Nursing . AACN is accepting applications for the inaugural Digital Academy: Building the Essentials Tool Kit with Digital Innovation. This report presents recommendations of an American Association of Colleges of Nursing (AACN) task force which revised existing guidelines for nursing education. View 2010 Version Quality Assurance and Performance Improvement (QAPI) in Healthcare for Older Adults (2014). Also provided is a summary of the revision process which included two invitational roundtable meetings and regional meetings. The new American Association of Colleges of Nursing Palliative Competencies And Recommendations for Educating undergraduate nursing Students document, released February 2016, identifies the 17 competencies that all undergraduate nursing students should achieve by the time of graduation. of . This statement on Distance Education Policies has been endorsed by the following organizations: American Academy of Nurse Practitioners Certification Program American Association of Colleges of Nursing (AACN), facilitated the development of the first sets of population-specific competencies. Practitioner Faculties in partnership with the American Association of Colleges of Nursing. The purpose of this document is to assist nurse educators in incorporating geriatric-focused nursing content and learning opportunities into the baccalaureate nursing curriculum, including both the didactic and clinical experiences to ensure that nursing students are able to provide the necessary geriatric care for the nation’s aging population. Adult-Gerontology Acute Care Nurse Practitioner Competencies (2012)  This work is the product of a consensus process involving educators from over 20 organizations and societies representing a dozen health professions, including AACN. This doc-ument is not a statement of the policy, position or views of either the United States Department of Health and Human Services (HHS) or the United States Government. CARES: Competencies And Recommendations for Educating Undergraduate Nursing Students Preparing Nurses to Care for the Seriously Ill and their Families G-Cares Competencies in Primary Palliative Care for Graduate Nursing Students in Master’s and DNP programs Recommended Competencies for Older Adult Care for the Family CNP and Women’s Health CNP (2010) The five competencies that all nurses should be proficient in include: 17 competencies that all undergraduate nursing students should achieve by the time of graduation. Competencies for Nursing Education As the premier organization for nurse faculty and leaders in nursing education, the NLN developed competencies to address both the specialized role of the nurse educator and competencies for graduates of all types of nursing programs. Competencies for the Academic Nurse … The competencies are intended to be used in conjunction with and build upon the graduate and APRN core competencies outlined in the AACN (2006) Essentials of Doctoral Education for Advanced Nursing Practice or the AACN (1996) Essentials of Master’s Education for Advanced Practice Nursing. TABLE OF CONTENTS . The national Consensus Model for APRN Regulation: Licensure, Accreditation, Certification, and Education (LACE), finalized in 2008, defines advanced practice registered nurses (APRNs) and standardized requirements for each of the four APRN regulatory components included in LACE. Practitioner Faculties in partnership with the American Association of Colleges of Nursing. Specifically, these populations include the family CNP who provides care across the lifespan, and the women’s health or gender-related CNP (APRN Consensus Work Group and NCSBN APRN Advisory Committee, 2008). The American Association of Colleges of Nursing (AACN), the national voice for academic nursing, believes that education has a significant impact on the knowledge and competencies of the nurse clinician, as it does for all healthcare providers. Clinical relevance: In nursing education, this study demonstrated that international service-learning immersion experiences are of value as they impact and improve cultural competency. When utilizing distance learning methods, a program provides learning opportunities that facilitate development of students' clinical competence and professional role socialization and establishes mechanisms to measure these student outcomes. 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