POPULATION-FOCUSED NURSE PRACTITIONER COMPETENCIES

Competency Area NP Core Competencies Acute Care Pedi
NP Competencie

51

iatric Curriculum Content to Support
es Competencies

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

 Septic shock
 Systemic inflammatory response

syndrome
 Travel Associated Infection
 Tuberculosis
 Viral infections (e.g. CMV, EBV, H1N1,

RSV)

Neurology:
 Arteriovenous malformation
 Brain death
 Cerebral palsy
 Cerebral vascular accidents
 Encephalopathy
 Hydrocephalus
 Hypotonia
 Meningitis
 Muscular dystrophies
 Neuropathy
 Spinal Cord Injury
 Status Epilepticus
 Submersion injuries
 Traumatic Brain Injury

Pulmonary:
 Acute respiratory distress syndrome
 Air leak syndromes
 Airway obstructive/failure disorders
 Bronchiolitis
 Chronic lung disease
 Congenital central hypoventilation

syndrome

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Acute Care Pedi
NP Competencie

52















Competency Area NP Core Competencies Primary Care Pe
NP Competencie

Leadership 1. Assumes complex and advanced Advocates for unr
Competencies leadership roles to initiate and effective care with
guide change. children and fami
Quality
Competencies 2. Provides leadership to foster

collaboration with multiple

stakeholders (e.g. patients,

community, integrated health care

teams, and policy makers) to

improve health care.

3. Demonstrates leadership that uses

critical and reflective thinking.

4. Advocates for improved access,

quality and cost effective health

care.

5. Advances practice through the

development and implementation

of innovations incorporating

principles of change.

6. Communicates practice knowledge

effectively both orally and in

writing.

7. Participates in professional

organizations and activities that

influence advanced practice

nursing and/or health outcomes of

a population focus.

1. Uses best available evidence to Recognizes the im
continuously improve quality of
local, state and na
clinical practice.
2. Evaluates the relationships among foster best practic

access, cost, quality, and safety

and their influence on health care.

56

ediatric Curriculum Content to Support
es Competencies

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

restricted access to quality cost Vulnerable children in nontraditional settings
hin health care agencies for such as:
ilies.  Incarcerated youth
 Infants and children of incarcerated

parents
 Children in foster care
 Homeless children
 Children of migrant workers
 International adoptees

Global pediatric health issues

mportance of collaborating with Child safety policies
ational child organizations to
ces and child safety.

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Primary Care Pe
NP Competencie

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.

Practice Inquiry 1. Provides leadership in the 1. Ensures ped
Competencies
translation of new knowledge into and/or paren

practice. clinical inquir

2. Generates knowledge from clinical 2. Promotes res

practice to improve practice and contributes to

patient outcomes. of or the hea

3. Applies clinical investigative skills

to improve health outcomes.

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 1. Promotes de
Information
Literacy for knowledge management to systems to a

improve health care. appropriate t

57

ediatric Curriculum Content to Support
es Competencies

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

diatric assent and consent,
Quality research for children.

ntal permission when conducting

ry. Product design and development with pediatric

search that is child-centered and user/consumer in mind.

o positive change in the health Barriers to quality research in the pediatric
alth care delivered to children. population.

evelopment of information Tailoring information to the child’s
assure inclusion of data developmental and cognitive level.
to pediatric patients, including

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Primary Care Pe
NP Competencie

Competencies 2. Translates technical and scientific development

health information appropriate for 2. Considers de

various users’ needs. the family wh

2.a Assesses the patient’s and information to

caregiver’s educational needs outcomes.

to provide effective, 3. Uses pediatr

personalized health care. learning to im

2.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 1. Advocates fo
Competencies
the interdependence of policy and policies to ad

practice. children and

2. Advocates for ethical policies that 2. Uses relevan

promote access, equity, quality, direct approp

and cost. advocate aga

3. Analyzes ethical, legal, and social restrictions th

factors influencing policy

development.

4. Contributes in the development of

health policy.

