Assignment: 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

Assignment: 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

Assignment: 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

Assessment Description

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 “Nursing Roles Graphic Organizer Template” to differentiate how advanced registered nurse roles 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.

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Make sure to compare the following areas of practice in your graphic organizer:

Ethics

Education

Leadership

Public Health

Health Care Administration

Informatics

Business/Finance

Specialty (e.g., Family, Acute Care)

Include any regulatory bodies or certification agencies that provide guidance or parameters on how these roles incorporate concepts into practice.

You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content. Ensure that the country in the source is relevant to your paper. Sources cited should be generalizable to the population being studied or discussed.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Attachments

NUR-513-RS-NursingRolesGraphicOrganizerT

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Nursing Roles Graphic Organizer – Rubric

LISTGRID

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Rubric Criteria

Total120 points

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Targeted

Comparison of Roles in Relation to Ethics

Comparison of Roles in Relation to Ethics

0 points

A comparison of roles in relation to ethics is not included.

9.6 points

A comparison of roles in relation to ethics is present, but it lacks detail or is incomplete.
10.56 points

A comparison of roles in relation to ethics is present.
11.04 points

A comparison of roles in relation to ethics is clearly provided and well developed.

12 points

A comprehensive comparison of roles in relation to ethics is thoroughly developed with supporting details.

Comparison of Roles in Relation to Education

Comparison of Roles in Relation to Education

0 points

A comparison of roles in relation to education is not included.
9.6 points

A comparison of roles in relation to education is present, but it lacks detail or is incomplete.
10.56 points

A comparison of roles in relation to education is present.

11.04 points

A comparison of roles in relation to education is clearly provided and well developed.
12 points

A comprehensive comparison of roles in relation to education is thoroughly developed with supporting details.

Comparison of Roles in Relation to Leadership

Comparison of Roles in Relation to Leadership
0 points

A comparison of roles in relation to leadership is not included.
9.6 points

A comparison of roles in relation to leadership is present, but it lacks detail or is incomplete.
10.56 points

A comparison of roles in relation to leadership is present.

11.04 points

A comparison of roles in relation to leadership is clearly provided and well developed.
12 points

A comprehensive comparison of roles in relation to leadership is thoroughly developed with supporting details.

Comparison of Roles in Relation to Public Health

Comparison of Roles in Relation to Public Health

0 points

A comparison of roles in relation to public health is not included.
9.6 points

A comparison of roles in relation to public health is present, but it lacks detail or is incomplete.

10.56 points

A comparison of roles in relation to public health is present.
11.04 points

A comparison of roles in relation to public health is clearly provided and well developed.

12 points

A comprehensive comparison of roles in relation to public health is thoroughly developed with supporting details.

Comparison Roles in Relation to Health Care Administration

Comparison Roles in Relation to Health Care Administration
0 points

A comparison of roles in relation to health care administration is not included.
9.6 points

A comparison of roles in relation to health care administration is present, but it lacks detail or is incomplete.

10.56 points

A comparison of roles in relation to health care administration is present.
11.04 points

A comparison of roles in relation to health care administration is clearly provided and well developed.
12 points

A comprehensive comparison of roles in relation to health care administration is thoroughly developed with supporting details.

Comparison of Roles in Relation to Informatics

Comparison of Roles in Relation to Informatics
0 points

A comparison of roles in relation to informatics is not included.

9.6 points

A comparison of roles in relation to informatics is present, but it lacks detail or is incomplete.
10.56 points

A comparison of roles in relation to informatics is present.
11.04 points

A comparison of roles in relation to informatics is clearly provided and well developed.
12 points

A comprehensive comparison of roles in relation to informatics is thoroughly developed with supporting details.

Comparison of Roles in Relation to Business or Finance

Comparison of Roles in Relation to Business or Finance
0 points

A comparison of roles in relation to business or finance is not included.
9.6 points

A comparison of roles in relation to business or finance is present, but it lacks detail or is incomplete.
10.56 points

A comparison of roles in relation to business or finance is present.

