i%i!y for mee!ing !"e "ea%!" care and n#rsing needs of

indi'id#a%s !"eir fami%ies and significan! o!"ers.

DE


10/16


11/16

- Geria!ric n#rse $rac!i!ioner :GNP;

- Neona!a% n#rse $rac!i!ioner :NNP;

- Psyc"ia!ric F men!a% "ea%!" n#rse $rac!i!ioner :PM5NP;

- Onco%ogy n#rse $rac!i!ioner :ONP;

- Pa%%ia!i'e care n#rse $rac!i!ioner :PCNP;

- Pedia!ric n#rse $rac!i!ioner :PNP;

- Homen=s "ea%!" n#rse $rac!i!ioner :H5NP;( e!c.

!+*!&)T!O" O( $%)* #O*':

Many s!#dies "a'e gi'en se'era% im$%ica!ions for differen! %e'e%.

8 Many s!#dies re'ea%s !"a! majori!y of n#rsing $ersonne% are ready !o

im$%emen!a!ion of d#a% ro%e in n#rsing

8 N#rses s"o#%d &e enco#raged !o $rac!ice d#a% ro%e in n#rsing.

8 N#rse s"o#%d !a/e indi'id#a%( ini!ia!i'e and in!eres! !o $rac!ice d#a% ro%e w"ere'er

i! is im$%emen!ed

8 5ig"er 4#a%ified ed#ca!ors s"o#%d $ar!ici$a!e in $a!ien! care a! 'ario#s ca$aci!ies.

8 E'ery n#rse s"o#%d ge! in'o%'ed in de%i'ering c%ien! care as we%% as $ar!ici$a!e in

ed#ca!iona% ac!i'i!ies for !"e a%% ro#nd $ersonne% and $rofessiona% de'e%o$men!.

8 Em$"asis s"o#%d &e on $%anning( im$%emen!ing and e'a%#a!ion of d#a% ro%e of

n#rsing $ersonne%

8 N#rsing $ersonne% s"o#%d &e orien!ed( g#ided and !rained in !eac"ing !ec"ni4#e

and me!"ods.

8 Join! $%anning s"o#%d &e done &y "os$i!a% n#rsing de$ar!men! and "ead of !"esc"oo%Fco%%ege of n#rsing for organi9ing c%inica% $os!ing and c%inica% !eac"ing

$rogrammes of n#rsing s!#den!s.


12/16

&O"&*%S!O":

Con!em$orary n#rsing re4#ires !"a! !"e n#rse $ossess /now%edge

and s/i%%s for a 'arie!y of $rofessiona% ro%es and res$onsi&i%i!ies. Professiona%

n#rsing is ada$!ing !o mee! c"anging "ea%!" needs and e*$ec!a!ions. S#c"

e*$ec!a!ions can &e ac"ie'ed &y $%aying !"e d#a% ro%e %i/e in ed#ca!ion andser'ice. N#rsing $ersonne% s"o#%d !a/e ini!ia!i'e ness in $%aying !"e d#a% ro%e

in !"e fie%d of n#rsing.


13/16

B!B*!OG#)48:

1. &.Smelt-er Su-anne G Bare Brenda( B0e*!&oo/ of Medica% S#rgica% N#rsing(

2!"Edi!ion( P"i%ade%$"ia( i$$inco!! Hi%%iams and Hi%/ins ?( P.P. 11 1@.

?. atrica.).otter )nny Gruien erry( B


14/16

4and outs:Ed#ca!ion and ser'ice d#a% ro%e in N#rsing

S%B+!TT'$ TO S%B+!TT'$ B8

SR. JOSY MR VIJAY DEHANGAN

SRMMCON M.Sc 1S0YEAR

!"T#O$%&T!O"

O'er !"e %as! cen!#ry( n#rsing ed#ca!ion "as mo'ed from "os$i!a% &ased sc"oo% !o co%%eges and#ni'ersi!ies( !"is !rend "e%$ in es!a&%is"ing n#rsing as a $rofession( ! on !"e o!"er "and i! "as

wea/ end !"e re%a!ions"i$ &e!ween ed#ca!ion and $rac!ice( !"ere "as &een an increasing concern

in many co#n!ries on !"e widening ga$ &e!ween !"e !wo. Pro$er n#rsing ed#ca!ion can "e%$ in !"iscon!e*!. D#a% ro%e can "e%$ in fi%%ing !"e ga$ &e!ween !"is !wo. 0"e d#a% ro%e was in!rod#ced in

some ins!i!#!ion in India since 12,3.

