APRN LACE dialogue for CNSs
Blog is about the changes and updates related to the implementation of the Advanced Practice Registered Nurse Consensus Model for Regulation and the Licensure, Accreditation, Certification and Education changes that will need to take place over the next few years.

Monday, November 7, 2011

A little more upbeat....What is happening in education?
OK...my apologies...my last post was a bit of a downer. What I really wanted to do was to make it clear that this is an important issue and that your voice needs to be informed, clear, concise, and direct with your state board representatives...YOU DO EXIST and you must be engaged as this process unfolds.
I also wanted to hear from you...it is hard for folks to only hear from me if there are issues out there. The intent of this blog is to allow for fairly immediate feedback to you from me and your peers if you are running into issues. There is strength in numbers and we need to be united as we address the issues in every state. NACNS cannot assist you if we do not know what is happening in your state. Use this forum to get clarity, enable yourself to have the soundbites you need to be concise, and to stay informed of the latest so you can be direct with your board on issues of relevance to CNSs.
OK...enough said...now let me tell you what is happening in education as folks there wrestle with the implications of the consensus paper. Have you checked out the Educator's Corner in the latest journal? Dr. Cathy Thompson has done a really nice job of detailing the issues of the paper and how the educators are currently discussing the needs for common interpretation of the consensus paper.
There are essentially three streams of consciousness that are converging in education at the moment...the implications of the APRN Consensus Paper, the implications of the core competencies document, and the implications of the educational standards documents for both Masters level and Doctoral level CNS education. These three documents need to be blended into a single curriculum that makes sense, meets the needs of the student, the accrediting bodies, and the public. The curriculum cannot be too many credits or take too long as that would be both time and cost prohibitive to the students. It also cannot be abbreviated too severely as that will not meet the needs of the accreditors or the public for well trained and competent practitioners.
I highly recommend that you read Dr. Thompson's editorial in the journal this month...post your thoughts about what it means to those of you in practice...what will you see as different in the students who are coming to you in the near future for their clinical hours? Those of you in education please share your thoughts on how best to fully implement these three streams of conciousness...is it do-able?
Let's talk....