1 page Reflection paper

8515 Georgia Avenue, Suite 400 Silver Spring, MD 20910-3492

1-800-274-4ANA (4262) www.Nursingworld.org

ISBN-13: 878-1-55810-619-2   SAN: 851-3481   10K   07/2015

Nursing Scope and Standards of Practice 3rd Edition

The premier resource for professional nursing practice, Nursing: Scope and Standards of Practice, 3rd Edition, is informed by the advances in health care and professional nursing today. This keystone publication contains 17 national standards of practice and

performance and their competencies. It describes the scope of nursing practice: the

who, what, where, when, why, and how of nursing practice activities.

Nursing: Scope and Standards of Practice informs and guides nursing practice and is often used as a reference for:

˩ Quality improvement initiatives.

˩ Certification and credentialing.

˩ Position descriptions and performance appraisals.

˩ Classroom teaching and in-service education programs.

˩ Members’ orientation programs and regulatory decision-making activities for

boards of nursing.

It also outlines key aspects of nursing’s professional role and practice for any level,

setting, population focus, specialty, and more!

In sum, Nursing Scope and Standards of Practice is an authoritative, detailed, and practical discussion of the competent level of nursing practice and professional

performance. It is a must-have for every registered nurse.

N u

rsin g: S

cope and Stan dards of P

ractice 3rd Edition

For more information or to order multiple copies, go to www.Nursebooks.org, call 1-800-637-0323 or scan the QR code.

Scope and Standards of PracticeNursing 3rd Edition

ANA’s Standards of Professional Nursing Practice

The Standards of Professional Performance describe a competent level of behavior in the professional role, including activities related to ethics, culturally congruent practice, communication, collaboration, leadership, education, evidence-based practice and research, quality of practice, professional practice evaluation, resource utilization, and environmental health. All registered nurses are expected to engage in professional role activities, including leadership, appropriate to their education and position. Registered nurses are accountable for their professional actions to themselves, their healthcare consumers, their peers, and ultimately to society.

Standards of Professional Performance

Standard 7. Ethics The registered nurse practices ethically.

Standard 8. Culturally Congruent Practice The registered nurse practices in a manner that is congruent with cultural diversity and inclusion principles.

Standard 9. Communication The registered nurse communicates effectively in all areas of practice.

Standard 10. Collaboration The registered nurse collaborates with the healthcare consumer and other key stakeholders in the conduct of nursing practice.

Standard 11. Leadership The registered nurse leads within the professional practice setting and the profession.

Standard 12. Education The registered nurse seeks knowledge and competence that reflects current nursing practice and promotes futuristic thinking.

Standard 13. Evidence-based Practice and Research The registered nurse integrates evidence and research findings into practice.

Standard 14. Quality of Practice The registered nurse contributes to quality nursing practice.

Standard 15. Professional Practice Evaluation The registered nurse evaluates one’s own and others’ nursing practice.

Standard 16. Resource Utilization The registered nurse utilizes appropriate resources to plan, provide, and sustain evidence-based nursing services that are safe, effective, and fiscally responsible.

Standard 17. Environmental Health The registered nurse practices in an environmentally safe and healthy manner.

Source: American Nurses Association. (2015). Nursing: Scope and Standards of Practice (3rd ed.) (pp. 5–6). Silver Spring, MD: ANA. ©2015 American Nurses Association

ANA’s Standards of Professional Nursing Practice

The Standards of Practice describe a competent

level of nursing care as demonstrated by the critical

thinking model known as the nursing process.

The nursing process includes the components

of assessment, diagnosis, outcomes identification,

planning, implementation, and evaluation. Accordingly,

the nursing process encompasses significant

actions taken by registered nurses and forms the

foundation of the nurse’s decision-making.

©2015 American Nurses Association

Standards of Practice

Standard 1. Assessment The registered nurse collects pertinent data and information relative to the healthcare consumer’s health or the situation.

Standard 2. Diagnosis The registered nurse analyzes the assessment data to determine actual or potential diagnoses, problems, and issues.

Standard 3. Outcomes Identification The registered nurse identifies expected outcomes for a plan individualized to the healthcare consumer or the situation.

Standard 4. Planning The registered nurse develops a plan that prescribes strategies to attain expected, measurable outcomes.

Standard 5. Implementation The registered nurse implements the identified plan.

Standard 5A. Coordination of Care The registered nurse coordinates care delivery. Standard 5B. Health Teaching and Health Promotion The registered nurse employs strategies to promote health and a safe environment.

Standard 6. Evaluation The registered nurse evaluates progress toward attainment of goals and outcomes.

Source: American Nurses Association. (2015). Nursing: Scope and Standards of Practice (3rd ed.) (pp. 4–5). Silver Spring, MD: ANA.

3rd Edition

Scope and Standards of PracticeNursing

American Nurses Association Silver Spring, Maryland 2015

The American Nurses Association (ANA) is a national professional association. This ANA publication, Nursing: Scope and Standards of Practice, Third Edition, reflects the thinking of the nursing profession on various issues and should be reviewed in conjunction with state board of nursing policies and practices. State law, rules, and regulations govern the practice of nursing, while Nursing: Scope and Standards of Practice, Third Edition, guides nurses in the application of their professional knowledge, skills, and responsibilities.

American Nurses Association 8515 Georgia Avenue, Suite 400 Silver Spring, MD 20910-3492 1-800-274-4ANA http://www.Nursingworld.org

Published by Nursesbooks.org The Publishing Program of ANA http://www.Nursesbooks.org

Copyright ©2015 American Nurses Association. All rights reserved. Reproduction or transmission in any form is not permitted without written permission of the American Nurses Association (ANA). This publication may not be translated without written permission of ANA. For inquiries, or to report unauthorized use, email copyright@ ana.org.

Cataloging-in-Publication Data on file with the Library of Congress

ISBN-13: 978-1-55810-620-8 SAN: 851-3481 07/2015

First published: July 2015

Contents •  Nursing: Scope and Standards of Practice, 3rd Ed. •  iii    

Contents

Contributors vii

Overview of the Content xi Essential Documents of Professional Nursing xi Additional Content xi Audience for This Publication xii

Scope of Nursing Practice 1 Definition of Nursing 1 Professional Nursing’s Scope and Standards of Practice 1

Description of the Scope of Nursing Practice 2 Development and Function of the Standards of Professional Nursing Practice 3

Standards of Practice 4 Standards of Professional Performance 5 The Function of Competencies in Standards 6

Integrating the Art and Science of Nursing 6 The What and How of Nursing 7

Tenets Characteristic of Nursing Practice 7 The How of Nursing 9 The Art of Nursing 11 The Science of Nursing 13

When Nursing Occurs 16 Nursing Knowledge, Research, and Evidence-based Practice 16

The Where of Nursing Practice 19 Healthy Work Environments for Nursing Practice 21

Safe Patient Handling and Mobility (SPHM) 22 Fatigue in Nursing Practice 22 Workplace Violence and Incivility 22 Optimal Staffing 23 Supports for Healthy Work Environments 23 High-Performing Interprofessional Teams 27

Key Influences on the Quality and Environment of Nursing Practice 28

iv •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Contents    

Societal, Cultural, and Ethical Dimensions Describe the Why and How of Nursing 31 Model of Professional Nursing Practice Regulation 33 The Code of Ethics for Nurses 36 Specialty Practice in Nursing 37

Professional Registered Nurses Today: The Who of Nursing 38 Statistical Snapshot 38 Licensure and Education of Registered Nurses 41 Advanced Practice Registered Nurse Roles 42 Professional Competence in Nursing Practice 43 Evaluating Competence 45

Professional Trends and Issues 45 Creating a Sustainable Nursing Workforce 46 Nursing Education 47 Technological Advances 48

Population Focus: Redefining Health and Well-being for the Millennial Generation 48

Baby Boomers: Health and Chronic Illness 48 Summary of the Scope of Nursing Practice 49

Standards of Professional Nursing Practice 51 Significance of Standards 51

Standards of Practice 53 Standard 1. Assessment 53 Standard 2. Diagnosis 55 Standard 3. Outcomes Identification 57 Standard 4. Planning 59 Standard 5. Implementation 61 Standard 5A. Coordination of Care 63 Standard 5B. Health Teaching and Health Promotion 65 Standard 6. Evaluation 66

Standards of Professional Performance 67 Standard 7. Ethics 67 Standard 8. Culturally Congruent Practice 69 Standard 9. Communication 71 Standard 10. Collaboration 73 Standard 11. Leadership 75 Standard 12. Education 76 Standard 13. Evidence-based Practice and Research 77 Standard 14. Quality of Practice 79 Standard 15. Professional Practice Evaluation 81 Standard 16. Resource Utilization 82 Standard 17. Environmental Health 84

Contents •  Nursing: Scope and Standards of Practice, 3rd Ed. •  v    

Glossary 85

References and Bibliography 91

Appendix A: Nursing: Scope and Standards of Practice, 2nd Edition (2010) 99

Appendix B: Nursing’s Social Policy Statement: The Essence of the Profession (2010) 175

Appendix C: ANA Position Statement: Professional Role Competence (2014) 213

Appendix D: The Development of Essential Nursing Documents and Professional Nursing 223

Appendix E: Selected Nurse Theorists 227

Appendix F: Culturally Congruent Practice Resources 229

Index 235

Contributors •  Nursing: Scope and Standards of Practice, 3rd Ed. •  vii    

Contributors

Nursing: Scope and Standards of Practice, Third Edition, is the product of exten­ sive thought work by many registered nurses and a three-step review process. This document originated from the decisions garnered during a significant number of telephone conference calls and electronic mail communications of the diverse workgroup members and an intensive two-day in person week­ end meeting. The first review process, a 30-day public comment period, fol­ lowed. All workgroup members reviewed every comment, resulting in further workgroup refinements of the draft document. The official American Nurses Association (ANA) review process included evaluation by the Committee on Nursing Practice Standards and final review and approval by the ANA Board of Directors in June 2015. The list of endorsing organizations that completes this section reflects the broad acceptance of this resource within the profession.

Nursing Scope and Standards Workgroup, 2014–2015

Elizabeth Thomas, MEd, RN, NCSN, FNASN, Chairperson

Chad Allen, RN

Sheri-Lynne Almeida, DrPH, MSN, MED, RN, CEN, FAEN

Carolyn Baird, DNP, MBA, RN-BC, CARN-AP, CCDPD, FIAAN

Nancy Barr, MSN, RN

Patricia Bartzak, DNP, RN, CMSRN

Mavis Bechtle, MSN, RN

Jennifer Bellot, PhD, MHSE, RN, CNE

Tom Blodgett, PhD, MSN, GCNS, RN-BC

Patricia Bowe, MS, BSN, RN

Katreena Collette-Merrill, PhD, RN

viii •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Contributors    

Kahlil Demonbreun, DNP, RNC-OB, WHNP-BC, ANP-BC

Sheila Eason, MS, BSN, RN, CNOR

Tim Fish, DNP, MBA, RN, CENP

Matthew French-Bravo, MSN, RN

Heather Healy, MS, APRN, FNP-BC, NEA-BC

Susan Howard, MSN, RN-BC

Brenda Hutchins, DNP, ANP-BC, GNP-BC

Lorinda Inman, MSN, RN, FRE

Donna Konradi, PhD, RN, CNE

Mary Ann Lavin, ScD, APRN, ANP-BC, FNI, FAAN

Carla Mariano, EdD, RN, AHN-BC, FAAIM

Lucy Marion, PhD, RN, FAANP, FAAN

Deborah Maust Martin, DNP, MBA, RN, NE-BC, FACHE

Cindy McCullough, MSN, CMSRN, AGCNS-BC

Kris A. McLoughlin, DNP; APRN; PMH-CNS, BC; CADC-II, FAAN

Joyce Morris, MSN, RN-BC

Sandra J. Fulton Picot, PhD, RN, CLNC, FGSA, FAAN

Deborah Poling, PhD, RN, FNP-BC, CNE

Lori L. Profata, DNP, RN, NE-BC

Karen Rea-Williams, MS, FNP

ShyRhonda Roy, MSN, RN

Debbie Ruiz, RN

Kathryn Schroeter, PhD, RN, CNE, CNOR

Melida Shepard, RN, BSN, CPHQ

Suzanne Sikes-Thurman, BA, BSN, RN

Janice Smolowitz, EdD, DNP, RN, ANP-BC

Lynn Tomascik, MSN, RN

Linda Wagner, MA, RN, NE-BC

Contributors •  Nursing: Scope and Standards of Practice, 3rd Ed. •  ix    

Acknowledgment of Special Contribution

Marilyn (Marty) Douglas, PhD, RN, FAAN

ANA Committee on Nursing Practice Standards

Richard Henker, PhD, RN, CRNA, FAAN: co- chair 03/2014–12/2015

Tresha (Terry) L. Lucas, MSN, RN: co- chair 07/2011–12/2014

Danette Culver, MSN, APRN, ACNS-BC, CCRN

Deborah Finnell, DNS, PMHNP-BC, CARN-AP, FAAN

Renee Gecsedi, MS, RN

Deedra Harrington, DNP, MSN, APRN, ACNP-BC

Maria Jurlano, MS, BSN, RN, NEA-BC, CCRN

Carla A. B. Lee, PhD, APRN-BC, CNAA, FAAN, FIBA

Verna Sitzer, PhD, RN, CNS

ANA Staff, 2014-2015

Carol J. Bickford, PhD, RN-BC, CPHIMS, FAAN – Content editor

Mary Jo Assi, DNP, RN, FNP-BC, NEA-BC

Maureen E. Cones, Esq. – Legal Counsel

Eric Wurzbacher, BA – Project editor

Yvonne Humes, MSA – Project assistant

About the American Nurses Association The American Nurses Association (ANA) is the only full-service professional organization representing the interests of the nation’s 3.4 million registered nurses through its constituent member nurses associations and its organiza­ tional affiliates. ANA advances the nursing profession by fostering high stan­ dards of nursing practice, promoting the rights of nurses in the workplace, projecting a positive and realistic view of nursing, and by lobbying the Congress and regulatory agencies on healthcare issues affecting nurses and the public.

x •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Contributors    

About Nursesbooks.org, The Publishing Program of ANA Nursesbooks.org publishes books on ANA core issues and programs, includ­ ing ethics, leadership, quality, specialty practice, advanced practice, and the profession’s enduring legacy. Best known for the Essential documents of the profession on nursing ethics, scope and standards of practice, and social policy, Nursesbooks.org is the publisher for the professional, career-oriented nurse, reaching and serving nurse educators, administrators, managers, and research­ ers as well as staff nurses in the course of their professional development.

Overview of the Content •  Nursing: Scope and Standards of Practice, 3rd Ed. •  xi    

Overview of the Content

Essential Documents of Professional Nursing Registered nurses practicing in the United States have two contemporary pro­ fessional resources that inform their thinking and decision-making and guide their practice. First, the Code of Ethics for Nurses with Interpretive Statements (American Nurses Association, 2015) lists the nine succinct provisions and accompanying interpretive statements that establish the ethical framework for registered nurses’ practice across all roles, levels, and settings. Secondly, the 2015 Nursing: Scope and Standards of Practice, Third Edition, outlines the expectations of professional nursing practice. The scope of practice statement presents the framework and context of nursing practice and accompanies the standards of professional nursing practice and their associated competencies that identify the evidence of the standard of care.

Additional Content For a better appreciation of the history, content, and context related to Nursing: Scope and Standards of Practice, Third Edition, readers will find the additional content of the six appendices useful:

• Appendix A. Nursing: Scope and Standards of Practice, Second Edition (2010)

• Appendix B. Nursing’s Social Policy Statement: The Essence of the Profession (2010)

• Appendix C. ANA Position Statement : Professional Role Competence (2014)

• Appendix D. The Development of Essential Nursing Documents and Professional Nursing

• Appendix E. List of Selected Nurse Theorists

• Appendix F. Culturally Congruent Practice Resources

xii •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Overview of the Content    

Audience for This Publication Registered nurses in every clinical and functional role and setting constitute the primary audience of this professional resource. Students, interprofessional colleagues, agencies, and organizations also will find this an invaluable refer­ ence. Legislators, regulators, legal counsel, and the judiciary will also want to examine this content. In addition, the individuals, families, groups, communi­ ties, and populations using nursing and healthcare services can use this docu­ ment to better understand what constitutes the profession of nursing and how registered nurses and advanced practice registered nurses lead within today’s healthcare environment.

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  1    

Scope of Nursing Practice

Definition of Nursing The following contemporary definition of nursing has been slightly modified from that published in the 2003 Nursing’s Social Policy Statement, Second Edition, and included in the 2004 and 2010 editions of Nursing: Scope and Standards of Practice, with the inclusion of “facilitation of healing” and “groups”:

Nursing is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, facilitation of healing, allevia­ tion of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, groups, communities, and populations.

This definition serves as the foundation for the following expanded descrip­ tions of the Scope of Nursing Practice and the Standards of Professional Nursing Practice.

Professional Nursing’s Scope and Standards of Practice A professional organization has a responsibility to its members and to the public it serves to develop the scope and standards of practice for its profes­ sion. The American Nurses Association (ANA), the professional organization for all registered nurses, has long assumed the responsibility for developing and maintaining the scope of practice statement and standards that apply to the practice of all professional nurses and also serve as a template for evalua­ tion of nursing specialty practice. Both the scope and standards do, however, belong to the profession and thus require broad input into their development and revision. Nursing: Scope and Standards of Practice, Third Edition describes a competent level of nursing practice and professional performance common to all registered nurses.

2 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Scope of Nursing Practice    

Description of the Scope of Nursing Practice

The Scope of Nursing Practice describes the “who,” “what,” “where,” “when,” “why,” and “how” of nursing practice. Each of these questions must be answered to provide a complete picture of the dynamic and complex practice of nursing and its evolving boundaries and membership. The definition of nursing pro­ vides a succinct characterization of the “what” of nursing. Registered nurses and advanced practice registered nurses comprise the “who” constituency and have been educated, titled, and maintain active licensure to practice nursing. Nursing occurs “when”ever there is a need for nursing knowledge, wisdom, caring, leadership, practice, or education, anytime, anywhere. Nursing occurs in any environment “where” there is a healthcare consumer in need of care, information, or advocacy. The “how” of nursing practice is defined as the ways, means, methods, and manners that nurses use to practice professionally. The “why” is characterized as nursing’s response to the changing needs of society to achieve positive healthcare consumer outcomes in keeping with nursing’s social contract with an obligation to society. The depth and breadth in which individual registered nurses and advanced practice registered nurses engage in the total scope of nursing practice is dependent on their education, experience, role, and the population served.

These definitions are provided to promote clarity and understanding for all readers:

Healthcare consumers are the patients, persons, clients, families, groups, com­ munities, or populations who are the focus of attention and to whom the regis­ tered nurse is providing services as sanctioned by the state regulatory bodies. This more global term is intended to reflect a proactive focus on health and wellness care, rather than a reactive perspective to disease and illness.

Registered nurses (RNs) are individuals who are educationally prepared and licensed by a state, commonwealth, territory, government, or regulatory body to practice as a registered nurse. “Nurse” and “professional nurse” are syn­ onyms for a registered nurse in this document.

Graduate-level prepared registered nurses are registered nurses prepared at the master’s or doctoral educational level; have advanced knowledge, skills, abil­ ities, and judgment; function in an advanced level as designated by elements of the nurse’s position; and are not required to have additional regulatory oversight.

Advanced practice registered nurses (APRNs) are registered nurses:

• Who have completed an accredited graduate-level education pro­ gram preparing the nurse for one of the four recognized APRN roles [certified registered nurse anesthetist (CRNA), certified nurse

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  3    

midwife (CNM), clinical nurse specialist (CNS), or certified nurse practitioner (CNP)];

• Who have passed a national certification examination that measures APRN-, role-, and population-focused competencies and maintain continued competence as evidenced by recertification in the role and population through the national certification program;

• Who have acquired advanced clinical knowledge and skills prepar­ ing the nurse to provide direct care to patients, as well as a compo­ nent of indirect care; however, the defining factor for all APRNs is that a significant component of the education and practice focuses on direct care of individuals;

• Whose practices build on the competencies of registered nurses (RNs) by demonstrating a greater depth and breadth of knowledge, a greater synthesis of data, increased complexity of skills and inter­ ventions, and greater role autonomy;

• Who are educationally prepared to assume responsibility and accountability for health promotion and/or maintenance as well as the assessment, diagnosis, and management of patient problems, which includes the use and prescription of pharmacologic and non-pharmacologic interventions;

• Who have clinical experience of sufficient depth and breadth to reflect the intended license; and

• Who have obtained a license to practice as an APRN in one of the four APRN roles: certified registered nurse anesthetist (CRNA), certi­ fied nurse midwife (CNM), clinical nurse specialist (CNS), or certified nurse practitioner (CNP) (APRN Joint Dialogue Group, 2008).

Development and Function of the Standards of Professional Nursing Practice

The Scope of Practice Statement is accompanied by the Standards of Professional Nursing Practice. The standards are authoritative statements of the duties that all registered nurses, regardless of role, population, or specialty, are expected to perform competently. The standards published herein may serve as evidence of the standard of care, with the understanding that applica­ tion of the standards depends on context. The standards are subject to change with the dynamics of the nursing profession, as new patterns of professional practice are developed and accepted by the nursing profession and the public. In addition, specific conditions and clinical circumstances may also affect the application of the standards at a given time, e.g., during a natural disaster or epidemic. As with the scope of practice statement, the standards are subject to formal, periodic review, and revision.

4 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Scope of Nursing Practice    

The Standards of Professional Nursing Practice consist of the Standards of Practice and the Standards of Professional Performance.

Standards of Practice

The Standards of Practice describe a competent level of nursing care as demonstrated by the critical thinking model known as the nursing process. The nursing process includes the components of assessment, diagnosis, out­ comes identification, planning, implementation, and evaluation. Accordingly, the nursing process encompasses significant actions taken by registered nurses and forms the foundation of the nurse’s decision-making.

Standard 1. Assessment

The registered nurse collects pertinent data and information relative to the healthcare consumer’s health or the situation.

Standard 2. Diagnosis

The registered nurse analyzes the assessment data to determine actual or potential diagnoses, problems, and issues.

Standard 3. Outcomes Identification

The registered nurse identifies expected outcomes for a plan individualized to the healthcare consumer or the situation.

Standard 4. Planning

The registered nurse develops a plan that prescribes strategies to attain expected, measurable outcomes.

Standard 5. Implementation

The registered nurse implements the identified plan.

Standard 5A. Coordination of Care

The registered nurse coordinates care delivery.

Standard 5B. Health Teaching and Health Promotion

The registered nurse employs strategies to promote health and a safe environment.

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  5    

Standard 6. Evaluation

The registered nurse evaluates progress toward attainment of goals and outcomes.

Standards of Professional Performance

The Standards of Professional Performance describe a competent level of behavior in the professional role, including activities related to ethics, cultur­ ally congruent practice, communication, collaboration, leadership, education, evidence-based practice and research, quality of practice, professional practice evaluation, resource utilization, and environmental health. All registered nurses are expected to engage in professional role activities, including leadership, appropriate to their education and position. Registered nurses are accountable for their professional actions to themselves, their healthcare consumers, their peers, and ultimately to society.

Standard 7. Ethics

The registered nurse practices ethically.

Standard 8. Culturally Congruent Practice

The registered nurse practices in a manner that is congruent with cultural diversity and inclusion principles.

Standard 9. Communication

The registered nurse communicates effectively in all areas of practice.

Standard 10. Collaboration

The registered nurse collaborates with healthcare consumer and other key stakeholders in the conduct of nursing practice.

Standard 11. Leadership

The registered nurse leads within the professional practice setting and the profession.

Standard 12. Education

The registered nurse seeks knowledge and competence that reflects current nursing practice and promotes futuristic thinking.

