POPULATION-FOCUSED NURSE PRACTITIONER COMPETENCIES

POPULATION-FOC
PRACTITIONER CO

Family/Across the Lifespan
Neonatal
Pediatric Acute Care
Pediatric Primary Care
Psychiatric-Mental Health
Women’s Health/Gender-Related

201

CUSED NURSE
OMPETENCIES

13

Population-Focused Competencies Ta
2013

ask Force

Population-Focused Competencies Ta

Task Force Chair

Anne Thomas, PhD, ANP-BC, GNP, FAANP
National Organization of Nurse Practitioner Faculties

Task Force Members

Robin Bissinger, PhD, APRN, NNP-BC
National Certification Corporation
NNP Work Group
Margaret Brackley, PhD, RN, FAAN, FAANP
National Organization of Nurse Practitioner Faculties
PMHNP Work Group
Bill Buron, PhD, RN, FNP/GNP-BC
American Academy of Nursing Gero-Psych Project
FNP Work Group
Renee Davis, MSN, RN, CPNP
American Association of Colleges of Nursing
PCPNP Work Group
Kathleen R. Delaney, PhD, PMH-NP
American Association of Colleges of Nursing
PMHNP Work Group
Evelyn Duffy, DNP, G/ANP-BC, FAANP
Gerontological Advanced Practice Nurses Association
FNP Work Group
Deb Gayer, PhD, RN, CPNP-PC
Pediatric Nursing Certification Board
PCPNP Work Group
Cathy Haut, DNP, CPNP, CCRN
American Association of Colleges of Nursing
ACPNP Work Group

3

ask Force

Caroline Hewitt, DNS(c), WHNP-BC, ANP-BC
National Certification Corporation
WHNP Work Group
Susan Hoffstetter, PhD, WHNP-BC, FAANP
National Association of Nurse Practitioners in Women’s Health
FNP Work Group
Judy Honig, EdD, DNP
National Organization of Nurse Practitioner Faculties
PCPNP Work Group
Jean Ivey, DSN, CRNP, PNP-PC
Association of Faculties of PNPs
PCPNP Work Group
Tess Judge-Ellis, DNP, ARNP
National Organization of Nurse Practitioner Faculties
FNP Work Group
Rebecca Koeniger-Donahue, PhD, APRN-BC, WHNP-BC, FAANP
American Association of Colleges of Nursing
WHNP Work Group
Judy LeFlore, PhD, RN, NNP-BC, CPNP-PC&AC, ANEF, FAAN
National Organization of Nurse Practitioner Faculties
ACPNP Work Group

Population-Focused Nurse Practitioner Competencies

Nancy Magnuson, DSN, CS, FNP-BC
American Association of Colleges of Nursing
FNP Work Group
Julie Marfell, DNP, FNP-BC, FAANP
National Organization of Nurse Practitioner Faculties
FNP Work Group
Kathleen McCoy, DNSc PMHNP/BC, PMHCNS-BC, FNP-BC FAANP
American Nurses Credentialing Center
PMHNP Work Group
Karen Melillo, PhD, ANP-C, FAANP, FGSA
American Academy of Nursing Gero-Psychiatric Project
WHNP Work Group
Julie Miller, MSN, APRN, PNP-BC, FNP
American Nurses Credentialing Center
PCPNP Work Group
Jamille Nagtalon-Ramos, MSN, CRNP
National Association of Nurse Practitioners in Women’s Health
WHNP Work Group
Carol Patton, DrPH, RN, FNP-BC, CRNP, CNE
American Nurses Credentialing Center
FNP Work Group
Karin Reuter-Rice, PhD, CPNP-AC, CCRN, FCCM
Pediatric Nursing Certification Board
ACPNP Work Group
Lori Baas Rubarth, PhD, APRN-NP, NNP-BC
American Association of Colleges of Nursing
NNP Work Group

