Advance Practice Registered Nurse (APRN) Role
Overview of the APRN Role
• Advance Practice Registered Nurse (APRN) Role as a teacher:
Understanding the three domains of learning:
- Cognitive Domain: “… contextualizing and consolidating exiting theoretical knowledge….” (Hayes, 2016, p.861)
- Psychomotor Domain: the learner has retained safe practice skills when the demonstrated through repetition or “… becomes ‘second nature’….” (Hayes, 2016, p. 861).
- Affective Domain: The teacher must gage whether the learner has gained realization of the values and ethical beliefs associated with their practice
The advanced practice nurse is trained to provide patients and families with the education and skills needed understand their health/treatment, take control of their care and to be more autonomous (Joel, 2013, p. 327)
Provide students or new graduates with the education and skills needed to feel confident, safe and practice safely/independently
The APRN must understand the components of teaching (Gaberson & Oermann, 2010)
- Assess the learner (i.e. student, patient or family member/s)
- Assess the learner’s readiness to learn
- Identify the individual’s needs
- Set obtainable goals (with learners’ participation in planning)
- Monitoring the learner’s progression
- Determine if further education/teaching is indicated
Ultimate goal:
- Gain an understanding, trusting and professional relationship with learner to better facilitate knowledge retention
- “… patients gain an understanding of their health problems and treatments, how to care for themselves at home, and health-promoting behaviors”
- Promote safe and ethical practices for new graduates/students
References
Gaberson, K., & Oermann, M. H. (2010). Clinical teaching strategies in nursing (3rd ed.) New York: Springer.
Hayes, C. (2016). Approaches to continuing professional development: putting theory into practice. British Journal Of Nursing, 25(15), 860-864.
Joel, L.A. (2013) Advanced practice nursing: essential for role development. (3rd Ed). Philadelphia: F.A. Davis, 327-330.