FNP Student Clinical Evaluation Adopted from NONPF Recommendations
AONE/ANA STANDARDS AND COMPETENCY TABLE Introduction: Student will continuously assess the practice environment for
competencies (American Organization of Nurse Executives, 2011) that are required. They will communicate these to the preceptor for a potential experience. Competency performance is leveled according to the progression through the program through the use of a taxonomy for learning.
The taxonomy’s dimensions (knowledge and cognitive) progress from less to more complex. Complexity is identified by progression from factual to meta-cognitive along the knowledge dimension. When identifying competencies to be completed in the community-based setting and in the classroom, the primary differentiation, simple to complex, will use the learning verb, i. e. to know, understand. The terms in financial management progresses will be utilized to analyze, evaluate and create a financial plan.
To guide the student in the practice setting, standards are used (American Nurses
Association, 2011). The standards are the target to aim for during their learning experiences. By completing the identified competencies as (s)he progresses through the program, the student nurse administrator will understand the meaning of the standards of practice.
The nurse administrator develops, maintains, and evaluates:
1. Patient client/resident and staff data collection systems and processes to support the practice of nursing and delivery.
2. An environment that empowers and supports the professional nurse in analysis of assessment data and in decisions to determine relevant problems and diagnoses.
3. Information systems and processes that promote desires, patient/client/resident-defined, professional and organizational outcomes.
4. Organizational systems to facilitate planning for the delivery of care.
5. Organizational systems that support implementation of plans and delivery of care across the continuum.
6. The nurse administrator evaluates the plan and its progress in relation to the attainment of outcomes.
7. The nurse administrator systematically evaluates the quality and effectiveness of nursing practice and nursing services administration.
8. The nurse administrator evaluates personal performance based on professional practice standards, relevant statutes, rules and regulations and organizational criteria.
72 9. The nurse administrator maintains and demonstrates current knowledge in the
administration of healthcare organizations to advance nursing practice and the provision of quality healthcare services.
10. The nurse administrator is accountable for providing a professional environment.
11. The nurse administrator’s decisions and actions are based on ethical principles.
12. The nurse administrator collaborates with nursing staff at all levels, interdisciplinary teams, executive leaders, and other stake holders.
13. The nurse administrator supports research and its integration into nursing and the delivery of healthcare systems.
14. The nurse administrator evaluates and administers the resources of nursing services.
Competencies are assigned to each course and associated practice experience. Competencies to be a level of achievement for nursing administration students in 5415 Organization Design will be at level 2 and 3, for 5417 Health Quality and Outcome Management will be at level 3 or higher and for 5419 Capstone Practicum will be level 4 and 5.
73 Method for Evaluation for the Master in Nursing Administration Program: Novice to Expert (P.
Benner)
Requires teaching of general rules to perform tasks; and inflexible;
Demonstrates acceptable hesitant but able to provide basic rationale for
& organized;
Able to predict outcome of action in certain situations and
Holistically evaluates action & decision making is or guidelines to connect situations
& actions taken are based on knowledge of all areas affected, are specific &
precise.
Modified from
Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Menlo Park: Addison-Wesley, pp. 13-34.
AONE (2011) AONE nurse executive competencies assessment tool. The American Organization of Nurse Executives, Chicago, IL,
CR 1. EFFECTIVE COMMUNICATION GRID 1 2 3 4 5 DEVELOPMENTAL PLAN 1a Makes oral presentations to diverse audiences on nursing health care
1c Resolve and manage conflict (all courses) 1 2 3 4 5
CR 2. RELATIONSHIP MANAGEMENT GRID 1 2 3 4 5 DEVELOPMENTAL PLAN