4

Debra Sansoucie, EdD, ARNP, NNP-BC
National Association of Neonatal Nurse Practitioners
NNP Work Group
Carol Savrin, CPNP, FNP, BC, FAANP
Association of Faculties of PNPs
FNP Work Group
Margaret Scharf, DNP, PMHCNS-BC, FNP-BC
International Society of Psychiatric Nursing
PMHNP Work Group
Lorna Schumann, PhD, NP-C, ACNP, BC, ACNS, BC, CCRN-R, FAANP
American Association of Nurse Practitioners Certification Program
FNP Work Group
Diane Seibert, PhD, ARNP, FAANP
National Organization of Nurse Practitioner Faculties
WHNP Work Group
Diane Snow, PhD, RN, PMHNP-BC, CARN, FAANP
National Organization of Nurse Practitioner Faculties
PMHNP Work Group
Joan Stanley, PhD, CRNP, FAAN, FAANP
American Association of Colleges of Nursing
FNP, NNP, ACPNP, PCPNP, PMHNP, WHNP Work Groups
Judy Verger, RN, PhD
Association of Faculties of PNPs
ACPNP Work Group
Mary Weber, PhD, PMHNP-BC
American Psychiatric Nurses Association
PMHNP Work Group

Population-Focused Nurse Practitioner Competencies

POPULATION-FOCUSED NURSE PRAC
Family/Across the Lifespan, Neonatal,
Pediatric, Psychiatric-Mental Health, &

Introduction Since the release of the 2008 APRN Con
Background nurse practitioner (NP) community has be
education, NP programs have focused on
in the model. National organizations have
competencies that guide curriculum deve
gerontology competencies (2010 and 201
to identify current competencies for the re
practice competencies for the Family/Acr
Care, Psychiatric-Mental Health, and Wo
explicate the unique characteristics and r
competencies.

The National Organization of Nurse Prac
all nurse practitioners in 1990 and subseq
Recognizing the need to give NP program
American Association of Colleges of Nurs
specific competencies. In 2002, a nationa
care areas of Adult, Family, Gerontologic
Acute Care Nurse Practitioner Competen
Competencies. The development of these
process that remains in place today and w

The APRN Consensus Model made a few
adult and gerontology foci were merged,

5

CTITIONER COMPETENCIES:
, Acute Care Pediatric, Primary Care
& Women’s Health/Gender-Related

nsensus Model: Licensure, Accreditation, Certification, and Education, the
een undertaking efforts to ensure congruence with the model. Within
n changes to align educational tracks with the NP populations delineated
e supported these efforts through collaborative work on the NP
elopment. The first initiatives focused on the development of adult-
12). In 2011, a multi-organizational task force embarked on the challenge
emaining NP population foci. This document presents the entry into
ross the Lifespan, Neonatal, Pediatric Acute Care, Pediatric Primary
omen’s Health/Gender-Related nurse practitioners. These competencies
role of each population foci and are designed to augment the NP core

ctitioner Faculties (NONPF) released the first set of core competencies for
quently has revised them in 1995, 2000, 2002, 2006, 2011, and 2012.
ms further guidance in an area of focus, NONPF, in collaboration with the
sing (AACN), facilitated the development of the first sets of population-
al panel completed the work to identify competencies in the NP primary
cal, Pediatric, and Women’s Health. In 2003, work groups released the
ncies and the Psychiatric-Mental Health Nurse Practitioner
e population-focused competencies involved a national, consensus
was used with the 2012 population-focused competencies.

w changes to the population foci for NP educational tracks. Notably, the
and both the adult-gerontology and pediatric foci are distinguished as

Population-Focused Nurse Practitioner Competencies

being primary care or acute care. In addit
focus crosses the lifespan. Competencies
with funding from The John A. Hartford F
gerontology competencies in primary car
each population foci in the Model, NONP
delineate updated entry-level competenc

The task force includes representatives o
force formed sub-groups to identify the co
a whole for discussion. The sub groups in
corresponded with the focus area. The ta
process, and the final competencies refle

The APRN Core

The APRN Consensus Model stipulates t
separate comprehensive graduate-level c
physiology/pathophysiology, including ge
assessment, which includes assessment
approaches; and advanced pharmacolog
pharmacotherapeutics of all broad catego
the work groups chose to suggest conten
courses as it pertained to the specific pop
broad-based core courses as it related to