6 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Scope of Nursing Practice    

Standard 13. Evidence-based Practice and Research

The registered nurse integrates evidence and research findings into practice.

Standard 14. Quality of Practice

The registered nurse contributes to quality nursing practice.

Standard 15. Professional Practice Evaluation

The registered nurse evaluates one’s own and others’ nursing practice.

Standard 16. Resource Utilization

The registered nurse utilizes appropriate resources to plan, provide, and sustain evidence-based nursing services that are safe, effective, and fiscally responsible.

Standard 17. Environmental Health

The registered nurse practices in an environmentally safe and healthy manner.

The Function of Competencies in Standards

The competencies that accompany each standard may be evidence of demon­ strated compliance with the corresponding standard. The list of competen­ cies is not exhaustive. Whether a particular standard or competency applies depends upon the circumstances. For example, a nurse providing treatment to an unconscious, critical healthcare consumer who presented to the hospital by ambulance without family has a duty to collect comprehensive data pertinent to the healthcare consumer’s health (Standard 1. Assessment). However, under the attendant circumstances, that nurse may not be expected “to assess family dynamics and impact on the healthcare consumer’s health and wellness” (one of Starndard 1’s competencies). In the same instance, Standard 5B. Health Teaching and Health Promotion might not apply at all.

Integrating the Art and Science of Nursing Nursing is a learned profession built on a core body of knowledge that reflects its dual components of art and science. Nursing requires judgment and skill based on principles of the biological, physical, behavioral, and social sciences. Registered nurses employ critical thinking to integrate objective data with knowledge gained from an assessment of the subjective experiences of health­ care consumers. Registered nurses use critical thinking to apply the best avail­ able evidence and research data to diagnosis and treatment decisions. Nurses

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  7    

continually evaluate quality and effectiveness of nursing practice and seek to optimize outcomes.

Nursing promotes the delivery of holistic consumer-centered care and opti­ mal health outcomes throughout the lifespan and across the health–illness continuum within an environmental context that encompasses culture, ethics, law, politics, economics, access to healthcare resources, and competing priori­ ties. Similarly, nursing promotes the health of communities by using advocacy for social and environmental justice, community engagement, and access to high-quality and equitable health care to maximize population health outcomes and minimize health disparities. Nursing advocates for the well-being, comfort, dignity, and humanity of all individuals, families, groups, communities, and populations. Nursing focuses on healthcare consumer and interprofessional collaboration, sharing of knowledge, scientific discovery, and social welfare.

The What and How of Nursing What Is Nursing?

What is nursing? Nursing is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, facilitation of healing, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, groups, communities, and populations. This succinct but very powerful definition statement (see p. 11) reflects the evolution of the profession. The integration of the art and science of nursing is described in the following detailed scope and standards of practice content.

Nursing is a learned profession built on a core body of knowledge that reflects its dual components of art and science. Nursing requires judgment and skill based on principles of the biological, physical, behavioral, and social sciences.

Tenets Characteristic of Nursing Practice

The conduct of nursing practice in all settings also can be characterized by the following tenets that are reflected in language that threads throughout the scope of practice statement and standards of practice and professional performance.

1. Caring and health are central to the practice of the registered nurse.

Professional nursing promotes healing and health in a way that builds a relationship between nurse and patient (Watson, 2008, 2012). “Caring is a conscious judgment that manifests itself in concrete acts, interpersonally, verbally, and nonverbally”

8 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Scope of Nursing Practice    

(Gallagher-Lepak & Kubsch, 2009, p. 171). While caring for indi­ viduals, families, groups, and populations is the key focus of nursing, the nurse additionally promotes self-care as well as care of the envi­ ronment and society (Hagerty, Lynch-Sauer, Patusky, & Bouwseman, 1993; ANA, 2015).

2. Nursing practice is individualized.

Nursing practice respects diversity and focuses on identifying and meeting the unique needs of the healthcare consumer or situation. Healthcare consumer is defined to be the patient, person, client, fam­ ily, group, community, or population who is the focus of attention and to whom the registered nurse is providing services as sanctioned by the state regulatory bodies.

3. Registered nurses use the nursing process to plan and provide individu­ alized care for healthcare consumers.

The nursing process is cyclical and dynamic, interpersonal and col­ laborative, and universally applicable. Nurses use theoretical and evidence-based knowledge of human experiences and responses to collaborate with healthcare consumers to assess, diagnose, identify outcomes, plan, implement, and evaluate care that has been individ­ ualized to achieve the best outcomes. Nursing actions are intended to produce beneficial effects, contribute to quality outcomes, and above all, “do no harm.” Nurses evaluate the effectiveness of care in relation to identified outcomes and use evidence-based practice to improve care. Critical thinking underlies each step of the nursing process, problem-solving, and decision-making.

4. Nurses coordinate care by establishing partnerships.

The registered nurse establishes partnerships with persons, fami­ lies, groups, support systems, and other providers, utilizing effective in-person and electronic communications, to reach a shared goal of delivering safe, quality health care to address the health needs of the healthcare consumer and the public. The registered nurse is respon­ sible and accountable for communicating and advocating for the planning and care coordination focused on the healthcare consumer, families, and support systems (ANA, 2013a). Collaborative interpro­ fessional team planning is based on recognition of each individual profession’s value and contributions, mutual trust, respect, open dis­ cussion, and shared decision-making.

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  9    

5. A strong link exists between the professional work environment and the registered nurse’s ability to provide quality health care and achieve opti­ mal outcomes.

Professional nurses have an ethical obligation to maintain and improve healthcare practice environments conducive to the pro­ vision of quality health care (ANA, 2015). Extensive studies have demonstrated the relationship between effective nursing practice and the presence of a healthy work environment. Mounting evi­ dence demonstrates that negative, demoralizing, and unsafe condi­ tions in the workplace (unhealthy work environments) contribute to errors, ineffective delivery of care, workplace conflict and stress, and moral distress.

The How of Nursing

The “how” of nursing practice is defined as the ways, means, methods, processes, and manner by which the registered nurse practices professionally. The ways in which registered nurses practice reflect integration of the five core practice competencies of all healthcare professionals: healthcare consumer-centered practice, evidence-based practice, interprofessional collaboration, use of infor­ matics, and continuous quality improvement (Institute of Medicine, 2003). Registered nurses recognize that using a holistic approach prevents omission of relevant data when implementing the nursing process. When incorporat­ ing a healthcare consumer-centered approach, the registered nurse collaborates with and treats all healthcare consumers with the utmost respect. The reg­ istered nurse demonstrates culturally congruent practice, always advocating that healthcare consumers have sufficient information and questions answered, enabling them to exercise their autonomy to make the final decisions regarding their preferred care.

To achieve the best healthcare consumer outcomes, the “how” requires the registered nurse to employ evidence-based practice as a means to incorporate the best available evidence, healthcare consumer preferences, provider exper­ tise, and contextual resources in which nursing is delivered. Closely linked to the best healthcare consumer outcomes is the need for effective interprofes­ sional collaboration. Thus, an essential component of the “how” of registered nursing is care coordination (ANA, 2013a), requiring effective communica­ tions by all stakeholders.

Additionally, the “how” of registered nursing practice encompasses methods such as communicating predictably and comprehensively using approaches such as informatics, electronic health records, and established processes to pre­ vent errors. Methods can include situation, background, assessment, recommen­ dation (SBAR) (The Joint Commission Enterprise, 2012) and TeamSTEPPSR

10 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Scope of Nursing Practice    

as evidence-based methods of building teamwork and communication skills (Department of Defense 2014; Agency for Healthcare Research and Quality, n.d.).

Critical to the practice of professional nursing is ethical conduct of research to generate new knowledge and translate that knowledge to practice using theory-driven approaches (Estabrooks, Thompson, Lovely, & Hofmeyer, 2006). Finally, the “how” of registered nursing practice reflects the manner in which the registered nurse practices according to the Code of Ethics for Nurses with Interpretive Statements, standards for professional nursing practice, institutional review boards’ protocols, and directives of other governing and regulatory bodies that guide the conduct of professional nursing practice.

These activities reflect nursing’s long-standing commitment to its responsibil­ ities to the society out of which it grew and continues to serve. Such a profes­ sional relationship and associated expectations and contributions toward the evolution of a health-oriented system of care were first formally articulated in the 1980 Nursing: A Social Policy Statement. Later editions of the social policy statement in 1995, 2003, and 2010 confirmed the importance of nurse– healthcare consumer partnerships; healthcare consumers’ decision-making, accountability, and responsibility of choice; and the necessary focus on health­ care consumer-centered care and outcomes.

Nursing’s Social Policy Statement: The Essence of the Profession identifies the following statements that undergird professional nursing’s social contract with society (ANA, 2010b, p. 6):

• Humans manifest an essential unity of mind, body, and spirit.

• Human experience is contextually and culturally defined.

• Health and illness are human experiences. The presence of illness does not preclude health, nor does optimal health pre­ clude illness.

• The relationship between the nurse and patient occurs within the context of the values and beliefs of the patient and nurse.

• Public policy and the healthcare delivery system influence the health and well-being of society and professional nursing.

• Individual responsibility and interprofessional involvement are essential.

Consult Appendix B, Nursing’s Social Policy Statement for discussion of other content important to understanding the societal context related to the decision-making and conduct of professional nursing practice.

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The Art of Nursing

The art of nursing is based on caring and respect for human dignity. A com­ passionate approach to patient care carries a mandate to provide care com­ petently. Such competent care is provided and accomplished through both independent practice and partnerships. Collaboration may be with individuals seeking support or assistance with their healthcare needs, interprofessional colleagues, and other stakeholders.

The art of nursing embraces spirituality, healing, empathy, mutual respect, and compassion. These intangible aspects promote health. Nursing embraces healing. Healing is fostered by helping, listening, mentoring, coaching, teach­ ing, exploring, being present, supporting, touching, intuition, service, cultural competence, tolerance, acceptance, nurturing, mutually creating, and conflict resolution.

Nursing focuses on the protection, promotion, and optimization of health and quality of life; prevention or resolution of disease, illness, or disability; facilitation of healing, alleviation of suffering; and transition to a dignified and peaceful death. Nursing needs are identified from a holistic perspective and are met in the context of a culturally sensitive, caring, personal relationship. Nursing includes the diagnosis and treatment of human responses to actual or potential health problems. Registered nurses employ practices that are promo­ tive, supportive, and restorative in nature.

Care and Caring in Nursing Practice

The act of caring is foundational to the practice of nursing: “A great truth, the act of caring is the first step in the power to heal” (Moffitt, 2004, p. 23). Watson (2012), in her Human Caring Science Theory, emphasizes the personal relation­ ship between patient and nurse; highlights the role of the nurse in defining the patient as a unique human being to be valued, respected, nurtured, under­ stood, assisted; and stresses the importance of the connections between the nurse and patient. Human care and caring is viewed as the moral ideal of nurs­ ing consisting of human-to-human attempts to protect, enhance, and preserve humanity and human dignity, integrity, and wholeness by assisting a person to find meaning in illness, suffering, pain, and existence. Human caring helps another gain self-knowledge, self-control, self-caring, and self-healing so that a sense of inner harmony is restored regardless of the external circumstances.

Human caring is not just an emotion, concern, attitude, or benevolent desire. It involves values, knowledge, caring actions, acceptance of consequences, a will, and a commitment to care. Human caring is related to intersubjec­ tive human responses to health-illness-healing conditions; a knowledge of health-illness, environmental-personal relations, and the nurse caring process; and self-knowledge in relation to both strengths and limitations. Human caring

12 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Scope of Nursing Practice    

follows a process consisting of antecedents, attributes, and outcomes of caring, which go on to affect future encounters of caring.

This process includes the care recipient and the nurse, both of whom are required in a human caring relationship. The nurse must possess competence, professional maturity, interpersonal sensitivity, a moral foundation that sup­ ports caring actions, and access to a setting that is conducive to caring, while the care recipient must possess a need for and openness to caring. When combined, these antecedents can produce an intimate relationship between the care recipient and the nurse in which caring can occur to improve the physical and mental well-being of the healthcare consumer and feelings of satisfaction and renewal for the nurse.

In a caring relationship, the nurse utilizes well-honed assessment skills based on insight garnered through interpersonal sensitivity to accurately identify nuances and help find meaning in the care recipient’s situation. Interventions that reflect a caring consciousness may require creativity and daring, but can also be demonstrated in simple gestures of interpersonal connection, such as attentive listening, touching, and making eye contact, and sensitivity to cultural meanings associated with caring behaviors (Finfgeld-Connett, 2007).

Caring is

• Grounded in ethics, beginning with respect for the autonomy of the care recipient,

• Grounded, as a science, in nursing, but is not limited to nursing,

• An attribute that may be taught, modeled, learned, mastered,

• Capable of being measured and analyzed scientifically,

• The subject of study within caring science institutes/academies worldwide, and

• Central to relationships that lead to effective healing, cure, and/or actualization of human potential.

The caring embraced by nursing and described here does not compete with nor is it diminished by technological advances, individual or group wealth or its absence, professional or socioeconomic status or prestige or its lack, or any other parameter that attempts to categorize the place of the person in society. The act of caring, as well as the theory and science of caring, is all-inclusive:

The nursing profession has an ethical and social responsibility to both individuals and society to sustain human caring in instances where it is threatened, and to be the guardian of human caring,

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individually and collectively, serving as the vanguard of society’s human caring needs now and in the future. If nursing does not fulfill its societal mandate for sustaining human caring, preserving human dignity and humanness in self, systems, and society, it will not be carrying out its covenant to humankind and its reason for existence as a profession. (Watson, 2012, p. 42)

Cultural Components of Care

Leininger (1988) considered care for people from a broad range of cultures and contributed to the unique body of nursing knowledge by translating and integrating transcultural precepts from the field of anthropology into nurs­ ing science. She provided nursing with a global context, specifically exposing nursing to worldly cultures and learned behaviors, beyond those encountered within a dominant culture. Transcultural literacy has deepened nursing’s holis­ tic approach by providing a framework to better understand and provide care to culturally diverse individuals, groups, and communities.

The Science of Nursing

Nurses as scientists rely on qualitative and quantitative evidence to guide pol­ icies and practices, but also as a way of identifying the nurses’ impact on the health outcomes of healthcare consumers. When describing how nurses complete professional thinking and activities, the nursing process emerges as a commonly used analytical critical thinking framework.

The nursing process is conceptualized as a cyclic, iterative, and dynamic process including assessment, diagnosis, outcomes identification, planning, implementation, and evaluation. The nursing process supports evidence-based practice and relies heavily on the bidirectional feedback loops between com­ ponents, as illustrated in Figure 1. The hexagon delineates the six steps of the nursing process beginning with assessment at the 12 o’clock position, followed clockwise with diagnosis, outcomes identification, planning, implementation, and evaluation. Note the iterative actions reflected with bidirectional arrows.

The Standards of Practice included in the first ring coincide with the steps of the nursing process to represent the directive nature of the standards as the professional nurse completes each component of the nursing process. Similarly, the surrounding Standards of Professional Performance identified in the out­ ermost ring reflect how the professional nurse adheres to the Standards of Practice, completes the nursing process, and addresses other nursing practice issues and concerns.

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FIGuRE 1. The Nursing Process and the Standards of Professional Nusing Practice

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The Standards of Practice

These standards describe a competent level of nursing practice demonstrated by the critical thinking model known as the nursing process; its six compo­ nents correspond to these standards.

Standard Nursing Process Component

Standard 1 Assessment

Standard 2 Diagnosis

Standard 3 Outcomes Identification

Standard 4 Planning

Standard 5 Implementation

Standard 6 Evaluation

The Standards of Professional Performance

These standards describe a competent level of behavior in the professional role appropriate to their education and position.

Standard Professional Performance

Standard 7 Ethics

Standard 8 Culturally Congruent Practice

Standard 9 Communication

Standard 10 Collaboration

Standard 11 Leadership

Standard 12 Education

Standard 13 Evidence-based Practice and Research

Standard 14 Quality of Practice

Standard 15 Professional Practice Evaluation

Standard 16 Resource Utilization

Standard 17 Environmental Health

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  15

16 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Scope of Nursing Practice    

When Nursing Occurs

Nursing occurs whenever there is a need for nursing knowledge, wisdom, caring, leadership, practice, or education. The term “whenever” encompasses anytime, anywhere, with anyone.

Timing relates less to a point in time as measured by a clock and more to the continuum of life events that relate to past, present, and future health and responses to illness/injury. The time for nursing is: when there is need for support, guidance, healing, advocacy, nursing expertise; during life transitions, challenges, developmental and situational crises, and health maintenance; and before and during social and healthcare change. The timing of nursing refers less to when any one observation or action is made, but more to the grasping of the meaning of healthcare actions performed and outcomes attained and acting upon that meaning in a manner consistent with one’s knowledge, education, and scope and standards of practice.

Nursing happens when there are retrospective circumstances requiring anal­ ysis and action, including root cause, risk factors, lifestyle, familial, cultural, genetic, environmental predispositions, or loss. It happens in the present when working with healthcare consumers within the context of their meaning applied to the diagnosis, illness, issue, problem, situation, or challenge being faced. Nursing happens when, through active and informed vigilance, nurses assess, diagnose risks, and intervene to prevent complications. Nursing happens pro­ spectively when dealing with anticipatory guidance, health promotion, disease prevention, well-being, wellness, and transition.

When nursing is practiced, it is holistic and the nurse:

• Partners with the individual/family/group/community/population;

• Considers norms and values, health and illness perspectives and practices, customs, behaviors, and beliefs of the healthcare con­ sumer; and

• Arrives at healthcare decisions that are contextualized by how the individual/family/group/community/population perceives health, the nature of the body, and its relationship to mind, emotion, energy, spirit, or environment.

Nursing Knowledge, Research, and Evidence-based Practice

Contemporary nursing practice has its historical roots in the poorhouses, the battlefields, and the industrial revolutions in 19th-century Europe and America. Initially, nurses trained in hospital-based nursing schools and were employed mainly providing private care to patients in their homes. Florence

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Nightingale provided a foundation for nursing and the basis for autonomous nursing practice as distinct from medicine. Nightingale is credited with iden­ tifying the importance of collecting empirical evidence, the underpinning of nursing’s current emphasis on evidence-based practice:

What you want are facts, not opinions.… The most important prac­ tical lesson that can be given to nurses is to teach them what to observe—how to observe—what symptoms indicate improvement— which are of none—which are the evidence of neglect—and what kind of neglect. (Nightingale, 1859, p. 105)

Although Nightingale recommended clinical nursing research in the mid-1800s, nurses did not follow her advice for over 100 years. Nursing research was able to flourish only as nurses received advanced educational preparation. In the early 1900s, nurses received advanced degrees in nursing education, and nursing research was limited to studies of nurses and nursing education. Case studies on nursing interventions were conducted in the 1920s and 1930s and the results published in the American Journal of Nursing.

In the 1950s, interest in nursing care studies began to rise. In 1952, the first issue of Nursing Research was published. In the 1960s, nursing studies began to explore theoretical and conceptual frameworks as a basis for practice. By the 1970s, more doctorally prepared nurses were conducting research, espe­ cially studies related to practice and the improvement of patient care. By the 1980s, there were greater numbers of qualified nurse researchers than ever before, and more computers available for collection and analysis of data. In 1985, the National Center for Nursing Research was established within the National Institutes of Health, putting nursing research into the mainstream of health research.

In the last half of the 20th century, nurse researchers (1950s) and nurse theorists (1960s and 1970s) greatly contributed to the expanding body of nursing knowledge with their studies of nursing practice and the development of nursing models and theories. Theories are patterns that guide the thinking about, being, and doing of nursing. Theories provide structure and substance to organize knowledge, guide practice, enhance the care of healthcare consumers, and guide inquiry to advance the science and practice of the profession. They must be flexible and dynamic to keep pace with the growth and changes in the discipline and the practice of nursing. The further development and expanded use of nursing theories and models continues today and is essential to the ongoing evolution of nursing. Appendix E includes a list of selected nurse theorists and their work.

Nursing, as an art and a science, reflects all the ways of knowing [e.g, empir­ ical, ethical, personal, and aesthetic as identified by Carper (1978)], gleaned

18 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Scope of Nursing Practice    

from: scientific investigations, accumulated and graded evidence, qualitative analysis, narratives, appreciative inquiry, case studies, interpersonal and cul­ tural sensitivity, insight, sociopolitical awareness, intuition, experience, reflec­ tion, introspection, creative thinking, philosophical analyses, and spirituality. The practice of nursing is rooted in evidence-based knowledge. Evidence-based practice (EBP) is a life-long problem-solving approach that integrates the best evidence from well-designed research studies and evidence-based theories; clinical expertise and evidence from assessment of the health consumer’s his­ tory and condition, as well as healthcare resources; and patient/family/group/ community/population preferences and values. When evidence-based practice is delivered in a context of caring and a culture, as well as an ecosystem or environment that supports it, the best clinical decisions are made to yield positive healthcare consumer outcomes (Melnyk, Gallagher-Ford, Long, & Fineout-Overholt, 2014).

While outcomes are essential, the EBP process itself provides a framework for clinicians, educators, and nurse researchers to ponder, and then expertly construct the most relevant, patient-centered, and testable questions, which in turn yield important practice guidelines for optimizing patient outcomes. The EBP process, first and foremost, promotes the asking of the question, and then utilizes the scientific framework of peer-reviewed literature searches, critical appraisal, and the foundation of nursing knowledge to reach an endpoint that can be reproduced, translated, and shaped into new knowledge.

Because of Florence Nightingale’s initial influence, nursing also relies on epidemiologic models of practice and the environment or its variations. When such models are used, cases are tracked, patients/families/communities are treated, and prevention strategies are employed. More recently, nurses within public health are conscious of and employ strategies that consider the entire ecological system to optimize health and prevent or treat illness.

Regardless of the theoretical knowledge base upon which nursing practice is derived, the knowledge fits within the multidimensional nursing process. The nursing process appears linear on first inspection, but is also iterative and incremental, depending upon individual, family, group, community, or popu­ lation responses.

Evidence-based competencies are foundational to the nursing process. For example, questions regarding clinical practices for the purpose of improving the quality of care may query assessment, diagnosis, planning, outcomes iden­ tification, implementation, evaluation, or a combination of these. Describing clinical problems using internal evidence relates to assessment data, diagno­ sis, and outcomes identification. Evidence-based competencies work hand in hand with outcome measurement, including cost measures (e.g., costs averted, cost savings), nursing-sensitive quality indicators, and the 2001 IOM outcome

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  19    

categories of clinical effectiveness, safety, efficiency, patient-centeredness, timeliness, and equitability (IOM, 2001). Outcome measures may also refer to diagnostic-specific nursing outcomes as stipulated in Nursing Outcomes Classification (Moorhead, Johnson, Maas, & Swanson, 2012).

Knowledge translation is also known as evidence-based decision-making, research utilization, innovation diffusion, knowledge transfer, research dissemi­ nation, research implementation, and research uptake (Estabrooks et al., 2006, p. 28). Translation of knowledge to practice settings aims to achieve identified outcomes for systems, providers, educators, healthcare consumers, and other stakeholders. This effort continues to be one of the most daunting challenges to registered nurses, but provides exciting opportunities.

Translation of research into practice is a science unto itself, known as trans­ lational research. Nurses are at the forefront of this work as they implement evidence-based practices into clinical care, lead research teams to investigate barriers and facilitators of knowledge translation, and advocate at all policy lev­ els for the adoption of these practices throughout the healthcare system. The surge in the scholarly evaluation of evidence-based practice by the expanding ranks of nurses prepared at the doctoral level has contributed to enhanced utilization of evidence-based practice or translation of research into practice.

The failure to employ a theoretically driven knowledge translation plan pre­ vents the development of testable and useful interventions reflecting thought­ ful consideration of the nursing process to the target of the intervention. Estabrooks et al. (2006) provide an overview of selected knowledge transla­ tion theories spanning the individual healthcare consumer, team, organization, community, and populations. Newhouse (2010) reminds nurses that inclusion of a cost analysis is key when recommending any knowledge translation plan to healthcare consumers or decision-making bodies.

