1. Nursing Professional Development: Scope & Standards of Practice
Resources:
Harper, M.G. & Maloney, P. (2016). Nursing Professional Development 2016: Scope and standards of practice update. Retrieved from 2016 ANPD Annual Convention
Harper, M.G. & Maloney, P. (2016). Nursing Professional Development 2016: Scope and standards of practice (3rd ed.). Association for Nursing Professional Development: Chicago, IL
Presented by
Darlene Listopad, MSN, RN, CNE

2. Outcomes
Discuss the role of the Nursing Professional Development practitioner
Identify opportunities to apply the 2016 updated scope and standards of practice within our unique environments
Be inspired to make a difference within our nursing culture

3. NPD Practitioner Who? What? Where? When? Why? How?
The NPD Scope and Standards of Practice were last revised in 2010.
Updated, Revised and Approved by the ANA in July 2016!

4. Let’s look at the INPUTS.

5. Who are NPD practitioners?
Registered Nurse interacting with learners
Influencing professional role competence
Supports lifelong learning
Promoting professional growth and continuous development
Functions in a variety of settings
Along with the Learners, we are the inputs of the model.

6. Generalist & Specialist
Bachelor’s prepared nurses with or without NPD certification
Graduate-level prepared nurse without the NPD certification
Specialist:
Graduate-level prepared nurse with the NPD certification
If graduate degree is in a related field, the bachelor’s degree must be in nursing.

7. What we do—our roles and responsibilities—are the numbered cogs in the middle of the throughputs

8. What do we DO? Learning facilitator Change agent Mentor Leader
Champion for scientific inquiry
Advocate for NPD specialty
Partner for practice transitions

9. NPD Roles Learning Facilitator Change Agent
Conducts needs assessments to identify learning opportunities
Uses the educational design process
Addresses knowledge, skills, and practice gaps
Change Agent
Actively works to transform system processes
Uses project management and improvement processes
MICRO—unit level where the daily NPD practice is operationalized; frontline nursing; working alongside the bedside nurse
MACRO—larger organization; corporate level; policy makers; governance entity that defines the care system
MESO—link between micro and macro; exists within the larger system to support the microsystem

10. NPD Roles Mentor Leader
Contributes to the professional development and lifelong learning of individuals across practice, professional and educational settings
Leader
Influence interprofessional practice and learning environments, the NPD specialty, nursing, and healthcare

11. NPD Roles Champion for Scientific Inquiry Advocate for NPD Specialty
Promotes the generation and sharing of new knowledge, EBP to improve the specialty, clinical practice and patient care
Advocate for NPD Specialty
Supports, promotes and demonstrates our practice as a specialty

12. NPD Roles Partner for Practice Transitions
Supports the transition of nurses across learning and practice environments, roles, and professional stages

13. Responsibilities Onboarding/Orientation Competency Management
Education
Professional Role Development
Research, EBP, QI
Collaborative Partnerships

14. Competency Management
Competency defined by ANA:
Role performance that integrates knowledge, skills, abilities, and judgment at an expected level
Measured using tools to collect subjective and objective data about the learner’s knowledge base and actual performance
Measurement tools are specific to the situation and desired outcome

15. Competency Management
NPD practitioner is responsible for:
Measuring
Develop, coordinate, manage, facilitate, conduct, and evaluate competency programs
Documenting
Supporting competency
Addressing deficiencies

16. Research/EBP/QI
Research—using scholarship to refine knowledge, and generate new knowledge through scientific and social exchange EBP—integration of research evidence, expertise, and learner preferences to facilitate decision-making QI—improvement in health care services and the health status of target populations; applied to education and professional development activities
4 Types of Scholarship:
Discovery
Teaching
Practice
Integration

17. Where? Interprofessional practice: Healthcare setting
Influenced by regulatory agencies, initiatives and trends
Learning environment:
Anywhere learning occurs
Physical and virtual classrooms, simulation, bedside, etc.
Represented by the rectangular background to the model.