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2‐h Nursing and other educational programs 1 2 3 4 5
2‐i Deliver "bad news" in such a way as to maintain credibility 1 2 3 4 5
2‐j Follow through on promises and concerns 1 2 3 4 5
2‐k Provide service recovery to dissatisfied customers 1 2 3 4 5
2‐l Care about people as individuals and demonstrate empathy and
2‐o Assert views in non‐threatening, non‐judgmental ways 1 2 3 4 5
CR 3. INFLUENCING BEHAVIORS GRID 1 2 3 4 5 DEVELOPMENTAL PLAN
3‐a Create and communicate a shared vision 1 2 3 4 5
3‐b Reward appropriate behaviors and confront and manage
inappropriate behaviors
1 2 3 4 5
3‐c Develop communicate and monitor behavior expectations 1 2 3 4 5
CR 4. DIVERSITY GRID 1 2 3 4 5 DEVELOPMENT PLAN 4‐a Create an environment which recognizes and values differences in
4‐d Analyze population data to identify cultural clusters 1 2 3 4 5
4‐e Define cultural competency and permeate principles throughout the
4‐h Develop processes to incorporate cultural beliefs into care 1 2 3 4 5
CR 5. SHARED DECISION‐MAKING GRID 1 2 3 4 5 DEVELOPMENTAL PLAN
5‐a Engage staff and others in decision‐making 1 2 3 4 5
5‐b Promote decisions that are patient‐centered on the individual receiving the services of nursing administration
1 2 3 4 5
5‐c Provide an environment conducive to opinion sharing 1 2 3 4 5
5‐d Promotes the integration of clinical, human resource, and financial
CR 6. COMMUNITY INVOLVEMENT GRID 1 2 3 4 5 DEVELOPMENTAL PLAN 6‐a Represent the organization to non‐health care constituents within the
CR 7. MEDICAL STAFF RELATIONSHIPS GRID 1 2 3 4 5 DEVELOPMENTAL PLAN 7‐a Build credibility with physicians as a champion for patient
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CR 8. ACADEMIC RELATIONSHIPS GRID 1 2 3 4 5 DEVELOPMENTAL PLAN 8‐a Determine current and future supply and demand for
8‐e Observe mentors role in serve on academic advisory councils 1 2 3 4 5 8‐f Collaborate with nursing faculty in nursing research and
incorporate nursing research into practice
1 2 3 4 5
KNOWLEDGE OF THE HEALTH CARE ENVIRONMENT (KE)
KE 1. CLINICAL PRACTICE KNOWLEDGE GRID 1 2 3 4 5 DEVELOPMENTAL PLAN 1‐a Maintain knowledge of current nursing practice and the roles and
KE 2 DELIVERY MODELS/WORK DESIGN GRID 1 2 3 4 5 DEVELOPMENT PLAN 2‐a Maintain current knowledge of patient care delivery systems and
2‐c Serve as change agent when patient care work/workflow is redesigned 1 2 3 4 5 2‐d Determine when new delivery models are appropriate and then
envision and develop them
1 2 3 4 5
2‐e Includes a time estimate for attainment of expected outcomes (ANA) 1 2 3 4 5
KE 3 HEALTH CARE ECONOMICS GRID 1 2 3 4 5 DEVELOPMENT PLAN 3‐a Articulate federal and state payment systems and regulations, as well
KE 4 HEALTH CARE POLICY GRID 1 2 3 4 5 DEVELOPMENT PLAN
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KE 5 GOVERNANCE GRID 1 2 3 4 5 DEVELOPMENT PLAN 5‐a Articulate the role of the governing body of the organization in the
5‐b Represent patient care issues to the governing body 1 2 3 4 5
5‐c Participate in strategic planning and quality initiatives with governing
5‐e Represent nursing at the organization's board meetings 1 2 3 4 5
KE 6 EVIDENCE‐BASED PRACTICE/OUTCOME MEASUREMENT GRID 1 2 3 4 5 DEVELOPMENT PLAN
6‐a Interpret information from research 1 2 3 4 5
6‐b Utilize research findings for establishment of standards, practices and patient care models in the organization
1 2 3 4 5
6‐c Disseminate research findings to patient care team members 1 2 3 4 5
6‐c Participate in studies which provide outcome measurements 1 2 3 4 5
6‐d Allocate nursing resources based on measurement of patient acuity/care needed
1 2 3 4 5
KE 7 PATIENT SAFETY GRID 1 2 3 4 5 DEVELOPMENT PLAN 7‐a Support the development and implementation of an organization‐
wide patient safety program
1 2 3 4 5
7‐b Design safe clinical systems, processes, policies and procedures 1 2 3 4 5 7‐c Monitor clinical activities to identify both expected and unexpected
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KE 8 UTILIZATION /CASE MANAGEMENT GRID 1 2 3 4 5 DEVELOPMENT PLAN 8‐a Articulate the organization's decision‐making for the criteria model
8‐c Involve physicians in on‐going utilization management practices 1 2 3 4 5 8‐d Design continuum of care options for managing patient throughput
(long‐term care units; urgent care centers; admission/discharge units, etc.)
