Discussion: The Interprofessional Team
Essentials IIX delineate the outcomes expected for baccalaureate nursing program graduates. Achievement of these outcomes will enable the baccalaureateprepared generalist nurse to practice within complex healthcare systems and assume the roles:
• provider of care evaluate client changes and progress over time develop a beginning proficiency and efficiency in delivering safe care
• designer/manager/coordinator of care manage care transitions be an active participant on the interprofessional team identify system issues develop working skills in delegation, prioritization, and oversight of care
• member of a profession evaluate one’s own practice assume responsibility for supporting the profession
36 Essential IX describes generalist nursing practice at the completion of baccalaureate nursing education. This Essential includes practicefocused outcomes that integrate the knowledge, skills, and attitudes delineated in Essentials I – VIII. The time needed to accomplish each Essential will vary, and each Essential does not require a separate course for achievement of the outcomes. Learning opportunities, including clinical experiences, must be sufficient in breadth and depth to ensure the graduate attains these practice focused outcomes and integrates this knowledge and these skills into one’s professional nursing practice.
Baccalaureate graduates translate, integrate, and apply knowledge that leads to improvements in patient outcomes. Knowledge is increasingly complex and evolving rapidly. Therefore, baccalaureate graduates are expected to focus on continuous self evaluation and lifelong learning.
Critical Thinking: All or part of the process of questioning, analysis, synthesis, interpretation, inference, inductive and deductive reasoning, intuition, application, and creativity (AACN, 1998). Critical thinking underlies independent and interdependent decision making.
Clinical Judgment: The outcomes of critical thinking in nursing practice. Clinical judgments begin with an end in mind. Judgments are about evidence, meaning and outcomes achieved (Pesut, 2001).
Clinical Reasoning: The process used to assimilate information, analyze data, and make decisions regarding patient care (Simmons, Lanuza, Fonteyn, & Hicks, 2003).
Clinical Prevention: Individually focused interventions such as immunizations, screenings, and counseling, aimed at preventing escalation of diseases and conditions.
Cultural Humility: Incorporates a lifelong commitment to selfevaluation and self critique, to redressing the power imbalances in the patientclinician dynamic, and to developing mutually beneficial and advocacy partnerships with communities on behalf of individuals and defined populations. Cultural humility is proposed as a more suitable goal than cultural competence in healthcare education (Tervalon & MurrayGarcia, 1998).
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