Previous columns discussed the process for revising the 3rd edition of the Nursing Professional Development: Scope and Standards of Practice (Harper & Maloney, 2016), changes in the scope of practice and the model that depicts that scope, evolution of the standards of practice and performance, and trends influencing the revisions as well as trends anticipated to influence our future practice. A new standard, Standard 16, addresses the nursing professional development (NPD) roles of mentor and advocate for the specialty. This column challenges NPD practitioners to implement the scope and standards by recognizing NPD as a specialty, owning it as their personal specialty and advancing the specialty.
NPD PRACTICE AS A NURSING SPECIALTY
Nursing specialties are "subset areas of focused practice" (American Nurses Association [ANA], 2010a, p. 12). A specialty must meet 13 criteria to be formally recognized as a nursing specialty by ANA. These criteria include a clear definition, a unique specialty knowledge base, a need and demand for the specialty, defined competencies for its practitioners, and representation by a national or international professional association such as the Association for Nursing Professional Development. An additional 12 criteria must be met for ANA to approve the specialty's scope of practice. These criteria include delineation of the practice framework, differentiation in the generalist and graduate-level prepared practitioner, and alignment with the ANA's foundational nursing documents: Nursing Scope and Standards of Practice (ANA, 2015a), Code of Ethics for Nurses (ANA, 2015b), and Nursing's Social Policy Statement (ANA, 2010b). Finally, four criteria must be met for both the standards of practice and the standards of professional performance for the ANA to acknowledge the standards. These criteria necessitate support of each standard with basic competencies that delineate both generalist and graduate-prepared specialist performance. NPD has met all these ANA specialty criteria and is formally recognized by ANA as a nursing specialty.
The original name for the NPD specialty was "in service education," described by Pfefferkorn (1928) as being in its infancy. So not only is NPD a specialty, but it is also one of the oldest nursing specialties, predating critical care and emergency nursing. NPD has a specialty certification exam administered by the American Nurses Credentialing Center. Individuals who meet the certification requirements and pass the exam are awarded RN-BC credentials.
RECOGNIZING NPD PRACTICE
Our experience indicates that many nurses, including those who practice NPD, are not aware that NPD is a specialty. NPD practice is often confused with or considered the same as that of academic educators. Both specialties are often referred to as educators. Yet, according to the NPD scope and standards, education is just one area of responsibility out of six (Harper & Maloney, 2016). NPD practitioners are also responsible for onboarding/orientation, competency management, role development, collaborative partnerships (including academic and interprofessional), and research/evidence-based practice/quality improvement. We assume many roles in addition to learning facilitator. These additional roles include change agent, mentor, leader, champion for scientific inquiry, partner for practice transitions, and advocate for NPD specialty. Although we may share education functions, NPD and academic education are two distinct nursing specialties, and we must recognize the unique nature of our specialty.
OWNING YOUR NPD PRACTICE
In 2010, Dr. Dora Bradley challenged us to own our practice. Dr. Bradley stressed the importance of the scope and standards in defining our specialty practice and admonished us to use them beyond preparing for a certification examination. Her challenge remains pertinent today. We must incorporate the scope and standards into our day-to-day functioning as an individual NPD practitioner and as a department (Bradley, 2010).
As an individual NPD practitioner, determine if you qualify as a generalist or specialist. Then, evaluate yourself according to the appropriate competencies for each standard. Engage in competencies identified in Standard 14: Professional Practice Evaluation to "identify areas of strength as well as needed professional development" (Harper & Maloney, 2016, p. 53). As you evaluate your personal NPD practice, set goals and establish an action plan-complete with a timeline-for achieving these goals.
If you are not certified in NPD, get certified. We are often asked if another specialty certification such as critical care or emergency nursing qualifies an individual with a graduate degree as an NPD specialist. Let's turn that question around. If you were seeking a job in the emergency department, would your certification in NPD make you an emergency nurse specialist? Similarly, another certification does not indicate that you have the NPD specialty knowledge to function as a specialist. One way to own your specialty is to become certified in that specialty.
The scope and standards can also be incorporated into departmental operations. They can guide development of titles, position descriptions, performance evaluations, and department-specific competencies. Consistency of titles that align with the scope and standards is important in establishing the specialty identity. In a future column, we'll learn how one NPD department used the scope and standards to define their position descriptions and departmental responsibilities within the organization.
ADVANCING THE SPECIALTY
One of the new standards in the new scope and standards is Standard 16: Mentorship/Advancing the Profession (Harper & Maloney, 2016). This new standard was created in response to Warren and Harper's (2015) NPD Role Delineation Study that identified the roles of mentor and advocate for the NPD specialty. Although the role of mentor was one of the intertwined elements in the previous edition of the scope and standards (ANA & National Nursing Staff Development Organization, 2010), advocate for the specialty is totally new. Although the title of Standard 16, Mentorship/Advancing the Profession does not seem to reflect advocate for the specialty, the standard description clarifies its purpose: "The nursing professional development practitioner advances the profession and the specialty through mentoring and contributions to the professional development of others" (Harper & Maloney, 2016, p. 55). This standard applies both within the organization and in the larger context of the healthcare environment.
Several competency statements related to Standard 16 include promotion of NPD within the NPD practitioner's organization. These competencies incorporate describing NPD as a specialty and developing strategies to promote the role of NPD, including participation on interprofessional committees and shared governance councils (Harper & Maloney, 2016). Mentoring colleagues and students within the organization also fosters the role of the NPD practitioner. The specialty is also recognized and valued within the organization as NPD practitioners contribute to strategic organizational outcomes such as achieving accreditation, improving publicly reported metrics, or improving retention of newly licensed nurse.
Standard 16 also delineates competencies for promoting NPD externally. For example, NPD practitioners may advance the NPD specialty through scholarly activities such as the presentations and publications (Harper & Maloney, 2016). In addition, engagement in professional associations such as the Association for Nursing Professional Development not only fosters networking and collaboration with other NPD practitioners but also provides opportunities for professional development within the specialty. As the specialty organization supports national initiatives and development of a scientific foundation for the specialty, the value of NPD to health care is further supported.
CALL TO ACTION
Now, as never before, we must position ourselves to provide value to our organizations and to health care in general. Using our scope and standards as a guide to practice will help us demonstrate our worth. To do that, we must be able to define our specialty, own our practice, and advocate for NPD. Take a few minutes to reflect on the following:
* How do you respond when someone asks you "What is nursing professional development?" Can you define your specialty?
* Does your title reflect your specialty?
* What are your personal professional goals in relation to NPD? Are you certified in NPD?
* Are your department's position descriptions and performance evaluations based on the scope and standards?
* What organizational committees or shared governance councils are you on? If none, which ones should you seek to be on?
* What organizational outcomes has your department improved over the past 12 months?
* Are you a member of your professional organization?
[white circle] If no, why not?
[white circle] If yes, how have you been engaged with the organization?
We welcome your input for future columns. Let us know what you have done to incorporate the scope and standards into your practice and how you've advocated for the specialty-either within your organization or externally.
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