18. When? CONTINUOUSLY Anywhere Anyone Anytime
Constantly scanning for learning opportunities and threats within and external to the organization
Threats—problems in practice caused by a change that was made to a standard of care

19. Why—represents the outputs of the model
Why do we do what we do? To have these outcomes.

20. Why? Support the BRN goal—protect the public
Support the ANA—promoting health and providing optimal care
Acquisition of learning + change of practice  professional role competence & growth
Why—represents the outputs of the model
Why do we do what we do? To have these outcomes.
ANA Code of Ethics
Professional Role Competence—performance that meets defined criteria based on the specialty area, context, and model of practice in which an individual is engaged.
Professional Growth—Benner’s Novice to Expert
Specialty Certification is one way to validate competence & growth

21. How?
The NPD practitioner functions in accordance with the ANA Standards of Practice
16 Standards with additional competencies for the NPD generalist and specialist

22. Assessment of Practice Gaps
Standard 1
Assessment of Practice Gaps
NPD practitioner analyzes issues, trends, and supporting data to determine the needs of individuals, organizations, and communities in relation to health care.
How do you conduct a learning needs assessment?
What resources can you use?
Generalist—micro and mesosystems
Specialist—macrosytem
Competencies:
Uses current issues and trends to determine learning needs
Validates with key stakeholders
Prioritizes learning needs
Documents practice gaps to facilitate the education planning process

23. Identification of Learning Needs
Standard 2
Identification of Learning Needs
NPD practitioner collects data and information to validate an identified learning gaps and opportunities
How do you analyze your findings?
Are your tools valid, reliable, or evidence-based?
How do you monitor and track ongoing competence?
Competencies
Collects data systematically and purposefully from a variety of sources
Uses evidence-based, valid and reliable assessment techniques and instruments
Initial and ongoing assessment of competence
Documents needs assessments
Ongoing process for data collection

24. Outcomes Identification
Standard 3
Outcomes Identification
NPD practitioner identifies desired outcomes of the educational plan
Reflect competence, learning and change
Measureable terms (S.M.A.R.T.)
Documentation reflects impact
(moving away from the term “objectives” and towards the term “outcomes”)
Generalist—micro and meso
Specialist—macro—looking at organizational, stakeholders’, and learners’ values, goals, current evidence, and regulations
Competencies:
Develops expected outcomes that reflect competence, learning and change
Defines outcomes using measureable terms
Documents outcomes that demonstrate learning and activity or program impact
Specific – target a specific area for learning
Measurable – quantify how you will know the goal has been met
Attainable – realistically be achieved with available resources
Relevant – applicable to learner, environment, situation
Time-related – specify when the result(s) can be achieved

25. Standard 4
Planning
NPD practitioner establishes a plan that prescribes strategies, alternatives, and resources to achieve expected outcomes.
With whom do you collaborate?
How do you respect diversity?
Do your plans include adult learning concepts? Instructional design principles? Various learning domains?
Competencies:
Collaborates with target audience and content experts to ensure comprehensiveness and EBP
Respects diversity
Uses adult learning concepts, instructional design principles, and various domains of learning
Markets the plan; awards CEs prn; documents the plan
Diversity—cultural, ethnic, generational, etc.
Specialist—also integrates theory related to learning, behavioral change, motivation, epidemiology, and other frameworks for designing materials and programs
Instructional Design Principles:
Classical conditioning
Problem-Based Learning
ARCS Model of Motivation—4 key elements to the learning process which can encourage and sustain learners’ motivation. These four elements form the acronym ARCS of the model and stand for Attention, Relevance, Confidence and Satisfaction (ARCS).
Action Learning
Elaboration Learning

26. Standard 5 Implementation
Implements the identified plan
Standard 5
Implementation
NPD practitioner implements the identified plan
Is the delivery coordinated and smooth? Is it timely?
Is it respectful, equitable, empathetic to diversity?
Does it incorporate EBP? Quality principles?
Can you adjust to individualize the teaching?
How do you engage the participants?
learner’s developmental level, needs, readiness, ability language preferences, and culture
Competencies:
Coordinated and timely delivery
Respectful, equitable, and empathetic when interacting with diverse learners
Uses current EBP and Quality practices
Adjusts teaching to the situation and individual learner
Engages the participants in learning activities