The Where of Nursing Practice Nursing occurs in any environment where there is a healthcare consumer in need of care, information, or advocacy. The following content describes a sam­ pling of settings and environments for today’s evolving and expanding nursing presence. Originally nurses provided nursing services to patients and their families in home settings. Public health nursing resources focused on preven­ tion initiatives and support of community and population health. Establishment of hospitals as inpatient centers for acute care services provided new oppor­ tunities for registered nurses. Today home health, post-acute care, assisted living, and long-term care facilities, and community-based living, outpatient, and ambulatory settings are gaining in popularity. This evolution has greater importance as transitions in care, cost reduction measures, financial penal­ ties for adverse outcomes, and healthcare reform initiatives materialize. New

20 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Scope of Nursing Practice    

technologies have enabled establishment of ambulatory surgical centers and interventional services providers, such as facilities for cardiology and radiology studies and therapies, and infusion and dialysis centers.

Nursing practice in correctional facilities, military organizations, air and ground transport services, and emergency preparedness and disaster support is less commonly identified. Nursing practice in educational settings is repre­ sented as school and college health nursing services or academic and pro­ fessional development and continuing education faculty roles. Other nursing practice settings include occupational health departments, public and private organizations or businesses, faith communities, research and quality improve­ ment organizations, administrative and informatics positions, and entrepreneur­ ial ventures. Smartphone and telehealth technologies, wearable devices and remote monitoring, as well as social media and the Internet, are transforming health care and nursing practice to virtual, “always on” access. Such technol­ ogy solutions enable nursing practice to move from local settings to national, international, global, and even outer space venues.

Advocacy is fundamental to nursing practice in all settings. Advocacy is “the act or process of pleading for, supporting, recommending a cause or course of action” (ANA, 2015, p. 41). Advocacy occurs at the individual, interpersonal, organization and community, and policy levels (Earp, French, & Gilkey, 2008). At the individual level, the nurse engages in informing healthcare consumers so they can consider actions, interventions, or choices in light of their own personal beliefs, attitudes, and knowledge to achieve the desired outcome. Thus the healthcare consumer learns self-management and patient-centered decision-making.

At the interpersonal level, the nurse empowers healthcare consumers by providing emotional support, attainment of resources, and necessary help through interactions with families and significant others in their social sup­ port network. At the organization and community level, the nurse supports cultural transformation of organizations, communities, or populations when present. Registered nurses firmly believe it is their obligation to help improve environmental and societal conditions related to health, wellness, and care of the healthcare consumer. Such issues have included but are not limited to protective labor laws, minimum wage, communicable disease programs, immu­ nizations, well-baby and child care, women’s health, violence, reproductive health, and end-of-life care.

Finally, at the policy level, the nurse translates the consumer voice into policy and legislation that address such issues as control of healthcare access, regulation of health care, protection of the healthcare consumer, and envi­ ronmental justice. Thus advocacy also occurs when registered nurses repre­ sent professional nursing practice in advocating for the removal of barriers to

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  21    

permit practice to the full extent of their education and training. Registered nurses also advocate as seated members in state and national legislative bodies, IOM committees, and organizational leadership level boards; as they lobby for healthcare issues and resources; and when they join with vulnerable commu­ nities fighting industry and dilapidated housing that threatens the health of individuals, group, communities, and populations. Registered nurses are also advocates when addressing malpractice concerns and in their roles as legal nurse consultants or when engaged in legal practice as nurse attorneys.

The nurse understands that “place matters” because of the environmental impact of where people grow, learn, work, and reside. Advocacy, as defined by nursing, can take place wherever healthcare consumers exist or their needs require representation (e.g., streets to the halls of legislatures). There is ample need for professional nurses to continue advocacy and lobbying efforts for the evaluation and restructuring of health care, reimbursement and value of nurs­ ing care, funding for nursing education, identifying the role of nurses and nurs­ ing in health and medical homes, comparative effectiveness, and advances in health information technology. Nurses will continue to remain strong advocates for healthcare consumers, their care, health care, and the nursing profession.

Healthy Work Environments for Nursing Practice

A healthy work environment is one that is safe, empowering, and satisfying, not merely the absence of real and perceived physical or emotional threats to health, but a place of physical, mental, and social well-being, supporting optimal health and safety. A culture of safety is paramount, in which all lead­ ers, managers, healthcare workers, and ancillary staff have a responsibility as part of the interprofessional team to perform with a sense of professionalism, accountability, transparency, involvement, efficiency, and effectiveness. All must be mindful of the health and safety of both the healthcare consumer and the healthcare worker in any setting providing health care, providing a sense of safety, respect, and empowerment to and for all persons.

Nurses and other healthcare professionals are challenged with the complex­ ities and intensity of work inherent in all healthcare settings. Many factors influence healthcare work environments, including economic challenges, the rapidity with which new information and healthcare technologies are intro­ duced into healthcare settings, demographic shifts, aging and obesity of both the nursing workforce and the general population, the growth of transitional care across all settings, and the impact of healthcare reform. These factors have created significant changes, sometimes perceived as barriers to achieving healthy work environments that support and promote the best patient care and the health and well-being of the nurse.

22 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Scope of Nursing Practice    

Safe Patient Handling and Mobility (SPHM)

The establishment of a healthy work environment is predicated on a culture of safety. Nurses in all specialty areas are at varying risk for musculoskeletal and other injuries, especially due to lifting and patient positioning without the right equipment, education, and training. The ANA supports the position that manual patient handling must be eliminated to ensure nurses and other health­ care workers are providing care in a safe work environment (ANA, 2008). The Safe Patient Handling and Mobility Interprofessional National Standards (ANA, 2012c) has established standards that address the responsibility of employers and healthcare professionals in establishing an effective safe patient handling and mobility program.

Fatigue in Nursing Practice

The 2015 Code of Ethics for Nurses with Interpretive Statements affirms that all nurses, regardless of specialty, have an ethical responsibility to report to work alert, well-rested, and prepared to give safe, quality patient care. Nursing work can be both physically and emotionally exhausting. Long and variable hours, heavy patient loads, and complex care needs that require multi-tasking are just some of the challenges that nurses face every day. Research has demon­ strated that fatigue has a major impact on the health and safety of nurses, and on clinical care outcomes. ANA’s fatigue position statement (2014c) identifies important strategies that must be implemented by both employers and nurses to reduce the occurrence of fatigue in the workplace.

Workplace Violence and Incivility

Healthcare workers have a fivefold risk of experiencing workplace violence when compared to the overall workforce (National Institute for Occupational Safety and Health, 2013a). The presence of overt and covert workplace vio­ lence, bullying, and incivility has a significant impact on both the individual nurse and the overall work environment that includes increased time away from work, higher turnover rates among nurses and other team members, and sub-optimal patient outcomes.

Nurses must advocate for policies and procedures that address the issue of workplace violence and incivility. The American Nurses Association main­ tains the position that nurses have the right to work in an environment free of abusive behavior and violence (ANA, 2012b). The National Institute for Occupational Safety and Health (NIOSH) provides extensive resources, train­ ing, and education specific to nurses to assist in the development of a compre­ hensive workplace violence prevention program (NIOSH, 2013a).

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Optimal Staffing

The issue of optimal staffing has a significant impact on the work environment and continues to be a priority concern of nurses at all levels of practice (ANA, 2014a). Economic constraints, shortages of qualified staff, shortened lengths of stay, and patient care needs that are increasingly complex, are all factors that contribute to the challenges inherent in creating and sustaining staffing models that promote optimal staffing for safe patient care. ANA’s Principles for Nurse Staffing (ANA, 2012a) provides a framework to assist nurses at all levels in evaluating and revising current staffing models to improve the work environment for nurses, and ultimately, to improve outcomes of clinical care. This framework includes principles related to:

• Healthcare consumers

• Registered nurses and other staff

• Organization and workplace culture

• The practice environment

• Staffing evaluation

Optimal staffing is a critical component of a healthy work environment. Contemporary staffing models should include elements that support team-based care, which has been identified as a highly effective model that promotes safe, effective, and efficient care (Agency for Healthcare Research and Quality, 2008). Innovative strategies that incorporate the best evidence and a collab­ orative team approach provide the greatest opportunity to overcome barriers and improve nurse satisfaction and patient care. Nurses who work as indepen­ dent contractors in homes and other uncontrolled settings are responsible for avoiding fatigue and accessing team members and other resources as needed.

Supports for Healthy Work Environments

The following initiatives, frameworks, models, and constructs demonstrate characteristics important to the development and maintenance of an exem­ plary work environment.

American Nurses Association (ANA)

The initial ANA Healthy Nurse™ framework began in 2009. The definition and constructs are as follows: ANA defines the healthy nurse as

one who actively focuses on creating and maintaining a balance and synergy of physical, intellectual, emotional, social, spiritual, personal

24 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Scope of Nursing Practice    

and professional well-being. Healthy nurses live life to the fullest capacity, across the wellness–illness continuum, as they become stronger role models, advocates, and educators, personally, for their families, their communities and work environments, and ultimately for their patients. (ANA, 2013b)

The five Healthy Nurse™ constructs include:

Calling to Care: Caring is the interpersonal, compassionate offering of self by which the healthy nurse builds relationships with patients and their families, while helping them meet their physical, emotional, and spiritual goals, for all ages, in all healthcare settings, across the care continuum.

Priority to Self-Care: Self-care and supportive environments enable the healthy nurse to increase the ability to effectively manage the physical and emotional stressors of the work and home environments.

Opportunity to Role Model: The healthy nurse confidently recognizes and identifies personal health challenges in themselves and their patients, thereby enabling them and their patients to overcome the challenge in a collaborative, non-accusatory manner.

Responsibility to Educate: Using non-judgmental approaches, considering adult learning patterns and readiness to change, the healthy nurse empow­ ers themselves and others by sharing health, safety, wellness knowledge, skills, resources, and attitudes.

Authority to Advocate: The healthy nurse is empowered to advocate on numerous levels, including personally, interpersonally, within the work environment and the community, and at the local, state, and national levels in policy development and advocacy.

American Nurses Credentialing Center (ANCC Programs) The Magnet Recognition Program

The Magnet Recognition Program® provides a framework for practice that has a significant impact on the professional nursing work environment. To achieve and maintain Magnet recognition, Magnet®-designated facilities must demon­ strate the following model components:

Transformational Leadership: Transformational leaders have the ability to articulate a strong vision that aligns strategic goals across the organization. They inspire their followers to succeed by empowering them to achieve professional goals and developing them professionally into leaders.

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  25    

Structural Empowerment: Structural empowerment is achieved by devel­ oping structures and processes that support a decentralized environment, include a shared governance and decision-making framework, support lifelong learning, professional development, certification and academic advancement, and promotes the voice of nursing by ensuring that nurses, including the Chief Nursing Officer (CNO), are included in decision-making at all levels of the organization.

Exemplary Professional Practice: This demonstrates what professional nurs­ ing practice can achieve with structures and processes that support pro­ fessional roles of the nurse as consultant, teacher, and interprofessional team member. Exemplary professional practice also promotes professional models of care, autonomy, quality improvement, and quality of care.

New Knowledge, Innovation, and Improvements: To evolve and innovate, organizations must proactively integrate research and best evidence into clinical and operational practice.

Empirical Outcomes: Recognizing that outcomes are essential to establish­ ing and maintaining organizational excellence, the 2008 Magnet Manual reflected that significant shift in focus and included outcome standards that have carried through to the 2014 Magnet Manual. Nearly half of the standards in the current manual are outcome-focused. (ANCC, 2014)

Pathway to Excellence Program

The American Nurses Credentialing Center developed the Pathway to Excellence® Program to recognize healthcare organizations that demonstrate successful implementation of the Pathway to Excellence® structure and process standards that promote a healthy work environment and meet the Pathway Practice Standards:

1. Nurses control the practice of nursing

2. The work environment is safe and healthy

3. Systems are in place to address patient care and practice concerns

4. Orientation prepares nurses for the work environment

5. The CNO is qualified and participates in all levels of the organization

6. Professional development is provided and used

7. Equitable compensation is provided

8. Nurses are recognized for achievements

9. A balanced lifestyle is encouraged

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10. Collaborative relationships are valued and supported

11. Nurse managers are competent and accountable

12. A quality program and evidence-based practice are used. (ANCC, 2012)

American Association of Critical-Care Nurses Standards

The American Association of Critical-Care Nurses has identified six standards for establishing and maintaining healthy work environments that remain unchanged today:

Skilled Communication: Nurses must be as proficient in communication skills as they are in clinical skills.

True Collaboration: Nurses must be relentless in pursuing and fostering a sense of team and partnership across all disciplines.

Effective Decision-making: Nurses are seen as valued and committed part­ ners in making policy, directing and evaluating clinical care, and leading organizational operations.

Appropriate Staffing: Staffing must ensure the effective match between healthcare consumer needs and nurse competencies.

Meaningful Recognition: Nurses must be recognized and must recognize others for the value each brings to the work of the organization.

Authentic Leadership: Nurse leaders must fully embrace the imperative of a healthy work environment, authentically live it, and engage others in achieving it. (American Association of Colleges of Nursing, 2005, p. 13)

American Holistic Nurses Association (AHNA Core Values)

The AHNA/ANA’s Holistic Nursing: Scope and Standards of Practice, Second Edition (2013) includes five core values that promote the importance of caring for oneself, and the creation of a therapeutic environment:

Core Value 1. Holistic Philosophy, Theories, and Ethics

Core Value 2. Holistic Caring Process

Core Value 3. Holistic Communication, Therapeutic Healing Environment, and Cultural Diversity

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  27    

Core Value 4. Holistic Education and Research

Core Value 5. Holistic Nurse Self-Reflection and Self-Care

Samueli Institute

The Samueli Institute (2010) has conducted extensive research on healing environments and has identified four domains that comprise an optimal work environment:

Domain 1. Internal Environments: Focus on the health and wellness of self, intentionality in caring, and personal wholeness.

Domain 2. Interpersonal Environments: Focus on the cultivation of healing relationships, both collegial and at the organizational level.

Domain 3. Behavioral Environments: Focus on healthy lifestyle and team-based, person- and family-centered care.

Domain 4. External Environments: Focus on actions that support external healing environments and a healthy planet.

High-Performing Interprofessional Teams

Nurses are familiar with collaborative work groups that foster collegial relation­ ships focused on sharing of specialized skills and information. In this paradigm, clinicians are rewarded for individual performance rather than team-based results. This does not yet reflect an evolution to high-performing interprofes­ sional teams: interprofessional competency in health care has been defined as:

integrated enactment of knowledge, skills, and values/attitudes that define working together across the professions, with other health care workers, and with patients, along with families and communities, as appropriate to improve health outcomes in specific care contexts. (Interprofessional Education Collaborative Expert Panel, 2011, p. 2)

The Expert Panel identified four interprofessional collaborative practice domains, which are both community and population-oriented and patient- and family-centered. These competency domains include:

• Values/Ethics for Interprofessional Practice

• Interprofessional Teamwork and Team-based Practice

• Interprofessional Communication Practices Roles, and

• Responsibilities for Collaborative Practice

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The Institute of Medicine (IOM) identifies multiple issues inherent in any care delivery model that does not include high performance teamwork, includ­ ing adverse events related to inadequate communication and handoffs, and the potential for duplication and waste resulting in higher healthcare costs (Mitchell et al., 2012). A study performed at the Massachusetts Institute of Technology identified effective communication patterns as the single most critical factor in determining the degree of success of work teams (Pentland, 2012).

The Agency for Healthcare Research and Quality (AHRQ) has identified Team-based Care as a highly effective care delivery model that promotes safe, effective, and efficient health care (AHRQ, 2008). Care coordination has been identified as a “traditional strength of the nursing profession” (IOM, 2010), and nurses have been identified as having the “critical history, knowledge, and expertise needed to assure that care coordination achieves the goals set forth for it in the national quality agenda” (Lamb, 2014, p. 3). Nurses have demon­ strated the positive impact of nurse-led teams (Watts et al., 2009).

Many reference Tuckman’s 1965 Forming, Storming, Norming, Performing Model when describing the characteristics and evolution of a successful high performing team (Eyre, n.d.). He identified that high performing teams com­ plete four developmental stages: forming, storming, norming, and performing, and added a fifth stage, adjourning, in the 1970s. RNs and APRNs are often key contributors and leaders in each stage.

Key Influences on the Quality and Environment of Nursing Practice

Many organizations seek to influence society and nursing through similar and/ or shared purposes, goals, and agendas. Each nurse must be aware of historical, contemporary, and future internal or external influences that can impact nurs­ ing practice and those served. Validation through scientific, nursing-focused inquiry enables nursing practice to proactively evolve to address global influences. Such influences include, but are not limited to, the Tri-Regulator Collaborative, Institute of Medicine, the National Council of State Boards of Nursing, the Robert Wood Johnson Foundation (RWJF), and others.

The recently established Tri-Regulator Collaborative is comprised of

the leading organizations representing the licensing boards of the United States that regulate the practice of medicine, pharmacy, and nursing, the Federation of State Medical Boards, National Association of Boards of Pharmacy, and National Council of State Boards of Nursing. (Tri-Regulator Collaborative, 2014)

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Its aim is to improve the quality of health care in the United States through a team-based approach to patient care and it is projected to have increasing impact on professional practice and education.

In an article released by the Robert Wood Johnson Foundation, October 2014, Melanie Dreher, PhD, RN, FAAN, is quoted as saying:

Nursing is the largest and most trusted healthcare profession, and nurses spend more time with patients than other providers and see patients in their broader environments—in their communities and homes and with family members.… More nurse leaders are needed in all sectors to share their unique insights into factors that affect health and health care and the best ways to engage caregivers and loved ones in patient care. No one understands patients—the person part of the patient—the way nurses do. (Dreher, 2014)

To address issues in health care, the Institute of Medicine, a branch of the National Academy of Sciences, commissions reports on scientific topics. Its reports and other publications are most often directed toward universal health­ care practice and sometimes explicitly to nursing, and provide a framework for positive change in healthcare services.

In 1999, the Quality of Health Care in America Committee released the first and arguably most pivotal report, To Err Is Human: Building a Safer Health System, which suggested that harm done to healthcare consumers in a profes­ sion that strives to “First, do no harm” is unacceptable. One of the most influ­ ential and paradigm-shifting conclusions of the report was that individuals and reckless behavior played only a small part in patient safety violations, and that faulty systems in which people were set up for failure were more problematic.

A second report by the committee in 2001, Crossing the Quality Chasm: A New Health System for the 21st Century, urged a fundamental, sweeping redesign of the entire health system. Incremental change was not enough. The commit­ tee suggested that such a system would not only improve patient safety and quality outcomes, but would also retain more health professionals who felt their contributions were making a satisfactory impact on those to whom they provide care.

Keeping Patients Safe: Transforming the Work Environment of Nurses is a key report that considers how nurses’ interactions with their workplace help or hinder patient care. The report reviews evidence on the work and work envi­ ronments of nurses and takes into account the behavioral traits of nurses, the organizational practices and culture, and the structural and engineering traits of the workplace. The report identified leadership and management, the workforce, work processes, and organizational culture as the components of

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the workplace most influential on nursing and patient outcomes. This report proposes changes to those components that would lead to better outcomes for patients and nurses (IOM, 2004). To date, few work environments have achieved all the IOM recommendations from 2004. The healthcare industry must alter the work environment of nurses to allow them to meet their social responsibility for healthcare consumer safety.

The Future of Nursing: Leading Change, Advancing Health (IOM, 2010) and the subsequent Future of Nursing Campaign are providing strategies for nurs­ ing and nurses to become more influential, visibly active, outcome-oriented, and positioned in strategic positions in the public arena. The first recommen­ dation in the report addresses the need to remove scope of practice barriers. Nurses are called to engage in activities that target major stakeholders, such as Congress, Centers for Medicare and Medicaid Services, and state legislative and regulatory bodies, to remove barriers and enable nurses to practice at the highest level of their education and training and promote enhanced consumer access to quality health care.

Action related to nursing education has created momentum and new part­ nerships between undergraduate programs and academia and practice part­ nerships. Revised goals in nursing education include eventual achievement of a doctorate in nursing practice or a Doctor of Philosophy in Nursing as the ter­ minal degree for the profession. This report specifically recommends increasing the amount of nurses with Bachelor of Science in Nursing (BSN) degrees to 80% by 2020 (Recommendation 4) and to double the amount of doctorally prepared nurses by 2020 (Recommendation 5). A renewed respect for lifelong learning has been developed in the various communications provided to the profession of nursing.

Additionally, The Future of Nursing has identified, through survey and ques­ tioning, the lack of registered nurses who serve on opinion-generating and policy-making boards. Such boards are responsible for provision of direction for the nation’s health care and rely on the Affordable Care Act and Medicaid Expansion as a formidable plank for their decision-making process.

IOM reports that continue to influence nursing practice include others, such as Dying in America: Improving Quality and Honoring Individual Preferences Near the End of Life; Best Care at Lower Cost: The Path to Continuously Learning Health Care in America; Primary Care and Public Health: Exploring Integration to Improve Population Health; and Health IT and Patient Safety: Building Safer Systems for Better Care. Nurses are increasingly important participants and con­ tributors in the work of the IOM.

Healthy People 2020 highlights the importance of addressing the social deter­ minants of health identified as these five key areas: economic stability, educa­ tion, social and community context, health and health care, and neighborhood

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and built environments. Each determinant is characterized by a number of critical components and key issues. More details are available at http://www. healthypeople.gov/2020/topics-objectives/topic/social-determinants-health.

Although nursing defines its own scope and standards of practice in care delivery systems and education environments, the profession is greatly enhanced through the contributions of these external influences. The external influences affecting nursing are too numerous to list but each can serve as a catalyst for collaboration, promote partnerships in healthcare delivery, and reflect substantive support for nurses and nursing practice.

Societal, Cultural, and Ethical Dimensions Describe the Why and How of Nursing

The need for health care is universal and transcends differences with respect to the culture, values, and preferences of the individual, family, group, commu­ nity, and population. Diversity characterizes today’s healthcare environment. Nursing is responsive to the changing needs of society and the expanding knowledge base of its theoretical and scientific domains. One of nursing’s objec­ tives is to achieve positive healthcare consumer outcomes that maximize one’s quality of life across the entire life span. To effectively promote meaningful outcomes, nurses must embrace that diversity and engage in culturally con­ gruent practice.

Culturally congruent practice is the application of evidence-based nursing that is in agreement with the preferred cultural values, beliefs, worldview, and practices of the healthcare consumer and other stakeholders. Cultural compe­ tence represents the process by which nurses demonstrate culturally congruent practice. Nurses design and direct culturally congruent practice and services for diverse consumers to improve access, promote positive outcomes, and reduce disparities.

A number of theories and models outline how culturally congruent practice may be implemented. Examples include, but are not limited to:

• Andrews/Boyle Transcultural Interprofessional Practice Model (TIP), developed by Margaret M. Andrews and Joyceen S. Boyle (Andrews & Boyle, 2015 in press)

• The Process of Cultural Competence in the Delivery of Health Services, Model, developed by Josepha Campinha-Bacote (Campinha-Bacote, 2011b)

• Culture Care Diversity and Universality, developed by Madeleine Leininger. [Leininger & McFarland (2002), and McFarland & Wehbe-Alamah (2015)]

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• Giger & Davidhizar’s Transcultural Assessment Model, developed by Joyce Newman Giger & Ruth Elaine Davidhizar (Giger & Davidhizar, 2008)

• Jeffreys’s Cultural Competence and Confidence (CCC) Model, devel­ oped by Marianne R. Jeffreys (Jeffreys, 2010)

• Purnell Model for Cultural Competence, developed by Larry Purnell (Purnell, 2013)

• The HEALTH Traditions Model, developed by Rachel E. Spector, includes three assessment tools and one interview guide (Spector, 2013).

