Education In Nursing and After Professional Licence
Post Licensure Degree Programs In Nursing Education
Level 1 core sub-competencies are also used in post licensure or degree completion, first professional programs. Because learners in these programs are already licensed registered nurses, the Level 1 sub-competencies build on knowledge and skills acquired in their initial nursing education program. Verification of prior competency achievement in some domains may result in a shorter time frame needed to prepare learners in these programs.
All learners in entry-level professional nursing education programs (pre licensure and post licensure [degree-completion] programs) will engage in direct patient care learning activities in all four spheres of care and across the lifespan.
Spheres of Care and Entry Level Professional Nursing Education
All entry level professional nurses need knowledge and proficiencies to practice across a variety of settings. Accordingly, curricula for entry-level professional nursing education prepare the learner for generalist practice across the lifespan and with diverse populations, focusing on four spheres of care: promotion of health and well being/disease prevention; chronic disease care; regenerative or restorative care; and hospice/palliative/supportive care.
Didactic, simulated, laboratory, and clinical learning experiences prepare nurses to practice in these diverse settings. Level 1 sub-competencies apply across the spheres of care, requiring learners to demonstrate competencies in multiple contexts and settings.
Demonstration of the Level 1 sub-competencies by the end of the program will enable the new professional nurse to practice as a generalist in any setting with diverse populations and with all ages.
Although all students will have learning experiences across all four spheres of care, entry-level professional programs could create opportunities for students to gain additional education (through immersion experiences, electives, badges, or certificates) in any of the four spheres.
Such a path would allow a graduate to have a defined area of emphasis (if desired) upon graduation, and/or to attain a documented area of emphasis in a post-entry level program certificate option.
Clinical Expectations In Post Licensure Education of Nursing
Entry level professional nursing education programs provide rich and varied opportunities for practice experiences (both direct and indirect care experiences) across the four spheres of care, designed to assist the graduate to achieve Level 1 sub-competencies upon completion of the program.
Theoretical learning becomes a reality as students are coached to make cognitive connections between the cases or situations presented in the classroom, simulation, or laboratory and in actual practice settings. Clinical experiences also assist the graduate to develop proficiency in cognitive, psychomotor, and affective learning.
Clinical experiences are essential for students to care for a variety of individuals, families, groups, and populations across the lifespan and across the four spheres of care. Clinical learning provides opportunities for a student to enhance the provision of care and gain the skills needed to be an effective member of an interprofessional team; Thus, interprofessional experiences in a variety of practice settings are essential.
Graduates of all types of entry-level professional nursing education programs need sufficient practice experiences (both direct and indirect care experiences) to demonstrate end-of-program learning outcomes including of all Level 1 sub-competencies.
All learners in entry level professional nursing education programs (pre-licensure and post-licensure [degree-completion] programs) will engage in direct patient care learning activities in all four spheres of care and across the life span and provide clear evidence of students (Level 1) competence achievement.
Clinical Sites for Post Licensure Education of Nursing
Nursing programs are responsible for ensuring clinical placements are safe, supportive, and conductive for learning by individual students or groups of students. The program is responsible for providing sufficient and appropriate clinical sites/placements for students to demonstrate attainment of Level 1 sub-competencies.
The program faculty assesses clinical sites to determine that, on the aggregate, clinical experiences provide students learning opportunities to foster inter-professional team practice and to provide care within the four spheres of care and with care recipients from diverse backgrounds and cultures, from different genders and ages groups and with different religious and spiritual practices, including those who may be considered most vulnerable.
Programs are responsible for informing clinical educators or preceptors about the specific learning that is expected and occurring in didactic and laboratory settings and provide appropriate learning opportunities across settings to reinforce learning as well as demonstrate achievement of competencies.
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