5. Analyzes the implications of health

58

ediatric Curriculum Content to Support
es Competencies

tal and physiologic norms. Neither required nor comprehensive, this list reflects only
evelopmental level of child and suggested content specific to the population
hen translating health
o support positive health Design and implementation of the electronic
health/medical record for compatibility with
ric focused simulation based health and illness of the child.
mprove practice.
Information systems to assure inclusion of data
appropriate to pediatric clients, including
developmental and physiologic norms.

Advising and counseling families whose
members may have a genetic disorder.

Age appropriate concepts and the
development of education tools for the
pediatric patient and family.

or local, state, and national Child safety policies
ddress the unique needs of Poverty initiatives
families.
nt policy specific to children to
priate patient care, and to
ainst financial and legislative
hat limit access or opportunity.

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Primary Care Pe
NP Competencie

policy across disciplines.
6. Evaluates the impact of

globalization on health care policy
development.

Health Delivery 1. Applies knowledge of 1. Optimizes ou
System
Competencies organizational practices and families by fa

complex systems to improve health care services

care delivery. community a

2. Effects health care change using 2. Facilitates pa

broad based skills including and transition

negotiating, consensus-building, development

and partnering. 3. Applies know

3. Minimizes risk to patients and development

providers at the individual and standards an

systems level. systems to su

4. Facilitates the development of cost effective

health care systems that address systems.

the needs of culturally diverse 4. Facilitates tra

populations, providers, and other including hea

stakeholders. community a

5. Evaluates the impact of health care optimize outc

delivery on patients, providers,

other stakeholders, and the

environment.

6. Analyzes organizational structure,

functions and resources to improve

the delivery of care.

7. Collaborates in planning for

transitions across the continuum of

care.

59

ediatric Curriculum Content to Support
es Competencies

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

utcomes for children and their Transitions and linkages across health and
acilitating access to other health mental service, community, and educational
s (e.g. mental health) or to settings to optimize outcomes
and educational settings.
arent-child shared management Early intervention programs and committee
n to adult care as special education.
tally appropriate.
wledge of family, child Advocacy for effective models of health care
t, healthy work environment delivery for alternative families.
nd organizational theories and
upport safe, high quality, and Development of systems of care across health
e care within health care delivery and mental services, social and educational
institutions.

ansitions across settings Integration of mental health into primary care
alth care, mental health, for children.
and educational services to
comes. Navigation and promotion of health care
access for children and adolescents.

Collaboration in planning for transition to adult
health care.

Collaboration in palliative and end of life care.

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Primary Care Pe
NP Competencie

Ethics 5. Integrates ethical principles in
Competencies decision making.

Independent 6. Evaluates the ethical
Practice consequences of decisions.
Competencies
7. 3. Applies ethically sound solutions
to complex issues related to
individuals, populations and
systems of care.

1. Functions as a licensed 1. Conducts ag

independent practitioner. advanced ph

2. Demonstrates the highest level of development

accountability for professional life span.

practice. 2. Assesses gro

3. Practices independently managing mental/behav

previously diagnosed and pediatric life

undiagnosed patients. 3. Assesses for

3.a Provides the full spectrum of or verbal abu

health care services to include violence on t

health promotion, disease 4. Analyzes the

prevention, health protection, structure, cul

anticipatory guidance, contributing f

counseling, disease health of the

management, palliative, and 5. Assesses pa

end of life care. knowledge a

3.b Uses advanced health appropriate h

assessment skills to risks.

differentiate between normal, 6. Performs age

variations of normal and and problem-

abnormal findings. 7. Performs a s

3.c Employs screening and abnormal find

diagnostic strategies in the diagnoses en

development of diagnoses. physiological

60

ediatric Curriculum Content to Support
es Competencies

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

Knowledge of the unique challenge and
process with ethical dilemmas concerning
children and families.

Long term outcomes of ethical decisions
(chemo).