Some of these authors have provided tools and guides for implementation of culturally congruent practice. For example, many nurses have found the mnemonic ASKED (Awareness, Skill, Knowledge, Encounters, Desire) a helpful resource (http://www.transculturalcare.net/cultural_competence_model.htm). Campinha-Bacote used a case study (Vignette: “To Coin, or Not to Coin: That Is the Question”) to demonstrate how nurses can partner with consumers in resolving cultural conflict between the consumer’s culture and the provid­ er’s evidence-based practice guidelines (2011b). See Appendix F for further resources about culturally congruent practice.

Registered nurses enable and promote the interprofessional and compre­ hensive care provided by healthcare professionals, paraprofessionals, and volunteers. Nurses also engage in consultation and collaboration with other healthcare colleagues to inform decision-making and planning to meet health­ care consumer needs. Registered nurses often participate in interprofessional teams in which the overlapping skills complement each team member’s indi­ vidual efforts.

Registered nurses, regardless of specialty, role, or setting, are accountable for nursing judgments made and actions taken in the course of their nursing practice. Therefore, the registered nurse is responsible for assessing one’s own individual competence and is committed to the process of lifelong learning. Registered nurses develop and maintain current knowledge and skills through formal and continuing education and must be encouraged to always seek and maintain certification when it is available in their areas of practice.

Registered nurses and members of various professions exchange knowledge and ideas about how to deliver safe and high-quality health care, resulting in overlaps and constantly changing professional practice boundaries. In accor­ dance with recommendations from professional organizations that team-based care improves safety, satisfaction, quality, and efficiency, nurses are contribut­ ing to and leading initiatives in the provision of team-based patient-centered

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  33    

care and development of a collegial work environment (IECEP, 2011). Such interprofessional team collaboration involves recognition of the expertise of others within and outside one’s profession and referral to those providers when appropriate. Such collaboration also involves some shared functions and a common focus on one overall mission. By necessity, nursing’s scope of practice has flexible boundaries.

Registered nurses regularly evaluate safety, effectiveness, and cost in the planning and delivery of nursing care. Given the current economic environ­ ment, nurses strive to be fiscally responsible in the allocation and utilization of resources. Nurses recognize resources are limited and unequally distributed, and the potential for better access to care requires innovative approaches, such as treating healthcare consumers in nurse-managed healthcare centers and telehealth services. As members of a profession, registered nurses promote equitable distribution, access to, and availability of healthcare services through­ out the nation and the world.

Legislative changes have expanded the role of nurses as advocates in giving voice to ethical issues for the profession and those for whom they provide care. Issues originating at the bedside become evident as patients progress through the continuum of care. Nurses engage in discussion of these issues in diverse consumer and professional media. As new challenges arise in response to advances in technology, changing roles, and regulatory amend­ ments, nurses promote discussion of patient-centered care, achieve consensus for decision-making, empower the community to action, and mentor develop­ ment of self-care skills based on the profession’s responsibility to the health and well-being of humanity.

Registered nurses are bound by a professional code of ethics (ANA, 2015) and regulate themselves as individuals through a collegial review of prac­ tice. Such a review fosters the refinement of knowledge, skills, and clinical decision-making at all levels and in all areas of nursing practice. Self-regulation by the profession of nursing assures quality of performance, which is the heart of nursing’s social contract (ANA, 2010b).

Model of Professional Nursing Practice Regulation

In 2006, the Model of Professional Nursing Practice Regulation (see Figure 2) emerged from ANA work and informed the discussions of specialty nursing and advanced practice registered nurse practice. The lowest level in the model represents the responsibility of the professional nurse and the professional and specialty nursing organizations to their members and the public to define the scope and standards of nursing practice.

FIGuRE 2. Model of Professional Nursing Practice Regulation

QU ALIT Y

SA FE

TY

EVIDENCE

Source note: This is a revision of a model published first in ANA, 2006, then revised in Styles, Schumann, Bickford, & White, 2008; ANA 2010a.

34 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Scope of Nursing Practice

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  35    

Serif text denotes the “what” of each tier. Sans serif text denotes the “who” of each tier. For more about the “what” of nursing, see pg. 7. For more about the “who” of nursing, see pg. 38.

Peak: Self-Determination This peak represents self-regulation and self-determination by each individual nurse in exercising judgments based upon the integration of content, decisions, and actions from the three lower tiers. The resultant demonstrated behaviors reflect responsible and accountable nursing practice decisions culminating in safe, quality, evidence-based practice. The peak culminates in a point directed upward synonymous to an illuminat­ ing path from Nightingale’s lamp to emphasize continued potential toward a higher level of individual professional practice regulation.

Participants: Registered nurses, graduate-level prepared registered nurses, and advanced practice registered nurses*.

Institutional Policies and Procedures Regulation at the institutional, organizational, or systems level occurs through the estab­ lished policies, procedures, and governing statements that influence and direct nursing practice and its environment.

Participants: Institutions, organizations, entities, and systems where nurses are present, chief nursing officers and executives, healthcare administrators, nursing managers, nursing supervisors, registered nurses, graduate-level prepared registered nurses, advanced prac­ tice registered nurses*, third-party reimbursement entities, and academic institutions.

Nurse Practice Act and Rules and Regulations Legislative and regulatory authorities govern through nurse practice acts, statute, code, and regulation administrated by state boards of nursing and exemplified by licensure status.

Participants: State or territorial boards of nursing, legislators, lobbyists, National Council of State Boards of Nursing, healthcare advocacy groups, healthcare consumers as voters, political action committees, registered nurses, graduate-leve prepared registered nurses, and advanced practice registered nurses.

Foundation: Nursing’s Professional Scope of Practice, Standards of Practice, Code of Ethics, and Specialty Certification ANA’s Nursing: Scope and Standards of Practice and Code of Ethics for Nurses with Interpretive Statements are essential professional resources that collectively guide nurs­ ing practice in all roles and settings. Compliance with the Code of Ethics for Nurses with Interpretive Statements and identified standards of practice and accompanying compe­ tencies reflects the expected level of competence of all nurses. Specialty certification provides additional verification and validation of competence for a focused body of knowledge and associated skill sets of practice.

Participants: American Nurses Association, credentialing and educational organizations, professional nursing organizations, healthcare consumers as care partners, registered nurses, graduate-level prepared registered nurses, and advanced practice registered nurses*.

(*The APRN direct care roles include certified registered nurse anesthetists, certified nurse midwives, clinical nurse specialists, and certified nurse practitioners.)

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The next level up in the pyramid represents the regulation provided by the nurse practice acts, rules, and regulations in the pertinent licensing jurisdic­ tions. Institutional policies and procedures provide further considerations in the next level of regulation of nursing practice for the registered nurse and advanced practice registered nurse.

Note the highest level is that of self-determination by the nurse upon con­ sideration of all the other levels of input about professional nursing practice regulation. Each level builds on the lower ones, ascending in order of impact from the foundation to the peak. The concepts of Safety, Quality, and Evidence are integral to all four levels, and are represented as three sides of a tetrahe­ dron. The goals of individualized professional self-determination are positive patient outcomes and healthcare outcomes resulting from safe, quality, and evidenced-based nursing practice decisions.

The Code of Ethics for Nurses

The Code of Ethics for Nurses with Interpretive Statements (“The Code”; ANA, 2015) serves as the ethical framework in nursing regardless of practice setting or role, and provides guidance for the future. The nine provisions explicate key ethical concepts and actions for all nurses in all settings.

The Code of Ethics for Nurses with Interpretive Statements arises from the long, distinguished, and enduring moral tradition of modern nursing in the United States. It is foundational to nursing theory, practice, and praxis in its expression of the values, virtues, and obligations that shape, guide, and inform nursing as a profession. It establishes the ethical standard for the profession and provides a guide for nurses to use in ethical analysis and decision-making. (ANA, 2015, p. vii)

The Code also describes the ethical characteristics of the professional nurse:

Individuals who become nurses, as well as the professional organi­ zations that represent them, are expected not only to adhere to the values, moral norms, and ideals of the profession but also to embrace them as a part of what it means to be a nurse. The ethical tradition of nursing is self-reflective, enduring, and distinctive. A code of ethics for the nursing profession makes explicit the primary obligations, val­ ues, and ideals of the profession. It provides normative, applied moral guidance for nurses in terms of what they ought to do, be, and seek. The values and obligations in the Code of Ethics for Nurses apply to nurses in all roles, in all forms of practice, and in all settings. In fact, it informs every aspect of the nurse’s life. (ANA, 2015, p. vii)

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  37    

Detailed descriptive interpretive statements for each of the nine provisions (below) of the Code are available at http://www.nursingworld.org/codeofethics:

Provision 1. The nurse practices with compassion and respect for the inher­ ent dignity, worth, and unique attributes of every person.

Provision 2. The nurse’s primary commitment is to the patient, whether an individual, family, group, community, or population.

Provision 3. The nurse promotes, advocates for, and protects the rights, health, and safety of the patient.

Provision 4. The nurse has authority, accountability, and responsibility for nursing practice; makes decisions; and takes action consistent with the obligation to promote health and to provide optimal care.

Provision 5. The nurse owes the same duties to self as to others, including the responsibility to promote health and safety, preserve wholeness of character and integrity, maintain competence, and continue personal and professional growth.

Provision 6. The nurse, through individual and collective effort, establishes, maintains, and improves the ethical environment of the work setting and conditions of employment that are conducive to safe, quality health care.

Provision 7. The nurse, in all roles and settings, advances the profession through research and scholarly inquiry, professional standards develop­ ment, and the generation of both nursing and health policy.

Provision 8. The nurse collaborates with other health professionals and the public to protect human rights, promote health diplomacy, and reduce health disparities.

Provision 9. The profession of nursing, collectively through its professional organizations, must articulate nursing values, maintain the integrity of the profession, and integrate principles of social justice into nursing and health policy.

Specialty Practice in Nursing

The continuation of the profession depends on the education of nurses, appro­ priate organization of nursing services, continued expansion of nursing knowl­ edge, and the development and adoption of policies. Nursing first expanded into public health interventions on behalf of at-risk communities and vul­ nerable populations. In 1893, Lillian Wald pioneered public health nursing

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at the Henry Street Settlement House in New York City. In 1899, Teacher’s College at Columbia University offered the first university program for gradu­ ate nurses to specialize in public health nursing (Stewart, 1948). An editorial in the American Journal of Nursing in 1911 pointed out the urgent demand for nurses who could teach others and organize a whole community.

In the mid-20th century and beyond, advances in medical treatment and healthcare technology led to the evolution of other nursing specialties. Such initiatives demand that registered nurses be adequately prepared for these nursing specialties. Specialized education, training, and certification ensued in both traditional and newer areas of clinical practice as nurses evolved from novice to expert clinicians.

Specialty nurses collaborate, consult, and serve as liaisons, bridging the role of the professional registered nurse and those of other professionals, and subsequently help to delineate nursing’s role in society. The 2008 APRN Consensus Model provided clarity about the preparation and identification of advanced practice registered nurses who acquire specialized knowledge and skills through graduate-level education in their selected specialty areas. APRNs must achieve specific certifications and are recognized by their respec­ tive licensing jurisdictions for the advanced practice registered nurse titles of CNS, CNP, CRNA, CNM.

Some specialties reflect the intersection of nursing’s body of knowledge and that of another profession or discipline, directly influence nursing practice, and support direct care delivery to healthcare consumers by registered nurses. Many nurses have completed graduate-level educational preparation for prac­ tice in informatics, public health, education, administration, and other special­ ties that are essential to advancing the public’s health and focus on supporting, informing, and guiding care activities and decision-making. In most states these specialty practices do not require regulatory recognition beyond the registered nurse license granted by state boards of nursing.

Competencies in individual specialty areas of practice may be defined by separate specialty scope and standards documents authored by specialty nurs­ ing associations. Many specialty nursing organizations recognize individual expertise through national certification in the specialty.

Professional Registered Nurses Today: The Who of Nursing Statistical Snapshot

Registered nurses, including advanced practice registered nurses, comprise the largest sector of licensed providers in the U.S. healthcare workforce. Nursing practice, while difficult to comprehensively delimit, consists of both clinical and indirect care that include, but are not limited to: direct patient care, public

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  39    

health and population-based care, school nursing, administration, education, informatics, research, consultation, entrepreneurship, and public policy devel­ opment. Some nurses function in one of these practice areas, while others practice in two or more.

Although nurses must be licensed and thus regulated by each state, signif­ icant barriers prevent determination of the total supply of registered nurses practicing in the United States. The current estimate of over 3.4 million reg­ istered nurses reflects the dated projection from the 2008 National Sample Survey of Registered Nurses (HRSA, 2010) and an updated analysis and extrapolation (McMenamin, 2015). The continued lack of an accurate and reliable methodology with which to measure the dynamic and fluid number of registered nurses serves as the greatest constraint in confirming the numbers and characteristics of today’s nursing constituency. Currently, not all states report information about the number of actively licensed registered nurses to the National Council of State Boards of Nursing’s information system that is programmed to identify individuals with active licensure in more than one regulatory jurisdiction.

Another barrier exists as the result of complexities in the employment pat­ terns of registered nurses. Registered nurses may work full-time or part-time in one or more clinical care positions, academic institutions, healthcare and non-health institutions, or other venues. For example, the Occupational Employment Statistics (OES) program of the Bureau of Labor Statistics (BLS) conducts a semi-annual mail survey of employers designed to produce esti­ mates of employment and wages for more than 800 specific occupations. The most recent data published from this survey are for May 2013. The OES survey covers all full- and part-time wage and salary workers in nonfarm indus­ tries. The survey does not include the self-employed, owners and partners in unincorporated firms, workers in private households, or unpaid family workers. The survey also does not include persons employed by the U.S. military.

Some registered nurses move from performing registered nurse clinical care functions into management, business, teaching, or other positions where their knowledge and skills as registered nurses are required but where those new positions are no longer classified by the BLS as registered nursing. Some reg­ istered nurses leave the profession yet maintain an active registered nurse license. As a result, the OES underestimates the total employment of registered nurses per se because some registered nurses will be classified as managers, administrators, professors, etc. The OES estimates the number of registered nurses who work predominantly within the registered nurses occupational description to be 2,687,310 in May 2014 (U.S. Bureau of Labor Statistics, 2014).

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Since 2012, BLS has also published estimates with respect to nurse prac­ titioners (NPs), certified registered nurse anesthetists (CRNAs), and certified nurse midwives (CNMs). Note the clinical nurse specialist category is not iden­ tified in the 2012 BLS publication. The OES data collected for the three employed APRN roles are the same as those collected for employed RNs. A key issue is whether the employers characterize their APRN employees as APRNs rather than RNs. Many NPs, for example, remain in job listings that combine all RNs and APRNs in a single “nurse” category. Such nurses are included in the RN estimates. The single best example of such mislabel­ ing and under-reporting is the federal government. The Office of Personnel Management reports there are no NPs employed by the federal government, although the Department of Veterans Affairs has indicated that in May 2013, there were 4,734 NPs employed at the Veterans Administration. The Office of Personnel Management (OPM), which supplies the official employment statis­ tics to BLS, does not have a category for NPs.

The U.S. Bureau of Labor Statistics also produces demand projections for employment numbers for hundreds of occupations. Their new projections cover 2012–2022. BLS projects 555,100 RNs and APRNs will retire or oth­ erwise leave the labor force by 2022. This tsunami of retirements reflects several historical factors associated with the Baby Boom, Title VIII funding variations, and changes in career opportunities for women that occurred in the 1970s and 1980s. In addition to the replacement needs, BLS also projects increases in demand for an additional 574,400 RNs and APRNs, yielding total projected openings of 1.13 million.

The demand for nurses has been expressed in various ways, including the availability of open job postings for registered nurses, the geographical distri­ bution of registered nurses, and the percent of nursing school applicants who are rejected for admission due to unavailability of qualified nursing faculty. Furthermore, the future demand for registered nurses has been difficult to estimate as a result of health policy reform, shifting preferences for entry-level nursing education, and several other factors, most of which have yet to be identified.

This inability to accurately determine both the supply and demand of reg­ istered nurses results in both over-reporting and under-reporting of registered nurse workforce shortage and surplus. What most registered nurse workforce analysts can agree upon is that shortages and surpluses may be in existence simultaneously within the United States, depending on geography, type of prac­ tice, local fluctuations in population healthcare needs, state and institutional barriers to nursing scope of practice, and other factors.

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Licensure and Education of Registered Nurses

The registered nurse is licensed and authorized by a state, commonwealth, or territory to practice nursing. Professional licensure of the healthcare pro­ fessions is established by each jurisdiction to protect the public safety and authorize the practice of that profession. Because of this, the requirements for RN and APRN licensure vary widely.

The registered nurse is educationally prepared for competent practice at the entry level upon graduation from an accredited diploma, associate degree, baccalaureate, or master’s degree nursing program and is qualified by national examination (National Council Licensure Examination for Registered Nurses, known as NCLEX-RN) for RN licensure. The licensing jurisdiction then grants the legal title of registered nurse, shortened to RN, allowing nurses to use the RN credential after their name as long as their license remains in an active status. ANA has consistently affirmed the baccalaureate degree in nursing as the preferred educational preparation for entry into nursing practice.

The registered nurse is educated in the art and science of nursing, with the goal of helping individuals, families, groups, communities, and populations attain, maintain, and restore health whenever possible. Experienced nurses may become proficient in one or more practice areas or roles and may elect to concentrate on care of the healthcare consumer in clinical nursing practice specialties. Others influence nursing and support the direct clinical care ren­ dered to healthcare consumers. Credentialing is one form of acknowledging such specialized knowledge and experience. Credentialing organizations may mandate specific nursing educational requirements, as well as timely demon­ strations of knowledge and experience in specialty practice.

Registered nurses may pursue advanced academic studies to prepare for spe­ cialization in practice. Educational requirements vary by specialty and academic educational program. New models for educational preparation are evolving in response to the changing healthcare, education, and regulatory practice environ­ ments. A continued commitment to the nursing profession requires registered nurses to remain involved in continuous learning, thereby strengthening individ­ ual practice within varied settings (see Standard 12. Education on page 76). Participation in civic activities, membership in and support of professional associations, collective bargaining, and workplace advocacy also demonstrate professional commitment. Nurses commit to their profession by utilizing their skills, knowledge, and abilities to act as visionaries, promoting safe practice envi­ ronments, and supporting resourceful, accessible, and cost-effective delivery of health care to serve the ever-changing needs of the population.

Registered nurses who pursue advanced education at the graduate or doc­ toral level may select programs and courses of study that do not prepare them for licensure and recognition as advanced practice registered nurses. Because

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these graduate-level prepared registered nurses may be expected to demon­ strate additional competencies beyond those of registered nurses, such com­ petencies are clearly identified in the accompanying standards of professional practice section of this resource.

Advanced Practice Registered Nurse Roles

Another evolution of nursing practice was the development of educational programs to prepare nurses for advanced practice in direct care roles. These APRN roles include certified registered nurse anesthetists (CRNAs), certified nurse midwives (CNMs), clinical nurse specialists (CNSs), and certified nurse practitioners (CNPs). Each has a unique history and context, but all share a focus on direct care to individual healthcare consumers. Advanced Practice Registered Nurse is a regulatory title and includes the four roles listed above. State law and regulation further define criteria for licensure for the designated advanced practice registered nurse roles. The need to ensure healthcare con­ sumer safety and access to APRNs by aligning education, accreditation, licen­ sure, and certification is shown in the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification, and Education (APRN Joint Dialogue Group, 2008).

In addition to the licensure, accreditation, certification, and education (LACE) requirements for advanced practice registered nurses outlined in the Consensus Model, the following professional, accreditation, and certification organizations address standards and competencies for each advanced practice role:

• Accreditation Commission for Midwifery Education: Criteria for Programmatic Accreditation (December 2009, revised June 2013).

• American Association of Nurse Anesthetists: Scope of Nurse Anesthesia Practice (2013), and Standards for Nurse Anesthesia Practice (2013) http://www.aana.com/resources2/professionalpractice/Pages/ Professional-Practice-Manual.aspx#scope.

• American Association of Nurse Practitioners: Standards of Practice for Nurse Practitioners (2013).

• American Nurses Credentialing Center http://www.nursecredentialing.org.

• American College of Nurse-Midwives: Core Competencies for Basic Midwifery Practice (June 2012) http://www.midwife.org/ACNM/files/ccLibraryFiles/ Filename/000000002730/Core%20Competencies%20June%20 2012.pdf.

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  43    

• Standards for the Practice of Midwifery (2009) http://www.midwife.org/ACNM/files/ccLibraryFiles/ Filename/000000000270/Standards_for_Practice_of_ Midwifery_12_09_001.pdf.

• Council on Accreditation of Nurse Anesthesia Educational Programs: Standards for Accreditation of Nurse Anesthesia Educational Programs (2014) http://home.coa.us.com/accreditation/Pages/Accreditation-Policies- Procedures-and-Standards.aspx.

• National Organization of Nurse Practitioner Faculties: Domains and Core Competencies of Nurse Practitioner Practice (2012). Available at http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/compe­ tencies/npcorecompetenciesfinal2012.pdf.

• Population-focused Nurse Practitioner Competencies. Family/ Across the Lifespan, Neonatal, Pediatric Acute Care, Pediatric Primary Care, Psychiatric-Mental Health, and Women’s Health/ Gender-Specific. Population Focused Competencies Task Force (2013). Available at http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/ Competencies/CompilationPopFocusComps2013.pdf.

• National Association of Clinical Nurse Specialists:

— Organizing Framework and CNS Core Competencies (2010)

— Core Practice Doctorate Clinical Nurse Specialist (CNS) Competencies (2009), http://www.nacns.org.

Professional Competence in Nursing Practice

The public has a right to expect registered nurses to demonstrate profes­ sional competence throughout their careers. The registered nurse is individ­ ually responsible and accountable for maintaining professional competence. It is the nursing profession’s responsibility to shape and guide any process for assuring nurse competence. Regulatory agencies define minimal stan­ dards of competence to protect the public. The employer is responsible and accountable to provide a practice environment conducive to competent prac­ tice. Assurance of competence is the shared responsibility of the profession, individual nurses, professional organizations, credentialing and certification entities, regulatory agencies, employers, and other key stakeholders (ANA, 2014).

ANA believes that in the practice of nursing, competence can be defined, measured, and evaluated. No single evaluation method or tool can guarantee

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competence. Competence is situational and dynamic; it is both an out­ come and an ongoing process. Context determines what competencies are necessary.

A number of terms and concepts are central to the discussion of the ongoing demonstration of competence:

An individual who demonstrates competence is performing at an expected level.

• A competency is an expected level of performance that integrates knowledge, skills, abilities, and judgment.

• The integration of knowledge, skills, abilities, and judgment occurs in formal, informal, and reflective learning experiences.

• Knowledge encompasses thinking, understanding of science and humanities, professional standards of practice, and insights gained from context, practical experiences, personal capabilities, and leader­ ship performance.

• Skills include psychomotor, communication, interpersonal, and diag­ nostic skills.

• Ability is the capacity to act effectively. It requires listening, integrity, knowledge of one’s strengths and weaknesses, positive self-regard, emotional intelligence, and openness to feedback.

• Judgment includes critical thinking, problem solving, ethical reason­ ing, and decision-making. (ANA, 2014d, pp. 3–4)

When describing the types of learning associated with development of a competency, formal learning most often occurs in structured, academic, and professional development practice environments, while informal learning can be described as experiential insights gained in work, community, home, and other settings. The recurrent, thoughtful, personal self-assessment, analysis, and synthesis of strengths and opportunities for improvement constitute reflective learning. Such insights should lead to the creation of a specific plan for pro­ fessional development and may become part of one’s professional portfolio.

