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I need a substantive post regarding Role Development of the Advanced Practice Nurse. I attached part of chapter 4 for the writing with references. Please follow instructions carefully. Include references. thank you.

Professor instructions to follow:  

Is it at least 150 words in length?

Is it directly related to this week’s topics?

Are your observations supported by the ideas of outside experts (like the lectures, text, supplemental readings, or other published resources) ?

Are the ideas of outside experts properly cited in APA format?

Does it include a question to the class?

When you use the ideas of others, you must give credit through an in-text citation and a reference. Finally, any references must conform to the APA version 6 standard as described in the APA Sample Paper in CWE. 

What is it like to become an advanced practice nurse (APN)? Role development in advanced practice nursing is described here as a process that evolves over time. The process is more than socializing and taking on a new role. It involves transforming one’s professional identity and the progressive development of the seven core advanced practice competencies (see  Chapter 3 ). The scope of nursing practice has expanded and contracted in response to societal needs, political forces, and economic realities ( Levy, 1968 Safriet, 1992 ; see  Chapter 1 ). Historical evidence suggests that the expanded role of the 1970s was common nursing practice during the early 1900s ( DeMaio, 1979 ). However, the core of nursing is not defined by the tasks nurses perform. This task-oriented perspective is inadequate and disregards the complex nature of nursing.

In the current cost-constrained environment, the pressure to be cost-effective and to make an impact on outcomes is greater than ever, but studies have shown that the initial year of practice is one of transition ( Brown & Olshansky, 1998  Brykczynski, 2009  Kelly & Mathews, 2001 ) and an APN’s maximum potential may not be realized until after approximately 5 or more years in practice ( Cooper & Sparacino, 1990 ). This chapter explores the complex processes of APN role development, with the objectives of providing the following: (1) an understanding of related concepts and research; (2) anticipatory guidance for APN students; (3) role facilitation strategies for new APNs, APN preceptors, faculty, administrators, and interested colleagues; and (4) guidelines for continued role evolution. This chapter consolidates literature from all the APN specialties—including clinical nurse specialists (CNSs), nurse practitioners (NPs), certified nurse-midwives (CNMs), and certified registered nurse anesthetists (CRNAs)—to present a generic process relevant to all APN roles. Some of this literature is foundational to understanding issues of role development for all APN roles and, although dated, remains relevant. This chapter has been expanded to include international APN role development experiences.

The discussion is separated into (1) the educational component of APN role acquisition and (2) the occupational or work component of role implementation. This division in the process of role development is intended to clarify and distinguish the changes occurring during role transitions experienced during the educational period (role acquisition) and the changes occurring during the actual performance of the role after program completion (role implementation). Strategies for enhancing APN role development are described. The chapter concludes with summary comments and suggestions to facilitate future APN role development and evolution.

Perspectives on Advanced Practice Nurse Role Development

Professional role development is a dynamic ongoing process that, once begun, spans a lifetime. The concept of graduation as commencement, whereby one’s career begins on completion of a degree, is central to understanding the evolving nature of professional roles in response to personal, professional, and societal demands ( Gunn, 1998 ). Professional role development literature in nursing is abundant and complex, involving multiple component processes, including the following: (1) aspects of adult development; (2) development of clinical expertise; (3) modification of self-identity through initial socialization in school; (4) embodiment of ethical comportment ( Benner, Sutphen, Leonard, & Day, 2010 ); (5) development and integration of professional role components; and (6) subsequent resocialization in the work setting. Similar to socialization for other professional roles, such as those of attorney, physician, teacher, and social worker, the process of becoming an APN involves aspects of adult development and professional socialization. The professional socialization process in advanced practice nursing involves identification with and acquisition of the behaviors and attitudes of the advanced practice group to which one aspires ( Waugaman & Lu, 1999, p. 239 ). This includes learning the specialized language, skills, and knowledge of the particular APN group, internalizing its values and norms, and incorporating these into one’s professional nursing identity and other life roles ( Cohen, 1981 ).

Novice to Expert Skill Acquisition Model

Acquisition of knowledge and skill occurs in a progressive movement through the stages of performance from novice to expert, as described by  Dreyfus and Dreyfus (1986  2009 ), who studied diverse groups, including pilots, chess players, and adult learners of second languages. The skill acquisition model has broad applicability and can be used to understand many different skills better, ranging from playing a musical instrument to writing a research grant. The most widely known application of this model is  Benner’s (1984)  observational and interview study of clinical nursing practice situations from the perspective of new nurses and their preceptors in hospital nursing services. Although this study included several APNs, it did not specify a particular education level as a criterion for expertise. As noted in  Chapter 3 , there has been some confusion about this criterion. The skill acquisition model is a situation-based model, not a trait model. Therefore, the level of expertise is not an individual characteristic of a particular nurse but is a function of the nurse’s familiarity with a particular situation in combination with his or her educational background. This model could be used to study the level of expertise required for other aspects of advanced practice, including guidance and coaching, consultation, collaboration, evidence-based practice ethical decision making, and leadership (see  Brykczynski [2009]  for a detailed discussion of the Dreyfus model).

Figure 4-1  shows a typical APN role development pattern in terms of this skill acquisition model. A major implication of the novice to expert model for advanced practice nursing is the claim that even experts can be expected to perform at lower skill levels when they enter new situations or positions.  Hamric and Taylor’s report (1989)  that an experienced CNS starting a new position experiences the same role development phases as a new graduate, only over a shorter period, supports this claim.

The overall trajectory expected during APN role development is shown in  Figure 4-1 ; however, each APN experiences a unique pattern of role transitions and life transitions concurrently. For example, a professional nurse who functions as a mentor for new graduates may decide to pursue an advanced degree as an APN. As an APN graduate student, she or he will experience the challenges of acquiring a new role, the anxiety associated with learning new skills and practices, and the dependency of being a novice. At the same time, if this nurse continues to work as a registered nurse, his or her functioning in this work role will be at the competent, proficient, or expert level, depending on experience and the situation. On graduation, the new APN may experience a limbo period, during which the nurse is no longer a student and not yet an APN, while searching for a position and meeting certification requirements (see later). Once in a new APN position, this nurse may experience a return to the advanced beginner stage as he or she proceeds through the phases of role implementation. Even after making the transition to an APN role, progression in role implementation is not a linear process. As  Figure 4-1 indicates, there are discontinuities, with movement back and forth as the trajectory begins again. Years later, the APN may decide to pursue yet another APN role. The processes of role acquisition, role implementation, and novice to expert skill development will again be experienced—although altered and informed by previous experiences—as the postgraduate student acquires additional skills and knowledge. Role development involves multiple, dynamic, and situational processes, with each new undertaking being characterized by passage through earlier transitional phases and with some movement back and forth, horizontally or vertically, as different career options are pursued.

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