Attitudes, Intentions, and Ethical Stance of Advanced Practice Nursing Students toward Abortion Provision: Part One B Quantitative Findings

The availability of pre-implantation abortion pills has increased the probability that advanced practice nurses (i.e., nurse practitioners and certified nurse midwives) will be instrumental in providing abortion services in the United States. The purpose of this pilot study was to determine the attitudes, intentions, and ethical stance of advanced practice nursing students towards the provision of abortion services. The study was a descriptive cross-sectional survey of 53 advanced practice nursing students at a private Midwestern Catholic university. A multi-item abortion attitude survey was administered to students in three required courses. The survey included a section on ethical principles and open-ended questions on abortion attitudes. The nursing students were either in a woman-related specialty, pediatrics, or in general adult nursing; most were between the ages of 24-29 (60.5%); and most (66.0%) were Roman Catholic. A majority (61.5%) did not feel that abortion should be available under any circumstance. However, 54% felt that advanced practice nurses should be able to provide abortion services. Few (7.7%) plan on incorporating abortion into their practices but 74.4% would refer for abortion services. The most frequent reasons for not willing to provide abortion were: (1) out of scope of practice (53.8%), (2) religious beliefs (59.0%), and (3) personal values (64.1%). The respondents for most part indicated either Sacred Life (43.6%) or Human Life/Utilitarian (48.7%) as their ethical stance. The Human Life/Utilitarian students had a significantly higher willingness to provide abortion services than Sacred Life students (p \u3c 0.05). Although the majority of advanced practice nursing students did not intend to provide abortion services, most were open to referring for abortion services and saw abortion as a personal right

The Competencies, Roles and Scope of Practice of Advanced Psychiatric Nursing in Indonesia

The graduate advanced psychiatric nursing (psychiatric nursing specialist) from master degree in Indonesia are about 70 nurses, 67 nurses were graduated from University of Indonesia. They are working at mental health services and educational setting around Indonesia and yet seem not ready to perform some specific advanced competencies in clinical area. The mastery on mental health assessment, neurochemical perspectives, medical management and psychotherapy have not yet performed by the psychiatric nurse specialist in the clinical area or community.To have those competencies and its performances, therefore the curriculum in a psychiatric nursing graduate program must include advanced courses in physiopsychology, psychopathology, advanced psychopharmacology, neurobehavioral science, advanced mental health assessment, and advanced treatment interventions such as psychotherapy and prescription and management of psychotropic medications as their core and major courses in the curriculum. Those courses should be performed in their clinical practice courses or other related learning experiences. When those qualifications are met, then they are competent to be called advanced psychiatric nurse.As advanced practice registered nurses, the advanced psychiatric nurses should be able to demonstrate their direct expertise and roles in advanced mental health assessment, diagnostic evaluation, psychopharmacology management, psychotherapy with individuals, group and families, case management, millieu management, liason and counselling from prevention, promotion until psychiatric rehabilitation. Meanwhile the skill such as psycho-education, teaching, unit management, research and staff development can be added as their indirect roles

Advanced practice nursing role development: factor analysis of a modified role delineation tool

Aim his study reports the use of exploratory factor analysis to determine construct validity of a modified advanced practice role delineation tool. Background Little research exists on specific activities and domains of practice within advanced practice nursing roles, making it difficult to define service parameters of this level of nursing practice. A valid and reliable tool would assist those responsible for employing or deploying advanced practice nurses by identifying and defining their service profile. This is the third paper from a multi-phase Australian study aimed at assigning advanced practice roles. Methods A postal survey was conducted of a random sample of state government employed Registered nurses and midwives, across various levels and grades of practice in the state of Queensland, Australia, using the modified Advanced Practice Role Delineation tool. Exploratory factor analysis, using principal axis factoring was undertaken to examine factors in the modified tool. Cronbach’s alpha coefficient determined reliability of the overall scale and identified factors. Results There were 658 responses (42% response rate). The five factors found with loadings of ≥.400 for 40 of the 41 APN activities were similar to the five domains in the Strong model. Cronbach’s alpha coefficient was .94 overall and for the factors ranged from 0.83 to 0.95. Conclusion Exploratory factor analysis of the modified tool supports validity of the five domains of the original tool. Further investigation will identify use of the tool in a broader healthcare environment

