Nursing Practice: Evaluation of course competencies

Nursing Practice
Nursing Practice

Nursing Practice:

Evaluation of course competencies

The historical evolution of advance nurse practice indicates the importance of Advance practice nurses are in delivering of quality and cost effective care.  This class outlined the theoretical foundation of nursing practice which has enabled me gain credibility and develops the necessary practice skills and core competencies in this dynamic and complex nursing environment.

It has empowered me with appropriate skills to navigate the complex healthcare systems and to promote evidence based practice and knowledge. The course provides an opportunity to evaluate the traditional and current nursing practice by exploring nursing theories and theories in other discipline. This has provided an opportunity to understand the various theories, and to explore the best framework that reflects my role as a Family nurse practitioner (Shearer and Adams, 2012).

Reflecting on this course outcomes, I recognize several outcomes that I can relate with to develop my professionalism. The course has enabled me to integrate knowledge gathered from previous courses to deliver quality care. I have developed critical thinking skills that are essential in developing differential diagnoses; and competences that will help one to relate and address the health dilemmas encountered in my discipline.

The unit course on facilitates the development and interdisciplinary leadership provided; thereby  providing an opportunity to interact collaboratively with other professions, and their role in delivering cost effective and quality care. The course outcome provides an opportunity to exhibit advanced communication skills, thereby ensuring that I can appropriately and confidently engage as a team member and collaborator and simultaneously functioning as part of the multi-disciplinary team (Zanetti, 2015).

The Advance nurse practitioner functions in various role territories including the family nurse practitioners, nurse specialists, certified nurse anesthetists, administrators and nurse researchers.  Through this course, one can differentiate the distinct role territories; for instance, nurse specialist focus on illness management in acute care, during consultation, education and research.  

Nurse administrators work as clinical leaders within the field or expertise. On the other hand, the Family nurse practitioner focus on primary care where they provide care plan, comfort, educate and in promotion of health and wellness strategies.  As a family nurse practitioner, my core role as primary care clinician is to coordinate the healthcare team, educate/instruct patient and to work as care managers (Fitzgerald et al., 2012).

The advance nurses (family nurse practitioners) are patient’s advocates and must deliver this role actively to ensure that patient’s rights and dignity are protected.  The course is structured in such a way that one can synthesize knowledge from ethics, regulatory statutes and theory, to develop personal philosophy in my career.

This includes development of cultural competence so as to champion as a social and culture ambassador and to ensure that care is available, accessible, and delivered equitably without any bias.  I have explored the ethical and legal principles in my State, and as required as a professional member of the nursing community (Shearer and Adams, 2012).

 This course outcome provides an opportunity to utilize research so as to identify health promotion strategies, diseases prevention and to deliver cost effective and quality care as evidence based, while respecting sensitivity towards population or patient’s unique attributes.

The introduction to scholarly project development helped me in gaining skills on the importance of consulting with preceptors, identifying problems in clinical practice, explore on evidence of achievements and to disseminate findings.  I find these skills to be very useful even upon graduation, and also when pursuing professional advancement (Morgan, Barry, & Barnes, 2012).

As a future advance nurse practitioner, I now understand that learning is not just an act of momentary acquisition of skills and knowledge, but a process where skills and knowledge become honed so that they can manifest in every aspect of clinical practice. Looking at my future career, it is my hope that I will apply the core competencies gained to develop critical awareness in all the different role functions. Thank you for your immense guidance and support throughout the course.


Fitzgerald, C., Kantrowitz-Gordon, I., Katz, J., & Hirsch, A. (2012). Advanced Practice Nursing Education: Challenges and Strategies. Nursing Research and Practice, 2012, 854918.

Morgan, C., Barry, C., & Barnes, K. (2012). Master’s programs in advanced nursing practice: new strategies to enhance course design for subspecialty training in neonatology and pediatrics. Advances in Medical Education and Practice, 3, 129–137.

Shearer, D., and Adams, J. (2012). Evaluating an advanced nursing practice course: student perceptions, nursing standard 26(21):35-41. DOI:10.7748/ns2012.

Zanetti, M. L. (2015). Advanced nursing practice: strategies for training and knowledge building. Revista Latino-Americana de Enfermagem, 23(5), 779–780.

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