There are 9 NONPF Core competencies: Scientific Foundations Leadership Quality Practice Inquiry Technology and Information Literacy Policy Healt

Nurse Practitioner Core Competencies Content

A delineation of suggested content specific to the NP core competencies

2014

Updated May 2017*

NP Core Competencies Content Work Group

Anne Thomas (Chair), PhD, ANP-BC, GNP, FAANP M. Katherine Crabtree, DNSc, APN-BC, FAAN

Kathleen Delaney, PhD, PMH-NP, FAAN Mary Anne Dumas, PhD, RN, FNP-BC, GNP-BC, FAANP, FAAN

Ruth Kleinpell, PhD, RN, FAAN, FCCM Julie Marfell, DNP, APRN, FNP-BC, FAANP Donna Nativio, PhD, CRNP, FAAN, FAANP

Kimberly Udlis, PhD, FNP-BC, APNP Andrea Wolf, DNP, CRNP

Acknowledgments: NONPF also wishes to recognize members of the Curricular Leadership Committee who provided review and comment on

the draft document. The comments from the following people shaped the final document: Susan Buchholz, Holly Dileo, Kathy Dontje, Judith

Haber, Ann Marie Hart, Kathleen Reeve, Susan Ruppert, Susan Schaffer, and Courtney Young.

* The updates made to the 2014 Nurse Practitioner Core Competencies Content publication updates the competencies to align with the 2016

Adult-Gerontology Acute Care And Primary Care NP Competencies.

NONPF – 1

Nurse Practitioner Core Competencies

with Suggested Curriculum Content

In the development of the nurse practitioner (NP) population-focused competencies, a task force had extensive discussions of competencies vs.

content. The task force concluded that it would be beneficial to programs if some content could be included as exemplars of how to support

curriculum development for addressing a competency. Within the 2013 edition of the NP population-focused competencies, the final column in

each population’s competency table presents the respective competency work group’s ideas of relevant content.

In 2014, NONPF convened a work group to identify the suggested curriculum content for the NP Core Competencies. This work group consisted

of members of the task force that prepared the 2011 edition of the NP Core Competencies, as well as additional representation from the NONPF

Board and Curricular Leadership Committee. A sub-group of the NONPF Curricular Leadership Committee completed a review of the draft

content, and the work group incorporated the review feedback into the final document presented herein. Please see the cover page for a list of

work group members and an acknowledgment of the reviewers.

In 2016 the Adult-Gerontology Acute Care And Primary Care NP Competencies document was completed. This document was updated in May

2017 to align with the 2016 Adult-Gerontology Acute Care And Primary Care NP Competencies.

The table that follows includes the NP Core Competencies and a list of suggested curriculum content. NONPF does not intend for the requirement

of all of this content, nor is the content list comprehensive for all that a program would cover with population-focused competencies. The content

column reflects only suggestions for content relative to the core competencies. This document should be used in combination with the population-

focused competencies.

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies Scientific Foundation Competencies

1. Critically analyzes data and evidence for improving

advanced nursing practice.

2. Integrates knowledge from the humanities and sciences

within the context of nursing science.

Comparison of patient data sets with evidence-based standards to

improve care

NONPF – 2

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies 3. Translates research and other forms of knowledge to

improve practice processes and outcomes.

4. Develops new practice approaches based on the integration

of research, theory, and practice knowledge.

Scientific foundations to practice, including, but not limited to, knowledge of advanced pathophysiology, pharmacology, physiology, genetics, and communication skills

Science from other disciplines relevant to health care

Theories/conceptual frameworks/principles for practice:

• Translational research that guides practice

• Critical evaluation of research findings

• Mid-range nursing theories and concepts to guide nursing practice

• Evidence-based care

• Physiologic

• Communication

• Developmental

• Genetic

• Behavior change

• Population health

Critical thinking development:

• Evidence appraisal

• Formulating a practice problem

• Use of science-based theories and concepts to assess, enhance, and ameliorate health care delivery phenomena

• Use of PICO questions to initiate research and quality improvement projects

Qualitative and quantitative research and quality improvement methods

Ethical and legal protection of human subjects

NONPF – 3

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies Inquiry processes and practices related to health literacy, vulnerable populations, and culture

Monitoring of health outcomes

Leadership Competencies

1. Assumes complex and advanced leadership roles to initiate and guide change.

2. Provides leadership to foster collaboration with multiple

stakeholders (e.g. patients, community, integrated health

care teams, and policy makers) to improve health care.

3. Demonstrates leadership that uses critical and reflective

thinking.

4. Advocates for improved access, quality and cost effective

health care.

5. Advances practice through the development and

implementation of innovations incorporating principles of

change.

6. Communicates practice knowledge effectively, both orally

and in writing.

7. Participates in professional organizations and activities that

influence advanced practice nursing and/or health

outcomes of a population focus.