Principles of legal and ethical decision making.

ge appropriate comprehensive Refer to resource list for most up to date
hysical, mental and guidelines:
tal assessment across pediatric  Bright Futures

owth, development and  AAP well child visits
vioral health status across the  ACIP Immunization schedule

span. Pediatric health risks and health indicators

r evidence of physical, emotional
use, neglect and the effects of Genetic (3 generational), developmental,
behavioral, psychosocial, cognitive screening
the child and adolescent.
and family history.
e family system (i.e. family

ltural influences etc.) to identify Age-appropriate and condition specific

factors that might influence the screening tools, tests, laboratory test, and

child/adolescent and/or family diagnostic procedures .
atient’s, family’s or caregiver’s Age appropriate anticipatory guidance.

and behavior regarding age-

health indicators and health Etiology, natural history, developmental

considerations, pathogenesis, and clinical

e appropriate comprehensive manifestations of common disease processes

-focused physical exams. in children.

systematic review of normal and Principles of health education and counseling
dings resulting in a differential for growth and development, health promotion,
ncompassing anatomical, health status, illnesses, illness management.
l, motor, cognitive,

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Primary Care Pe
NP Competencie

3.d Prescribes medications within development

scope of practice. behavior acro

3.e Manages the health/illness 8. Identifies nut

status of patients and families behavioral fe

over time. appropriate e

4. Provides patient-centered care treatments/in

recognizing cultural diversity and 9. Interprets ag

the patient or designee as a full and condition

partner in decision-making. diagnostic stu

4.a Works to establish a the well, mino

relationship with the patient the pediatric

characterized by mutual 10. Promotes he

respect, empathy, and activity practi

collaboration. 11. Provides hea

4.b Creates a climate of patient- promotion se

centered care to include lifespan.

confidentiality, privacy, 12. Activates chi

comfort, emotional support, recommends

mutual trust, and respect. on behalf of c
4.c Incorporates the patient’s 13. Partners with

cultural and spiritual centered com

preferences, values, and services as n

beliefs into health care. family suppo

4.d Preserves the patient’s control 14. Incorporates

over decision making by recommenda

negotiating a mutually appropriate,

acceptable plan of care. 15. Assists the p

development
child’s develo

16. Recognizes a

of intradiscip

developing a

care.

61

ediatric Curriculum Content to Support
es Competencies

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

tal, psychological, and social Anticipatory guidance
oss the pediatric lifespan.

tritional conditions and Breast feeding promotion and management.

eeding issues and implements Nutritional programs, and nutritional intake
educational, dietary or medical considering food preferences and avoidance of
nterventions. food sensitivities.
ge-appropriate, developmental

n-specific screening and Coordination of care .with Early Intervention

udies to diagnosis and manage and special education

or acute, or chronic conditions in Newborn screening and appropriate follow up.
scope of practice.

ealthy nutritional and physical Exposure to and knowledgeable about the

ices. following procedures:

alth maintenance and health  Fluorescein staining

ervices across the pediatric  Removal of foreign body from eye-cotton

tip applicator

ld protection services, and  Ear foreign body and cerumen removal-

s/incorporates other resources curette and irrigation method

children or families at risk.  Nasal foreign body removal

h families to coordinate family  Nasal packing for epistaxis
mmunity and health care  Tooth evulsion- stabilization
needed for specialty care and  Pulse oximetry
ort.  CPR
 Nasogastric tube insertion
health objectives and  Urethral catheterization
ations for accommodations, as  Removal of vaginal foreign body
into educational plans (IEP)  Skin scraping
parent/child in coping with  Wound irrigration and drainage
tal behaviors and facilitates the  Wound closure- suture insertion; staple
opmental potential.
and integrates the perspectives insertion; butterfly/steri-strip, tissue
plinary collaboration in adhesive
and implementing the plan of  Splinting

Population-Focused Nurse Practitioner Competencies





















Competency Area NP Core Competencies Psychiatric-Men
NP Competencie

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 Employs opportun
Competencies the interdependence of policy and to reduce the imp
practice.
prevention and tre

2. Advocates for ethical policies that problems and psy
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.

Health Delivery 1. Applies knowledge of
System organizational practices and
Competencies complex systems to improve
health care delivery.