27. 5B—Facilitates Positive Learning & Practice Environments
Standards 5A & 5B
5A—Coordination
5B—Facilitates Positive Learning & Practice Environments
What is a positive learning environment? How do you facilitate it?
How do you promote anticipatory thinking?
Do you seek feedback and evaluation of the content, teaching strategies, and learning environment?
Are the resources current, accurate, readable, and easy for the learner to understand?
5A—Coordination
Competencies:
Coordinates implementation of the education plan
Specialist coordinates interprofessional resources for integrated educational services
5B—Facilitates Positive Learning & Practice Environments
Facilitates education to meet the learners’ professional development needs
Selected psychomotor, cognitive, and affective educational content , materials, techniques and strategies to establish a positive learning environment
Implements strategies for seamless transitions to practice and between practice settings
Uses skills and tools appropriately vetted for the culture, literacy, and language of the learners served.
Uses various educational strategies to meet the needs of the learners.
Promotes anticipatory thinking in learners to identify future needs of patients.
Integrates learning resources into programs that address health and a healthy work environment.
Evaluates educational resources within the area of practice for accuracy, currency, readability, and comprehensibility.
Creates opportunities for feedback and evaluation of the effectiveness of the educational content, teaching strategies, and the learning environment.

28. Standard 6
Evaluation
NPD practitioner evaluates progress toward attainment of outcomes.
How are you evaluating the learning?
Are your tools valid, reliable and relevant?
Are you revising the teaching plan based upon findings?
What do you do with your evaluation results?
Competencies:
Uses valid, reliable, and relevant methods and instruments to measure processes and outcomes
Involves learners and stakeholders in the evaluation process
Documents the results of the evaluation
Revises learning activities based on evaluation data
Disseminates the evaluation results of learning activities

29. Standard 7
Ethics
NPD practitioner integrates ethics in all areas of practice
How do you maintain confidentiality of your learners’ information?
Would you recognize unethical behavior, commercial bias, violation of intellectual property rights or conflict of interest? How do you report it?
Competencies:
Code of Ethics
Protects the autonomy, dignity, confidentiality and rights of all individuals involved in the learning process
Performs role in a nonjudgmental, nondiscriminatory, and ethical manner that is sensitive to learner diversity

30. Standard 8
Education
NPD practitioner maintains current knowledge and competency in nursing and professional development practice
How are you growing as an NPD practitioner?
Do you use reflective practice or inquiry to evaluate your professional learning needs?
Are you integrating current research and EBP to expand your role performance?
Competencies:
Participates in continuing education related to NPD specialty
Acquires knowledge and skills appropriate to the specialty area, practice setting, role and learner diversity.
Seeks experiences to develop, maintain, and improve competence in NPD
Uses reflective practice and inquiry to identify personal learning needs
Uses current research findings and other evidence to expand knowledge, enhance role performance, and increase knowledge of professional issues

31. Standard 9 EBP and Research
NPD practitioner acts as a champion of scientific inquiry, generating new knowledge and integrating best available evidence into practice.
EBP—what is it and how do you do it?
How do you promote scientific inquiry on your units?
How do you motivate learners to participate in Quality Improvement?
Competencies:
Uses the best available evidence to guide practice decisions
Creates a supportive environment for nursing research, scientific inquiry, quality improvement and EBP
Support research activities that align with the organizational strategic plan
Participates in research activities at various levels appropriate to the NPD practitioner’s education and role
Participates in quality initiatives
Disseminates research findings through educational programs, courses and other activities

32. Quality of Nursing Professional Development Practice
Standard 10
Quality of Nursing Professional Development Practice
NPD practitioner systematically enhances the quality and effectiveness of NPD practice
How do you use creativity and innovation in your learning plans?
What strategies can we use to demonstrate our value and contribution?
How do we improve our NPD specialty?
Competencies:
Applies the educational process in a responsible, accountable, and ethical manner
Uses creativity and innovation to improve the quality of the learning experience
Uses quality improvement process to enhance NPD practice
Uses current best evidence, new knowledge, and skills to initiate change
Documents the outcomes of NPD activities

33. Standard 11 Change Management
NPD practitioner acts as a change agent within all settings
What change theories do you use?
How do you assess “readiness for change”?
What strategies to you use to overcome barriers to change?
How do you help staff sustain change?
Competencies:
Introduces and supports new ideas
Collaborates to identify problems and solutions
Embraces meaningful change
Assesses readiness for change
Develops goals for change processes
Applies improvement processes to effect practice change
Communicates the vision for change
Identifies and addresses barriers to change
Develops programs to educate staff or help staff cope with change
Exhibits creativity and flexibility through times of change
Monitors effectiveness and progress throughout the change process
Assists in the implementation of change strategies
Sustains change