Content related to:

• Crisis management and leadership

• Stress management (for staff and patient/family)

• Teams and teamwork, including team leadership, building effective teams, and nurturing team

Leadership, change, and management theories with application to practice

Political processes, political decision making processes, and health

care advocacy

Problem solving:

• Influencing and negotiation

• Conflict management

• Strategic thinking

• Managing change Business development:

• High reliability organization principles

• Building and maintaining effective teams

• Project management concepts

• Principles of effective decision making

• Principles of change management

• Civility

• Principles of innovation Communications:

• Scholarly writing, manuscript, and abstract preparation

• Structuring and presenting persuasive arguments

NONPF – 4

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies Peer review:

• Publications

• Presentations

• Research

• Practice. Leadership development:

• Skills to influence decision-making bodies at the system, state, or national level

• Interprofessional leadership

• Assuming leadership positions in professional, political, or regulatory organizations

• Structure and functions of editorial/board roles

• Ethical and critical decision making, effective working relationships, and a systems-perspective

Concepts of strategic planning process

Leadership styles

How to lead change in practice, manage practice changes

• Monitoring implementation and fidelity

• Adaptation of change to patients, providers and

organizational needs and resources

• Interim feedback on achievements and efficiencies

• Interpretation of data and articulating evidence Self-reflection of leadership style e.g., personal leadership strengths and weaknesses; working with diverse skills sets and diverse teams

Quality Competencies

1. Uses best available evidence to continuously improve

quality of clinical practice.

Quality Safety Education in Nursing (QSEN) principles and content

Evaluation of outcomes of care such as quality improvement projects with an evaluation component

NONPF – 5

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies 2. Evaluates the relationships among access, cost, quality, and

safety and their influence on health care.

3. Evaluates how organizational structure, care processes,

financing, marketing, and policy decisions impact the

quality of health care.

4. Applies skills in peer review to promote a culture of

excellence.

5. Anticipates variations in practice and is proactive in

implementing interventions to ensure quality

Reflective practice Culture of safety Quality improvement processes and practices Knowledge of quality improvement methods such as:

• Plan-Do-Study Act

• Six Sigma Cost benefit analysis Peer review process

• Reviewer

• Reviewee Collaborative team processes and practices

Leadership skills for leading change for quality clinical practice

Methods and measures of quality assurance during transitions of care Laws and rules to enhance quality such as

• Meaningful use

• Federal, state, and local quality data sources and indicators

Practice Inquiry Competencies

1. Provides leadership in the translation of new knowledge

into practice.

2. Generates knowledge from clinical practice to improve

practice and patient outcomes.

3. Applies clinical investigative skills to improve health

outcomes.

4. Leads practice inquiry, individually or in partnership with

Leadership for role in practice improvement

Clinical investigation strategies:

• Identifying clinical practice problems

• Appraising evidence for application to practice (e.g., design, methods, tools, analysis)

• Literature search methods, including, but not limited to, the PICO Model to define a clinical questions and search for the best clinical evidence

NONPF – 6

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies others.

5. Disseminates evidence from inquiry to diverse audiences

using multiple modalities.

6. Analyzes clinical guidelines for individualized application into

practice

Use of electronic databases, such as electronic health records:

• Assessing clinical practice

• Reviewing patient technology

• Exploring behaviors and risk factors

• Using data to support evidence based changes in clinical management

• Template development

Patient management, including, but not limited to, discerning gaps in care and barriers to care needing resolution during patient

encounters

Project development and management:

• Synthesis and translation/extrapolation of research to selected populations

• Frameworks to guide projects

• Quality improvement methods

• Assessment of resources needed and available for projects

• Competing priorities of patients, payers, providers, and suppliers

• Data-based, needs assessment for project

• Processes used in conducting projects based on current and best evidence, including evaluation of the application of evidence or inquiry to the population of concern

• Evaluation of outcomes (for health status of patient and population as well as system outcomes)

• Evaluation of why expected results were or were not attained and lessons learned

• Making recommendations for further work

• Addressing issues of sustainability of project findings

NONPF – 7

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies Dissemination of work and findings:

• Abstract and manuscript writing to support the dissemination of project/research outcomes

• Discussion of clinically meaningful results that may or may not be statistically significant

• Presentation skill development with modification for different audiences

Integration of findings:

• Results, methods, and tools, as appropriate, into care delivery

• Identification of best practices

• Opportunities for multidisciplinary team/inter-professional collaboration for patient care

• Development and use of clinical guidelines

• Use of clinical judgment to improve practice

• Application of evidence to validate or change policy Evaluation of alternative care delivery models and treatments, including costs, cost benefits, and return on investment Institutional review board policies and processes Interprofessional research and scholarship exemplars and opportunities

Technology and Information Literacy Competencies

1. Integrates appropriate technologies for knowledge

management to improve health care.

2. Translates technical and scientific health information

appropriate for various users’ needs.

Technology available in clinical practice:

• Electronic resources that identify current evidenced-based care

• Electronic resources that enhance patient safety

• Technological care delivery systems

• Telehealth

• Information databases used by health care systems

• Electronic communication with other professionals and patients

• Encrypted and unencrypted technology

NONPF – 8

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies 2.a Assesses the patient’s and caregiver’s educational

needs to provide effective, personalized health care.

