Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

National Organization of Nurse Practitioner Faculties (NONPF) Competencies -For each of the nine NONPF competencies, write one paragraph explaining how the program has prepared you to meet it (for a total of at least nine paragraphs). Then…

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Assignment: National Organization of Nurse Practitioners

Paper details

The National Organization of Nurse Practitioner Faculties (NONPF) has determined core competencies that apply to all nurse practitioners, regardless of specialty or patient population focus. NONPF has represented them within nine broad areas of core competence. NONPF created the first set of Nurse Practitioner Competencies in 1990; the most recent updates were incorporated in 2017.

This synthesis course has had the overarching objective of preparing you to be able to synthesize knowledge gained throughout the program and be prepared to apply each of the nine core competencies within your selected areas of practice and your representative communities.

The nine broad areas of competency are:

1. Scientific Foundations
2. Leadership
3. Quality
4. Practice Inquiry
5. Technology and Information Literacy
6. Policy
7. Health Delivery System
8. Ethics
9. Independent Practice

Response clearly, accurately, and thoroughly explains how the MSN program has prepared the student to meet each of the nine NONPF competencies.

For each of the nine NONPF competencies, write one paragraph explaining how the program has prepared you to meet it (for a total of at least nine paragraphs). Then, propose and explain how you plan to engage in social change in your community as a nurse practitioner. Be specific and provide examples.

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Solution

National Organization of Nurse Practitioner Faculties (NONPF) Competencies

Nurse enrolled for a Masters of Science in Nursing (MSN) program aim at attaining the necessary skills required to deliver quality care to patients. These requirements have been defined by the National Organization of Nurse Practitioner Faculties (NONPF). While the first version of these competencies was established in 1990, they were recently updated in 2017.

Nonetheless, these competencies apply to all nurse practitioners regardless of their patient focus or area of specialty. NONPF competencies include scientific foundations, quality, leadership, practice inquiry, technology and information literacy, policy, ethics, health delivery system, and independent practice (Vanderhoef & Delaney, 2017). The MSN program has played a crucial role in the student preparation to meet these competencies by ensuring that students gain the required skills, knowledge set needed to function independently.

Scientific foundations are competencies that allow nursing practitioners to graduate with comprehensive knowledge of medical sciences (Vanderhoef & Delaney, 2017). MSN integrates the foundational courses, pharmacology and pathophysiology, and other additional courses depending on one’s specialty. The program has also ensured I understand the clinical practice guidelines, translational research, provision of healthcare to diverse and vulnerable groups, and evidence-based practice, some of the scientific foundation competencies.

Quality care competencies aim to increase the degree in which health care services attain the desired health outcomes consistent with professional standards and knowledge (Vanderhoef & Delaney, 2017). The MSM program has helped me understand how I can access and utilize information from different health databases that is essential in improving patient care. Additionally, I can use these databases to evaluate research findings and apply them in clinical practice.

Leadership competencies play a critical role in enhancing advocacy, scholarship, and professional accountability. The MSN program has ensured I understand their role as change agents in leadership and advocacy. I also understand their scope and standards of practice and the need to work in teams. Nonetheless, I have developed practical communication skills, critical thinking, innovation skills, and engage with different professionals throughout the program, which has helped me develop culturally sensitive leadership skills.

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Practice inquiry involves translational research where the nurse practitioner applies academic research findings in a clinical setting. The MSN program has helped me understand how to apply my research findings in a clinical setting to improve patient care. Throughout the program, I have been exposed to different healthcare settings, which has helped me investigate the setting and translate the knowledge learned to improve patient outcomes. This exposure also helped me think critically on the individual application on different clinical practices, which helps improve healthcare delivery.

Technology and informational literacy competencies focus on using digital technology, communication tools, and networks to access, integrate, create, evaluate and communicate information needed to improve health and safety outcomes (Vanderhoef & Delaney, 2017). The MSN program provides an informatics course that has helped me translate health information to improve patient outcomes, identify the appropriate technology to manage information, and design effective information systems to improve healthcare. I have also gained skills in translating information which I can use in clinical practice to translate information to different users, especially patients.

Policy competencies are defined as a set of decisions and guidelines that influence decisions regarding healthcare delivery and resource allocation (Vanderhoef & Delaney, 2017). The MSN program has helped me learn how to influence policy-making decisions to improve health and social problems such as violence, poverty, and literacy. This competence is achieved through health policy and healthcare economics. These courses have equipped me with the necessary skills to promote ethical approaches in driving quality and cost-effective care, identify globalization’s influence on healthcare policies, and understand the interdependence between healthcare policies and practice.

Healthcare delivery system competencies involve planning, developing, and implementing health programs that serve the general community. The MSN program has helped me gain knowledge on the overall decision-making and healthcare reforms. As a result, I can reduce patient risks, develop culturally competent care, work with other stakeholders to improve the healthcare continuum, and use relationship-building and negotiation strategies to enhance healthcare delivery.

Ethic competencies focus on understanding the ethical implications of scientific findings and negotiation of healthcare delivery dilemmas to different populations. The MSN program has helped me learn how to integrate ethical principles in the decision-making process, understand the moral consequences of my decisions, and apply my ethical solutions to

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improve patient care.
Independent practice competencies focus on ensuring that the nurse practitioner can function independently. The MSN program has equipped m with scientific knowledge and skills that can help me assess, diagnose and treat patients without supervision. Nonetheless, I have worked on individual projects, which have helped me develop autonomous skills, gain accountability for their actions and respect the patient’s wishes in healthcare delivery.

Conclusion

Nurse practitioners are considered as change agents in social settings through advocacy and quality service delivery (Rafferty, 2018). As a nurse practitioner, I am in the front line to understand the patient outcomes’ issues and drive social change through advocacy. Specifically, I will engage in campaigns that focus on providing public education to the community.

This education will include the need to stop stigmatization towards patients with mental health and the need to take the vaccination, especially in the middle of the Covid 19 pandemic, to save on lives. This awareness will ensure community involvement in health care delivery, ensuring its effectiveness in improving patient outcomes. Moreover, through this engagement, I will create a space where the community may open up on the issues that affect them while receiving healthcare. As a result, it will bring together health providers and patients, promoting a two-way involvement in developing effective policies.

References

• Rafferty, A. M. (2018). Nurses as change agents for a better future in health care: The politics of drift and dilution. Health Economics, Policy, and Law, 13(3-4), 475-491. https://doi.org/10.1017/s1744133117000482
• Vanderhoef, D. M., & Delaney, K. R. (2017). National organization of nurse practitioner faculties. Journal of the American Psychiatric Nurses Association, 23(2), 159-165. https://doi.org/10.1177/1078390316685154

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