Competent registered nurses can be influenced by the nature of the situa­ tion, which includes consideration of the setting, resources, and the person. Situations can either enhance or detract from the nurse’s ability to perform. The registered nurse influences factors that facilitate and enhance competent practice. Similarly, the nurse seeks to deal with barriers that constrain compe­ tent practice. The expected level of performance reflects variability depending upon context and the selected competence framework or model.

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The ability to perform at the expected level requires a process of lifelong learning. Registered nurses must continually reassess their competencies and identify needs for additional knowledge, skills, personal growth, and integrative learning experiences.

Evaluating Competence

Competence in nursing practice can be evaluated by the individual nurse (self-assessment), nurse peers, and nurses in the roles of supervisor, coach, mentor, or preceptor. In addition, other aspects of nursing performance may be evaluated by professional colleagues and healthcare consumers.

Evaluation of competence involves the use of tools to capture objective and subjective data about the individual’s knowledge base and actual performance. Those tools must be appropriate for the specific situation and the desired out­ come of the competence evaluation. “However, no single evaluation tool or method can guarantee competence” (ANA, 2014d, p. 6).

Ongoing discussions and research on the definitions, meaning, evaluation, and relationship of competence and competency in educational and organi­ zational literature inform nursing professionals about these topics (Hodges, 2010; Levine & Johnson, 2014). ANA supports this important work in the definition, measurement, and validation of nursing and healthcare professional competencies and values such major contributions as work associated with:

• Evidence-based nursing (Melnyk, Gallagher-Ford, Long, & Fineout-Overholt, 2014)

• Interprofessional competencies (IECEP, 2011)

• Leadership competencies (ANA, 2013c)

• Cultural competencies (Guidelines for Implementing Culturally Competent Nursing Care)

Professional Trends and Issues Despite spending more on health care than any other nation, the United States ranks 23 out of 30 industrialized countries in life expectancy (Organization for Economic Cooperation and Development, 2014). A reformed healthcare system focused on primary care and prevention, quality and performance improvement initiatives (Weston & Roberts, 2013); interdisciplinary com­ munication/collaboration; chronic disease management; and a healthy work environment for nurses and patients (ANA, 2015; U.S. Congress, 2013) can alleviate the financial and social costs of treating preventable and chronic dis­ eases, improve patient and staff safety, and enhance nurse satisfaction and

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retention. Interprofessional teams, coordination of care across the illness tra­ jectory, and technological advances will be key components in the new sys­ tem—arenas in which nurses are familiar and have demonstrated their value.

Nurses at all levels are positioned to play key roles in a reformed and restruc­ tured care delivery system, such as:

• Coordinating healthcare consumers’ transitions between healthcare delivery systems and settings (e.g., from hospital to rehabilitation to home);

• Assisting healthcare consumers monitor and manage wellness, acute illness, and chronic disease;

• Promoting integrative health and wellness;

• Providing preventive health care;

• Providing individualized care in nurse-managed health centers;

• Promoting enhanced data-driven decision-making;

• Participating in the “medical home” (“healthcare home”) model for care management;

• Developing an expanded global health nursing perspective and platform;

• Operating as full partners, with physicians and other healthcare professionals, in redesigning health care in the United States (IOM, 2010);

• Assuring patient safety and quality are a part of nursing education (RWJF, 2011; IOM, 2010);

• Advancing APRNs’ scope of practice consistent with education, train­ ing, and competencies (IOM, 2010); and

• Advocating for seamless academic progression and nursing school accreditation improvement at the national level.

Creating a Sustainable Nursing Workforce

The nursing shortage projected for the future presents a significant challenge to nurses to fill their critical role in health care. The Bureau of Labor Statistics’ Employment Projections (2013) predicts the RN workforce will need to increase 19% to 3.24 million by 2022, a total of 1.05 million RN job open­ ings. There is some good news on the horizon. According to the Organization for Economic Cooperation and Development (OECD, 2014), by the end of 2014, over half of the states were considering expanding the clinical duties of

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  47    

nurses, physician assistants (PAs), pharmacists, and others. By October 2014, New Jersey, Pennsylvania, and Michigan produced bills to expand the roles of nurse practitioners. In 2015, the aging nursing workforce, coupled with aging baby boomers, plus millions of new enrollees into the Universal Healthcare will be the impetus for states to allow nurses, nurse practitioners, PAs, and pharma­ cists to do more (AACN, 2014; OECD, 2013). Over the next five years, the number of primary care nurse practitioners and physician assistants is expected to increase by 30% and 58% respectively (OECD, 2013).

Nursing Education

Healthcare consumer needs and the care environment are more complex in the 21st century. Nurses have to make more critical decisions; be adept at using a variety of sophisticated, life-saving technology and information management systems; coordinate care among a variety of professional and community agen­ cies; help healthcare consumers manage chronic illnesses; lead change from within their organizations; and affect national policy. Consequently, nursing students need to develop a broader range of competencies in the areas of health policy and healthcare financing (including understanding health insur­ ance), community and public health, leadership, quality improvement, informa­ tion management, and systems thinking, as well as become excellent clinicians (IOM, 2011).

According to the IOM (2011), in order to meet this demand, nurses should achieve higher levels of education, while educational systems and other stake­ holders should support seamless academic progression and include innovative ways for nursing students to achieve their degrees through online, virtual, simulated, and competency-based learning. Curricula design should adequately prepare entry-level nurses and center on optimal patient outcomes. Schools of nursing must also build their capacities to prepare more graduate-level students to assume roles in advanced practice, leadership, teaching, and research (IOM, 2011). 

Nursing as a profession continues to face dilemmas in entry into practice, recognition of the autonomy of advanced practice, maintenance of compe­ tence, complexity of multistate licensure, and the appropriate educational cre­ dentials for licensure and professional certification. Registered nurses have a professional responsibility to maintain competence in their area of practice. Employers who provide opportunities for professional development and con­ tinuing education promote a positive practice environment in which nurses can maintain and enhance skills and competencies.

This is an exciting time of progress and evolution for interprofessional edu­ cation. According to the AACN (2015), “interdisciplinary education is when two or more disciplines collaborate in the learning process with the goal of

48 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Scope of Nursing Practice    

fostering interprofessional interactions that enhance the practice of each disci­ pline.” Students from differing professions learn what each brings to the health­ care team and how each needs to foster communication, collaboration, conflict resolution, and mutual respect before graduation and entry into practice.

Technological Advances

Technology can drive effectiveness and efficiency, provide convenience, extend care to populations with little access to transportation, and serve as a major influence on how nurses practice (Huston, 2013; OECD, 2013). Technology can provide data transparency and offer a better work environment for nurses when designed and implemented in a manner that supports nurses’ work and work flow. Work environments include conventional locations—hospitals, clin­ ics, and healthcare consumer homes—as well as virtual spaces such as online discussion groups, email, interactive video, and virtual interaction (Cipriano, 2009). Ideally, technology eliminates redundancy and duplication of docu­ mentation, reduces errors, eliminates interruptions for missing supplies, equip­ ment, and medications, and eases access to data, thereby allowing the nurse more time with the patient (Cipriano, 2009). Perhaps one of the most daunting challenges for nurses will be to retain the human element in practice. Other challenges include balancing cost with benefits, the daunting task of training the nursing workforce with a plan for sustainment, and assuring ethical use of technology (Huston, 2013).

Population Focus: Redefining Health and Well-being for the Millennial Generation

Insurers and health systems are looking for creative ways to attract, engage, and retain the 80 million millennial healthcare consumers born between 1980 and 2000 who have been shaped by the internet revolution. The millenni­ als harbor different definitions and values of health and well-being, and are prompting society to rethink how one works, socializes, and interacts with the world. In 2015, they will help propel a New Health Economy that advances beyond health care to support a broader market of good health and well-being. National retailers are expected to expand service offerings related to health and well-being; private health exchanges to offer more holistic employee expe­ riences; and new mobile technologies to create communities of personalized, real-time support, and feedback (OECD, 2013).

Baby Boomers: Health and Chronic Illness

The U.S. healthcare industry is under tremendous pressure to cut healthcare expenses for this population who are the costliest of all patients (OECD, 2013). Nurses have always been at the forefront of innovative and holistic care and

Scope of Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  49    

are key to safe and effective management of high-cost patients in lower-cost care settings. One way this is being done is by “hotspotting,” also called “social accountable care organization.” This is a collaborative approach that uses effec­ tive care coordination to steer complex patients to lower-cost care settings instead of emergency rooms and inpatient beds. Medical, behavioral, and eco­ nomic needs are addressed under these models. Millions of dollars have been saved utilizing these approaches (OECD, 2013; RWJF, 2014).

Whatever the practice venue in the next decade, registered nurses will con­ tinue to partner with others to advance the nation’s health through many initia­ tives, such as Healthy People 2020. Such partnerships truly reflect the definition of nursing and illustrate the essential features of contemporary nursing practice (ANA, 2010b):

• A caring relationship that facilitates health and healing

• Attention to the range of human experiences and responses to health, disease, and illness in the physical and social environments

• Integration of global and environmental perspectives into nursing assessment

• Integration of objective data with knowledge gained from an appre­ ciation of the healthcare consumer’s or group’s subjective experience

• Application of scientific knowledge to diagnosis and treatment through the use of judgment and critical thinking

• Advancement of professional nursing knowledge through scholarly inquiry.

• Influence on social and public policy to promote social justice.

Summary of the Scope of Nursing Practice The dynamic nature of the healthcare practice environment and the growing body of nursing research provide both the impetus and the opportunity for nursing to ensure competent nursing practice in all settings for all healthcare consumers, and to promote ongoing professional development that enhances the quality of nursing practice. Nursing: Scope and Standards of Practice, Third Edition assists that process by delineating the professional scope and standards of practice and responsibilities of all professional registered nurses in every setting. As such, this resource can serve as a basis for:

• Quality improvement systems

• Healthcare reimbursement and financing methodologies

50 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Scope of Nursing Practice    

• Development and evaluation of nursing service delivery systems and organizational structures

• Certification activities

• Position descriptions and performance appraisals

• Agency policies, procedures, and protocols

• Regulatory systems

• Educational offerings

• Establishing the legal standard of care

Standards of Professional Nursing Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  51    

Standards of Professional Nursing Practice

Significance of Standards The Standards of Professional Nursing Practice are authoritative statements of the duties that all registered nurses, regardless of role, population, or specialty, are expected to perform competently. The standards published herein may be utilized as evidence of the standard of care, with the understanding that application of the standards is context dependent. The standards are subject to change with the dynamics of the nursing profession, as new patterns of pro­ fessional practice are developed and accepted by the nursing profession and the public. In addition, specific conditions and clinical circumstances may also affect the application of the standards at a given time (e.g., during a natural disaster). The standards are subject to formal, periodic review and revision.

The competencies that accompany each standard may be evidence of compli­ ance with the corresponding standard. The list of competencies is not exhaus­ tive. Whether a particular standard or competency applies depends upon the circumstances. The competencies are presented for the registered nurse level and are applicable for all nurses. Standards may include additional competen­ cies delineated for the graduate-level prepared registered nurse, a category that also includes advanced practice registered nurses. In some instances, additional discrete competencies applicable only to advanced practice registered nurses may be included.

Standards of Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  53    

Standards of Practice

Standard 1. Assessment The registered nurse collects pertinent data and information relative to the healthcare consumer’s health or the situation.

Competencies The registered nurse:

˩ Collects pertinent data, including but not limited to demograph­ ics, social determinants of health, health disparities, and physical, functional, psychosocial, emotional, cognitive, sexual, cultural, age-related, environmental, spiritual/transpersonal, and economic assessments in a systematic, ongoing process with compassion and respect for the inherent dignity, worth, and unique attributes of every person.

˩ Recognizes the importance of the assessment parameters identified by WHO (World Health Organization), Healthy People 2020, or other organizations that influence nursing practice.

˩ Integrates knowledge from global and environmental factors into the assessment process.

˩ Elicits the healthcare consumer’s values, preferences, expressed and unexpressed needs, and knowledge of the healthcare situation.

˩ Recognizes the impact of one’s own personal attitudes, values, and beliefs on the assessment process.

˩ Identifies barriers to effective communication based on psychosocial, literacy, financial, and cultural considerations.

˩ Assesses the impact of family dynamics on healthcare consumer health and wellness.

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˩ Engages the healthcare consumer and other interprofessional team members in holistic, culturally sensitive data collection.

˩ Prioritizes data collection based on the healthcare consumer’s imme­ diate condition or the anticipated needs of the healthcare consumer or situation.

˩ Uses evidence-based assessment techniques, instruments, tools, avail­ able data, information, and knowledge relevant to the situation to identify patterns and variances.

˩ Applies ethical, legal, and privacy guidelines and policies to the collection, maintenance, use, and dissemination of data and information.

˩ Recognizes the healthcare consumer as the authority on their own health by honoring their care preferences.

˩ Documents relevant data accurately and in a manner accessible to the interprofessional team.

Additional competencies for the graduate-level prepared registered nurse In addition to the registered nurse competencies, the graduate-level prepared registered nurse and the advanced practice registered nurse:

˩ Assesses the effect of interactions among individuals, family, com­ munity, and social systems on health and illness.

˩ Synthesizes the results and information leading to clinical understanding.

Additional competencies for the advanced practice registered nurse In addition to the competencies of the registered nurse and the graduate-level prepared registered nurse, the advanced practice registered nurse:

˩ Initiates diagnostic tests and procedures relevant to the healthcare consumer’s current status.

˩ Uses advanced assessment, knowledge, and skills to maintain, enhance, or improve health conditions.

Standards of Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  55    

Standard 2. Diagnosis The registered nurse analyzes assessment data to determine actual or potential diagnoses, problems, and issues.

Competencies The registered nurse:

˩ Identifies actual or potential risks to the healthcare consumer’s health and safety or barriers to health, which may include but are not limited to interpersonal, systematic, cultural, or environmental circumstances.

˩ Uses assessment data, standardized classification systems, technol­ ogy, and clinical decision support tools to articulate actual or poten­ tial diagnoses, problems, and issues.

˩ Verifies the diagnoses, problems, and issues with the individual, fam­ ily, group, community, population, and interprofessional colleagues.

˩ Prioritizes diagnoses, problems, and issues based on mutually estab­ lished goals to meet the needs of the healthcare consumer across the health–illness continuum.

˩ Documents diagnoses, problems, and issues in a manner that facili­ tates the determination of the expected outcomes and plan.

Additional competencies for the graduate-level prepared registered nurse In addition to the competencies of the registered nurse, the graduate-level prepared registered nurse:

˩ Uses information and communication technologies to analyze diag­ nostic practice patterns of nurses and other members of the inter- professional healthcare team.

˩ Employs aggregate-level data to articulate diagnoses, problems, and issues of healthcare consumers and organizational systems.

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Additional competencies for the advanced practice registered nurse In addition to the competencies of the registered nurse and the graduate-level prepared registered nurse, the advanced practice registered nurse:

˩ Formulates a differential diagnosis based on the assessment, history, physical examination, and diagnostic test results.

Standards of Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  57    

Standard 3. Outcomes Identification The registered nurse identifies expected outcomes for a plan individualized to the healthcare consumer or the situation.

Competencies The registered nurse:

˩ Engages the healthcare consumer, interprofessional team, and others in partnership to identify expected outcomes.

˩ Formulates culturally sensitive expected outcomes derived from assessments and diagnoses.

˩ Uses clinical expertise and current evidence-based practice to iden­ tify health risks, benefits, costs, and/or expected trajectory of the condition.

˩ Collaborates with the healthcare consumer to define expected out­ comes integrating the healthcare consumer’s culture, values, and ethical considerations.

˩ Generates a time frame for the attainment of expected outcomes.

˩ Develops expected outcomes that facilitate coordination of care.

˩ Modifies expected outcomes based on the evaluation of the status of the healthcare consumer and situation.

˩ Documents expected outcomes as measurable goals.

˩ Evaluates the actual outcomes in relation to expected outcomes, safety, and quality standards.

Additional competencies for the graduate-level prepared registered nurse, including the APRN In addition to the competencies of the registered nurse, the graduate-level prepared registered nurse or advanced practice registered nurse:

˩ Defines expected outcomes that incorporate cost, clinical effective­ ness, and are aligned with the outcomes identified by members of the interprofessional team.

˩ Differentiates outcomes that require care process interventions from those that require system-level actions.

˩ Integrates scientific evidence and best practices to achieve expected outcomes.

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˩ Advocates for outcomes that reflect the healthcare consumer’s cul­ ture, values, and ethical concerns.

Standards of Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  59    

Standard 4. Planning The registered nurse develops a plan that prescribes strategies to attain expected, measurable outcomes.

Competencies The registered nurse:

˩ Develops an individualized, holistic, evidence-based plan in partner­ ship with the healthcare consumer and interprofessional team.

˩ Establishes the plan priorities with the healthcare consumer and interprofessional team.

˩ Advocates for responsible and appropriate use of interventions to minimize unwarranted or unwanted treatment and/or healthcare consumer suffering.

˩ Prioritizes elements of the plan based on the assessment of the healthcare consumer’s level of risk and safety needs.

˩ Includes evidence-based strategies in the plan to address each of the identified diagnoses, problems, or issues. These strategies may include but are not limited to:

˭ Promotion and restoration of health,

˭ Prevention of illness, injury, and disease,

˭ Facilitation of healing,

˭ Alleviation of suffering, and

˭ Supportive care

˩ Incorporates an implementation pathway that describes steps and milestones.

˩ Identifies cost and economic implications of the plan.

˩ Develops a plan that reflects compliance with current statutes, rules and regulations, and standards.

˩ Modifies the plan according to the ongoing assessment of the health­ care consumer’s response and other outcome indicators.

˩ Documents the plan using standardized language or recognized terminology.

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Additional competencies for the graduate-level prepared registered nurse In addition to the competencies of the registered nurse, the graduate-level prepared registered nurse:

˩ Designs strategies and tactics to meet the multifaceted and complex needs of healthcare consumers or others.

˩ Leads the design and development of interprofessional processes to address the identified diagnoses, problems, or issues.

˩ Designs innovative nursing practices.

˩ Actively participates in the development and continuous improve­ ment of systems that support the planning process.

Additional competencies for the advanced practice registered nurse In addition to the competencies of the registered nurse and graduate-level prepared registered nurse, the advanced practice registered nurse:

˩ Integrates assessment strategies, diagnostic strategies, and therapeu­ tic interventions that reflect current evidence-based knowledge and practice.

Standards of Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  61    

Standard 5. Implementation The registered nurse implements the identified plan.

Competencies The registered nurse:

˩ Partners with the healthcare consumer to implement the plan in a safe, effective, efficient, timely, patient-centered, and equitable man­ ner (IOM, 2010).

˩ Integrates interprofessional team partners in implementation of the plan through collaboration and communication across the contin­ uum of care.

˩ Demonstrates caring behaviors to develop therapeutic relationships.

˩ Provides culturally congruent, holistic care that focuses on the healthcare consumer and addresses and advocates for the needs of diverse populations across the lifespan.

˩ Uses evidence-based interventions and strategies to achieve the mutually identified goals and outcomes specific to the problem or needs.

˩ Integrates critical thinking and technology solutions to implement the nursing process to collect, measure, record, retrieve, trend, and analyze data and information to enhance nursing practice and healthcare consumer outcomes.

˩ Delegates according to the health, safety, and welfare of the health­ care consumer and considering the circumstance, person, task, direc­ tion or communication, supervision, evaluation, as well as the state nurse practice act regulations, institution, and regulatory entities while maintaining accountability for the care.

˩ Documents implementation and any modifications, including changes or omissions, of the identified plan.

Additional competencies for the graduate-level prepared registered nurse In addition to the competencies of the registered nurse, the graduate-level prepared registered nurse:

˩ Uses systems, organizations, and community resources to lead effec­ tive change and implement the plan.

62 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Standards of Practice    

˩ Applies quality principles while articulating methods, tools, perfor­ mance measures, and standards as they relate to implementation of the plan.

˩ Translates evidence into practice.

˩ Leads interprofessional teams to communicate, collaborate, and con­ sult effectively.

˩ Demonstrates leadership skills that emphasize ethical and critical decision-making, effective working relationships, and a systems perspective.

˩ Serves as a consultant to provide additional insight and potential solutions.

˩ Uses theory-driven approaches to effect organizational or system change.

Additional competencies for the advanced practice registered nurse In addition to the competencies of the registered nurse and graduate-level prepared registered nurse, the advanced practice registered nurse:

˩ Uses prescriptive authority, procedures, referrals, treatments, and therapies in accordance with state and federal laws and regulations.

˩ Prescribes traditional and integrative evidence-based treatments, therapies, and procedures that are compatible with the healthcare consumer’s cultural preferences and norms.

˩ Prescribes evidence-based pharmacological agents and treatments according to clinical indicators and results of diagnostic and labora­ tory tests.

˩ Provides clinical consultation for healthcare consumers and profes­ sionals related to complex clinical cases to improve care and patient outcomes.

Standards of Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  63    

Standard 5A. Coordination of Care The registered nurse coordinates care delivery.

Competencies The registered nurse:

˩ Organizes the components of the plan.

˩ Collaborates with the consumer to help manage health care based on mutually agreed upon outcomes.

˩ Manages a healthcare consumer’s care in order to reach mutually agreed upon outcomes.

˩ Engages healthcare consumers in self-care to achieve preferred goals for quality of life.

˩ Assists the healthcare consumer to identify options for care.

˩ Communicates with the healthcare consumer, interprofessional team, and community-based resources to effect safe transitions in continuity of care.

˩ Advocates for the delivery of dignified and holistic care by the inter- professional team.

˩ Documents the coordination of care.

Additional competencies for the graduate-level prepared registered nurse In addition to the competencies of the registered nurse, the graduate-level prepared registered nurse:

˩ Provides leadership in the coordination of interprofessional health care for integrated delivery of healthcare consumer services to achieve safe, effective, efficient, timely, patient-centered, and equita­ ble care (IOM, 2010).

64 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Standards of Practice    

Additional competencies for the advanced practice registered nurse In addition to the competencies of the registered nurse and graduate-level prepared registered nurse, the advanced practice registered nurse:

˩ Manages identified consumer panels or populations.

˩ Serves as the healthcare consumer’s primary care provider and coor­ dinator of healthcare services in accordance with state and federal laws and regulations.

˩ Synthesizes data and information to prescribe and provide necessary system and community support measures, including modifications of environments.

Standards of Practice •  Nursing: Scope and Standards of Practice, 3rd Ed. •  65    

Standard 5B. Health Teaching and Health Promotion The registered nurse employs strategies to promote health and a safe environment.

Competencies The registered nurse:

˩ Provides opportunities for the healthcare consumer to iden­ tify needed healthcare promotion, disease prevention, and self-management topics.

˩ Uses health promotion and health teaching methods in collabora­ tion with the healthcare consumer’s values, beliefs, health practices, developmental level, learning needs, readiness and ability to learn, language preference, spirituality, culture, and socioeconomic status.

˩ Uses feedback and evaluations from the healthcare consumer to determine the effectiveness of the employed strategies.

˩ Uses technologies to communicate health promotion and disease prevention information to the healthcare consumer.

˩ Provides healthcare consumers with information about intended effects and potential adverse effects of the plan of care.

˩ Engages consumer alliance and advocacy groups in health teaching and health promotion activities for healthcare consumers.

˩ Provides anticipatory guidance to healthcare consumers to promote health and prevent or reduce the risk of negative health outcomes.

Additional competencies for the graduate-level prepared registered nurse, including the APRN In addition to the competencies of the registered nurse, the graduate-level prepared registered nurse or advanced practice registered nurse:

˩ Synthesizes empirical evidence on risk behaviors, gender roles, learning theories, behavioral change theories, motivational theories, translational theories for evidence-based practice, epidemiology, and other related theories and frameworks when designing health educa­ tion information and programs.