11.04 points

A comparison of roles in relation to business or finance is clearly provided and well developed.
12 points

A comprehensive comparison of roles in relation to business or finance is thoroughly developed with supporting details.

Comparison of Roles in Relation to Specialty

Comparison of Roles in Relation to Specialty
0 points

A comparison of roles in relation to specialty is not included.
4.8 points

A comparison of roles in relation to specialty is present, but it lacks detail or is incomplete.
5.28 points

A comparison of roles in relation to specialty is present.
5.52 points

A comparison of roles in relation to specialty is clearly provided and well developed.

6 points

A comprehensive comparison of roles in relation to specialty is thoroughly developed with supporting details.

Required Sources

Required Sources

0 points

Sources are not included.
4.8 points

Number of required sources is only partially met.
5.28 points

Number of required sources is met, but sources are outdated or inappropriate.
5.52 points

Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.
6 points

Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.

Visual Appeal

Visual Appeal

0 points

There are few or no graphic elements. No variation in layout or typography is evident.

4.8 points

Color is garish or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited.
5.28 points

Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout.
5.52 points

Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently.

6 points

Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently.

Presentation

Presentation
0 points

The submission is incoherent, contains major inconsistencies, is not presented effectively, or is missing a substantial amount of the required elements.
4.8 points

The submission is ineffective, contains multiple inconsistencies, or is missing a few of the required elements.

5.28 points

The submission contains minor inconsistencies that are not overly distracting. Presentation contains a majority of the required elements.

5.52 points

The submission is presented effectively and contains all of the required elements.

6 points

The submission is effectively presented, and all of the required elements creatively contribute to the presentation of the concepts.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

4.8 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

5.28 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
5.52 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.
6 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
0 points

Appropriate format is not used. No documentation of sources is provided.
4.8 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
5.28 points

Appropriate format and documentation are used, although there are some obvious errors.
5.52 points

Appropriate format and documentation are used with only minor errors.
6 points

No errors in formatting or documentation are present.

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Nursing Roles Graphic Organizer Template

	Type Future Role Here>	<Type Comparison Role of Choice Here>	Observations (Similarities/Differences)
Ethics
Education
Leadership
Public Health
Health Care Administration
Informatics
Business/Finance
Specialty (e.g., Family, Acute Care)
Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice

 

References

<Reference 1>

<Reference 2>

<Reference 3>

A Sample Of This Assignment Written By One Of Our Top-rated Writers

Nursing Roles Graphic Organizer Template

Advanced practice nursing roles are essential to care provision as nurses specialize in different areas to enhance patient care delivery and quality outcomes. Advanced registered nurses collaborate in interdisciplinary teams to offer care based on their scope of practice. Advanced practice roles mean nurses have various roles but interact within and outside their organizations to understand different areas of practice and adherence to regulations (Crowell & Boynton, 2020). The purpose of this paper is to differentiate the relationship and collaboration among advanced registered nurses based on their roles in nursing practice.

