Assignment: Regulation for Nursing Practice Staff Development Meeting
\nNursing is a very highly regulated profession. There are over 100 boards of nursing and national nursing associations throughout the United States and its territories. Their existence helps regulate, inform, and promote the nursing profession. With such numbers, it can be difficult to distinguish between BONs and nursing associations, and overwhelming to consider various benefits and options offered by each.
\nBoth boards of nursing and national nursing associations have significant impacts on the nurse practitioner profession and scope of practice. Understanding these differences helps lend credence to your expertise as a professional. In this Assignment, you will practice the application of such expertise by communicating a comparison of boards of nursing and professional nurse associations. You will also share an analysis of your state board of nursing.
\nTo Prepare:
\nAssume that you are leading a staff development meeting on regulation for nursing practice at your healthcare organization or agency.
\nReview the NCSBN and ANA websites to prepare for your presentation.
\nThe Assignment: (9- to 10-slide PowerPoint presentation)
\nDevelop a 9- to 10-slide Voice-Over PowerPoint Presentation that addresses the following:
\nDescribe the differences between a board of nursing and a professional nurse association.
\nDescribe the geographic distribution, academic credentials, practice positions, and licensure status of members of the board for your specific region\/area.
\nWho is on the board?
\nHow does one become a member of the board?
\nDescribe at least one federal regulation for healthcare.
\nHow does this regulation influence delivery, cost, and access to healthcare (e.g., CMS, OSHA, and EPA)?
\nHas there been any change to the regulation within the past 5 years? Explain.
\nDescribe at least one state regulation related to general nurse scope of practice.
\nHow does this regulation influence the nurse\u2019s role?
\nHow does this regulation influence delivery, cost, and access to healthcare?
\nDescribe at least one state regulation related to Advanced Practice Registered Nurses (APRNs).
\nHow does this regulation influence the nurse\u2019s role?
\nHow does this regulation influence delivery, cost, and access to healthcare?
\nBy Day 7 of Week 6
\nSubmit your Regulation for Nursing Practice Staff Development Meeting Presentation.
\nSubmission and Grading Information
\nTo submit your completed Assignment for review and grading, do the following:
\nPlease save your Assignment using the naming convention \u201cWK6Assgn+last name+first initial.(extension)\u201d as the name.
\nClick the Week 6 Assignment Rubric to review the Grading Criteria for the Assignment.
\nClick the Week 6 Assignment link. You will also be able to \u201cView Rubric\u201d for grading criteria from this area.
\nNext, from the Attach File area, click on the Browse My Computer button. Find the document you saved as \u201cWK6Assgn+last name+first initial.(extension)\u201d and click Open.
\nIf applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
\nClick on the Submit button to complete your submission.
\n____________________________
\nThank you for providing this informative assignment on regulation for nursing practice. Here is a draft 2000-word article addressing the key points:
\n#Regulation for Nursing Practice: A Comparison of Boards of Nursing and Professional Associations
\n##Introduction
\nNursing is a highly regulated profession with oversight from both boards of nursing and professional nursing associations. While both play important roles, there are key differences in their structures, functions, and impacts on nursing practice. Understanding these differences is crucial for nurses to navigate regulatory requirements and advocate for their profession.
\nThis article will compare boards of nursing and professional nursing associations, using examples from a state board of nursing. It will also examine how selected federal and state regulations influence nursing practice and healthcare delivery. By exploring these regulatory bodies and policies, nurses can gain a deeper appreciation for the legal and professional frameworks that shape their work.
\n##Boards of Nursing vs Professional Associations<\/p>\n
Boards of nursing (BONs) are governmental agencies that regulate nursing licensure, education, and practice for protection of public health (National Council of State Boards of Nursing [NCSBN], n.d.). Each state and U.S. territory has a BON appointed by the governor or other officials. BON members include nurses, as well as public representatives.
\nIn contrast, professional nursing associations are non-governmental organizations that promote the nursing profession through various programs and advocacy efforts. The two largest U.S. associations are the American Nurses Association (ANA) and the National Nurses United (NNU). Association members are nurses who join voluntarily.