The Relationship of the NP Core and Population-Focused

Each entry-level NP is expected to meet
competencies in the area of educational p
competencies and population-focused co

At the time the task force began its work,
new set represented NONPF’s endorsem
integration of previous Master’s-level core

6

tion, the Consensus Model stipulates that the Psychiatric-Mental Health
s specific to these newly defined population foci did not exist. In 2011
Foundation, AACN, in collaboration with NONPF, delineated the adult-
re and acute care. Recognizing the need for competencies that align with
PF convened a national task force in 2011 to review previous work and
cies for the remaining population foci.

of various organizations from nursing education and certification. The task
ompetencies for each population focus and also convened periodically as
ncluded representatives from the stakeholder organizations that
ask force invited review of the competencies in an external validation
ect the feedback obtained in this step.

that an APRN education program must include at a minimum three
courses known as the APRN core. The APRN core consists of: advanced
eneral principles that apply across the lifespan; advanced health
t of all human systems, advanced assessment techniques, concepts and
gy, which includes pharmacodynamics, pharmacokinetics and
ories of agents. In addition to the broad-based content described above,
nt within the population-focused competencies related to the three core
pulation. This was done to illustrate the differences in application of the
o therapeutic management of the various populations.

d Competencies

both the NP core competencies and the population-focused
preparation. Accordingly, NP educational programs use both NP core
ompetencies to guide curriculum development.

, NONPF had just released a new set of core competencies for NPs. This
ment of the transition of NP education to the doctoral level and an

e competencies with the practice doctorate NP competencies released

Population-Focused Nurse Practitioner Competencies

by NONPF in 2006. The NONPF Board h
having one set of NP core competencies
scope of practice as a licensed independ

The new core competencies moved away
core competency areas that delineate the
graduation regardless of the population fo
the complex challenges of translating rap
care environment. The new, nine compet
competencies.

Other Resource Material for NP Programs

During the development of the population
documents are critical to NP curriculum d
following as critical resources for refinem
centered care across all settings:

 The Future of Nursing: Leading Chang
 Core Competencies for Interprofession
 Quality and Safety Education for Nurs
 Essential Genetic and Genomic Comp
 The Essentials of Master’s Education
 The Essentials of Doctoral Education
 Oral Health Core Clinical Competencie

How to Use This Document

The following pages include five sets of p
to emphasize the relationship of the popu
expectation is that an educational progra

In the development of the competencies,
The task force concluded that it would be

7

had charged a task force to integrate the two documents with the goal of
to guide educational programs preparing NPs to implement the full

dent practitioner.

y from the previous 7 domains as a framework and instead used nine
e essential behaviors of all NPs. These are demonstrated upon
ocus of the program. The competencies are necessary for NPs to meet
pidly expanding knowledge into practice and function in a changing health
tency areas also provide the framework for the population-focused

n-focused competencies, the task force recognized that other national
development. The task force felt it very important to delineate the
ment of specific skill sets necessary to provide evidence-based, patient-

ge, Advancing Health (IOM, 2011)
nal Collaborative Practice (2011)
ses (QSEN) Graduate Competency KSAs (2012)
petencies for Nurses with Graduate Degrees (2012)
in Nursing (AACN, 2011)
for Advanced Practice Nursing (AACN, 2006)
es for non-Dental Providers (to be released 2013)

population-focused competencies. Each set is presented in a table format
ulation-focused competencies with the NP core competencies. The
am will prepare the student to meet both sets of competencies.

, the task force had extensive discussions of competencies vs. content.
e beneficial to programs if some content could be included as exemplars

Population-Focused Nurse Practitioner Competencies

Future Work of how to support curriculum developmen
the competency work group’s ideas of rel
the content list comprehensive for all
content column reflects only suggestio
focus. Content specific to the core mig
population focus.

A Glossary of Terms appears after the co
glossary. The task force hopes that this g

Each set of competencies includes a brie
intentionally brief and not intended to be
Consensus Model (2008).