Advancing nursing practice : the emergence of the role of Advanced Practice Nurse in Saudi Arabia

Background: The roots of advanced practice nursing can be traced back to the 1890s, but the Nurse Practitioner (NP) emerged in Western countries during the 1960s in response to the unmet health care needs of populations in rural areas. These early NPs utilized the medical model of care to assess, diagnose and treat. Nursing has since grown as a profession, with its own unique and distinguishable, holistic, science-based knowledge, which is complementary within the multidisciplinary team. Today Advanced Practice Nurses (APNs) demonstrate nursing expertise in clinical practice, education, research and leadership, and are no longer perceived as “physician replacements” or assistants. Saudi Arabia has yet to define, legislate or regulate Advanced Practice Nursing. Aims: This article aims to disseminate information from a Saudi Advanced Practice Nurse thought leadership meeting, to chronicle the history of Advanced Practice Nursing within the Kingdom of Saudi Arabia, while identifying strategies for moving forward. Conclusion: It is important to build an APN model based on Saudi health care culture and patient population needs, while recognizing global historical underpinnings. Ensuring that nursing continues to distinguish itself from other health care professions, while securing a seat at the multidisciplinary health care table will be instrumental in advancing the practice of nursing

Spiritual Care and the Role of Advanced Practice Nurses

Spiritual care is central to holistic nursing. It is essential for the well-being of patients and enable them to access their inner strengths and resources that will enhance the overall health. The purpose of this paper is to discuss the concept of spirituality and spiritual care in nursing and to suggest the role of advanced practice nurses in spiritual care. The discussion includes the attributes and importance of spiritual care and integrates the perspectives of patients and nurses, professional nursing organizations, and the nursing theorists to suggest the role of advanced practice nurses

Lived experiences of nurses as they engage in practice at an advanced level within emergency departments in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Human Social Science (Nursing) at Massey University

At this present time New Zealand has seventeen Nurse Practitioners™ none of whom work in the emergency setting; nonetheless emergency nurses throughout New Zealand are practising at an advanced level in departments nationwide. The aim of this research project was to examine the lived experiences of five nurses as they prepare for, and engage in practice at an advanced level within emergency departments in New Zealand. The theoretical framework for this project was one of phenomenological enquiry based on a synthesis of Husserlian and Heideggerian philosophy. Following a form of purposive sampling to select participants, unstructured in-depth interviews were used as the method of choice for data collection. The concept of data horizontalisation integrated within Colaizzi's (1979) procedural steps for data examination guided the analysis and findings of this work. Descriptions of the participants lived experiences, underpinned by Husserlian principals, identified eight subjects that were explored in-depth from their perspective. This was followed by further analysis, interpretation and discussion of the phenomenon under review from the researcher's perspective; guided by the fundamental elements of the Heideggerian approach to enquiry. The results show that there are numerous similarities to be had in common with our colleagues overseas in relation to the many issues that impact on nurses working in or toward advanced practice within emergency departments here in New Zealand. However there also exist issues that are unique to the New Zealand context and as such have the potential to impact either positively of negatively on the development of the advanced nursing role in this country, such as the Health Practitioners Competency Assurance (HPCA) Act 2003 and other legislation that relate either directly or indirectly to the scope of practice for advanced practitioners, whatever their area of expertise. The research process identified several concepts that require further debate and discussion; from which knowledge can be gained that will either add to or augment the body of knowledge that is required for the advancement of nursing practice within emergency departments here in New Zealand

Implementing a Practice Doctorate Program at a Distance through an Urban-Rural Partnership