	Nurse Educator	Family Nurse Practitioner (FNP)	Observations (Similarities/Differences)
Ethics	Nurse educators are stewards of ethics for nurses and nursing students. Their role is to ensure that nurses and students comply with ethical standards. They also use evidence-based approaches to encourage the adoption of moral standards across ethical frameworks.	Family nurse practitioners show moral judgment and expertise when dealing with different health populations. They value honesty and integrity while adhering to the code of ethics as set by the American Nurses Association and the American Association of Nurse Practitioners (AANP).	Both nurse educators and family nurse practitioners are custodians of ethical conduct. The two specialties inspire and guide nurses concerning ethical standards. Nurse educators influence ethical standards in classroom and practice settings. However, FNP influences ethics from a wider perspective based on their interactions with patients health populations, and colleagues.
Education	Nurse educators should have a minimum of a Master’s degree in nursing (MSN). However, a doctorate is preferred by most entities. Nurse educators should also have certification in their practice area.	As advanced nurse practitioners, FNPs require a Master’s degree in nursing (MSN). They must also possess graduate-level program preparation based on their specialty. They also require relevant certification and should have completed over 500 hours of supervised practice in their specialty.	Both specialties require advanced education, at least a Master’s degree in nursing and licensure. Again, they require doctorate qualifications based on their specialties. While nurse practitioners require at least 500 hours of practicum experience, nurse educators do not require them as they mainly handle the academic aspects of preparing nursing students (Crowell et al., 2020).
Leadership	Nurse educators work with staff and colleagues to encourage participation and influence change processes. They influence the design and development of nursing curricula through assessing, updating, revising, and implementing them (DeNisco et al., 2023). They are also mentors to nursing students and influence the adoption of nursing theories. Nurse educator leadership is evident when they influence and guide the use of evidence-based practice in care settings to improve patient outcomes.	FNPs are mentors, role models, and leaders in their practice because of their advanced role. FNPs work in collaboration with others to impact legislation and decision-making entities to improve care in families and community health settings, especially dealing with diseases that impact families and their members. They provide leadership to encourage engagement, empowerment, and participation in professional development for nurses.	Both nurse educators and FNPs have influential leadership roles as they influence changes in various areas based on their scope (Butts et al., 2021). These include the adoption of EBP and change initiatives in both education and practice. Their leadership attributes enable them to mentor subordinates and students in practice and nursing schools, respectively. Conversely, FNPs ensure leadership within their practice setting but nurse educators influence students, curriculum changes, and professional development within the nursing education continuum.
Public Health	Nurse educators engage in public health as part of a multidisciplinary team (Crowell et al., 2020). They use EBP intervention in establishing and delivering public health strategies. They are also change agents in the communities and formulate apt environments concerning public health emergencies.	Family nurse practitioners play a critical in ensuring public health through care provision to families and specialized populations like pediatrics and geriatrics. FNPs enhance access to care, improve wellness, and focus on primary care through the identification of family members predisposed to disease-causing agents, especially chronic conditions like diabetes. FNPs also ensure the health of these populations and work collaboratively with public health nurses to enhance care provision (DeNisco, 2023). They also ensure that families and their members understand various components of care provision; including dealing with ethical dilemmas in matters like end-of-life care.	Both roles demonstrate communities’ wellness and increased response to possible disease epidemics and outbreaks as change agents. However, while the FNPs participate in public health initiatives, nurse educators participate in creating awareness through information and education (Butts et al., 2021). Further, they do not engage communities, families, and patients about ethical aspects like end-of-life decisions and care.
Health Care Administration	Nurse educators have a limited role in health care administration because of their practice settings. However, they use their competence in EBP to support the implementation of various initiatives in practice and academic settings (DeNisco, 2023). They are in administrative committees where they handle various issues and policy formulation for better care delivery.	FNPs serve as advanced nurses for their subordinates based on their level of qualification. They can administer various roles like case managers and primary care providers based on their specialties. They also work as administrators in their respective practice settings.	The two roles have administrative responsibilities. However, nurse educators have administrative roles in academic institutions and even healthcare facilities but FNPs only manage their practice settings.
Informatics	Nurse educators leverage informatics to disseminate information, especially from research findings and EBP. Analytical science informatics is essential during this process (DeNisco, 2023). Nurse educators use informatics to improve learning among students as they emphasize application in nursing practice.	FNPs can leverage healthcare technologies, including informatics, to improve diagnosis and care delivery (Butts & Rich, 2021). Information systems enable them to make effective decisions based on interventions and sharing information with other professionals.	Both roles require nursing informatics to enhance information dissemination and care delivery. However, while nurse educators leverage informatics to disseminate information during learning, FNPs use it to make better care decisions and share with other colleagues in multidisciplinary teams.
Business/Finance	Nurse educators require business and finance knowledge to enhance decisions and implement curriculum (Butts et al., 2021). They also require this knowledge to attain cost-effectiveness in their environment. Therefore, financial knowledge is critical to nurse educators.	FNPs focus on cost-effective and innovative ways to deliver care and maximize profits in their practice settings and for health populations (Crowell et al., 2020). They attain these objectives by determining and evaluating factors related to safety, cost, available resources, and efficacy. They also use cost-cutting practices to improve the financial health of their facilities. Therefore, they must have business knowledge to make better decisions.	Both nurse educators and FNPs require business and finance knowledge to make relevant decisions to ensure cost-cutting interventions. They also require the knowledge to implement innovative solutions in practice areas and prepare nursing students to seek EBP interventions to reduce the cost of care when in practice.
Specialty (e.g., Family, Acute Care)	Nurse educators specialize in various parts of the profession. These include family nursing educators, acute nursing educators, and general education (Bastable, 2019). Therefore, they specialize in all specialties in the nursing profession.	Family nurse practitioners can specialize in various areas that include pediatric, geriatric, and obstetrics, among others (Butts et al., 2021). Specializations in FNP a specialty are diverse and limitless as they can also focus on mental health, adolescent health, and adult health.	Both areas and roles have endless specialization possibilities. The difference may only arise from the diverse functions of the specialties and the setting where practiced.
Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice	Nurse educators get certification from the American Association of Colleges of Nursing (AACN). The core role of the AACN is to ensure nurses offer quality education across the spectrum (AACN, 2024). Before being educators, nurses are regulated by respective state and federal agencies and bodies like the National Council of State Board of Nursing (NCSBN).	The American Nurses Credentialing Center (ANCC) (2024) examines nurses through a national examination and the different specialties. As such, FNPs get certified as qualified providers through these examinations. They also require their certification after five years as required by the ANCC.	Both roles require certification by different agencies at state and federal levels as well as specific organizations in the nursing profession (Wheeler et al., 2022). AACN credentials nurse educators while ANCC ensures that nurse practitioners have the right credentials.