1 2 3 4 5
KE 9 QUALITY IMPROVEMENT/METRICS GRID 1 2 3 4 5 DEVELOPMENT PLAN
9‐a Articulate the organization's QI program and goals 1 2 3 4 5
9‐b Determine patient care quality improvement goals and objectives 1 2 3 4 5
9‐c Define metrics as related to process improvement 1 2 3 4 5
9‐d Explain and utilize metrics as a unit of measure for any process 1 2 3 4 5
9‐e Articulate the link of metrics to goals 1 2 3 4 5
9‐f Articulate the link between organization metrics and National Quality
KE 10 RISK MANAGEMENT GRID 1 2 3 4 5 DEVELOPMENT PLAN
10‐a Identify areas of risk/liability 1 2 3 4 5
10‐b Ensure staff is educated on risk management and compliance issues 1 2 3 4 5 10‐c Develop systems which encourage/require prompt reporting of
potential liability by staff at all levels
1 2 3 4 5
10‐d Envision and take action to correct identified areas of potential liability 1 2 3 4 5
LEADERSHIP LS
LS FOUNDATIONAL THINKING SKILLS GRID 1 2 3 4 5 DEVELOPMENT PLAN 1‐a Address ideas, beliefs or viewpoints that should be given serious
1‐c Critically analyze organizational issues after a review of the evidence 1 2 3 4 5 1‐d Maintain curiosity and an eagerness to explore new knowledge and
ideas
1 2 3 4 5
1‐e Promote nursing leadership as both a science and an art 1 2 3 4 5
1‐f Demonstrate reflective leadership and an understanding that all
LS 2 PERSONAL JOURNEY DISCIPLINES GRID 1 2 3 4 5 DEVELOPMENT PLAN 2‐a Value and act on feedback that is provided about one's own strengths
and weaknesses
1 2 3 4 5
2‐b Demonstrate the value of lifelong learning through one's own example 1 2 3 4 5
2‐c Learn from setbacks and failures as well as successes 1 2 3 4 5
2‐d Assess one's personal, professional and career goals and do career planning
1 2 3 4 5
2‐e Seek mentorship from respected colleagues 1 2 3 4 5
LS 3 SYSTEMS THINKING GRID 1 2 3 4 5 DEVELOPMENT PLAN 3‐a Promote systems thinking as a value in the nursing organization 1 2 3 4 5
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LS 4 SUCCESSION PLANNING GRID 1 2 3 4 5 DEVELOPMENT PLAN
4‐a Promote nursing management as a desirable specialty 1 2 3 4 5
4‐b Conduct periodic organizational assessments to identify succession
4‐e Develop a succession plan for one's own position 1 2 3 4 5
LS 5 CHANGE MANAGEMENT GRID 1 2 3 4 5 DEVELOPMENT PLAN 15‐a Utilize change theory to plan for the implementation of organizational
15‐d Support staff during times of difficult transitions 1 2 3 4 5
15‐e Recognize one's own reaction to change and strive to remain open to new ideas and approaches
1 2 3 4 5
15‐f Adapt leadership style to situational needs 1 2 3 4 5
PR PROFESSIONALISM (PR)
PR 1 PERSONAL AND PROFESSIONAL ACCOUNTABILITY GRID 1 2 3 4 5 DEVELOPMENT PLAN 1‐a Create an environment that facilitates the team it initiate actions that
produce results
1 2 3 4 5
1‐b Hold self and others accountable for actions and outcomes 1 2 3 4 5
1‐c Create an environment wherein others are setting expectations and holding each other accountable
1 2 3 4 5
1‐d Answer for the results of own behaviors and actions 1 2 3 4 5
PR 2 CAREER PLANNING GRID 1 2 3 4 5 DEVELOPMENT PLAN 2‐a Develop own career plan and measure progress according to that plan 1 2 3 4 5
2‐b Coach others in developing their own career plans 1 2 3 4 5
2‐c Create an environment wherein professional and personal growth is an expectation
1 2 3 4 5
PR 3 ETHICS GRID 1 2 3 4 5 DEVELOPMENT PLAN 3‐a Articulate the application of ethical principles to operations 1 2 3 4 5
3‐b Integrate high ethical standards and core values into everyday work activities
1 2 3 4 5
3‐c Create an environment that has a reputation for high ethical standards 1 2 3 4 5 3‐d Defines expected outcomes in terms of values, ethical considerations,
environment, or situation, considering associated risks, benefits and costs and current scientific evidence. (NLN)
PR 4 EVIDENCE‐BASED CLINICAL AND MGMNT PRACTICE GRID 1 2 3 4 5 DEVELOPMENT PLAN
4‐a Advocate use of documented best practice 1 2 3 4 5
4‐b Teach and mentor others to routinely utilize evidence‐based data and research
1 2 3 4 5
PR 5 ADVOCACY GRID 1 2 3 4 5 DEVELOPMENT PLAN 5‐a Role model the perspective that patient care is the core of the
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6‐a Participate in at least one professional organization 1 2 3 4 5
