Discussion: Advanced Registered Nurses Work
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Advanced registered nurses work in highly collaborative environments and must collaborate with interdisciplinary teams in order to provide excellent patient care. Besides knowing the role and scope of one’s own practice, it is essential to understand the role and scope of other nurse specialties to ensure effective collaboration among nurses, the organization, and other professionals with whom advanced registered nurses regularly interact.
Use the “” to differentiate how relate to and collaborate with different areas of nursing practice. Compare your future role with one of the following: nurse educator; nurse leader; family nurse practitioner; acute care nurse practitioner; graduate nurse with an emphasis/specialty in public health, health care administration, business, or informatics; clinical nurse specialist; doctor of nursing practice. Indicate in the appropriate columns on the template which roles you are comparing.
The changing nature of and diversity in population implore nurses to specialize in different areas to help meet patients based on models like Quadruple Aim and value-based purchasing. These models aim at improving the quality of care, reducing costs, enhancing accessibility, and addressing the welfare of both patients and healthcare providers. Understanding the different specialties for nurses is essential to appreciate their roles in care provision. The purpose of this graphic organizer is to evaluate the roles played by nurse educators and clinical nurse specialist and their variations.
| Nurse Educator | Clinical Nurse Specialist | Observations (Similarities/Differences) | |
| Ethics | Nurse educators protect and teach about ethics to nursing students. They have an obligation to ensure that students and nurses uphold codes of nursing ethics in their different situations (Coffey & White, 2019). They implore all stakeholders to implement codes of conduct in care settings through curriculum content. | Clinical nurse specialists (CNSs) show competency when making ethical decisions and help colleagues address ethical issues. CNSs practice using national nursing codes. They ensure honesty and autonomy (Stamps et al., 2021). They participate in community activities to offer awareness on ethical issues like advance directives in end of life. | They both protect nursing ethics and guide colleagues to use ethical standards in different situations. However, nurse educators’ role is limited in faculty setting, but CNSs impact the use of ethical standards at different levels; especially in public health and community settings. |
| Education | Nurse educators need a certification as registered nurses (RNs) as the basic qualification. However, a majority of nurse educators possess a Master’s in nursing alongside other certifications and training. Nurse educators should also possess a certification in their specialty area of practice. | CNSs are advanced nurse practitioners and should have a Master’s of Science in Nursing qualification. CNSs should also have a current license as registered nurses and ought to have completed over 500 hours of supervised specialty care (Mohr & Coke, 2018). They can also have other graduate qualifications. | Both nurse educator and CNSs require mandatory licensure and a Master’s in Nursing qualification and above. However, nurse educators do not need 500 hours of practice to specialize in their practice. |
| Leadership | Nurse educators are leaders and role model as they nurture and prepare future nurse practitioners in their respective specialties. Nurse educators manifest leadership abilities by being role models and influencing changes in nursing education curriculum to capture trends and emerging issues (Coffey & White, 2019). They are mentors and lead in implementation of models like evidence-based practice (EBP) approaches in education and practice settings.
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CNSs are leaders in their respective practice due to their specialty roles. They are mentors and inspire others to specialize so that they accomplish professional growth goals. They participate in legislative and decision-making processes through collaboration to improve patient care provision. They offer leadership aimed at increasing teamwork, professional development, improving patient outcomes and enhancing efficacy in health care provision.
They are leaders in dissemination of new nursing knowledge and best practices. |
The similarity between nurse educators and CNSs in leadership is that they are all role models, mentors and influence change in their practice areas. They possess leadership credentials that allow them to mentor others effectively. The only variance is that CNSs participate in others’ professional development actively while educators can only do it passively through curriculum changes. |
| Public Health | Nurse educators participate in public health interventions through multidisciplinary teams. The educator uses EBP to establish and deliver interventions on a host of health issues impacting communities. Nurse educator are public health change agents (Stamps et al., 2021). They can also participate through inter-professional collaborations in formulating interventions for better management of any health threats. | Clinical nurse specialists have an essential role to ensure the public attains holistic care Bastable, 2019. They enhance access to wellness and primary care by identifying populations and individuals who are predisposed to disease causing agents and environments. CNSs play an integral role in rolling out public health interventions, education and awareness to attain better health for populations. | Both nurse educator and CNS focus on wellness of individuals and populations as change agents. However, CNS takes an active role in public health but the nurse educator is passively involved. Nurse educator confines their involvement to developing interventions through curriculum content and not real public activities. |
| Health Care Administration | Nurse educators play critical roles in health administration by teaching the use of EBP to support nurses and nursing students in their practice settings (Raymond et al., 2018). In most cases, they form part of the administrative committees in their nursing schools and faculties to address departmental and academic progression matter and policies. | CNSs can be supervisors in their care facilities through leading CNS clinics and providing solutions where gaps in care provision exist. The implication is that they assume leadership roles based on their competencies and settings. | Both educators and CNSs take administrative roles but in different ways. More fundamentally, CNSs take active roles in administration of different care components in their practice. However, nurse educators’ roles are mainly delegated. Secondly, while CNSs roles are mainly in administration, nurse educators can administer both in practice and academic settings. |
| Informatics | Nurse educator deploy different aspects of nursing informatics while disseminating information in their faculty settings. These include information management systems and analytical science (Bastable, 2019). Nurse educators are critical users of informatics to pass information based on their specialty classes.