˩ Evaluates health information resources for applicability, accuracy, readability, and comprehensibility to help healthcare consumers access quality health information.

66 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Standards of Practice    

Standard 6. Evaluation The registered nurse evaluates progress toward attainment of goals and outcomes.

Competencies The registered nurse:

˩ Conducts a holistic, systematic, ongoing, and criterion-based evalua­ tion of the goals and outcomes in relation to the structure, processes, and timeline prescribed in the plan.

˩ Collaborates with the healthcare consumer and others involved in the care or situation in the evaluation process.

˩ Determines, in partnership with the healthcare consumer and other stakeholders, the patient-centeredness, effectiveness, efficiency, safety, timeliness, and equitability (IOM, 2001) of the strategies in relation to the responses to the plan and attainment of outcomes. Other defined criteria (e.g., Quality and Safety Education for Nurses) may be used as well.

˩ Uses ongoing assessment data to revise the diagnoses, outcomes, plan, and implementation strategies.

˩ Shares evaluation data and conclusions with the healthcare con­ sumer and other stakeholders in accordance with federal and state regulations.

˩ Documents the results of the evaluation.

Additional competencies for the graduate-level prepared registered nurse, including the APRN In addition to the competencies of the registered nurse, the graduate-level prepared registered nurse or the advanced practice registered nurse:

˩ Synthesizes evaluation data from the healthcare consumer, commu­ nity, population and/or institution to determine the effectiveness of the plan.

˩ Engages in a systematic evaluation process to revise the plan to enhance its effectiveness.

˩ Uses results of the evaluation to make or recommend process, pol­ icy, procedure, or protocol revisions when warranted.

Standards of Professional Performance •  Nursing: Scope and Standards of Practice, 3rd Ed. •  67    

Standards of Professional Performance

Standard 7. Ethics The registered nurse practices ethically.

Competencies The registered nurse:

˩ Integrates the Code of Ethics for Nurses with Interpretive Statements (ANA, 2015) to guide nursing practice and articulate the moral foundation of nursing.

˩ Practices with compassion and respect for the inherent dignity, worth, and unique attributes of all people.

˩ Advocates for healthcare consumers’ rights to informed decision-making and self-determination.

˩ Seeks guidance in situations where the rights of the individual con­ flict with public health guidelines.

˩ Endorses the understanding that the primary commitment is to the healthcare consumer regardless of setting or situation.

˩ Maintains therapeutic relationships and professional boundaries.

˩ Advocates for the rights, health, and safety of the healthcare con­ sumer and others.

˩ Safeguards the privacy and confidentiality of healthcare consumers, others, and their data and information within ethical, legal, and reg­ ulatory parameters.

˩ Demonstrates professional accountability and responsibility for nurs­ ing practice.

˩ Maintains competence through continued personal and professional development.

68 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Standards of Professional Performance    

˩ Demonstrates commitment to self-reflection and self-care.

˩ Contributes to the establishment and maintenance of an ethical envi­ ronment that is conducive to safe, quality health care.

˩ Advances the profession through scholarly inquiry, professional stan­ dards development, and the generation of policy.

˩ Collaborates with other health professionals and the public to pro­ tect human rights, promote health diplomacy, enhance cultural sen­ sitivity and congruence, and reduce health disparities.

˩ Articulates nursing values to maintain personal integrity and the integrity of the profession.

˩ Integrates principles of social justice into nursing and policy.

Standards of Professional Performance •  Nursing: Scope and Standards of Practice, 3rd Ed. •  69    

Standard 8. Culturally Congruent Practice The registered nurse practices in a manner that is congruent with cultural diversity and inclusion principles.

Competencies The registered nurse:

˩ Demonstrates respect, equity, and empathy in actions and interac­ tions with all healthcare consumers.

˩ Participates in life-long learning to understand cultural preferences, worldview, choices, and decision-making processes of diverse consumers.

˩ Creates an inventory of one’s own values, beliefs, and cultural heritage.

˩ Applies knowledge of variations in health beliefs, practices, and com­ munication patterns in all nursing practice activities.

˩ Identifies the stage of the consumer’s acculturation and accompany­ ing patterns of needs and engagement.

˩ Considers the effects and impact of discrimination and oppression on practice within and among vulnerable cultural groups.

˩ Uses skills and tools that are appropriately vetted for the culture, lit­ eracy, and language of the population served.

˩ Communicates with appropriate language and behaviors, including the use of medical interpreters and translators in accordance with consumer preferences.

˩ Identifies the cultural-specific meaning of interactions, terms, and content.

˩ Respects consumer decisions based on age, tradition, belief and fam­ ily influence, and stage of acculturation.

˩ Advocates for policies that promote health and prevent harm among culturally diverse, under-served, or under-represented consumers.

˩ Promotes equal access to services, tests, interventions, health pro­ motion programs, enrollment in research, education, and other opportunities.

70 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Standards of Professional Performance    

˩ Educates nurse colleagues and other professionals about cultural similarities and differences of healthcare consumers, families, groups, communities, and populations.

Additional competencies for the graduate-level prepared registered nurse In addition to the competencies of the registered nurse, the graduate-level prepared registered nurse:

˩ Evaluates tools, instruments, and services provided to culturally diverse populations.

˩ Advances organizational policies, programs, services, and practice that reflect respect, equity, and values for diversity and inclusion.

˩ Engages consumers, key stakeholders, and others in designing and establishing internal and external cross-cultural partnerships.

˩ Conducts research to improve health care and healthcare outcomes for culturally diverse consumers.

˩ Develops recruitment and retention strategies to achieve a multicul­ tural workforce.

Additional competencies for the advanced practice registered nurse In addition to the competencies of the registered nurse and graduate-level prepared registered nurse, the advanced practice registered nurse:

˩ Promotes shared decision-making solutions in planning, prescrib­ ing, and evaluating processes when the healthcare consumer’s cultural preferences and norms may create incompatibility with evidence-based practice.

˩ Leads interprofessional teams to identify the cultural and language needs of the consumer.

Standards of Professional Performance •  Nursing: Scope and Standards of Practice, 3rd Ed. •  71    

Standard 9. Communication The registered nurse communicates effectively in all areas of practice.

Competencies The registered nurse:

˩ Assesses one’s own communication skills and effectiveness.

˩ Demonstrates cultural empathy when communicating.

˩ Assesses communication ability, health literacy, resources, and pref­ erences of healthcare consumers to inform the interprofessional team and others.

˩ Uses language translation resources to ensure effective communication.

˩ Incorporates appropriate alternative strategies to communicate effec­ tively with healthcare consumers who have visual, speech, language, or communication difficulties.

˩ Uses communication styles and methods that demonstrate caring, respect, deep listening, authenticity, and trust.

˩ Conveys accurate information.

˩ Maintains communication with interprofessional team and others to facilitate safe transitions and continuity in care delivery. 

˩ Contributes the nursing perspective in interactions with others and discussions with the interprofessional team.

˩ Exposes care processes and decisions when they do not appear to be in the best interest of the healthcare consumer.

˩ Discloses concerns related to potential or actual hazards and errors in care or the practice environment to the appropriate level.

˩ Demonstrates continuous improvement of communication skills.

72 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Standards of Professional Performance    

Additional competencies for the graduate-level prepared registered nurse, including the APRN In addition to the competencies of the registered nurse, the graduate-level prepared registered nurse or advanced practice registered nurse:

˩ Assumes a leadership role in shaping or fashioning environments that promote healthy communication.

Standards of Professional Performance •  Nursing: Scope and Standards of Practice, 3rd Ed. •  73    

Standard 10. Collaboration The registered nurse collaborates with the healthcare consumer and other key stakeholders in the conduct of nursing practice.

Competencies The registered nurse:

˩ Identifies the areas of expertise and contribution of other profession­ als and key stakeholders.

˩ Clearly articulates the nurse’s role and responsibilities within the team.

˩ Uses the unique and complementary abilities of all members of the team to optimize attainment of desired outcomes.

˩ Partners with the healthcare consumer and key stakeholders to advocate for and effect change, leading to positive outcomes and quality care.

˩ Uses appropriate tools and techniques, including information sys­ tems and technologies, to facilitate discussion and team functions, in a manner that protects dignity, respect, privacy, and confidentiality.

˩ Promotes engagement through consensus building and conflict management.

˩ Uses effective group dynamics and strategies to enhance team performance.

˩ Exhibits dignity and respect when interacting with others and giving and receiving feedback.

˩ Partners with all stakeholders to create, implement, and evaluate a comprehensive plan.

Additional competencies for the graduate-level prepared registered nurse, including the APRN In addition to the competencies of the registered nurse, the graduate-level prepared registered nurse, or advanced practice registered nurse:

˩ Participates in interprofessional activities, including but not limited to education, consultation, management, technological development, or research to enhance outcomes.

74 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Standards of Professional Performance    

˩ Provides leadership for establishing, improving, and sustaining col­ laborative relationships to achieve safe, quality care for healthcare consumers.

˩ Advances interprofessional plan-of-care documentation and com­ munications, rationales for plan-of-care changes, and collaborative discussions to improve healthcare consumer outcomes.

Standards of Professional Performance •  Nursing: Scope and Standards of Practice, 3rd Ed. •  75    

Standard 11. Leadership The registered nurse leads within the professional practice setting and the profession.

Competencies The registered nurse:

˩ Contributes to the establishment of an environment that supports and maintains respect, trust, and dignity.

˩ Encourages innovation in practice and role performance to attain personal and professional plans, goals, and vision.

˩ Communicates to manage change and address conflict.

˩ Mentors colleagues for the advancement of nursing practice and the profession to enhance safe, quality health care.

˩ Retains accountability for delegated nursing care.

˩ Contributes to the evolution of the profession through participation in professional organizations.

˩ Influences policy to promote health.

Additional competencies for the graduate-level prepared registered nurse, including the APRN In addition to the competencies of the registered nurse, the graduate-level prepared registered nurse or advanced practice registered nurse:

˩ Influences decision-making bodies to improve the professional prac­ tice environment and healthcare consumer outcomes.

˩ Enhances the effectiveness of the interprofessional team.

˩ Promotes advanced practice nursing and role development by inter­ preting its role for healthcare consumers and policy makers.

˩ Models expert practice to interprofessional team members and healthcare consumers.

˩ Mentors colleagues in the acquisition of clinical knowledge, skills, abilities, and judgment.

76 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Standards of Professional Performance    

Standard 12. Education The registered nurse seeks knowledge and competence that reflects current nursing practice and promotes futuristic thinking.

Competencies The registered nurse:

˩ Identifies learning needs based on nursing knowledge and the vari­ ous roles the nurse may assume.

˩ Participates in ongoing educational activities related to nursing and interprofessional knowledge bases and professional topics.

˩ Mentors nurses new to their roles for the purpose of ensuring suc­ cessful enculturation, orientation, and emotional support.

˩ Demonstrates a commitment to lifelong learning through self-reflection and inquiry for learning and personal growth.

˩ Seeks experiences that reflect current practice to maintain and advance knowledge, skills, abilities, attitudes, and judgment in clini­ cal practice or role performance.

˩ Acquires knowledge and skills relative to the role, population, spe­ cialty, setting, and global or local health situation.

˩ Participates in formal consultations or informal discussions to address issues in nursing practice as an application of education and knowledge.

˩ Identifies modifications or accommodations needed in the delivery of education based on healthcare consumer and family members’ needs.

˩ Shares educational findings, experiences, and ideas with peers.

˩ Supports acculturation of nurses new to their roles by role modeling, encouraging, and sharing pertinent information relative to optimal care delivery.

˩ Facilitates a work environment supportive of ongoing education of healthcare professionals.

˩ Maintains a professional portfolio that provides evidence of individ­ ual competence and lifelong learning.

Standards of Professional Performance •  Nursing: Scope and Standards of Practice, 3rd Ed. •  77    

Standard 13. Evidence-based Practice and Research The registered nurse integrates evidence and research findings into practice.

Competencies The registered nurse:

˩ Articulates the values of research and its application relative to the healthcare setting and practice.

˩ Identifies questions in the healthcare setting and practice that can be answered by nursing research.

˩ Uses current evidence-based knowledge, including research findings, to guide practice.

˩ Incorporates evidence when initiating changes in nursing practice.

˩ Participates in the formulation of evidence-based practice through research.

˩ Promotes ethical principles of research in practice and the health­ care setting.

˩ Appraises nursing research for optimal application in practice and the healthcare setting.

˩ Shares peer reviewed research findings with colleagues to integrate knowledge into nursing practice.

Additional competencies for the graduate-level prepared registered nurse, including the APRN In addition to the competencies of the registered nurse, the graduate-level prepared registered nurse or advanced practice registered nurse:

˩ Integrates research-based practice in all settings.

˩ Uses current healthcare research findings and other evidence to expand knowledge, skills, abilities, and judgment; to enhance role performance; and to increase knowledge of professional issues.

˩ Uses critical thinking skills to connect theory and research to practice.

˩ Integrates nursing research to improve quality in nursing practice.

78 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Standards of Professional Performance    

˩ Contributes to nursing knowledge by conducting or synthesizing research and other evidence that discovers, examines, and eval­ uates current practice, knowledge, theories, criteria, and creative approaches to improve healthcare outcomes.

˩ Encourages other nurses to develop research skills.

˩ Performs rigorous critique of evidence derived from databases to generate meaningful evidence for nursing practice.

˩ Advocates for the ethical conduct of research and translational scholarship with particular attention to the protection of the health­ care consumer as a research participant.

˩ Promotes a climate of collaborative research and clinical inquiry.

˩ Disseminates research findings through activities such as presenta­ tions, publications, consultation, and journal clubs.

Standards of Professional Performance •  Nursing: Scope and Standards of Practice, 3rd Ed. •  79    

Standard 14. Quality of Practice The registered nurse contributes to quality nursing practice.

Competencies The registered nurse:

˩ Ensures that nursing practice is safe, effective, efficient, equitable, timely, and patient-centered (IOM, 1999; IOM, 2001).

˩ Identifies barriers and opportunities to improve healthcare safety, effectiveness, efficiency, equitability, timeliness, and patient-centeredness.

˩ Recommends strategies to improve nursing quality.

˩ Uses creativity and innovation to enhance nursing care.

˩ Participates in quality improvement initiatives.

˩ Collects data to monitor the quality of nursing practice.

˩ Contributes in efforts to improve healthcare efficiency.

˩ Provides critical review and/or evaluation of policies, procedures, and guidelines to improve the quality of health care.

˩ Engages in formal and informal peer review processes.

˩ Collaborates with the interprofessional team to implement quality improvement plans and interventions.

˩ Documents nursing practice in a manner that supports quality and performance improvement initiatives.

˩ Achieves professional certification, when available.

Additional competencies for the graduate-level prepared registered nurse In addition to the competencies for the registered nurse, the graduate-level prepared registered nurse:

˩ Analyzes trends in healthcare quality data, including examination of cultural influences and factors.

˩ Incorporates evidence into nursing practice to improve outcomes.

˩ Designs innovations to improve outcomes.

80 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Standards of Professional Performance    

˩ Provides leadership in the design and implementation of quality improvement initiatives.

˩ Promotes a practice environment that supports evidence-based health care.

˩ Contributes to nursing and interprofessional knowledge through sci­ entific inquiry.

˩ Encourages professional or specialty certification.

˩ Engages in development, implementation, evaluation, and/or revi­ sion of policies, procedures, and guidelines to improve healthcare quality.

˩ Uses data and information in system-level decision-making.

˩ Influences the organizational system to improve outcomes.

Additional competencies for the advanced practice registered nurse In addition to the competencies for the registered nurse and graduate-level prepared registered nurse, the advanced practice registered nurse:

˩ Engages in comparison evaluations of the effectiveness and efficacy of diagnostic tests, clinical procedures and therapies, and treatment plans, in partnership with healthcare consumers, to optimize health and healthcare quality.

˩ Designs quality improvement studies, research, initiatives, and pro­ grams to improve health outcomes in diverse settings.

˩ Applies knowledge obtained from advanced preparation, as well as current research and evidence-based information, to clinical decision-making at the point of care to achieve optimal health outcomes.

˩ Uses available benchmarks as a means to evaluate practice at the individual, departmental, or organizational level.

Standards of Professional Performance •  Nursing: Scope and Standards of Practice, 3rd Ed. •  81    

Standard 15. Professional Practice Evaluation The registered nurse evaluates one’s own and others’ nursing practice.

Competencies The registered nurse:

˩ Engages in self-reflection and self-evaluation of nursing practice on a regular basis, identifying areas of strength as well as areas in which professional growth would be beneficial.

˩ Adheres to the guidance about professional practice as specified in the Nursing: Scope and Standards of Practice and the Code of Ethics for Nurses with Interpretive Statements.

˩ Ensures that nursing practice is consistent with regulatory requirements pertaining to licensure, relevant statutes, rules, and regulations.

˩ Uses organizational policies and procedures to guide professional practice.

˩ Influences organizational policies and procedures to promote inter- professional evidence-based practice.

˩ Provides evidence for practice decisions and actions as part of the formal and informal evaluation processes.

˩ Seeks formal and informal feedback regarding one’s own practice from healthcare consumers, peers, colleagues, supervisors, and others.

˩ Provides peers and others with formal and informal constructive feedback regarding their practice or role performance.

˩ Takes action to achieve goals identified during the evaluation process.

82 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Standards of Professional Performance    

Standard 16. Resource Utilization The registered nurse utilizes appropriate resources to plan, provide, and sustain evidence-based nursing services that are safe, effective, and fiscally responsible.

Competencies The registered nurse:

˩ Assesses healthcare consumer care needs and resources available to achieve desired outcomes.

˩ Assists the healthcare consumer in factoring costs, risks, and benefits in decisions about care.

˩ Assists the healthcare consumer in identifying and securing appro­ priate services to address needs across the healthcare continuum.

˩ Delegates in accordance with applicable legal and policy parameters.

˩ Identifies impact of resource allocation on the potential for harm, complexity of the task, and desired outcomes.

˩ Advocates for resources that support and enhance nursing practice.

˩ Integrates telehealth and mobile health technologies into practice to promote positive interactions between healthcare consumers and care providers.

˩ Uses organizational and community resources to implement inter- professional plans.

˩ Addresses discriminatory healthcare practices and the impact on resource allocation.

Additional competencies for the graduate-level prepared registered nurse In addition to the competencies of the registered nurse, the graduate-level prepared registered nurse:

˩ Designs innovative solutions to use resources effectively and main­ tain quality.

˩ Creates evaluation strategies that address cost effectiveness, cost benefit, and efficiency factors associated with nursing practice.

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

Standards of Professional Performance •  Nursing: Scope and Standards of Practice, 3rd Ed. •  83    

Additional competencies for the advanced practice registered nurse In addition to the competencies of the registered nurse and graduate-level prepared registered nurse, the advanced practice registered nurse:

˩ Engages organizational and community resources to formulate and implement interprofessional plans.

84 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Standards of Professional Performance    

Standard 17. Environmental Health The registered nurse practices in an environmentally safe and healthy manner.

Competencies The registered nurse:

˩ Promotes a safe and healthy workplace and professional practice environment.

˩ Uses environmental health concepts in practice.

˩ Assesses the environment to identify risk factors.

˩ Reduces environmental health risks to self, colleagues, and health­ care consumers.

˩ Communicates information about environmental health risks and exposure reduction strategies.

˩ Advocates for the safe, judicious, and appropriate use and disposal of products in health care.

˩ Incorporates technologies to promote safe practice environments.

˩ Uses products or treatments consistent with evidence-based practice to reduce environmental threats.

˩ Participates in developing strategies to promote healthy communities and practice environments.

Additional competencies for the graduate-level prepared registered nurse, including the APRN In addition to the competencies of the registered nurse, the graduate-level prepared registered nurse:

˩ Analyzes the impact of social, political, and economic influences on the global environment and human health experience.

˩ Creates partnerships that promote sustainable global environmental health policies and conditions that focus on prevention of hazards to people and the natural environment (ANA, 2007).

Glossary •  Nursing: Scope and Standards of Practice, 3rd Ed. •  85    

Glossary

Acculturation. The process by which an individual or group from one cul­ ture learns how to take on many of the behaviors, values, and ways of living of another culture. Few cultures become 100% acculturated to another cultural way of life. Cultures tend to be selective in what they choose to change and retain (Leininger, 1995, pp. 72–73).

Advanced practice registered nurse (APRN). A registered nurse who has completed an accredited graduate-level education program preparing her or him for the role of certified nurse practitioner, certified registered nurse anes­ thetist, certified nurse midwife, or clinical nurse specialist; has passed a national certification examination that measures the APRN role and population-focused competencies; maintains continued competence as evidenced by recertifica­ tion; and is licensed to practice as an APRN. (See 2008 APRN Consensus Model for detailed definition.)

Assessment. A systematic, dynamic process by which the registered nurse, through interaction with the patient, family, groups, communities, populations, and healthcare providers, collects and analyzes data. Assessment may include the following dimensions: physical, psychological, socio-cultural, spiritual, cog­ nitive, functional abilities, developmental, economic, and lifestyle.

Autonomy. The capacity of a nurse to determine her or his own actions through independent choice, including demonstration of competence, within the full scope of nursing practice.

Caring. The moral ideal of nursing consisting of human-to-human attempts to protect, enhance, and preserve humanity and human dignity, integrity, and wholeness by assisting a person to find meaning in illness, suffering, pain, and existence (Watson, 2012).

Caregiver. A person who provides direct care for another, such as a child, dependent adult, the disabled, or the chronically ill.

86 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Glossary    

Code of ethics (nursing). A list of provisions that makes explicit the primary goals, values, and obligations of the nursing profession and expresses its val­ ues, duties, and commitments to the society of which it is a part. In the United States, nurses abide by and adhere to Code of Ethics for Nurses with Interpretive Statements (ANA, 2015).

Collaboration. A professional healthcare partnership grounded in a recipro­ cal and respectful recognition and acceptance of: each partner’s unique exper­ tise, power, and sphere of influence and responsibilities; the commonality of goals; the mutual safeguarding of the legitimate interest of each party; and the advantages of such a relationship.

Competency. An expected and measureable level of nursing performance that integrates knowledge, skills, abilities, and judgment, based on established scientific knowledge and expectations for nursing practice.

Continuity of care. An interprofessional process that includes healthcare consumers, families, and other stakeholders in the development of a coor­ dinated plan of care. This process facilitates the patient’s transition between settings and healthcare providers, based on changing needs and available resources.

Cultural knowledge. The concepts and language of an ethnic or social group used to describe their health-related values, beliefs, and traditional prac­ tices, as well as the etiologies of their conditions, preferred treatments, and any contraindications for treatments or pharmacological interventions. Historical events, such as war-related migration, oppression, and structural discrimination are also included, when relevant.

Cultural skills. The integration of cultural knowledge and expertise into practice when assessing, communicating with, and providing care for members of a racial, ethnic or social group.

Delegation. The transfer of responsibility for the performance of a task from one individual to another while retaining accountability for the outcome. Example: The RN, in delegating a task to an assistive individual, transfers the responsibility for the performance of the task but retains professional account­ ability for the overall care.

Diagnosis. A clinical judgment about the healthcare consumers’ response to actual or potential health conditions or needs. The diagnosis provides the basis for determination of a plan to achieve expected outcomes. Registered nurses utilize nursing and medical diagnoses depending upon educational and clinical preparation and legal authority.

Glossary •  Nursing: Scope and Standards of Practice, 3rd Ed. •  87    

Ecosystem. A system, or a group of interconnected elements, formed by the interaction of a community of organisms with their environment.

