\n| Ethics<\/span><\/b>\u00a0<\/span><\/td>\n | Clinical nurse specialist are required to observe ethical principles when dealing with patients. Indeed, they are required to act as advocates of patients and protect them even as they offer their services (DeNisco & Baker, 2016).<\/span>\u00a0<\/span><\/p>\n \u00a0<\/span><\/p>\n\u00a0<\/span><\/td>\n | The ethical perspective of nurse practitioners is one that can be described as unique due to the expanded practice of these professionals. They act in many ways that are indicative of tough decisions. Thus, their ethical decision-making balances the principles of legalities and morals in analysis and in most cases need moral courage. Thus, while making decisions, nurse practitioners strive to preserve moral courage and prevent moral distress normally correlated with controversial situations.\u00a0<\/span>\u00a0<\/span><\/td>\n | The ethical comparison of the two areas reveal certain similarities and differences. Both nurses are faced with untenable situations when presented with an ethical decision. However, whereas nurse practitioners strive to reduce moral distress, clinical nurse specialists are expected to protect the patient in those decisions.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n\n| Education<\/span><\/b>\u00a0<\/span><\/td>\n | The educational requirement for nurse specialists is a minimum of MSN.\u00a0<\/span>\u00a0<\/span><\/p>\n \u00a0<\/span><\/p>\n\u00a0<\/span><\/td>\n | Concerning nurse practitioners, the educational requirement entails a Master of Science in Nursing (MSN) as a minimum qualification. In future, a doctor of nursing practice (DNP) may become necessary<\/span>\u00a0<\/span><\/td>\n | Thus, the MSN degree requirement is common to the two areas. Nevertheless, nurse practitioners may be required to advance their education.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n\n| Leadership<\/span><\/b>\u00a0<\/span><\/td>\n | The Institute of Medicine report recommended that clinical nurse specialists should assume leadership roles and guide personnel and the entire health care system so as to improve patient outcomes (Porter-O’Grady, & Malloch, 2016). The reason for this is that they work in systems, influence them, collaborate with personnel and thus have the capacity to reach relatively more patients so as to introduce improvement approaches.\u00a0<\/span>\u00a0<\/span><\/td>\n | Nurse practitioners, by virtue of their educational background, play an important leadership role in the execution of evidence-based practice (DeNisco & Baker, 2016). They fundamentally lead the reform process of the health care system by influencing them to adopt recommendations from PhDs. Thus, their role extends to the creation of health care policy reforms and their subsequent implementation.\u00a0\u00a0<\/span>\u00a0<\/span><\/td>\n | It is safe to say that both nurse practitioners and clinical nurse specialists play important leadership roles in terms of improving the quality of patient care. However, whereas the former primarily do this at the policy level, the latter do this at the clinical setting level via directing staff to implement certain changes.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n\n| Public Health<\/span><\/b>\u00a0<\/span><\/td>\n | Clinical nurse specialists use their experience, education, and perspectives to spearhead advocacy and then policy setting at among others community level. They adopt a leadership style that is based on empowerment and have a broad influence within such communities (Porter-O’Grady, & Malloch, 2016). The essentially specialize as public\/community health nurses.\u00a0<\/span>\u00a0<\/span><\/p>\n \u00a0<\/span><\/td>\n | Nurse practitioners also utilize their education to influence policy at the community level. According to Fooladi (2015), they address the public health needs of communities via home visits, wellness clinics, and establishing associations that can stop severe health situations before they unfold.\u00a0<\/span>\u00a0<\/span><\/td>\n | In all these roles, the common trend is the role of these nurses in improving the wellness of their communities. They both have influence over their communities and use this influence plus established relationships to prevent outbreak of diseases.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n\n| Health Care Administration<\/span><\/b>\u00a0<\/span><\/td>\n | The role of clinical nurse specialists in health care administration is limited. However, they work in collaboration with administrators in order to improve patient care especially when they are strategically positioned. The closest clinical nurse specialists have come to administrators is when they are assigned to supervise their fellow nurses (DeNisco & Baker, 2016).