34. Standard 12
Leadership
NPD practitioner provides leadership in the professional practice setting and the profession
Do you see yourself as a leader?
Emotional intelligence???
Just Culture???
Are your educational programs aligned with CMC’s mission, vision and goals?
Competencies:
Creates and maintains healthy work environments in educational and practice settings
Collaborates to ensure educational programs are aligned with organizational goals and strategic plan
Demonstrates emotional intelligence in decision-making
EQ = the capacity to be aware of, control, and express one's emotions, and to handle interpersonal relationships judiciously and empathetically
Demonstrates energy, excitement, and a passion for quality work
Supports a culture of innovation and risk-taking
Supports a just culture
"Just Culture" is a culture in which front-line operators and others are not punished for actions, omissions or decisions taken by them which are commensurate with their experience and training, but where gross negligence, willful violations and destructive acts are not tolerated.
Promotes the professional development program’s mission, goals, action plans, and outcome measures.
Implements program and project plans
Maintains records to comply with regulatory bodies’ standards

35. Standard 13 Collaboration
NPD practitioner collaborates with interprofessional teams, leaders, stakeholders and others to facilitate nursing practice and positive outcomes for consumers.
Nursing Education is not an Army of one. With whom do you collaborate?
Competencies:
Communicates with staff and key stakeholders regarding educational programs and activities
Partners with others to effect change and generate positive outcomes
Collaborates to plan and implement lifelong learning activities
Documents plans and collaborative efforts

36. Professional Practice Evaluation
Standard 14
Professional Practice Evaluation
NPD practitioner evaluates personal practice in relation to professional practice standards and guidelines, and relevant statutes, rules and regulations
Self-reflection
Peer review
Student opinion of instruction
Always looking for opportunity to improve and grow
Competencies:
Self-reflection on personal values and beliefs; impact on performance
Systematic peer review
Seeks feedback regarding personal practice
Applies current standards, guidelines and relevant rules and regulations
Interacts with peers and colleagues to enhance personal practice and role performance
Evaluates personal performance on a regular basis—looking at areas of strength and improvement
Takes action to achieve goals

37. Standard 15 Resource Utilization
NPD practitioner considers factors related to quality, safety, effectiveness and cost regarding professional development activities and expected outcomes
What cost saving strategies do you use when providing education?
How can we contain costs without “cheapening” the activity, experience or outcome?
Competencies:
Evaluates factors that impact professional development activities and expected outcomes
Assists stakeholders in identifying and securing appropriate and available learning opportunities
Delegates tasks appropriately
Identifies resources needed for educational programs
Monitors resource allocation and utilization
Documents resource utilization decisions and activities

38. Mentorship / Advancing the Profession
Standard 16
Mentorship / Advancing the Profession
NPD practitioner advances the profession and the specialty through mentoring and contributions to the professional development of others
This starts with us (and CMC) recognizing that we are a specialty!
Collaborating and sharing our talents, tools and technologies
Collaborating and sharing—knowledge, skills, activities, presentations, resources, equipment, technologies, teaching tools, etc.
Many organizations have silos and a competitive spirit. NPD promotes a spirit of collaboration and unity.
Competencies:
Describes NPD as a specialty
Identifies strategies to recognize the role of NPD practitioner within the organization
Shares knowledge and skills with others through activities such as presentations at meetings and professional conferences and participation in professional organizations
Fosters ongoing professional growth experiences for nurses and others
Promotes a culture of lifelong learning
Interacts with others to enhance professional nursing, professional development practice, and role performance
Participates in organizational committees and/or shared governance councils
Supports excellence recognition activities
Mentors colleagues, other nurses, students, and others as appropriate

39. References
Harper, M.G. & Maloney, P. (2016). Nursing Professional Development 2016: Scope and standards of practice update. Retrieved from 2016 ANPD Annual Convention Harper, M.G. & Maloney, P. (2016). Nursing Professional Development 2016: Scope and standards of practice (3rd ed.). Association for Nursing Professional Development: Chicago, IL