Conclusion

 Advanced registered nurses have various roles and specialties that differ and share certain similarities in a host of aspects, from ethics to possession of business and finance knowledge. The comparison demonstrates that nurse educators and family nurse practitioners are essential advanced practice nursing roles based on their competencies and responsibilities. A comparison of the roles is important to understand their functions and preparation for effective collaboration and inter-professional team development to deliver quality and evidence-based care interventions.

References

American Association of Colleges of Nursing (2024). About AACN: Who We Are.

            https://www.aacnnursing.org/about-aacn

American Nurses Credentialing Center (ANCC) (2024). ANCC: About the American Nurses

            Credentialing Center.  https://www.nursingworld.org/ancc/

Bastable, S. B. (2019). Nurse as educator: Principles of teaching and learning for nursing

            practice. Burlington, MA: Jones & Bartlett Learning.

Butts, J. B., & Rich, K. L. (2021). Philosophies and theories for advanced nursing practice.

            Jones & Bartlett Learning.

Crowell, D. M., & Boynton, B. (2020). Complexity leadership: Nursing’s role in health care

            delivery. FA Davis.

DeNisco, S. M. (2023). Advanced practice nursing: Essential knowledge for the profession.

            Jones & Bartlett Learning.

Graebe, J., & McIntyre-Hite, L. (2023). Call to action: Leveraging American Nurses

Credentialing Center nursing continuing professional development credit for prior learning assessment—Part 1. The Journal of Continuing Education in Nursing, 54(8), 341-343. DOI: 10.3928/00220124-20230711-02.

Wheeler, K. J., Miller, M., Pulcini, J., Gray, D., Ladd, E., & Rayens, M. K. (2022). Advanced

practice nursing roles, regulation, education, and practice: A global study. Annals of global health, 88(1): 42. DOI: 10.5334/aogh.3698