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Informatics is key to CNSs as they use it to enhance practice setting and care standards. Nurse informatics in clinical setting ensures that the practice uses technology to improve care provision to the public. CNSs also support nurses in using technologies and management of all systems. | Both nurse educator and CNS use informatics to improve overall quality of care but differently (Bastable, 2019). CNSs focus on wide system use to improve care whereas the nurse educator uses it as a means of giving out information in nursing schools. |
| Business/Finance | Profit maximization is a core aspect of any organization in healthcare provision; especially private entities. Nurse educators need financial and business knowledge to deliver cost-effective learning objectives and measures for their students. Having competence in business is critical to attain set goals and objectives. | CNSs evaluate issues related to efficiency and efficacy, safety, and cost based on the available resources to select the best option for better outcomes. They also seek cost-cutting measures to enhance the financial health of their facilities. | Both nurse educator and CNS require business and financial acumen to understand resource allocation and factors influencing different aspects of care provision. Both specialties require financial and business knowledge to implement innovative care models. |
| Specialty (e.g., Family, Acute Care) | Nurse educators can specialize in different areas that include acute care nursing, family nursing and critical care nursing. The implication is that they can specialize in all areas based on one’s career desires.
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CNSs like nurse educators can specialize in all areas, especially with the emerging use of telehealth and other aspects of health technology like artificial intelligence (Mohr & Coke, 2018). CNSs can specialize in public health, geriatrics care, communicable diseases like diabetes and mental health among others | Both specialties show a wide area of specialization opportunities for the practitioners. The only variance in specialization for these specialties may arise from core functions. |
| Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice | Nurse educators are certified and regulated by the American Association of Colleges of Nursing (AACN). The association ensures that nurse educators meet regulatory and state requirements to be faculty members (Bastable, 2019). Nurse educators also get their licenses from State Boards of Nursing.
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CNSs get accreditation examination from the American Nurses Credentialing Center (ANCC). CNSs should renew their license and certification every five years (Mohr & Coke, 2018). CNSs also get certification from different State Boards of Nursing who assess their competence levels to incorporate their specialty roles. | Both specialties require certification by respective professional associations and bodies as well as state boards of nursing. |
Conclusion
Nursing specialties allow nurses to practice in different areas and attain competence to deliver quality care interventions. However, these specialties have similarities based on the expected ethics, leadership roles and responsibilities, roles in public health and health administration among other areas. Therefore, nurse educators need to appreciate the different roles played by different specialty nurses in care provision. The comparison shows that all specialties work collaboratively through inter-professional collaborations to attain quality patient care.
References
Bastable, S. B. (2019). Nurse as educator: Principles of teaching and learning for nursing
practice. Burlington, MA: Jones & Bartlett Learning.
Coffey, J. S., & White, B. L. (2019). The clinical nurse educator role: A snapshot in time. The
Journal of Continuing Education in Nursing, 50(5), 228-232.
DOI: 10.3928/00220124-20190416-09.
Mohr, L. D., & Coke, L. A. (2018). Distinguishing the clinical nurse specialist from other
graduate nursing roles. Clinical Nurse Specialist, 32(3), 139-151. DOI: 10.1097/NUR.0000000000000373
Raymond, C., Profetto-McGrath, J., Myrick, F., & Strean, W. B. (2018). Balancing the seen and
unseen: Nurse educator as role model for critical thinking. Nurse education in practice, 31, 41-47. DOI: 10.1016/j.nepr.2018.04.010.
Stamps, A., Cockerell, K., & Opton, L. (2021). A modern take on facilitating transition into the
academic nurse educator role. Teaching and Learning in Nursing, 16(1), 92-94. DOI:10.1016/j.teln.2020.04.002