\u00a0<\/span>\u00a0<\/span><\/p>\n \u00a0<\/span><\/p>\n\u00a0<\/span><\/td>\n | Nurse practitioners also play limited role in health care administration. Owing to their education level, they can help in the formulation of hospital policy for purposes of improving patient care. However, they can also design policies related to human resources within an organization.\u00a0<\/span>\u00a0<\/span><\/td>\n | Hence, both clinical nurse specialists and nurse practitioners have limited roles in health care administration. The only way that they can participate in the management of hospitals is through collaboration with administrators to improve the quality of care and their own positioning to achieve that.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n\n| Informatics<\/span><\/b>\u00a0<\/span><\/td>\n | Clinical nurse specialists use informatics to improve the work environment and practice through application of informatics (Murphy,\u00a0 Goossen, & Weber, 2017). These nurses are significant as they influence nurses to adopt information technology in practice thus improving care.\u00a0<\/span>\u00a0<\/span><\/p>\n \u00a0<\/span><\/td>\n | When it comes to nurse practitioners, they use informatics to access best evidence-based information as well as informational tools (Murphy, Goossen, & Weber, 2017). Further, nursing informatics also helps nurse practitioners to easily relay information and also protect themselves and patients through the use of aspects such as telemedicine, e-prescribing, and internal messaging system among others.\u00a0\u00a0<\/span>\u00a0<\/span><\/td>\n | Again, the two nursing areas use informatics to improve patient care. Whereas clinical nurse specialists ensure that information technology aspects related to patient care are adopted by nurses to improve patient care, nurse practitioners actually use informatics to undertake their duties.\u00a0<\/span>\u00a0<\/span><\/p>\n \u00a0<\/span><\/td>\n<\/tr>\n\n| Business\/Finance<\/span><\/b>\u00a0<\/span><\/td>\n | Clinical nurse specialists engage in the management of patients and not human resources. Thus, they do not need to have any business or financial competencies and their curriculum do not cater for this.\u00a0<\/span>\u00a0<\/span><\/td>\n | On the other hand, nurse practitioners may require to have business\/finance competencies. This allows them to be prepared to manage resources involving employees. By taking part in workforce planning, business\/finance acumen will enable them to plan properly so as to enhance employee satisfaction.\u00a0<\/span>\u00a0<\/span><\/td>\n | While clinical nurse specialists do not require any finance\/business knowledge, these skills become indispensable to nurse practitioners due to the fact that they may use them in administrative roles. .\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n\n| Specialty (e.g., Family, Acute Care)<\/span><\/b>\u00a0<\/span><\/td>\n | \u00a0<\/span><\/p>\n Clinical specialist nurses are specialized in the following areas of care: Community-public health, Pediatric critical care, Home health, Adult gerontology, Adult-gerontological health, and Adult-gerontological critical care,\u00a0<\/span>\u00a0<\/span><\/td>\n | On the other hand, nurse practitioner are specialized in the following areas: Women\u2019s health, Neonatal, Pediatric primary, Gerontology primary, Pediatric acute, Family primary, Adult-gerontology primary, Adult primary, Adult psychiatric-mental health, and Adult-gerontology acute.\u00a0<\/span>\u00a0<\/span><\/td>\n | Both nurses work specialize in adult gerontology care and pediatric critical care. However, clinical specialist nurses work with home health, and community public health cases whereas nurse practitioners do not.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n\n| Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice<\/span><\/b>\u00a0<\/span><\/td>\n | Certification in this area of nursing occurs via the American Nurses Credentialing Center depending on the specialty. Nevertheless, not all of the CNS specialties have their certification exam.\u00a0<\/span>\u00a0<\/span><\/td>\n | For NPs, certification occurs through either the American Academy of Nurse Practitioners or the American Nurses Credentialing Center (ANCC).