2. Effects health care change using

67

ntal Health Curriculum Content to Support
es Competencies

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

communications to enhance care.

nities to influence health policy Healthcare/public policy knowledge of:
pact of stigma on services for  Laws and regulations (e.g., Health
eatment of mental health
ychiatric disorders. Insurance Portability and Accountability
Act [HIPAA], Center for Medicare and
Medicaid Services [CMS], The Joint
Commission, Accreditation Healthcare
Organizations, documentation,
coding/reimbursement, American with
Disabilities Act, mental health parity),
 Principles of advocacy to influence socially
responsible policy, including consumer
focused care .
 Laws, procedures for seclusion and
restraint for hospitals/psychiatric units,
long term care (LTC is inclusive of nursing
homes)

Interprofessional practice competencies

Scope of practice knowledge of:
 Scope and Standards of Practice
 Legal/ethical issues

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Psychiatric-Men
NP Competencie

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
the environment.
6. Analyzes organizational structure,
functions and resources to
improve the delivery of care.
7. Collaborates in planning for
transitions across the continuum
of care.

Ethics 1. Integrates ethical principles in
Competencies decision making.

2. Evaluates the ethical
consequences of decisions.

3. 3. Applies ethically sound
solutions to complex issues
related to individuals, populations
and systems of care.

68

ntal Health Curriculum Content to Support
es Competencies

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

 Regulatory agencies

Coordination of services knowledge of
available resources (e.g., consultation
resources, evidence based practice,
community resources, government funded
studies/grants, school resources)

Models of integrative care skill in:
 Obtaining and utilizing appropriate

collateral information
 Providing and utilizing consultations and

referrals
 Communicating with other health care

providers

Boundaries, duty to report, duty to warn,
confidentiality, reporting abuse, seeks
consultation, knowing scope of practice,
knowing personal limits, safety
State mental health laws
State laws related to involuntary
hospitalization and commitment
Influence on policy by monitoring of policy and

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Psychiatric-Men
NP Competencie

Independent 1. Functions as a licensed 1. Develops an
Practice
Competencies independent practitioner. for mental he

2. Demonstrates the highest level of disorders bas

accountability for professional evidence-bas

practice. practice guid

3. Practices independently managing 2. Includes diffe

previously diagnosed and health proble

undiagnosed patients. 3. Assess impa

3.a Provides the full spectrum of problems on

health care services to 4. Conducts ind

include health promotion, psychotherap

disease prevention, health 5. Applies supp

protection, anticipatory principles, co

guidance, counseling, disease evidence bas

management, palliative, and brief and long

end of life care. 6. Applies recov

3.b Uses advanced health trauma focus

assessment skills to 7. Demonstrate

differentiate between normal, approaches t

variations of normal and 8. Plans care to

abnormal findings. complication

3.c Employs screening and quality of life

diagnostic strategies in the 9. Treats acute

development of diagnoses. disorders and

3.d Prescribes medications within 10. Safely prescr

scope of practice. patients with

3.e Manages the health/illness psychiatric d

status of patients and families 11. Ensures pati

over time. appropriate p

69

ntal Health Curriculum Content to Support
es Competencies

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

active communication to appropriate parties to
affect policy for optimal healthcare.

n age-appropriate treatment plan Age Specific Psychiatric Disorders for:
ealth problems and psychiatric  Aging adult (65 years and older)
sed on biopsychosocial theories,  Adult (18-64 years)
sed standards of care, and  Adolescent (13-17 years)
delines.  Pre-Adolescent (10-12 years)
erential diagnosis for mental  Child (3-9 years)
ems and psychiatric disorders.  Infant (Prebirth-2 years)
act of acute and chronic medical

psychiatric treatment. Evaluation:
dividual and group  History and Physical Exam
py.  Psychiatric Evaluation
portive, psychodynamic  Mental Status Exam Concepts related to
ognitive-behavioral and other
sed psychotherapy/-ies to both screening instruments (e.g., specificity and
g term individual practice. sensitivity, reliability and validity)

very oriented principles and Type of screening instruments (e.g.,

sed care to individuals. depression screening, Mini Mental Status

es best practices of family Exam (MMSE), alcohol screening, ADHD

to care. screening, anxiety screening, drug screening,

o minimize the development of serum screening)

ns and promote function and Clinical guidelines
e.