The purposes of this poster presentation are to 1) describe the implementation of a doctor of nursing practice (DNP) program by providing access to rigorous distance education to students living in rural Pennsylvania; 2) discuss building a critical mass of doctorally prepared advanced practice nurse experts in both urban and rural communities; and 3) share formative and summative evaluation information. Through funding from the U.S. Department of Health and Human Services, Health Resources and Services Administration, Bureau of Health Professions, Division of Nursing, the Jefferson School of Nursing (JSN) expanded its DNP program currently offered at the urban Philadelphia campus to the rural campus in Danville. Using the methodologies of live web-casting and live video over the Internet, distance students are afforded the opportunity to participate in a live classroom setting rather than experience the static distance methodology of reading through lectures themselves. For example, during the applied biostatistics course, the faculty teaches onsite in Philadelphia projecting the SPSS and the database on screen so that students on both campuses can simultaneously view, hear, and interact with the discussion. There is a doctorally prepared faculty member onsite in Danville as a resource for the students. These newer technologies make possible real-time faculty-student dialogue, student-to-student dialogue, and enhance socialization. Furthermore, the use of advanced technologies allows distance students to discuss with peers and faculty alike, in real time, the problems, successes, and questions which arise during class and clinical practica, thereby enhancing critical thinking and diagnostic reasoning skills. This unique urban-rural partnership, made possible through advanced technologies, addresses increasing demands for educating greater numbers of doctorally prepared advanced practice nurses to work in north and central rural Pennsylvania, thus promoting access to health care in rural underserved communities. Other than in academia, there are no doctorally prepared advanced practice nurses employed in practice in the area

Diversifying the Healthcare Workforce: Transition of the Combat Medic to Baccalaureate-Prepared Nurse

Purpose The creation of a combat medic to accelerated Bachelor of Science in Nursing (BSN) program may offer a way to positively contribute to the nursing workforce. Therefore, the purpose of this feasibility project was to combine the four sub-roles of expert practitioner, educator, researcher, and consultant1, to design a new pathway for military combat medic entry into nursing. Methods A comparative analysis elucidated gaps in 219 different nursing skills, didactic and general education requirements, clinical hours, and transfer credits between combat medic training and the BSN curriculum at a Vermont university. Identified gaps were compared to nursing licensure requirements. A sample of combat medics was surveyed for interest level in pursuing a BSN, desired employment setting, and intent to work at the bedside for two years or longer. Feedback was collected from faculty and administrators and at schools with similar existing programs. Results Two program plans of study for 24- and 32-month completion were developed, (dependent on transfer credits and demonstrated skill competencies). Participating combat medics (84%) reported being “very interested” and 16% reported being “interested” in pursuing an accelerated program in nursing. Combat medic participants (100%) indicated that they would remain at the bedside for two years or longer. Conclusion The proposed program pathway was well-received and may offer a way to alleviate medic unemployment rates and contribute to the nursing workforce. Plans for further research include a cost-benefit analysis, more precise sampling to gauge interest levels, and determinants of requisite supplies, physical space, clinical placements, and faculty. Keywords: Nurse, Military, Medic, BSN, RN References Manley, K. (1997). A conceptual framework for advanced practice: An action research project operationalizing an advanced practitioner/consultant nurse role. Journal of Clinical Nursing, 6, 179–190

What makes a quality therapeutic relationship in psychiatric/mental health nursing: A review of the research literature

Although a therapeutic relationship is essential to psychiatric/mental health nursing practice, its use is problematic because the nursing attributes contributing to a therapeutic relationship are elusive. A review of the literature in the field of psychiatric/mental health nursing was conducted to conceptualize constructs contributing to the development of a therapeutic relationship in advanced practice psychiatric/mental health nursing. A typology of nine general attributes were identified which have practical implications for psychiatric/mental health nursing education and practice. Recommendations include the application of a typology of constructs upon which psychiatric/mental health nurse curricula, in-service education, and reflective practice can be based

A master of nursing science curriculum revision for the 21st century : a progress report

Background: Preparing a 21st century nursing workforce demands future-oriented curricula that address the population’s evolving health care needs. With their advanced clinical skill sets and broad scope of practice, Advanced Practice Nurses strengthen healthcare systems by providing expert care, especially to people who are older and/or have chronic diseases. Bearing this in mind, we revised our established Master of Nursing Science curriculum at the University of Basel, Switzerland. Methods: Guided by the Advanced Nursing Practice framework, interprofessional guidelines, fundamental reports on the future of health care and the Bologna declaration, the reform process included three interrelated phases: preparation (work packages (WPs): curriculum analysis, alumni survey), revision (WPs: program accreditation, learning outcomes), and regulations (WPs: legal requirements, program launch). Results: The redesigned MScN curriculum offers two specializations: ANP and research. It was implemented in the 2014 fall semester. Conclusions: This curriculum reform’s strategic approach and step-by-step processes demonstrate how, beginning with a solid conceptual basis, congruent logical steps allowed development of a program that prepares nurses for new professional roles within innovative models of care