\u00a0<\/span>\u00a0<\/span><\/td>\n | Thus, American Academy of Nurse Practitioners certifies both nurses. However, NPs can also be certified by American Academy of Nurse Practitioners, something that CNS do not enjoy.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \u00a0<\/span><\/p>\n\u00a0<\/span><\/p>\nReferences<\/span>\u00a0<\/span><\/p>\n\u00a0<\/span><\/p>\nDeNisco, S. M., & Baker, A. M. (2016).\u202f<\/span>Advanced practice nursing: Essential knowledge for the \u202f \u202f \u202fprofession\u202f<\/span><\/i>(3 ed.). Burlington, MA: Jones & Bartlett Learning.<\/span>\u00a0<\/span><\/p>\nFooladi M. M. (2015). The Role of Nurses in Community Awareness and Preventive Health. <\/span>International journal of community based nursing and midwifery<\/span><\/i>, 3(4), 328-9.<\/span>\u00a0<\/span><\/p>\nMurphy, J., Goossen, W., & Weber, P. (2017). <\/span>Forecasting Informatics Competencies for Nurses in the Future of Connected Health: Proceedings of the Nursing Informatics Post Conference 2016<\/span><\/i>. Amsterdam: IOS Press, Incorporated<\/span>\u00a0<\/span><\/p>\nPorter-O’Grady, T. & Malloch, K. (2016). Becoming a professional nurse. ( 2nd ed.), Leadership in nursing practice: Changing the lanscape of healthcare Burlington, MA: Jones and Bartlett Learning.<\/span>\u00a0<\/span><\/p>\nNUR 590 Nursing Roles Graphic Organizer Assignment Grading Rubric<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n| 100% or highest level of performance<\/strong><\/p>\n 100%<\/strong><\/p>\n16 points<\/strong><\/td>\n| Very good or high level of performance<\/strong><\/p>\n 88%<\/strong><\/p>\n14 points<\/strong><\/td>\n| Acceptable level of performance<\/strong><\/p>\n 81%<\/strong><\/p>\n13 points<\/strong><\/td>\n| Inadequate demonstration of expectations<\/strong><\/p>\n 68%<\/strong><\/p>\n11 points<\/strong><\/td>\n| Deficient level of performance<\/strong><\/p>\n 56%<\/strong><\/p>\n9 points<\/strong><\/p>\n\u00a0<\/strong><\/td>\n| Failing level<\/strong><\/p>\n of performance<\/strong><\/p>\n55% or less<\/strong><\/p>\n0 points<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\n\u00a0Total Points Possible= 50 <\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 16 Points<\/strong><\/td>\n\u00a0\u00a0 14 Points<\/strong><\/td>\n13 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 11 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 9 Points<\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0\u00a0 0 Points<\/strong><\/td>\n<\/tr>\n\n| Scholarliness<\/strong><\/p>\n Demonstrates achievement of scholarly inquiry for professional and academic topics.<\/td>\n Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was good, but was superficial in places and included all of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was minimally demonstrated in all of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
| <\/p>\n Presentation of information is unsatisfactory in one<\/strong> of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
| <\/p>\n Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in three<\/strong> or more<\/strong> of the following elements<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| <\/td>\n | \u00a016 Points<\/strong><\/td>\n\u00a014 Points<\/strong><\/td>\n\u00a013 Points<\/strong><\/td>\n11 Points<\/strong><\/td>\n9 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n\n| Application of Course Knowledge<\/strong><\/p>\n Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations<\/strong><\/td>\nPresentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n\n- Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was good, but was superficial in places and included all<\/strong> of the following elements:<\/p>\n\n- Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was minimally demonstrated in the all<\/strong> of the following elements:<\/p>\n\n- Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in one <\/strong>of the following elements:<\/p>\n\n- Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned from and scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n\n- Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in three<\/strong> of the following elements<\/p>\n\n- Applies principles, knowledge and information and scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\n\u00a010 Points<\/strong><\/td>\n9 Points <\/strong><\/td>\n| <\/td>\n | <\/td>\n | \u00a06 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n\n | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
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