6‐b Support and encourage others to participate in a professional organization
1 2 3 4 5
BS BUSINESS SKILLS (BS)
BS 1 FINANCIAL MANAGEMENT GRID 1 2 3 4 5 DEVELOPMENT PLAN 1‐a Articulate models for health care organizations and fundamental
1‐c Analyze financial statements 1 2 3 4 5
1‐d Manage financial resources by developing business plans 1 2 3 4 5
1‐e Establish procedures to assure accurate charging mechanisms 1 2 3 4 5 1‐f Educate patient care team members on financial implications of
patient care decisions
1 2 3 4 5
BS 2 HUMAN RESOURCE MANAGEMENT GRID 1 2 3 4 5 DEVELOPMENT PLAN
2‐a Participate in workforce planning and employment decisions 1 2 3 4 5
2‐b Champion a diverse workforce 1 2 3 4 5
2‐c Use corrective discipline to mitigate workplace behavior problems 1 2 3 4 5 2‐d Interpret and evaluate employee satisfaction/quality of work surveys 1 2 3 4 5 2‐e Create opportunities for employees to be involved in decision‐making 1 2 3 4 5
2‐f Recognize and reward exemplary performance 1 2 3 4 5
2‐g Formulate programs to enhance work‐life balance 1 2 3 4 5
2‐h Interpret legal and regulatory guidelines 1 2 3 4 5
2‐i Manage collective bargaining environments or implement programs to
2‐m Identify future skill sets needed to remain competitive 1 2 3 4 5
2‐n Analyze market data in relation to supply and demand and manage resources to ensure appropriate compensation
1 2 3 4 5
2‐o Develop and implement recruitment and retention strategies 1 2 3 4 5
BS 3 STRATEGIC MANAGEMENT GRID 1 2 3 4 5 DEVELOPMENT PLAN
3‐a Analyze the situation and identify strategic direction 1 2 3 4 5
3‐b Conduct SWOT and Gap analyses 1 2 3 4 5
3‐c Formulate objectives, goals and specific strategies related to
3‐f Collects data in a systematic and ongoing process (ANA) 1 2 3 4 5
3‐g Prioritizes data collection activities based on immediate or anticipated needs (ANA)
1 2 3 4 5
3‐h Documents relevant data in retrievable format (ANA) 1 2 3 4 5
3‐i Synthesizes available data, information, and knowledge relevant to the situation to identify patterns and variances (ANA)
1 2 3 4 5
BS 4 MARKETING GRID 1 2 3 4 5 DEVELOPMENT PLAN
4‐a Analyze marketing opportunities 1 2 3 4 5
4‐b Develop marketing strategies 1 2 3 4 5
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AONE (2011) AONE nurse executive competencies assessment tool. The American Organization of Nurse Executives, Chicago, IL, available at http://www.aone.org/resources/leadership%20tools/nursecomp.shtml.
American Nurses Association (2011) Nursing administration: Scope & standards of practice. American Nurses Association, Silver Spring, MD.
Interpretation of the learning verb is based on Blooms Taxonomy Revised (Anderson, L., Krathwohl, D., Printrich, P., & Wittrock, M. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete Edition). New York: Longman.
4‐c Integrate marketing and communication strategies 1 2 3 4 5
4‐d Use public relations and media outlets to promote your organization 1 2 3 4 5
BS 5 INFORMATION MANAGEMENT AND TECHNOLOGY GRID 1 2 3 4 5 DEVELOPMENT PLAN 5‐a Demonstrate basic competency in email, word processing,
spreadsheet and Internet programs
1 2 3 4 5
5‐b Recognize the relevance of nursing data for improving practice 1 2 3 4 5
5‐c Recognize limitations of computer applications 1 2 3 4 5
5‐d Use telecommunication devices 1 2 3 4 5
5‐e Utilize hospital database management, decision support & expert system's programs to access information & analyze data from disparate sources to use in planning patient care processes & systems
1 2 3 4 5
5‐f Participate in system change processes and utility analysis 1 2 3 4 5 5‐g Participate in evaluation of information systems in practice settings 1 2 3 4 5
5‐h Evaluate and revise patient care processes and systems 1 2 3 4 5
5‐i Use applications for structured data entry (classification systems, acuity level, etc.)
1 2 3 4 5
5‐j Recognize the utility of nursing involvement in the planning, design, choice and implementation of information systems in the practice environment
1 2 3 4 5
5‐k Demonstrate awareness of societal and technological trends, issues and new developments as they apply to nursing
1 2 3 4 5
5‐l Demonstrate proficient awareness of legal and ethical issues related to client data, information and confidentiality
1 2 3 4 5
5‐m Read and interpret benchmarking, financial and occupancy data 1 2 3 4 5