Environment. The surrounding habitat, context, milieu, conditions, and atmosphere in which all living systems participate and interact. It includes the physical habitat as well as cultural, psychological, social, and historical influ­ ences. It includes both the external physical space as well as an individual’s internal physical, mental, emotional, social, and spiritual experience (ANA & AHNA, 2013)

Environmental health. Aspects of human health, including quality of life, that are determined by physical, chemical, biological, social, and psychologi­ cal influences in the environment. It also refers to the theory and practice of assessing, correcting, controlling, and preventing those factors in the environ­ ment that can potentially adversely affect the health of present and future generations.

Evaluation. The process of determining the progress toward attainment of expected outcomes, including the effectiveness of care.

Evidence-based practice. A life-long problem-solving approach that inte­ grates the best evidence from well-designed research studies and evidence-based theories; clinical expertise and evidence from assessment of the health con­ sumer’s history and condition, as well as healthcare resources; and patient, family, group, community, and population preferences and values. When EBP is delivered in a context of caring, as well as an ecosystem or environment that supports it, the best clinical decisions are made to yield positive healthcare con­ sumer outcomes (Melnyk, Gallagher-Ford, Long, & Fineout-Overholt, 2014).

Expected outcomes. End results that are measurable, desirable, and observ­ able, and translate into observable behaviors.

Family. Family of origin or significant others as identified by the healthcare consumer.

Graduate-level prepared registered nurse. A registered nurse prepared at the master’s or doctoral educational level who has advanced knowledge, skills, abilities, and judgment; functions in an advanced level as designated by elements of his or her position; and is not required to have additional regula­ tory oversight.

Health. An experience that is often expressed in terms of wellness and ill­ ness, and may occur in the presence or absence of disease or injury.

88 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Glossary    

Healthcare consumer. The person, client, family, group, community, or population who is the focus of attention and to whom the registered nurse is providing services as sanctioned by the state regulatory bodies.

Healthcare providers. Individuals with special expertise who provide health­ care services or assistance to patients. They may include nurses, physicians, psychologists, social workers, nutritionist/dietitians, and various therapists.

Holistic care. The integration of body-mind-emotion-spirit-sexual-cultural­ social-energetic-environmental principles and modalities to promote health, increase well-being, and actualize human potential.

Illness. The subjective experience of discomfort, disharmony, or imbalance. Not synonymous with disease.

Implementation. Activities such as teaching, monitoring, providing, counsel­ ing, delegating, and coordinating.

Information. Data that are interpreted, organized, or structured.

Interprofessional. Reliant on the overlapping knowledge, skills, and abilities of each professional team member. This can drive synergistic effects by which outcomes are enhanced and become more comprehensive than a simple aggre­ gation of the individual efforts of the team members.

Interprofessional collaboration. Integrated enactment of knowledge, skills, and values and attitudes that define working together across the professions, with other healthcare workers, and with patients, along with families and com­ munities, as appropriate to improve health outcomes (IECEP, 2011).

Nursing. The protection, promotion, and optimization of health and abilities, prevention of illness and injury, facilitation of healing, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, groups, communities, and populations.

Nursing practice. The collective professional activities of nurses charac­ terized by the interrelations of human responses, theory application, nursing actions, and outcomes.

Nursing process. A critical thinking model used by nurses that is represented as the integration of the singular, concurrent actions of these six components: assessment, diagnosis, identification of outcomes, planning, implementation, and evaluation.

Patient. See Healthcare consumer

Glossary •  Nursing: Scope and Standards of Practice, 3rd Ed. •  89    

Peer review. A collegial, systematic, and periodic process by which regis­ tered nurses are held accountable for practice and which fosters the refinement of one’s knowledge, skills, and decision-making at all levels and in all areas of practice.

Plan. A comprehensive outline of the components that need to be addressed to attain expected outcomes.

Quality. The degree to which health services for patients, families, groups, communities, or populations increase the likelihood of desired outcomes and are consistent with current professional knowledge.

Registered nurse (RN). An individual registered or licensed by a state, com­ monwealth, territory, government, or other regulatory body to practice as a registered nurse.

Scope of Nursing Practice. The description of the who, what, where, when, why, and how of nursing practice that addresses the range of nursing practice activities common to all registered nurses. When considered in conjunction with the Standards of Professional Nursing Practice and the Code of Ethics for Nurses, comprehensively describes the competent level of nursing common to all registered nurses.

Standards. Authoritative statements defined and promoted by the profession by which the quality of practice, service, or education can be evaluated.

Standards of Professional Nursing Practice. Authoritative statements of the duties that all registered nurses, regardless of role, population, or specialty, are expected to perform competently.

Standards of Practice. Standards that describe a competent level of nursing care as demonstrated by the nursing process. See also Nursing process.

Standards of Professional Performance. Standards that describe a com­ petent level of behavior in the professional role.

Wellness. Integrated, congruent functioning aimed toward reaching one’s highest potential (AHNA, 2013).

Worldview. The way people look out at their universe and form a picture or value about their lives and the world around them (Leininger, 1995, p. 105). “Worldview includes one’s relationship with nature, moral and ethical rea­ soning, social relationships, and magico-religious beliefs” (Purnell & Paulanka, 1998, p.3), among others.

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Appendix C •  Nursing: Scope and Standards of Practice, 3rd Ed. •  213    

Appendix C ANA Position Statement: Professional Role Competence (2014)

On November 12, 2014, the American Nurses Association Board of Directors affirmed the ANA position statement on professional role competency that is produced on the next eight pages, with the following contextual statement:

The public has a right to expect registered nurses to demonstrate professional competence throughout their careers. ANA believes the registered nurse is individually responsible and accountable for maintaining professional competence. The ANA further believes that it is the nursing profession’s responsibility to shape and guide any process for assuring nurse competence. Regulatory agencies define minimal standards for regulation of practice to protect the public. The employer is responsible and accountable to provide an environ­ ment conducive to competent practice. Assurance of competence is the shared responsibility of the profession, individual nurses, profes­ sional organizations, credentialing and certification entities, regula­ tory agencies, employers, and other key stakeholders.

Source: http://www.nursingworld.org/MainMenuCategories/Policy-Advocacy/Positions-and­ Resolutions/ANAPositionStatements/Position-Statements-Alphabetically/Professional-Role­ Competence.html

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Appendix D •  Nursing: Scope and Standards of Practice, 3rd Ed. •  223    

Appendix D The Development of Essential Nursing Documents and Professional Nursing

The American Nurses Association has long been instrumental in the develop­ ment of three essential documents for professional nursing: its code of ethics, its scope and standards of practice, and its statement of social policy. Each document contributes to further understanding the context of nursing practice at the time of publication and reflects the history of the evolution of the nursing profession in the United States.

Advancing communication technologies have expanded the revision process to permit ever-increasing numbers of registered nurses to contribute to the open dialogue and review activities. This ensures that the final published ver­ sions not only codify the consensus of the profession at the time of publication, but also reflect the experiences of those working in the profession at all levels and in all settings.

A Timeline of Development

1859 Florence Nightingale publishes Notes on Nursing: What It Is and What It Is Not.

1896 The Nurses’ Associated Alumnae of the United States and Canada is founded. Later to become the American Nurses Association (ANA), its first purpose is to establish and maintain a code of ethics.

1940 A “Tentative Code” is published in The American Journal of Nursing, although never formally adopted.

1950 Code for Professional Nurses, in the form of 17 provisions that are a substantive revision of the “Tentative Code” of 1940, is unanimously accepted by the ANA House of Delegates.

1952 Nursing Research publishes its premiere issue.

1956 Code for Professional Nurses is amended.

1960 Code for Professional Nurses is revised.

224 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Appendix D    

1968 Code for Professional Nurses is substantively revised, condensing the 17 provisions of the 1960 Code into 10 provisions.

1973 ANA publishes its first Standards of Nursing Practice.

1976 ANA publishes Standards of Gerontological Nursing Practice, its first such publication for a nursing specialty practice.

1976 The Code of Ethics for Nurses with Interpretive Statements, a modification of the provisions and interpretive statements, is published as eleven provisions.

1980 ANA publishes Nursing: A Social Policy Statement.

1985 The National Institutes of Health organizes the National Center for Nursing Research.

ANA publishes Titling for Licensure.

The Code of Ethics for Nurses with Interpretive Statements retains the provisions of the 1976 version and includes revised interpretive statements.

The ANA House of Delegates forms a task force to formally document the scope of practice for nursing.

1987 ANA publishes The Scope of Nursing Practice.

1990 The ANA House of Delegates forms a task force to revise the 1973 Standards of Nursing Practice.

1991 ANA publishes Standards of Clinical Nursing Practice.

1995 ANA publishes Nursing’s Social Policy Statement.

1995 The Congress of Nursing Practice directs the Committee on Nursing Practice Standards and Guidelines to establish a process for periodic review and revision of nursing standards.

1996 ANA publishes Scope and Standards of Advanced Practice Registered Nursing.

1998 ANA publishes Standards of Clinical Nursing Practice, 2nd Edition (also known as the Clinical Standards).

2001 The Code of Ethics for Nurses with Interpretive Statements, a modification of the eleven 1976 provisions and the 1985 interpretive statements, is accepted as nine provisions by the ANA House of Delegates in July and published in September.

ANA publishes Bill of Rights for Registered Nurses.

Appendix D •  Nursing: Scope and Standards of Practice, 3rd Ed. •  225    

2002 ANA publishes Nursing’s Agenda for the Future: A Call to the Nation.

2003 ANA publishes Nursing’s Social Policy Statement, 2nd Edition.

2004 ANA publishes Nursing: Scope and Standards of Practice.

2008 The APRN Consensus Model is published by the APRN Consensus Work Group and APRN Joint Dialogue Group.

ANA publishes Professional Role Competence Position Statement.

ANA publishes Specialization and Credentialing in Nursing Revisited: Understanding the Issues, Advancing the Profession.

2010 ANA publishes Nursing’s Social Policy Statement: The Essence of the Profession.

ANA publishes Nursing: Scope and Standards of Practice, 2nd Edition.

2014 The Code of Ethics for Nurses with Interpretive Statements, a modification of the nine provisions and their interpretive statements of 2001, is approved by the ANA Board of Directors (November).

2015 ANA publishes Code of Ethics for Nurses with Interpretive Statements.

ANA publishes Nursing: Scope and Standards of Practice, 3rd Edition.

Appendix E Selected Nurse Theorists

Theorist Model/Theory

Anne Boykin & Savina Schoenhofer Nursing as Caring Theory

Barbara Dossey Theory of Integral Nursing

Joanne Duffy Quality Caring Model

Helen Erickson, Evelyn Tomlin & Mary Ann Swains

Modeling and Role Modeling

Dorothy Johnson Behavioral System Model

Imogene King Theory of Goal Attainment

Katherine Kolcaba Comfort Theory

Madeleine Leininger Theory of Culture Care Diversity and Universality

Myra Levine Conservation Model

Rozzano Locsin Technological Competency as Caring and the Practice of Knowing Persons in Nursing

Merle H. Mishel Uncertainty in Illness Theory

Betty Neuman Neuman Systems Model

Margaret Newman Health as Expanding Consciousness

Florence Nightingale Environmental Model of Nursing

Ida Jean Orlando (Pelletier) Nursing Process Theory

Dorothy Orem Self-Care Deficit Theory

Rosemary Rizzo Parse Humanbecoming School of Thought

Josephine Paterson & Loretta Zderad

Humanistic Nursing Theory

Hildegard Peplau Theory of Interpersonal Relations

(continued)

Appendix E •  Nursing: Scope and Standards of Practice, 3rd Ed. •  227

Theorist Model/Theory

Marilyn Ann Ray Theory of Bureaucratic Caring

Pamela Reed Theory of Self-Transcendence

Martha E. Rogers Science of Unitary Human Beings

Sister Callista Roy Roy Adaptation Model

Marlaine Smith Theory of Unitary Caring

Mary Jane Smith & Patricia Liehr Story Theory

Kristen Swanson Theory of Caring

Jean Watson Theory of Human Caring and Caring Science

228 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Appendix E

Appendix F •  Nursing: Scope and Standards of Practice, 3rd Ed. •  229    

Appendix F Culturally Congruent Practice Resources

Diversity and Cultural Competency Resources

American Association of Colleges in Nursing: Cultural Competency in Nursing Education http://www.aacn.nche.edu/education-resources/cultural-competency

Transcultural Nursing Standards of Practice

http://www.tcns.org/TCNStandardsofPractice.html

Specialty Nursing Organizations and Related Groups

American Assembly of Men in Nursing http://aamn.org

Asian American/Pacific Islander Nurses Association http://www.aapina.org

Association of Black Nursing Faculty http://www.abnf.net

Health Professions for Diversity Coalition http://www.hpd-coalition.org

National Alaska Native American Indian Nurses Association http://www.nanainanurses.org

National American Arab Nurses Association https://n-aana.org/Index.asp

National Association of Hispanic Nurses http://www.thehispanicnurses.org

National Black Nurses Association http://www.nbna.org

230 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Appendix F    

National Coalition of Ethnic Minority Nursing Associations (NCEMNA) http://www.ncemna.org

Philippine Nurses Association of America http://www.philippinenursesaa.org

Sullivan Alliance to Transform America’s Health Profession http://www.jointcenter.org/new_site/sullivan.htm

Bibliography for Additional Sources on Culturally Congruent Care Common search terms to use on sites below include health disparities, cultural competence, CLAS standards, racial and ethnic disparities, and diversity.

Agency for Healthcare Research and Quality (2014). National Healthcare Quality & Disparities Report, pp. 8–10 http://www.ahrq.gov/research/findings/nhqrdr/nhqdr14/index.html

American Association of Colleges of Nursing www.aacn.nche.edu/qsen/workshop-details/.../KD-PCC-Toolkit.pdf

Association of American Colleges and Universities http://www.aacu.org/american_commitments/curr_fac_dev_network.cfm

American Association of Medical Colleges. “Tools for Assessing Cultural Competence Training” https://www.aamc.org/initiatives/tacct/

American Hospital Association http://www.aha.org/search?q=cultural+competence&site=redesign_aha_org|HPOE

Assessment tools for cultural competency http://www.transculturalcare.net

Center for Cross-Cultural Health http://www.crosshealth.com/ccch/whatwedo.html http://www.crosshealth.com/ccch/publications.html

Center for Disease Control (CDC) Prevention Research Center Program http://www.cdc.gov/prc/about-prc-program/index.htm

Center for Human Diversity http://www.centerforhumandiversity.org/

Cross Cultural Health Care Program http://xculture.org

Appendix F •  Nursing: Scope and Standards of Practice, 3rd Ed. •  231    

Cultural Case Studies. Fanlight Productions http://www.fanlight.com/catalog/films/912_wa.php

DiversityRX http://diversityrx.org

Health Sciences Library (Search for cultural competence) http://libweb.lib.buffalo.edu/ (Highlights resources that help nursing faculty and other interested pro­ fessionals incorporate cultural competence skills into nursing curricula and practice.)

Institute of Medicine (IOM). Report on Racial & Ethnic Disparities https://www.iom.edu/Reports/2002/Unequal-Treatment­ Confronting-Racial-and-Ethnic-Disparities-in-Health-Care.aspx

International Council of Nurses (ICN) http://icn.ch/index.html

The Joint Commission (Search for CLAS standards, cultural competence) www.jointcommission.org

The Joint Commission International www.jointcommissioninternational.org

Kaiser Permanente (Search for diversity programs, language services, etc.) http://www.kaiserpermanente.org

Mayo Clinic, Office of Diversity http://www.mayoclinic.org

National Center for Cultural Competence. Georgetown University http://www.georgetown.edu

National Center on Minority Health and Health Disparities (NCMHD) www.ncmhd.nih.gov/

National Coalition of Ethnic Minority Nurse Associations (NCEMNA) www.ncemna.org

National Consortium for Multicultural Education for Health Professionals http://culturalmeded.stanford.edu/teaching/publications.html http://culturalmeded.stanford.edu/teaching/culturalcompetency.html

National Institute of Health (NIH) (Search for health disparities) http://www.nih.gov

National Institute of Minority Health. (U.S. Department of Health and Human Services) http://www.nih.gov/about/almanac/organization/NIMHD.htm

232 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Appendix F    

National Library of Medicine (PubMed, Medline Plus, etc.) http://nlm.nih.gov

National Quality Form. National Quality Forum (NQF) http://www.qualityforum.org

Healthcare disparities and cultural competency http://www.qualityforum.org/projects/Healthcare_Disparities_and_ Cultural_Competency.aspx#t=2&s=&p=

RAND Health: Survey Tools http://www.rand.org/health/surveys_tools.html

The California Endowment www.calendow.org

Principles and Recommended Standards for Cultural Competence Education of Health Care Professionals http://www.diversityrx.org/resources/principles-and-recommended- standards-cultural-competence-education-health-care-professiona

Think Cultural Health http://www.thinkculturalhealth.hhs.gov

Transcultural Nursing Society. Links to transcultural nursing theories and models http://www.tcns.org

United Nations (UN) www.un.org

United States Agency for International Development (USAID) http://www.usaid.gov

U.S. Department of Health and Human Services, Agency for Healthcare Research and Quality http://www.ahrq/gov/

U.S. Department of Health and Human Services, Health Resources and Services Administration (HRSA). Culture, Language and Health Literacy http://www.hrsa.gov/culturalcompetence/index.html

U.S. Department of Health and Human Services. Office of Disease Prevention and Health Promotion. Healthy People 2020, November 2010 http://www.healthypeople.gov/2020/about/DisparitiesAbout.aspx

U.S. Department of Health and Human Services, Office of Minority Health http://minorityhealth.hhs.gov

Appendix F •  Nursing: Scope and Standards of Practice, 3rd Ed. •  233    

U.S. Department of Health and Human Services. Center for Linguistic and Cultural Competency in Health Care http://minorityhealth.hhs.gov/omh/browse.aspx?lvl=2&lvlid=34

U.S. Department of Health and Human Services. National Standards for Culturally and Linguistically Appropriate Services (CLAS) http://minorityhealth.hhs.gov/omh/browse.aspx?lvl=2&lvlid=53

World Health Organization (WHO). (Search for cultural competency, health disparities) http://who.int

Index •  Nursing: Scope and Standards of Practice, 3rd Ed. •  235    

Index

Note: Entries designated with [2010] indicates content from Nursing: Scope and Standards of Practice, 2nd Edition. That information is not current, and is of historical value only.

A acculturation, definition of 85 advanced practice registered nurses

(APRNs) advanced practice competencies

involving 56 advanced practice roles 42,

42–43 APRN Consensus Model 38 certified nurse midwives

(CNMs) 42 certified nurse practitioners

(CNPs) 42 certified registered nurse

anesthetists (CRNAs) 42 clinical nurse specialists

(CNSs) 42 competencies involving 54, 56,

60, 62, 64, 65, 66, 70, 72, 73, 75, 77, 80, 83, 84

definition of 2, 85 educational programs for 42–43 licensure, accreditation,

certification, and education (LACE) 42

roles of [2010] 125–126 types of 2–3

advocacy 33 definition of 20

individual level 20 interpersonal level 20 nursing practice and 20 organization and community

level 20 policy level 20

Affordable Care Act 30 Agency for Healthcare Research and

Quality (AHRQ) 28 American Association of Critical-

Care Nurses 26–27 American Holistic Nurses

Association (AHNA) 26 American Journal of Nursing 17, 38 American Nurses Association

(ANA) 1, 22, 23, 35, 213, 223 developing scope and standards 1 essential nursing documents,

development timeline of 223–226

position statement on competence 213–222

support for professional competencies 45

American Nurses Credentialing Center (ANCC) 24

The Magnet Recognition Program 24

236 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Index    

American Nurses Credentialing Center (continued)

Pathway to Excellence Program 25

Andrews/Boyle Transcultural Interprofessional Practice Model (TIP) 31

ASKED (Awareness, Skill, Knowledge, Encounters, Desire) 32

assessment competencies involving 53–54,

54, 56, 57, 60 definition of 85 parameters 53 Standards of Practice 4, 53–54 Standards of Practice

[2010] 139–140 assessment data, competencies

involving 55, 66 autonomy, definition of 85

B baby boomers 48–49 Bureau of Labor Statistics (BLS) 39

employment projections 46

C care coordination 9, 28–29. See

also coordination of care caregiver, definition of 85 care giving. See also nursing care

cultural components of 13 definition of 11, 12 interventions and 12 nursing practice and 7–8, 11–12 team-based 28 theory and science of 12 transcultural literacy and 13

care studies 17

caring, definition of 85 holistic 88

Certified Nurse Midwives (CNMs) 2, 3, 40, 42

Certified Nurse Practitioners (CNPs) 3, 42

Certified Registered Nurse Anesthetists (CRNAs) 2, 3, 40, 42

Clinical Nurse Specialists (CNSs) 3, 42

clinical research 17. See also nursing research

Code of Ethics for Nurses with Interpretive Statements xi, 10, 22, 35, 36–37, 67, 81, 86, 224, 225

competencies for 35 provisions of 36–37

code of ethics (nursing), definition of 86

collaboration competencies involving 57, 61,

62, 63, 65, 66, 68, 73, 74, 78, 79

definition of 86 interprofessional 9 Standards of Professional

Performance and 5, 73–74 Standards of Professional

Performance and [2010] 164–165

communication competencies involving 53, 55,

61, 62, 65, 69, 71, 74, 75, 84 Standards of Professional

Performance and 5, 71–72 Standards of Professional

Performance and [2010] 161 competence in nursing practice

ANA position statement on 213–221

evaluation of 45

Index •  Nursing: Scope and Standards of Practice, 3rd Ed. •  237    

competencies for nursing practice 9–10, 43–45, 49–50. See also competencies for nursing standards

evidence-based 18, 18–19 range of needed by nursing

students 47 competencies for nursing

standards 6, 51. See also advanced practice registered nurses; graduate-level prepared registered nurses; See also competencies for nursing practice; See also each standard in Standards of Practice; Standards of Professional Performance

advanced practice registered nurses (APRNs) 54, 56, 60, 62, 64, 65, 66, 70, 72, 73, 75, 77, 80, 83, 84

assessment 53, 54, 56, 57, 60, 66

assessment data 55 collaboration 57, 61, 62, 63, 65,

66, 68, 73, 74, 78, 79 communication 53, 55, 61, 62,

65, 69, 71, 74, 75, 84 coordination of care 57, 63 cultural components of care 53,

54, 55, 57, 58, 61, 62, 65, 68, 71, 79

cultural issues 57 data and information in nursing

practice 55, 61, 64, 66, 67, 79, 80

diagnosis 54, 55, 57, 59, 60, 66, 80

education 69, 70, 73, 76 environmental health 84 ethics 54, 57, 58, 62, 77, 78, 81 evaluation 57, 65, 66, 70, 78,

79, 80, 82 evidence-based practice and

research 54, 57, 59, 60, 61, 65, 70, 77, 79, 80

expected outcomes 55, 57 graduate-level prepared registered

nurses 54, 55, 57, 60, 61, 63, 65, 66, 70, 72, 73, 75, 77, 79, 80, 82, 84

health teaching and health promotion 65

implementation 61 leadership 75 outcomes identification 57 planning 55, 59, 61, 63, 65, 66,