e and chronic psychiatric Screening tools

d mental health problems. Clinical evaluation tools
ribes pharmacologic agents for Medical co-morbidities and differentials
h mental health problems and

disorders. Theoretical foundations of individual, group

ient safety through the and family approaches

prescription and management of

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Psychiatric-Men
NP Competencie

4. Provides patient-centered care pharmacolog
recognizing cultural diversity and interventions
the patient or designee as a full 12. Explain the r
partner in decision-making. the patient an
4.a Works to establish a 13. Identifies the
relationship with the patient strategies in
characterized by mutual substance ab
respect, empathy, and 14. Seeks consu
collaboration. enhance one
4.b Creates a climate of patient- 15. Uses self-ref
centered care to include 16. Provides con
confidentiality, privacy, providers and
comfort, emotional support, cost- effectiv
mutual trust, and respect. 17. Guides the p
4.c Incorporates the patient’s appropriate u
cultural and spiritual alternative th
preferences, values, and 18. Uses individu
beliefs into health care. evaluate psy
4.d Preserves the patient’s 19. Manages psy
control over decision making settings.
by negotiating a mutually 20. Refers patien
acceptable plan of care. 21. Facilitates th
levels of care
22. Uses outcom
23. Attends to th
relationship a
change.
24. Maintains a t
with individua
promote pos
25. 25. Therapeu
patient relatio
other levels o

70

ntal Health Curriculum Content to Support
es Competencies

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

gic and non-pharmacologic
Theoretical foundations of trauma-focused

s. care and recovery models of care
risks and benefits of treatment to

nd their family. Gender differences and equality

e role of PMHNP in risk-mitigation Foster care, caregiver stress
the areas of opiate use and

buse clients. Simulation of crisis intervention, risk

ultation when appropriate to assessment, other pertinent areas
e’s own practice.
flective practice to improve care. Epidemiology/risk analysis knowledge of:
nsultation to health care  Prevalence of disorders or behaviors in
d others to enhance quality and
ve services. diverse populations across the life span
patient in evaluating the  Contributing risk factors and potential
use of complementary and
herapies. barriers to health promotion and disease
ualized outcome measure to prevention (e.g.,
socioeconomic,
biological, environmental, community
specific variables)

ychiatric care. Epidemiology/risk analysis skill in:

ychiatric emergencies across all  Risk assessment (e.g., violence, abuse,

nt appropriately. neglect, suicide, psychopathology)
he transition of patients across Health Promotion and Disease Prevention

e. Health behavior knowledge of:

mes to evaluate care.  Health behavior guidelines (e.g., gender-
he patient- nurse practitioner based recommendations, exercise,
as a vehicle for therapeutic lifestyle, familial factors that predisposes

one to disease, cultural and societal

therapeutic relationship over time influences/stigmas)


als, groups, and families to

sitive clinical outcomes. Health behavior skills in:

utically concludes the nurse-  Selecting and implementing appropriate

onship transitioning the patient to health behavior guidelines to specific

of care, when appropriate. situations based on individual patient

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Psychiatric-Men
71 NP Competencie

