Introduction
Nurse practitioner core competencies are imperative because they help prepare a nurse practitioner to be independent during the provision of care. The core competencies include scientific foundation, leadership, quality, practice inquiry, technology and information literacy, policy and health delivery system. The scientific foundation competency is one of the categories which deals with the relationship of research and nursing practice. As a result, it advocates for evidence-based practice and integration of theory as well as research into nursing service. For instance, the first competency under the scientific foundation states that the nurse should logically analyze the patient information and the existing evidence in order to improve the care. The second competency requires the nurse to incorporate scientific knowledge into the nursing science. The third competency assists the nurse to translate research into practice. The final competency under this category requires that nurses develop new practices that amalgamate research and theory with nursing services. Therefore, scientific foundation competencies stress on the significance of research and theory in the nursing profession.
Literature review
Scientific research in nursing practice has become imperative and everyone is talking about it. According to Rich (2009), people have used scientific research to legitimize the nursing profession, reform education and build the health care career. Nonetheless, in spite of research being a critical issue in the nursing profession, only a few nurse practitioners apply it to practice. In the research done, Kenner (2009) states that despite the fact that majority of the nurses have positive attitude towards scientific research, they can not only access a relevant information but also determine the significance of studies that they come across. As a result, the aim of the development of scientific foundation competencies was to assist nurse practitioners to move in the right path as they assume their roles and responsibilities. This was important in elimination of opacity that existed between nurse practitioners and researchers. For instance, the ambiguity of research in the nursing profession made the adoption process difficult. This was so because many nurses did not understand their roles. Therefore, the scientific foundation competencies emerged to assist nurse practitioners to know their roles as well as the importance of research in the advanced nursing practice.
According to Gaie & Scheffer (2010), confusion between nurses’ roles and the duties of other health care professionals has existed for a period. Interpersonal training as well as collaborative management of patients has made nurse practitioners to adopt some of the doctors’ tasks. Nevertheless, nursing and medicine are two different professions. Although many people believe that the doctor’s work is to cure while a nurse practitioner role is to care, their assumption does not have a scientific basis. According to the research, nurse practitioners claimed that during wound management, they base the treatment on scientific research and empirical practice (Rich, 2009). On the other hand, doctors in their field of practice also use this scientific rationalization. The only difference is that a nurse practitioner is always with the patient while the doctor appears periodically. As a result, Gaie & Scheffer (2010) argue that a nurse practitioner concentrates more on the emotions of the patient than on scientific knowledge. This is because a nurse practitioner puts his or her concern on the patient condition as well as the social, economic, physical and psychological aspect of life. Therefore, majority of the nurse practitioners lose track of the scientific foundation competencies as they focus on the patient emotional experience.
Additionally, the nurse practitioners usually rely on different kinds of information and knowledge as they relate with the patients (Kenner, 2009). For instance, in the management of a patient suffering from diabetes, a nurse practitioner would want to collect the social, family, birth, medical and surgical history. On the contrary, the doctor takes a blood sample and manages the patient according to the blood sugar level. This shows the disparities that exist between the doctors and the nurse practitioners. For that reason, Gaie & Scheffer (2010) explain that although an understanding of the human body is important, it needs to be amalgamated with the social sciences. Additionally, it must be incorporated with empirical knowledge that one gains as a nurse practitioner. Thus, the scientific foundation competencies require that the nurse practitioners integrate that knowledge into nursing practice. The knowledge that aids in evidence based practice can come from research work or professional experience.
According to Rich (2009), scientific foundation competencies develop from research work, and it is, therefore, necessary for a nurse practitioner to be familiar with the different designs that are significant to the nursing profession. This is because scientists assume that research work is rational thus useful in evidence-based practice. For instance, social life is irrational while knowledge keeps on changing depending on the time and place. As a result, the collection and interpretation of data are imperative because they portray the whole picture. This is why, the first competency under the scientific category stresses on the importance of data collection in evidence-based practice. Additionally, sufficient data collection and correct interpretation aid in collaborative management of the patient (Kenner, 2009). On the other hand, nurse practitioners usually gain some data that one cannot measure. For example, trust and pain are patients’ experience for which one cannot determine the level or quantity. As a result, a nurse practitioner needs to depend on knowledge acquired through experience in order to manage patients feelings and emotions. This is why, the scientific foundation competencies allow nurse practitioners to use acquired knowledge to manage patients. Therefore, a nurse practitioner needs to be equipped with knowledge through training or experience.
Finally, the importance of scientific foundation competencies led to its inclusion in the nursing curriculum. In a survey done, Gaie & Scheffer (2010) state that student usually finds it difficult to understand and apply the convolution as well as indistinctness of care. This is because nursing requires amalgamation of concepts from many disciplines like anatomy, physiology, public relation and sociology. Therefore, the development of scientific foundation competencies gives the nurse practitioners chances of using an acquired knowledge in provision of care to the patients. As a result, the patients receive effective and efficient care.
Integration of scientific foundation competencies into nursing practice
The first competency under the scientific foundation category is analysis of data and evidences. According to Anema (2009), correct data interpretation leads to comprehensive care of a patient while evidence-based practice results in standard nursing. A nurse practitioner can integrate this competency into nursing practice through assessment, diagnosis, planning, implementation and evaluation of patient care. To begin with, during the assessment process, a nurse practitioner collects data from the patient through different ways. They include history taking, inspection, palpation, auscultation and percussion. The collected data form a background for the treatment of the patient. After the data collection, a nurse practitioner critically analyses it to come up with a diagnosis. Data analysis is a vital process in management of patients because it helps the nurse practitioners in intervening (Astalol, 2008). Therefore, wrong data analysis leads to mismanagement of patients. Planning of patient care by a nurse practitioner follows an appropriate diagnosis. During the planning phase, a nurse practitioner uses evidence from research to determine the best care. It involves critical analysis of relevant research work to come up with a justified care plan. Once the care plan is ready, a nurse practitioner provides the best care to the patient because he or she has a rationale for everything that he or she does. Finally, the evaluation phase involves a review of data as well as the collected evidences to determine if the care provided meets the patient needs. Therefore, a careful integration of this competency leads to improved nursing practice.