To supplement the tables presented here
will soon be available to show the conten

NONPF will maintain a commitment to re
updating of the population-focused comp

8

nt for addressing a competency. The final column in each table presents
levant content. This list is not intended to be required content, nor is
that a program would cover with the core competencies. The
ions for content from the specific perspective of this population
ght be highlighted here only because of particular relevance to the
ompetencies. Any population-specific terms have been added to this
glossary will facilitate common understanding of key terms.
ef preamble to describe the population focus. The preamble is
a full description of the NP. Definitions of the NP are found in the APRN

ein and give further guidance to NP educational programs, an addendum
nt supporting the core competencies that crosses all the population foci.
econvene organizational representatives for periodic re-evaluation and
petencies.

Population-Focused Nurse Practitioner Competencies













Competency Area NP Core Competencies Family/Across t
NP Competenci

4. Leads practice inquiry, individually
or in partnership with others.

5. Disseminates evidence from
inquiry to diverse audiences using
multiple modalities.

Technology and 1. Integrates appropriate

Information Literacy technologies for knowledge

Competencies management to improve health

care.

2. Translates technical and scientific

health information appropriate for
various users’ needs.
1.a Assesses the patient’s and

caregiver’s educational needs

to provide effective,

personalized health care.

1.b Coaches the patient and

caregiver for positive

behavioral change.

3. Demonstrates information literacy

skills in complex decision making.

4. Contributes to the design of

clinical information systems that

promote safe, quality and cost

effective care.

5. Uses technology systems that

capture data on variables for the

evaluation of nursing care.

Policy 1. Demonstrates an understanding of
Competencies the interdependence of policy and
practice.

12

the Lifespan Curriculum Content to Support
ies Competencies

Neither required nor comprehensive, this list reflects only
suggested content specific to the population

care management and outcomes.

Use of available technology that enhances
safety and monitors health status and
outcomes.

Strategies to influence legislation to promote
health and improve care delivery models
through collaborative and/or individual efforts.

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Family/Across t
NP Competenci

Health Delivery 2. Advocates for ethical policies that
System promote access, equity, quality,
Competencies and cost.

3. Analyzes ethical, legal, and social
factors influencing policy
development.

4. Contributes in the development of
health policy.

5. Analyzes the implications of health
policy across disciplines.

6. Evaluates the impact of
globalization on health care policy
development.

1. Applies knowledge of
organizational practices and
complex systems to improve
health care delivery.

2. Effects health care change using
broad based skills including
negotiating, consensus-building,
and partnering.

3. Minimizes risk to patients and
providers at the individual and
systems level.

4. Facilitates the development of
health care systems that address
the needs of culturally diverse
populations, providers, and other
stakeholders.

5. Evaluates the impact of health
care delivery on patients,
providers, other stakeholders, and

13

the Lifespan Curriculum Content to Support
ies Competencies

Neither required nor comprehensive, this list reflects only
suggested content specific to the population

The relationship between community/public
health issues and social problems (poverty,
literacy, violence, etc.) as they impact the
health care of patients.

Relationship- building values and the
principles of team dynamics to perform
effectively in different team roles to plan and
deliver patient/population-centered care that is
safe, timely, efficient, effective and equitable.
Planning, development, and implementation of
public and community health programs.
Policies that reduce environmental health
risks.
Cost, safety, effectiveness, and alternatives
when proposing changes in care and practice.
Organizational decision making.
Interpreting variations in outcomes.
Uses of data from information systems to
improve practice.

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Family/Across t
NP Competenci

the environment.
6. Analyzes organizational structure,

functions and resources to
improve the delivery of care.

Ethics 1. Integrates ethical principles in
Competencies decision making.

Independent 2. Evaluates the ethical
Practice consequences of decisions.
Competencies
3. Applies ethically sound solutions
to complex issues related to
individuals, populations and
systems of care.