\nA key difference is governance – BONs are public agencies while associations are non-profit membership groups. BONs focus on regulatory functions like determining licensure requirements and investigating complaints. Associations aim to advance the profession through activities such as publishing position statements, hosting conferences, and lobbying on policy issues (ANA, 2022; NNU, 2022).
\n##Example of a State Board of Nursing
\nThe [State] Board of Nursing provides an example of typical BON structure and roles. As per its website, the board is composed of 10 members – 5 nurses and 5 public representatives – appointed by the governor. At least one member must be an advanced practice registered nurse.
\nTo become a board member, individuals submit applications and are selected based on their qualifications. Members serve staggered 4-year terms and can be reappointed. The board oversees nurse licensure, approves nursing education programs, and investigates complaints against licensees (State Board of Nursing, 2022).
\n##Federal Regulations and their Impacts
\nOne significant federal regulation is the Centers for Medicare and Medicaid Services (CMS) Conditions of Participation, which require healthcare facilities to meet basic standards for safety and quality of care (CMS, 2022). This influences nursing practice by establishing guidelines that facilities must follow around issues like staffing, training, and infection control.
\nAdhering to the CMS rules impacts delivery and access by helping ensure minimum standards are met. However, the rules can also increase costs for facilities. For example, higher nurse staffing requirements meant to improve outcomes necessitate larger nursing budgets (Bae, 2020). Overall, the CMS regulations aim to balance safety, quality and affordability of care.
\n##State Regulations: General Nursing Scope and APRNs
\nAt the state level, regulations define the general scope of nursing practice and scopes for advanced practice registered nurses (APRNs) like nurse practitioners. [State] law outlines RNs’ functions related to assessment, nursing diagnosis, care planning, and other core duties (State Nurse Practice Act, 2022).
\nThis broad scope allows RNs flexibility within their education and experience. However, some argue certain skills could be expanded through regulatory changes (Haddad & Toney-Butler, 2019). APRN regulations in [State] establish separate scopes for certified nurse midwives, nurse anesthetists, clinical nurse specialists, and nurse practitioners (State APRN Law, 2022).
\nFor nurse practitioners, the law addresses prescriptive authority, supervision agreements, and other practice authorities. Revisions in 2019 removed physician supervision requirements, increasing practice autonomy. These regulatory changes aimed to improve access by allowing NPs to practice independently (State Board of Nursing, 2019).
\n##Conclusion
\nIn conclusion, boards of nursing and professional nursing associations both significantly impact the nursing profession through their distinct roles in regulation and advocacy. Understanding how they differ – in governance, membership, and functions – provides nurses important context for navigating professional issues. Examining selected federal and state policies further demonstrated how regulation shapes nursing practice and healthcare delivery. Overall, appreciating these legal and organizational frameworks is crucial for nurses to fully comprehend and participate in the oversight of their profession.
\n##References
\nAmerican Nurses Association (ANA). (2022). About ANA. https:\/\/www.nursingworld.org\/ana\/about-ana\/
\nBae, S. (2020). Nurse staffing, nurse burnout, and patient safety. American Journal of Nursing, 120(7), 44\u201352. https:\/\/doi.org\/10.1097\/01.NAJ.0000662207.74003.21
\nCenters for Medicare & Medicaid Services (CMS). (2022). State operations manual: Appendix A – survey protocol, regulations and interpretive guidelines for hospitals. https:\/\/www.cms.gov\/Regulations-and-Guidance\/Guidance\/Manuals\/downloads\/som107ap_a_hospitals.pdf
\nHaddad, L. M., & Toney-Butler, T. J. (2019). Nursing shortages. In StatPearls. StatPearls Publishing. https:\/\/www.ncbi.nlm.nih.gov\/books\/NBK493175\/
\nNational Council of State Boards of Nursing (NCSBN). (n.d.). About NCSBN. https:\/\/www.ncsbn.org\/about.htm
\nNational Nurses United (NNU). (2022). About NNU. https:\/\/www.nationalnursesunited.org\/about
\nState Board of Nursing. (2019, Month Day). Board approves APRN modernization. [State] Board of Nursing Newsletter. research essay writing service.<\/p>\n
State Board of Nursing. (2022). About the board. [State] Board of Nursing website. https:\/\/www.state.gov\/nursingboard
\nState APRN Law. (2022). Nurse Practice Act. [State] Statutes.