"''$ O( $%)* #O*'

"urse 'ducator

Ed#ca!ions in "ea%!" care !oday &o!" $a!ien! ed#ca!ion and n#rsing s!aff or s!#den!ed#ca!ion is a !o$ic of a%mos! in!eres! in e'ery se!!ing in w"ic" n#rse $rac!ice. I! is

necessary for n#rses in !"e ro%e of ed#ca!ors !o #nders!and !"e forces &o!" "is!orica% and$resen! day !"a! "a'e inf%#enced and con!in#e !o inf%#ence !"eir res$onsi&i%i!ies in n#rsing

$rac!ice wi!" !eac"ing &eing a major as$ec! of !"e n#rse=s $rofessiona% ro%e.

&ompetency +odel


15/16

C#rric#%a !o $re$are n#rse ed#ca!ors m#s! do more !"an &%end !"e ideo%ogies of

$rofessiona% n#rsing and grad#a!e ed#ca!ion. 0"ese $rofessiona% 'a%#es ser'e as a framewor/ for

n#rse ed#ca!ors

1. carin,?. altruism

@. autonomy). uman di,nity+. inte,rity

,. social justice

-. lielon, learnin,

!+O#T)"T 'T#)&T'$ 3)*%'S !" G#)$%)T' "%#S!"G

'$%&)T!O".

1. leadersip

?. openmindedness

@. independence+. competency0"e fo%%owing 'a%#es( w"ic" are e*!rac!ed from !"e ideo%ogy of $rofessiona% grad#a!e

ed#ca!ion( are im$or!an! in grad#a!e n#rsing ed#ca!ion and s"o#%d g#ide !"e n#rse

ed#ca!or as "e or s"e f#%fi%%s !"e ro%es of teacer( scolar( and collaborator

interdisciplinary approac

"urse 'ducator #oles and '7pected &ompetencies0"ere are @+ iden!ified com$e!encies for !"e !"ree ro%es of !"e n#rse ed#ca!or

0eac"er ro%e

Sc"o%ar ro%e

Co%%a&ora!or ro%e

"%#S' #)&T!T!O"'#0"e $rac!i!ioner ro%e of !"e n#rse in'o%'es !"ose ac!ions !"a! !"e n#rse

!a/es w"en ass#ming res$onsi&i%i!y for mee!ing !"e "ea%!" care and n#rsing needs of

indi'id#a%s !"eir fami%ies and significan! o!"ers.

$'(!"!T!O": 0"e in!erna!iona% co#nci% of n#rses $ro'ides !"e ollo/in, deinitions8B A n#rse $rac!i!ionerFad'anced $rac!ice n#rse is a regis!ered n#rse w"o "as ac4#ired !"e

e*$er! /now%edge &ase ( com$%e* decision ma/ing s/i%%s and c%inica% com$e!encies fore*$anded $rac!ice ( !"e c"arac!eris!ics of w"ic" are s"a$ed &y !"e con!e*! andFor co#n!ryin w"ic" s"e is creden!ia%ed !o $rac!ice.

=%)*!(!&)T!O":


16/16

#O*' O( "%#S' #)&T!T!O"'#:0"e ro%e inc%#des

- 0"e /ey ro%e of !"e n#rse $rac!i!ioner is !o $ro'ide ser'ices !o mange !"e "ea%!"

needs of indi'id#a%s( fami%ies( gro#$s and comm#ni!y.

- 0"e n#rse $rac!i!ioner ro%e is gro#nded in !"e n#rsing $rofessions 'a%#e

/now%edge( !"eories and $rac!ice.

- I! is a ro%e !"a! com$%emen!s( ra!"er !"an re$%aces o!"er "ea%!" care $ro'iders.

- N#rse $rac!i!ioner diagnoses and !rea!s "ea%!" $ro&%ems and $rescri&es dr#gs.

- N#rse $rac!i!ioner wor/ a#!onomo#s%y from ini!ia!ing !"e care $rocess !o

moni!oring "ea%!" o#!comes and !"ey wor/ in co%%a&ora!ion wi!" o!"er "ea%!"

care $rofessiona%s.- 0"e sco$e of $rac!ice dai%y ac!i'i!ies and $rofessiona% ro%e is defined &y %oca%

s!andards "ea%!" care needs of !"e comm#ni!y and f#nc!ion of !"e "ea%!" care

!eam.

seminar on dual role of nurse

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