2.b Coaches the patient and caregiver for positive

behavioral change.

3. Demonstrates information literacy skills in complex decision

making.

4. Contributes to the design of clinical information systems

that promote safe, quality and cost effective care.

5. Uses technology systems that capture data on variables

for the evaluation of nursing care.

• Electronic resources to support differential diagnosis, algorithmic thinking, and medical record review

• Templates for documentation in nursing care

• Use of electronic datasets to evaluate practice and improve quality, cost, and efficiency of care

Technology available to support education:

• Standardized patient encounters

• Electronic/computer based learning modules based on characteristics such as cultural literacy, educational level, and home assessment

• Coaching/teaching resources adapted to population, health literacy, and age of patient learning styles,

• Age-appropriate concepts and development of educational tools

• Use of applications for references at point of care

Using telehealth to provide care for the adult population, considering benefits, methods, differences, and regulatory issues. IT resources such as:

• Informatics competencies from Technology Informatics Guiding Education Reform (TIGER) initiative

• American Medical Informatics Association (AMIA) Use of electronic communication methods, including social media, with healthcare professionals, patients, families, and caregivers

Compliance issues related to patient privacy with use of technology

Population-appropriate clinical indicators for incorporation into information systems, such as electronic health records Use of technologies to monitor and evaluate clinical problems, e.g.

• Blood pressure

• Vital signs

• Glucose

• Weight

NONPF – 9

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies

Policy Competencies

1. Demonstrates an understanding of the interdependence of

policy and practice.

2. Advocates for ethical policies that promote access, equity,

quality, and cost.

3. Analyzes ethical, legal, and social factors influencing policy

development.

4. Contributes in the development of health policy.

5. Analyzes the implications of health policy across disciplines.

6. Evaluates the impact of globalization on health care policy

development.

7. Advocates for policies for safe and healthy practice environments.

Policy analysis process:

• Political environment

• Political feasibility

• Economic feasibility

• Implementation strategy and planning

• Outcomes evaluation at local, state, national, and international levels

• Specific NP role for influencing health care agenda and patient advocacy

Health policy and health care reform:

• Federal budget

• National health priorities

• Methods for appropriation of funding

• Vulnerable populations and needs

• The relationship between the USPSTF guidelines and Affordable Care Act implementation

Legislative and regulatory processes:

• Origin of laws

• Regulatory process

• How to influence/impact passage of laws and their translation into regulation

• Health care financing and third party reimbursement Population health model and its impact on policy planning

Introduction of global issues:

• Infections

• Travel

• Immigration

• Disasters/terrorism

• Access to health care

NONPF – 10

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies

Ethical issues in health care planning:

• Fairness

• Equity and health disparities

• Access and resource allocation

• Health behavior

• Social determinants of health

Comparative health systems

Proactive and responsive use of media Barriers to NP practice Legislative process and resources, e.g., Congress.gov Policy theories Examples of policy making at multiple levels and individual and collective contributions to shape policy

Health Delivery System

Competencies

1. Applies knowledge of organizational practices and

complex systems to improve health care delivery.

2. Effects health care change using broad based skills

including negotiating, consensus-building, and partnering.

3. Minimizes risk to patients and providers at the individual

and systems level.

4. Facilitates the development of health care systems that

address the needs of culturally diverse populations,

providers, and other stakeholders.

5. Evaluates the impact of health care delivery on patients,

Organizational practices:

• Organizational structure, tables of organization

• Organizational decision making

• Organizational theory

• Principles of management Interprofessional collaborative partnerships

Informatics/information systems:

• Interpreting variations in outcomes

• Use of data to improve practice

• Use of collateral information

• Organizational delivery subsystems, (e.g. electronic prescription writing-pharmacy software)

NONPF – 11

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies providers, other stakeholders, and the environment.

6. Analyzes organizational structure, functions and resources

to improve the delivery of care.

7. Collaborates in planning for transitions across the

continuum of care.

Needs assessment of populations served:

• Socioeconomic and cultural factors

• Unique population needs

• System resources to meet population needs (e.g. use interpreters to facilitate communication)

• Community resources/system outreach to community

• Diversity among providers

Financial issues:

• Financial business principles

• Health care system financing

• Reimbursement systems

• Resource management

• Billing and coding principles

Interprofessional/team competencies:

• Communication (theory)

• Collaboration

• Conflict resolution

• Consultations/referrals

• Team building

• Values and ethics

• Roles and responsibilities

Safety and quality:

• Cost-effective care

• Legal/ethical issues

• Research and quality improvement

• Continuous quality improvement

• Quality and Safety Education in Nursing

Transitional care:

NONPF – 12

Competency Area

NP Core Competencies

Curriculum Content to Support Competencies

Neither required nor comprehensive, this list reflects

only suggested content specific to the core

competencies • Navigating transitions across health care s

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