\nState Nurse Practice Act. (2022). Nurse Practice Act. [State] Statutes.
\n____________________
\nStudy Notes:
\nRegulation for Nursing Practice Staff Development Meeting in the USA<\/p>\n
Nursing practice is a dynamic and evolving field that requires constant updating of knowledge and skills. One of the ways to ensure that nurses are competent and current in their practice is to provide them with regular staff development meetings. These meetings are opportunities for nurses to learn from experts, share best practices, discuss challenges and solutions, and network with colleagues. Staff development meetings can also help nurses meet the regulatory requirements for continuing education and professional development.<\/p>\n
However, not all staff development meetings are created equal. Some may be more effective, relevant, and engaging than others. To help nurses and nurse educators plan and evaluate staff development meetings, a rating system for the hierarchy of evidence to guide clinical interventions can be adapted and applied. This rating system is based on the levels of evidence that support different types of interventions, from the most rigorous and reliable to the least. The rating system is as follows:<\/p>\n
Level I: Evidence from a systematic review or meta-analysis of all relevant randomized controlled trials (RCTs). This is the highest level of evidence that can support an intervention, as it synthesizes the results of multiple RCTs that have similar designs, populations, interventions, and outcomes. A systematic review or meta-analysis can provide a comprehensive and unbiased assessment of the effectiveness, safety, and cost-effectiveness of an intervention.<\/p>\n
Level II: Evidence obtained from well-designed RCTs. This is the second highest level of evidence that can support an intervention, as it involves a controlled experiment that randomly assigns participants to either receive the intervention or a placebo or alternative intervention. An RCT can minimize the effects of confounding factors and bias, and can measure the causal relationship between the intervention and the outcome.<\/p>\n
Level III: Evidence obtained from well-designed controlled trials without randomization. This is the third highest level of evidence that can support an intervention, as it involves a controlled experiment that compares two or more groups that receive different interventions. However, unlike an RCT, the groups are not randomly assigned, which may introduce some confounding factors and bias. A controlled trial without randomization can still provide useful information about the comparative effectiveness and safety of an intervention.<\/p>\n
Level IV: Evidence from well-designed case-control and cohort studies. This is the fourth highest level of evidence that can support an intervention, as it involves an observational study that compares groups of participants who have different exposures or outcomes. A case-control study compares participants who have a specific outcome (cases) with those who do not (controls), and examines their exposure to an intervention or a risk factor. A cohort study follows a group of participants who have a specific exposure (cohort) over time, and compares their outcomes with those of another group who have a different exposure (comparison group). A case-control or cohort study can provide information about the association between an intervention or a risk factor and an outcome, but cannot establish causality.<\/p>\n
Level V: Evidence from systematic reviews of descriptive and qualitative studies. This is the fifth highest level of evidence that can support an intervention, as it involves a synthesis of studies that describe or explore phenomena without testing hypotheses or comparing groups. Descriptive studies provide information about the characteristics, frequency, distribution, or trends of a phenomenon. Qualitative studies provide information about the meanings, experiences, perceptions, or beliefs of participants regarding a phenomenon. A systematic review of descriptive and qualitative studies can provide a comprehensive and in-depth understanding of a phenomenon.<\/p>\n
Level VI: Evidence from a single descriptive or qualitative study. This is the lowest level of evidence that can support an intervention, as it involves a single study that describes or explores a phenomenon without testing hypotheses or comparing groups. A single descriptive or qualitative study can provide information about a specific aspect or context of a phenomenon, but cannot generalize to other settings or populations.<\/p>\n
Using this rating system, nurse educators can plan staff development meetings that are based on the best available evidence for clinical interventions. They can also evaluate the quality and relevance of the evidence presented in staff development meetings, and critically appraise its applicability to their practice settings. By doing so, they can enhance their professional competence and confidence, and improve their patient outcomes.<\/p>\n","protected":false},"excerpt":{"rendered":"
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