1. Functions as a licensed 1. Obtains and

independent practitioner. health histor

2. Demonstrates the highest level of all phases of

accountability for professional cycle using c

practice. 2. Performs an

3. Practices independently managing appropriate c

previously diagnosed and focused phy

undiagnosed patients. all ages (incl

14

the Lifespan Curriculum Content to Support
ies Competencies

Neither required nor comprehensive, this list reflects only
suggested content specific to the population

Business principles that affect long-term
financial viability of a practice, the efficient use
of resources, and quality of care.

Relevant legal regulations for nurse
practitioner practice, including,reimbursement
of services.

Skills needed to assist individuals, their
families, and caregivers to navigate transitions
and negotiate care across healthcare delivery
system(s).

Process of design, implementation, and
evaluation of evidence-based, age-appropriate
professional standards and guidelines for care.

Ethical dilemmas specific to interprofessional
patient/population-centered care situations.

Ethics to meet the needs of patients.

Ethical implications of scientific advances and
practices accordingly.

d accurately documents a relevant The influence of the family or psychosocial
ry for patients of all ages and in factors on patient illness.
f the individual and family life
collateral information, as needed. Conditions related to developmental delays
nd accurately documents and learning disabilities in all ages.
comprehensive or symptom-
ysical examinations on patients of Women’s and men’s reproductive health,
luding developmental and including, but not limited to, sexual health,
pregnancy, and postpartum care.

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Family/Across t
NP Competenci

3.a Provides the full spectrum of behavioral s

health care services to include mental healt

health promotion, disease

prevention, health protection, 3. Identifies he

anticipatory guidance, of patients o

counseling, disease stages of the

management, palliative, and 4. Identifies an

end-of-life care. health with fa

3.b Uses advanced health 5. Assesses th

assessment skills to chronic illnes

differentiate between normal, family as a w

variations of normal and 6. Distinguishe

abnormal findings. change acro

3.c Employs screening and 7. Assesses de

diagnostic strategies in the consults and

development of diagnoses. 8. Synthesizes

3.d Prescribes medications within make clinica

scope of practice. managemen

3.e Manages the health/illness 9. Plans diagno

status of patients and families appropriate u

over time. screening an

4. Provides patient-centered care of the costs,

recognizing cultural diversity and 10. Formulates c

the patient or designee as a full diagnoses.

partner in decision-making. 11. Manages co

4.a Works to establish a physical and

relationship with the patient acute exacer

characterized by mutual lifespan to m

respect, empathy, and complication

collaboration. quality of livi

4.b Creates a climate of patient- 12. Prescribes m

centered care to include altered pharm

15

the Lifespan Curriculum Content to Support
ies Competencies

Neither required nor comprehensive, this list reflects only
suggested content specific to the population

screening, physical exam and Problems of substance abuse and violence, e.
th evaluations). mental health, f. cultural factors, g. genetics, h.

dental health, i. families at risk, j. cultural
ealth and psychosocial risk factors health, k. spiritual, and l. sexual, M. academic
of all ages and families in all
functioning Family assessment.
e family life cycle.

nd plans interventions to promote Functional assessment of family members

amilies at risk. (e.g., elderly, disabled).

he impact of an acute and/or Signs and symptoms indicative of change in
ss or common injuries on the mental status, e.g. agitation, anxiety,
whole. depression, substance use, delirium, and
es between normal and abnormal dementia.
oss the lifespan.

ecision-making ability and Comprehensive assessment that includes the

d refers, appropriately. differentiation of normal age changes from

s data from a variety of sources to acute and chronic medical and

al decisions regarding appropriate psychiatric/substance use disease processes,

nt, consultation, or referral. with attention to commonly occurring atypical

ostic strategies and makes presentations and co-occurring health

use of diagnostic tools for problems including cognitive impairment.

nd prevention, with consideration Assessment processes for persons with
, risks, and benefits to individuals. cognitive impairment and
comprehensive differential
psychiatric/substance use disorders.

ommon acute and chronic Evidence-based screening tools for
d mental illnesses, including assessment of:
erbations and injuries across the
minimize the development of a. ADHD
ns, and promote function and b. Anxiety disorders
ing. c. Mood disorders
medications with knowledge of d. Developmental variations to include
macodynamics and
physical differences, behavior and
function