The second competency requires the nurse to use knowledge from humanities and sciences within the nursing context. The integration of this competency in the nursing practice is done in two ways, which are social and scientific. The social aspect of nursing is humanity, and it entails all the factors that interfere with the patient progression (Anema, 2009). Besides, they come from the environment where the patient stays. They include the people, the economy, the weather as well as food. On the other hand, scientific knowledge is specific, measurable, achievable, realistic and time limited (Astalol, 2008). They include the various tests done to a patient as well as information from empirical research work. As a nurse practitioner, one should be able to use the humanity knowledge to manage patients holistically. This is possible through a therapeutic relationship with a patient. In this relationship, a nurse practitioner should collect information about the social factors that associate with the patient’s well-being. They may include polluted environment, family conflict or inadequate funds to meet the hospital bill. The nurse practioner should then use this knowledge to provide care to the patient. For instance, if the patient is depressed because of family conflicts, the nurse should try to provide psychological care as thiscan aid in alleviation of depression.
Additionally, as a nurse practitioner, one should be able to use scientific knowledge in the nursing practice. This is possible in a number of ways. For instance, a nurse practioner can administer iron tablets to a patient after observing a hemoglobin level of less than ten. Moreover, the nurse can advise the patient to take food that is rich in iron. This shows the integration of science into nursing practice because the iron tablet and nutritious food aid in body iron formation process, thus boosting the hemoglobin level of the patient. Furthermore, a nurse practitioner can integrate scientific knowledge into nursing through practices like aseptic techniques, rational medication use and proper waste segregation. This is because all these practices have a scientific basis behind them. For instance, aseptic technique prevents the spread of infection from the patient to the nurse and vice versa.
The third competency requires that a nurse practitioner uses research as well as other forms of knowledge to improve the care of patients. It means that a nurse practitioner should use research to provide evidence-based practice (Anema, 2009). A nurse practitioner incorporates this competency into nursing practice by providing research-based care to the patients. For example, if a recent research states that a patient should be starved for six hours before undergoing an operation so as to decrease the chances of aspiration pneumonia, a nurse practitioner should do exactly that. This is because the starving has a rational behind it. Additionally, the nurse practioner can use the acquired knowledge to provide services to the patient. For instance, a nurse who is aware that breastfeeding increases the child’s immunity, while decreasing the chances of childhood diseases should use the same knowledge to provide health talks to post partum mothers. Lastly, a nurse practitioner can incorporate knowledge of literature review with the provision of care. For example, literature reveals that early diagnosis and management of cervical cancer slow down its progression. Therefore, a nurse practitioner can use this knowledge to advice women of reproductive age on the importance of cervical screening tests.
The last competency under this category states that a nurse practitioner should develop new ways of providing care via research, review of theory as well as practice. According to the research done, Astalol (2008) states that a nurse who engages in research work always provides quality services because he or she is equipped with knowledge on how to perform several activities. Therefore, a nurse practitioner can incorporate this competency into the nursing practice via involvement in research, which helps him or her develop new procedures. For example, the prevalence of infection as well as thrombophlebitis may prompt a nurse practioner to research about canulas. The nurse may conduct a prospective study to determine how the canulas are inserted and dressed. After the analysis of data, a nurse practitioner can come up with new ways of canula insertion that will decrease the incidence of infection and thrombophlebitis.
Moreover, a nurse practitioner can use this competency to make decision about the care of a patient. This is because the theories guide the nurse practitioners on what to do. Therefore, nurse practitioners must use the existing theories to design new practices that will help to improve the care of patients. For instance, a nurse can develop a procedure that ensures comprehensive management of patients using a functional health pattern. Additionally, a nurse practitioner can use the practice knowledge to develop new ways of doing things. For example, if during his/her practice, a nurse practitioner realizes that septic wounds dressed with hydrogen peroxide heal faster than those without it, he/she can develop a new way of management that involves the use of the same solution. The new approach will improve the quality of care that patients receive.
Conclusion
In conclusion, scientific foundation competencies emphasize the significance of research and theory in the nursing profession. This is because it revolves around the integration of logical thinking as well as research in the nursing science. For example, the first competency helps the nurse practioner critically analyze data and come up with an evidence-based solution. On the other hand, the second competency allows nurses to use humanities and nursing sciences in the provision of care. Finally, the third and the last competencies authorize the nurse to come up with new ways of doing things using the existing knowledge and research. Therefore, scientific foundation competencies are imperative in the holistic management of patients.
References
Anema, M. (2009). Competency-based Nursing Education: Guide to Achieving Outstanding Learning. New York: Springer.
Astalol, L. (2008). The Doctor of Nursing Practice: A Guidebook for Role Development. New York: Springer.
Gaie, R., & Scheffer, B. (2010). Critical Thinking Tactics for Nurses: Achieving the IOM Competencies. Boston: Jones and Barlet Learning.
Kenner, C. (2009). Professional Nursing Concepts: Competencies for Quality Leadership. Oxford: Oxford Publisher.
Rich, K. (2009). Philosophies and Theories for Advanced Nursing Practice. Oxford: Oxford Publisher.