26. Demonstrate
sexual/physic
sexuality, an
lifespan.

27. Applies thera
based on the
reduce emot
and behavior
growth

28. Apply princip
empowermen
theories in pr
development

29. Identifies and
boundaries to
therapeutic p

30. Teaches pati
treatment op
development
cultural abilit

31. Provides psy
families, and
problems and

32. Modifies trea
ability and re

33. Considers m
improve self-
teaching indi
patients.

34. Demonstrate
of seclusion

35. Documents a
restraints.

ntal Health Curriculum Content to Support
es Competencies

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

es ability to address variances
cal abuse, substance abuse,
nd spiritual conflict across the Growth and development across the lifespan
knowledge of:
apeutic relationship strategies  Growth and development theories and
eories and research evidence to
tional distress, facilitate cognitive concepts (including spiritual, cultural,
ral change, and foster personal cognitive, emotional, psychosexual,
physical abilities)
 Variances

ples of self-efficacy/ Growth and development across the lifespan
ent and other self-management skill in:
romoting relationship  Developmental assessment
t and behavior change.
d maintains professional Screening instruments (including invasive and
noninvasive screenings) skill in:
o preserve the integrity of the  Selecting and implementing appropriate
process.
ients, families and groups about screening instrument(s), interpreting
ptions with respect to results, and making recommendations and
tal, physiological, cognitive, referrals
ty and readiness.
ychoeducation to individuals, Prevention activities knowledge of:
d groups regarding mental health  Primary, Secondary and Tertiary
d psychiatric disorders.
atment approaches based on the Prevention activities (e.g., health
eadiness to learn. promotion, immunizations, anticipatory
motivation and readiness to guidance, parenting skills, lifestyle
-care and healthy behavior when modifications, psychosocial rehabilitation
ividuals, families and groups of activities, in- home family treatments, risk
reduction, pharmacology, CAM, self-care)
 Access to care to underserved populations

es knowledge of appropriate use Prevention activities skill in:
and restraints.  Guidance, teaching, coaching,
appropriate use of seclusion and
collaborating (with patient, family, and
community)

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Psychiatric-Men
NP Competencie

72

ntal Health Curriculum Content to Support
es Competencies

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

 Assessing readiness and capacity (e.g.,
change, learning, health literacy)

 Implementing early intervention activities

Assessment of Acute and Chronic Illness

Anatomy, physiology, development and
pathophysiology across the lifespan
knowledge of:
 Normal anatomy and physiology (including

genetics, normal aging)
 Pathophysiology

Comprehensive psychiatric evaluation
knowledge of:
 Psychopathology (including DSM V signs

and symptoms and neurobiology)

Comprehensive psychiatric evaluation skills in:
 Recognizing clinical signs and symptoms

of psychiatric illness
 Differentiating between pathophysiological

and psychopathological conditions
 Performing and interpreting a

comprehensive and/or interval history and
physical examination
(including
laboratory and diagnostic studies)
 Performing and interpreting a mental
status examination
 Performing and interpreting a psychosocial
assessment and family psychiatric history
 Performing and interpreting a functional
assessment (activities of daily living,
occupational, social,
leisure, educational,

Population-Focused Nurse Practitioner Competencies

Competency Area NP Core Competencies Psychiatric-Men
NP Competencie

73

ntal Health Curriculum Content to Support
es Competencies

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

coping skills)

Diagnostic reasoning knowledge of:
 Diagnostic reasoning process
 Diagnostic criteria (e.g., DSM V current

International Classification of Disease)

Diagnostic reasoning skill in:
 Developing and prioritizing a differential

diagnoses list
 Formulating diagnoses according to DSM

V based on assessment data
 Differentiating between normal/abnormal

age related physiological and
psychological symptoms/changes

The Nurse Practitioner and Patient
Relationship

Therapeutic communication knowledge of:
 Therapeutic communication principles,

techniques and ethics (e.g., boundaries,
phases of the therapeutic relationship,
conflict of interest, self-awareness,
negotiation and collaboration)
 Principles of family dynamics and social
support systems
 Cultural competency (e.g., language,
ethnicity, race, religious, spiritual,
biopsychosocial, urban/rural,
homeless,
migrant, Gay-Bisexual-Lesbian-
Transgender/Transexual orientation,
corrections/forensic, uninsured and
underinsured, health disparities)

Population-Focused Nurse Practitioner Competencies