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Family/Across t
NP Competenci

confidentiality, privacy, pharmacokin

comfort, emotional support, such as infan

mutual trust, and respect. lactating wom
4.c Incorporates the patient’s 13. Prescribes th

cultural and spiritual 14. Adapts interv

preferences, values, and needs of ind

beliefs into health care. aging, devel
4.d Preserves the patient’s control morbities, ps

over decision making by 15. Assesses an

negotiating a mutually with disabilit

acceptable plan of care. 16. Plans and or

life care, as

17. Performs pri

18. Uses knowle

developmen

provided to i

19. Facilitates fa

health.

20. Analyzes the

disease-rela

sensory/perc

confidence w

literacy and

readiness to

accordingly.

21. Demonstrate

and differenc

professional

e.g., psycho

psychiatric s

advanced pr

22. Evaluates th

16

the Lifespan Curriculum Content to Support
ies Competencies

Neither required nor comprehensive, this list reflects only
suggested content specific to the population

netics with special populations, e. Autistic Spectrum disorders
nts and children, pregnant and f. Substance disorders
men, and older adults. g. Suicidal ideation and self-injurious
herapeutic devices.
ventions to meet the complex behavior
dividuals and families arising from
opmental/life transitions, co- Risks to health related to:
sychosocial, and financial issues. a. Bullying and victimization
nd promotes self-care in patients b. Environmental factors
ties. c. Risk-taking behaviors
rders palliative care and end-of-
appropriate. Signs and symptoms of acute physical and
imary care procedures. mental illnesses, and atypical presentations
edge of family theories and across the life span.
nt stages to individualize care
individuals and families. Resiliency and healthy coping.
amily decision-making about
Pharmacologic assessment addressing
e impact of aging and age-and polypharmacy; drug interactions and other
ated changes in adverse events; over-the-counter;
ceptual function, cognition, complementary alternatives; and the ability to
with technology, and health obtain, purchase, self-administer, and store
numeracy on the ability and medications safely and correctly.
o learn and tailor interventions
Epidemiology, environmental and community
es knowledge of the similarities characteristics, cultural, and life stage
ces in roles of various health development, including the presentation seen
ls proving mental health services, with increasing age, family, and behavioral risk
otherapists, psychologist, factors.
social worker, psychiatrist, and
ractice psychiatric nurse. Assessment of families and individuals in the
he impact of life transitions on the development of coping systems and lifestyle
adaptations.

Referrals to other health care professionals
and community resources for individuals and
families, for example, coordination of care

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Family/Across t
NP Competenci

health/illness
impact of he
(individuals,
23. Applies princ
efficacy/emp
change.
24. Develops pa
materials tha
cultural belie
25. Monitors spe
enhance effe
individuals a

17

the Lifespan Curriculum Content to Support
ies Competencies

Neither required nor comprehensive, this list reflects only
suggested content specific to the population

s status of patients and the transitions within and between health care
ealth and illness on patients systems.

families, and communities). Women’s reproductive health, including sexual
ciples of self- health, prenatal, and postpartum care and pre
powerment in promoting behavior and post-menopausal care.

atient-appropriate educational Performance of common office procedures
at address the language and which may include, but are not limited to,
efs of the patient. suturing, lesion removal, incision and
ecialized care coordination to drainage, casting/splinting, microscopy, and
ectiveness of outcomes for gynecology procedures.
and families
Comprehensive plan of care:

Assistive devices which may include but not
limited to nebulizers, walkers, CPAP.

Appropriate referral for physical therapy,
occupational therapy, speech therapy, home
health, hospice and nutritional therapy.

Establishment of sustainable partnership with
individuals and families

Ethical issues related to balancing differing
needs, age-related transitions, illness, or
health among family members.

Culturally appropriate communication skills
adapted to the individual’s cognitive,
developmental, physical, mental and
behavioral health status.

Discussion techniques for sensitive issues
such as:

a. suicide prevention, self-injury

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Family/Across t
NP Competenci

18



















Competency Area NP Core Competencies Neonatal NP Com

organizations and activities that
influence advanced practice
nursing and/or health outcomes of
a population focus.