70, 73, 74, 79 prescriptive authority 62 professional practice

evaluation 81 quality issues 57, 62, 65, 68, 73,

74, 75, 77, 82 quality of practice 79 resource utilization 82 self-care in nursing practice 63, 68 self-evaluation 81 self-reflection 68, 76, 81 tests and procedures 54

competency, definition of 44, 86 Consensus Model for APRN

Regulation: Licensure, Accreditation, Certification, and Education 42

consultation and Standards of Practice and [2010] 150

continuity of care, definition of 86 continuous quality improvement 9 coordination of care. See also care

coordination competencies involving 57, 63 Standards of Practice and 4,

63–64 Standards of Practice and

[2010] 147 Core Competencies for Basic Midwifery

Practice 42 Core Practice Doctorate Clinical Nurse

Specialist (CNS) Competencies 43 credentialing 41

238 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Index    

Criteria for Programmatic Accreditation 42

critical thinking 6–7, 13. See also nursing process

Crossing the Quality Chasm: A New Health System for the 21st Century 29

cultural components of care 13–14. See also culturally congruent practice

competencies involving 53, 54, 55, 57, 58, 61, 62, 65, 68, 71, 79

cultural issues and competencies for nursing standards 57

cultural knowledge, definition of 86 culturally congruent practice 9,

31–33 competencies involving 69 diversity and cultural competency

resources 229 implementation tools and guides

for 32–33 resources for 229–233 specialty nursing

organizations 229–230 Standards of Professional

Performance 5, 69–70 theories and models 31 transcultural nursing standards of

practice 229 cultural skills, definition of 86 Culture Care Diversity and

Universality 31

D data and evaluation 66 data and information in nursing

practice, competencies involving 53, 55, 61, 64, 66, 67, 79, 80

delegation, definition of 86 Department of Veterans Affairs 40

diagnosis 62 competencies involving 54, 55,

57, 59, 60, 66, 80 definition of 86 differential 56 expected outcomes and 86 Standards of Practice and 4,

55–56 Standards of Practice and

[2010] 141 differential diagnosis 56 diversity and cultural competency

resources 229 Domains and Core Competencies of

Nurse Practitioner Practice 43

E ecosystem, definition of 87 education

advanced nursing titles 38 competencies involving 69, 70,

73, 76 interdisciplinary 47–48 interprofessional 47 nurses profression in [2010] 127 nursing and 41, 47–48 nursing curricula design 47 nursing graduate program at

Columbia University 38 registered nurses (RNs) and 32 specialization for nurses 37 Standards of Professional

Performance and 5, 76 Standards of Professional

Performance and [2010] 156–157

environmental health competencies involving 84 definition of 87 Standards of Professional

Performance and 6, 84 environment, definition of 87 epidemiologic models 18

Index •  Nursing: Scope and Standards of Practice, 3rd Ed. •  239    

ethical characteristics of the professional nurse 36

ethical conduct of research and nursing practice 10

ethics competencies involving 54, 57,

58, 62, 67, 77, 78, 81 Standards of Professional

Performance and 5, 67–68 Standards of Professional

Performance and [2010] 154–155

evaluation. See also profesional practice evaluation

competencies involving 57, 65, 66, 70, 78, 79, 80, 82

data and 66 definition of 87 expected outcomes and 87 Standards of Practice and 5, 66 Standards of Practice and

[2010] 152–153 evidence-based competencies

cost measures and 18 outcome measurement and 18

evidence-based practice and research. See also nursing research; clinical research

competencies involving 54, 57, 59, 60, 61, 65, 70, 77, 79, 80

Standards of Professional Performance and 77–78

Standards of Professional Performance and [2010] 158

evidence-based practice (EBP) 9, 17, 18. See also evidence-based practice and research

definition of 87 framework for 18–19 Standard of Professional

Performance and 6 translational research and 19–20

evidence-based practice (EBP) [2010] 122–124

expected outcomes 57 competencies involving 55, 57 definition of 87 diagnosis and 86 evaluation and 87 outcomes identification and 57 planning and 89

F family, definition of 87 fatigue and nursing 22–23 Federation of State Medical

Boards 28 Forming, Storming, Norming,

Performing Model 28 The Future of Nursing 30 Future of Nursing Campaign 30

G Giger & Davidhizar’s Transcultural

Assessment Model 32 graduate-level prepared registered

nurses competencies involving 54, 55,

57, 60, 61, 63, 65, 66, 70, 72, 73, 75, 77, 79, 80, 82, 84

definition of 2, 87

H healing 11 health

definition of 87 nursing practice and 7–8 social determinants of 30

health care 31 expectations of millennial

generation 48 pressure to cut expenses

of 48–49 reformation of 45 team-based improvement

of 29–31

240 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Index    

healthcare consumer-centered approach 9

healthcare consumer-centered practice 9

healthcare consumers 2, 8 definition of 2, 88

healthcare home 46 healthcare professionals, core

compentencies of 9–10 healthcare providers, definition

of 88 healthcare services, framework for

change in 29 health teaching and health

promotion competencies involving 65 Standards of Practice and 4, 65

The HEALTH Traditions Model 32 Healthy Nurse

constructs 23–24 authority to advocate 24 calling to care 24 opportunity to role

model 24 priority to self-care 24 responsibility to educate 24

framework 23–24 Healthy People 2020 30, 49, 53

assessment parameters 53 healthy work environments 21

American Association of Critical- Care Nurses 26

American Nurses Association (ANA) and 23–24

appropriate staffing 26 authentic leadership 26 constructs for 23–24 core values and 26 effective decision-making 26 factors influencing 21 healthy nurse framework 23–24 meaningful recognition 26 optimal domains for 27–28

optimal staffing for 23–24 Pathway to Excellence

Program 25 Safe Patient Handling and Mobility

(SPHM) 22 Samueli Institute 27 skilled communication in 26 standards for establishing and

maintaining 26–27 supports for 23–27 true collaboration and 26

heath teaching and health promotion Standards of Practice

[2010] 148–149 Standards of Practice and

[2010] 148–149 Henry Street Settlement House 38 holistic approach 11–12, 16

core values of 26 nursing process and 9

holistic care, definition of 88 Holistic Nursing: Scope and Standards

of Practice 26 hotspotting 49–50 human caring. See care giving Human Caring Science Theory 11

I illness, definition of 88 implementation

competencies involving 61 holistic definition of 88 planning of 61–62 Standards of Practice and 4,

61–62 Standards of Practice and

[2010] 145–146 incivility. See workplace violence individualization of nursing

practice 8 informatics 9 information, definition of 88

Index •  Nursing: Scope and Standards of Practice, 3rd Ed. •  241    

Institute of Medicine (IOM) 28 nurse participation in 30

interdisciplinary education 47–48 interprofessional

collaboration 9 definition of 88

collaborative practice domains 27 competency, definition of 27 definition of 88 education 47 teams 27–28, 32, 46

interventions 12

J Jeffreys’s Cultural Competence and

Confidence (CCC) Model 32

K Keeping Patients Safe: Transforming the

Work Environment of Nurses 29 knowledge translation

cost analysis and 19 plans 19 synonyms of 19

L leadership

competencies involving 75 Standards of Professional

Performance and 5, 75 Standards of Professional

Performance and [2010] 162–163

licensure. See registered nurses (RNs), licensure of

licensure, accreditation, certification, and education (LACE) 42

M The Magnet Recognition

Program 24

empirical outcomes 25 exemplary professional

practice 24 model components of 24–25 new knowledge, innovation, and

improvements 24 structural empowerment 24 transformational leadership 24

Massachusetts Institute of Technology (MIT) 28

Medicaid Expansion 30 medical home 46 millennial generation, health care

expectations of 48 Model of Professional Nursing

Practice Regulation 33–36 models

Andrews/Boyle Transcultural Interprofessional Practice Model (TIP) 31

Culture Care Diversity and Universality 31

Giger & Davidhizar’s Transcultural Assessment Model 32

The HEALTH Traditions Model 32

Jeffreys’s Cultural Competence and Confidence (CCC) 32

The Process of Cultural Competence in the Delivery of Health Services 31

professional nursing practice regulation 33–36

Purnell Model for Cultural Competence 32

N National Academy of Sciences 29 National Association of Boards of

Pharmacy 28 National Center for Nursing

Research 17

242 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Index    

National Council Licensure Examination for Registered Nurses (NCLEX-RN) 41

National Council of State Boards of Nursing 28, 35, 39

National Institute for Occupational Safety and Health (NIOSH) 22

National Institutes of Health 17 National Sample Survey of

Registered Nurses 39 Nightingale, Florance 17, 35, 96

epidemiologic models influenced by 18

nurse attorneys 21 leaders 29 theorists 17, 227–228

nurse practice acts 35, 36, 61 nurse practitioners (NPs) 40 nursing. See also nursing practice

advanced titles for 38 advocacy 7, 20, 33 art of 11–12 art of [2010] 130 care coordination and 9 care studies and 17 caring relationships 12 clinical research and 17 commitment to the profession

[2010] 133 creating a sustainable

workforce 46–47 credentialing 41 culturally congruent practice 31 definition of 1, 7, 49, 88 definition of [2010] 108 demand for 40 development of essential nursing

documents 223–226 education 30, 38 employment projections for 40,

46–47 ethical characteristics of 36

evidence-based practice (EBP) 17, 18, 19–20

external influences on 31 fatigue and 22–23 focuses 7 holistic approach

actions of 16 transcultural literacy

and 13 the how of 9 inclusion of “facilitation of healing”

and “groups” 1 integrating science and art of 6–7 integrating science and art of

[2010] 129–130 interprofessional collaboration

and 9 objectives 31 optimal staffing and 23–24 organizations 229–230 outcome measures and 19 patients and 11 practice areas 39–40 professional education

requirements for 37 professional practice

boundaries 32–33 prospectively 16 responsibilities to society 10 retrospective circumstances

and 16–17 roles in reformed and restructured

care delivery system 46–47 safe work environment and 22 science of 13 science of [2010] 129 social contract with society 10 societal and ethical dimensions of

[2010] 131 specialization 37–38, 38–39 specialty practice in

[2010] 124–125 teams 28–30 technology advances and 48 theorists 227–228

Index •  Nursing: Scope and Standards of Practice, 3rd Ed. •  243    

nursing (continued) theory 17, 36 timing for 16–17 traditional strengths of 28–29 transcultural standards of

practice 229 trends and issues

[2010] 133–136 ways of knowing and 17 when it occurs 16–17 workplace violence and 22

Nursing: A Social Policy Statement 10. See also Nursing’s Social Policy Statement

nursing care and registered nurses (RNs) 33–34

nursing education 17–19, 47–48. See also education

continuous learning 41 credentialing 41 curricula design 47 specialization 41

nursing education [2010] 127 nursing knowledge 17

development of 17 Nursing Outcomes Classification 19 nursing practice

advocacy and 7, 20 and caring [2010] 132–133 caring and health 7–8, 11–12 and the Code of Ethics for

Nurses 10 compentancy in all healthcare

settings 49–50 compentence in [2010] 119–120 competencies

data and information 53 interprofessional 27–28 professional 43–44

critical thinking and 6–7 culturally congruent 9, 31 data and information

competencies and 55, 61, 64, 66, 67, 79, 80

definition of 2–3, 88 description of 2–3 description of [2010] 109 development and function of 3–4 environments for 19–21 epidemiologic models and 18 ethical conduct of research

and 10 evidence-based 9, 13, 17

competencies 18–19 knowledge 17

evidence-based practice (EBP) 18 evidence-based practice (EBP)

[2010] 122–124 healthcare consumer-centered

approach 9 healthcare consumers and 8 healthy work environments 21 healthy work environments

[2010] 112, 112–114 holistic consumer-centered care 7 individualization of 8 manner of 10 methods of 9–10

situation, background, assessment, recommendation (SBAR) 9–10

TeamSTEPPS 9–10 model of professional nursing

practice regulation of 33–36 policies and procudures

for 35 rules and regulations

governing 35 scope and standards

of practice, code of ethics, and specialty certification 35

self-determination in 35 nursing knowledge, development

of 17 optimal health outcomes 7 research and 19–20 science of 6–7

244 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Index    

nursing practice (continued) scope and standards of 1–3

definition of 89 self-care in 24, 27

competencies and 63, 68 self-reflection in 27, 68 settings 20 specialization of 37–38 standards of [2010] 116–118 team-based health care 28–30 tenents of [2010] 111–112 tenets of 7–9 transcultural standards of 229 virtual access to 20 where it occurs 19–21

nursing process 9–10 definition of 88 evidence-based competencies 18 evidence-based practice 13 holistic approach to 9 iterative nature of 18 Standard of Professional Nursing

Practice and 14 steps of 13

nursing process [2010] 110 nursing profession

components of 6–7 dilemmas facing 47–48

nursing research 17, 82. See also evidence-based practice and research

translation into practice 19–20 nursing research [2010] 122–124 nursing schools 16–18 Nursing: Scope and Standards of

Practice xi, 1, 26, 49, 81, 99, 225

Nursing: Scope and Standards of Practice [2010] 99–174

Nursing’s Social Policy Statement: The Essence of the Profession 1, 10, 175, 224, 225

Nursing’s Social Policy Statement: The Essence of the Profession [2010] 175–212

nursing standards competencies for 51 development and function of

[2010] 109 diagnosis competencies for 59,

60, 80 function of competencies in 6 function of competencies in

[2010] 109 significance of 51 significance of [2010] 138

O Occupational Employment Statistics

(OES) 39 Office of Personnel Management

(OPM) 40–41 optimal staffing 23–24

framework of models for 23–24 Organization for Economic

Cooperation and Development (OECD) 46–47

Organizing Framework and CNS Core Competencies 43

outcomes identification competencies involving 57 expected outcomes and 57 planning and 57 Standards of Practice and 4,

57–58 Standards of Practice and

[2010] 142

P Pathway to Excellence Program 25

practice standards of 25 patients and nurses 11. See

also healthcare consumer

Index •  Nursing: Scope and Standards of Practice, 3rd Ed. •  245    

patient care, team-based approach to 29

peer review, definition of 89 plan, definition of 89 planning

competencies involving 55, 59, 61, 63, 65, 66, 70, 73, 74, 79

expected outcomes and 89 implementation of 61–62 outcomes identification and 57 Standards of Practice and 4,

59–60 Standards of Practice and

[2010] 143–144 Population-focused Nurse Practitioner

Competencies 43 prescriptive authority

competencies involving 62 Standards of Practice and

[2010] 151 Principles for Nurse Staffing 23 The Process of Cultural Competence

in the Delivery of Health Services, Model 31

professional code of ethics. See also Code of Ethics for Nurses

registered nurses (RNs) and 33 professional licensure. See registered

nurses (RNs), licensure of professional competence in nursing

practice. See competence in nursing practice

professional nursing. See nursing professional nursing practice.

See nursing practice professional practice evaluation

competencies involving 81 Standards of Professional

Performance and 6, 81 Standards of Professional

Performance and [2010] 166 Professional Role Competence

(2014) 213–222

Purnell Model for Cultural Competence 32

Q quality

competencies involving 57 continuous improvement and 9 definition of 89

quality issues, competencies and 62, 65, 68, 73, 74, 75, 77, 82

Quality of Health Care in America Committee 29

quality of life 11, 31, 63 quality of practice

competencies involving 79 Standards of Professional

Performance and 6, 79–80 Standards of Professional

Performance and [2010] 159–160

R registered nurses (RNs) 3

advocacy and 20 care coordination and 9 and the Code of Ethics for

Nurses 10 core compentencies of

practice 9–10 credentialing 41 critical thinking and 6–7 culturally congruent practice 9 definition of 2, 89 determination of the total

supply 39 education and 32 evidence-based practice 9 graduate-level prepared, definition

of 87 graduate-level prepared

competencies and 54, 55, 57, 60, 61, 63, 65, 66, 70, 72, 73, 75, 77, 80, 82, 84

246 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Index    

registered nurses (continued) healthcare consumer-centered

approach 9 interprofessional collaboration

and 9 interprofessional teams 32 knowledge translation and 19 licensure, accreditation,

certification, and education (LACE) 42

licensure of 41–42 requirements 41

manner of practice 10 nursing care and 33–34 professional code of ethics and 33 professional competencies

for 43–44 projected job openings for 46–47

research. See nursing research; clinical research; evidence-based practice and research

resource utilization competencies involving 82 Standards of Professional

Performance and 6, 82–83 Standards of Professional

Performance and [2010] 167 retrospective circumstances 16–17 Robert Wood Johnson Foundation

(RWJF) 28

S Safe Patient Handling and Mobility

Interprofessional National Standards 22

safe patient handling and mobility (SPHM) 22

Samueli Institute 27 Scope of Nurse Anesthesia Practice 42 Scope of Nursing Practice 1, 3

definition of 2–3, 89 description of 2–3 development and function of 3–4

tenents of nursing practice and 7–9

self-care in nursing practice 24, 27 competencies involving 63, 68

self-determination 35, 36 self-evaluation, competencies

involving 81 self-reflection, competencies

involving 76, 81 self-reflection 27

competencies involving 68 situation, background, assessment,

recommendation (SBAR) 9–10 social accountable care

organization 49–50 social contract 10 social determinants of health 30 specialty practice in nursing 37–38

credentialing of 41 specialty practice in nursing

[2010] 124–125 staffing issues in nursing practice. See

also optimal staffing Standards for Accreditation of

Nurse Anesthesia Educational Programs 43

Standards for Nurse Anesthesia Practice 42

Standards for the Practice of Midwifery 43

Standards of Practice 1, 4–5, 13, 15, 26, 35, 42, 49, 53, 81

assessment 4, 6, 53–56 assessment [2010] 139–140 competent level of nursing practice

and 15 consultation [2010] 150 coordination of care 4, 63–64 coordination of care [2010] 147 definition of 89 diagnosis 4, 55–56 diagnosis [2010] 141

Index •  Nursing: Scope and Standards of Practice, 3rd Ed. •  247    

Standards of Practice (continued) evaluation 5, 66 evaluation [2010] 152–153 health teaching and health

promotion 4, 6, 65 heath teaching and health

promotion [2010] 148–149 implementation 4, 61, 61–62 implementation [2010] 145–146 outcomes identification 4, 57–58 outcomes identification

[2010] 142 planning 4, 59, 59–60 planning [2010] 143–144 prescriptive authority and

treatment [2010] 151 steps of nursing process and 13 tenets of nursing practice and 7–9

Standards of Practice for Nurse Practitioners 42

Standards of Professional Nursing Practice 1. See also Standards of Practice; See also Standards of Professional Performance

definition of 89 description of 3–4 nursing process and 14 significance of 51 tenets of nursing practice and 7–9

Standards of Professional Nursing Practice [2010] 116–118

Standards of Professional Performance 4, 5–6, 13, 15, 67

collaboration 5, 73–74 collaboration [2010] 164–165 communication 5, 71–72 communication [2010] 161 competent level of behavior in the

professional role and 15 culturally congruent practice 5,

69–70 definition of 89 education 5, 76

education [2010] 156–157 environmental health 6, 84 ethics 5, 67–68 ethics [2010] 154–155 evidence-based practice and

research 6, 77–78 evidence-based practice and

research [2010] 158 leadership 5, 75 leadership [2010] 162–163 professional practice evaluation 6,

81 professional practice evaluation

[2010] 166 quality of practice 6, 79–80 quality of practice

[2010] 159–160 resource utilization 6, 82–83 resource utilization [2010] 167

T team-based healthcare 28, 28–30 teams 28. See also interprofessional

communication patterns and 28 developmental stages of 28 interprofessional 46

technology and nursing 48 tests and procedures, nursing

standards competencies involving 54

theorists in nursing 227–228 To Err is Human: Building a Safer

Health System 29 transcultural

literacy 13 nursing standards of practice 229

translational research 19–20 Tri-Regulator Collaborative 28

U U.S. Bureau of Labor Statistics 40

248 •  Nursing: Scope and Standards of Practice, 3rd Ed. •  Index    

W work environments and technology 48. See also healthy Wald, Lillian 37 work environments wellness, definition of 89

workplace violence 22 WHO (World Health work teams. See teamsOrganization) 53 worldview, definition of 89 assessment parameters 53

ANA’s Standards of Professional Nursing Practice

The Standards of Practice describe a competent

level of nursing care as demonstrated by the critical

thinking model known as the nursing process.

The nursing process includes the components

of assessment, diagnosis, outcomes identification,

planning, implementation, and evaluation. Accordingly,

the nursing process encompasses significant

actions taken by registered nurses and forms the

foundation of the nurse’s decision-making.

Standards of Practice

Standard 1. Assessment The registered nurse collects pertinent data and information relative to the healthcare consumer’s health or the situation.

Standard 2. Diagnosis The registered nurse analyzes the assessment data to determine actual or potential diagnoses, problems, and issues.

Standard 3. Outcomes Identification The registered nurse identifies expected outcomes for a plan individualized to the healthcare consumer or the situation.

Standard 4. Planning The registered nurse develops a plan that prescribes strategies to attain expected, measurable outcomes.

Standard 5. Implementation The registered nurse implements the identified plan.

Standard 5A. Coordination of Care The registered nurse coordinates care delivery. Standard 5B. Health Teaching and Health Promotion The registered nurse employs strategies to promote health and a safe environment.

Standard 6. Evaluation The registered nurse evaluates progress toward attainment of goals and outcomes.

Source: American Nurses Association. (2015). Nursing: Scope and Standards of Practice (3rd ed.) (pp. 4–5). Silver Spring, MD: ANA.©2015 American Nurses Association

ANA’s Standards of Professional Nursing Practice

Standards of Professional Performance

Standard 7. Ethics The registered nurse practices ethically.

Standard 8. Culturally Congruent Practice The registered nurse practices in a manner that is congruent with cultural diversity and inclusion principles.

Standard 9. Communication The registered nurse communicates effectively in all areas of practice.

Standard 10. Collaboration The registered nurse collaborates with the healthcare consumer and other key stakeholders in the conduct of nursing practice.

Standard 11. Leadership The registered nurse leads within the professional practice setting and the profession.

Standard 12. Education The registered nurse seeks knowledge and competence that reflects current nursing practice and promotes futuristic thinking.

Standard 13. Evidence-based Practice and Research The registered nurse integrates evidence and research findings into practice.

Standard 14. Quality of Practice The registered nurse contributes to quality nursing practice.

Standard 15. Professional Practice Evaluation The registered nurse evaluates one’s own and others’ nursing practice.

Standard 16. Resource Utilization The registered nurse utilizes appropriate resources to plan, provide, and sustain evidence-based nursing services that are safe, effective, and fiscally responsible.

Standard 17. Environmental Health The registered nurse practices in an environmentally safe and healthy manner.

Source: American Nurses Association. (2015). Nursing: Scope and Standards of Practice (3rd ed.) (pp. 5–6). Silver Spring, MD: ANA.

The Standards of Professional Performance describe a competent level of behavior in the professional role, including activities related to ethics, culturally congruent practice, communication, collaboration, leadership, education, evidence-based practice and research, quality of practice, professional practice evaluation, resource utilization, and environmental health. All registered nurses are expected to engage in professional role activities, including leadership, appropriate to their education and position. Registered nurses are accountable for their professional actions to themselves, their healthcare consumers, their peers, and ultimately to society.

©2015 American Nurses Association

Scope and Standards of PracticeNursing

N u

rsin g: S

cope and Stan dards of P

ractice 3rd Edition

3rd Edition

Nursing Scope and Standards of Practice 3rd Edition

The premier resource for professional nursing practice, Nursing: Scope and Standards of Practice, 3rd Edition, is informed by the advances in health care and professional nursing today. This keystone publication contains 17 national standards of practice and

performance and their competencies. It describes the scope of nursing practice: the

who, what, where, when, why, and how of nursing practice activities.

Nursing: Scope and Standards of Practice informs and guides nursing practice and is often used as a reference for:

˩ Quality improvement initiatives.

˩ Certification and credentialing.

˩ Position descriptions and performance appraisals.

˩ Classroom teaching and in-service education programs.

˩ Members’ orientation programs and regulatory decision-making activities for

boards of nursing.

It also outlines key aspects of nursing’s professional role and practice for any level,

setting, population focus, specialty, and more!

In sum, Nursing Scope and Standards of Practice is an authoritative, detailed, and practical discussion of the competent level of nursing practice and professional

performance. It is a must-have for every registered nurse.

For more information or to order multiple copies, go to www.Nursebooks.org, call 1-800-637-0323 or scan the QR code.

8515 Georgia Avenue, Suite 400 Silver Spring, MD 20910-3492

1-800-274-4ANA (4262) www.Nursingworld.org

ISBN-13: 878-1-55810-620-8   SAN: 851-3481   10K  07/2015