Quality 1. Uses best available evidence to
Competencies continuously improve quality of
clinical practice.
Practice Inquiry
Competencies 2. Evaluates the relationships among
access, cost, quality, and safety
and their influence on health care.

3. Evaluates how organizational
structure, care processes,
financing, marketing and policy
decisions impact the quality of
health care.

4. Applies skills in peer review to
promote a culture of excellence.

5. Anticipates variations in practice
and is proactive in implementing
interventions to ensure quality.

1. Provides leadership in the
translation of new knowledge into
practice.

2. Generates knowledge from clinical
practice to improve practice and
patient outcomes.

3. Applies clinical investigative skills
to improve health outcomes.

23

mpetencies Curriculum Content to Support
Competencies

Neither required nor comprehensive, this list reflects only
suggested content specific to the population

 Communication theory
 Collaboration
 Conflict resolution
 Assertiveness
 Collaborative practice models
 Informatics
 Consultation

Healthcare Policy and Advocacy
 Economics of health care

Research and Quality Improvement
 Information databases
 Critical evaluation of research findings
 Translational research
 Research dissemination
 Institutional review boards

 Safety
 Continuous Quality Improvement
 Finance and Value added care

Research and Quality Improvement
 Research process and methods
 Information databases
 Critical evaluation of research findings
 Translational research
 Research on vulnerable populations
 Research dissemination

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Neonatal NP Com

4. Leads practice inquiry, individually
or in partnership with others.

5. Disseminates evidence from
inquiry to diverse audiences using
multiple modalities.

6. Analyze clinical guidelines for
individualized application into
practice

Technology and 1. Integrates appropriate
technologies for knowledge
Information Literacy management to improve health
care.
Competencies Translates technical and scientific
health information appropriate for
2. various users’ needs.
2.a Assesses the patient’s and
3.
4. caregiver’s educational needs
to provide effective,
5. personalized health care.
2.b Coaches the patient and
caregiver for positive
behavioral change.
Demonstrates information literacy
skills in complex decision making.
Contributes to the design of
clinical information systems that
promote safe, quality and cost
effective care.
Uses technology systems that
capture data on variables for the
evaluation of nursing care.

24

mpetencies Curriculum Content to Support
Competencies

Neither required nor comprehensive, this list reflects only
suggested content specific to the population

 Institutional review boards
 Safety
 Continuous Quality Improvement

Communication
 Communication theory
 Collaboration
 Conflict resolution
 Assertiveness
 Collaborative practice models
 Informatics
 Information data bases/technology
 Consultation

Professional Role
 Information technology

Teaching and Education
 Theories—motivational, change,

education, communication
 Program planning and evaluation
 Instructional technology
 Cultural sensitivity

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Neonatal NP Com

Policy 1. Demonstrates an understanding of
Competencies the interdependence of policy and
practice.

2. Advocates for ethical policies that
promote access, equity, quality,
and cost.

3. Analyzes ethical, legal, and social
factors influencing policy
development.

4. Contributes in the development of
health policy.

5. Analyzes the implications of health
policy across disciplines.

6. Evaluates the impact of
globalization on health care policy
development.

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mpetencies Curriculum Content to Support
Competencies

Neither required nor comprehensive, this list reflects only
suggested content specific to the population

Healthcare Policy and Advocacy
 Process of healthcare legislation
 Maternal and child health legislation
 Implications of healthcare policy
 Economics of health care
 Third-party reimbursement
 Legislation and regulations concerning

advanced practice
 Advocacy

Ethical and Legal Issues
 Ethical decision making
 Ethical issues—reproductive, prenatal,

neonatal, and infancy
 Ethical use of information
 Patient advocacy
 Resource allocation
 Legal issues affecting patient care and

professional practice
 Cultural sensitivity

Global Health Care
Communication
 Communication theory
 Collaboration
 Conflict resolution
 Assertiveness
 Collaborative practice models
 Informatics
 Consultation

Population-Focused Nurse Practitioner Competencies