REVISIONS UNDERWAY FOR NURSING PROFESSIONAL DEVELOPMENT SCOPE AND STANDARDS
A work group has been convened to update the Scope and Standards of Practice for Nursing Professional Development (2000). The work group's members are very committed and are sensitive to the influence the document will have not only on nursing professional development educators but also on the nursing profession as a whole. We have the challenge to make sure the new standards are relevant not just for today but until the next revision.
The dynamic group working on this project is diverse. Members come from professional development practices in hospital systems, community and teaching hospitals, the military, academe, and public health. They are nursing professional development administrators, managers, educators, and faculty. The representatives are from across the United States and a military representative in Korea. The group also has strong staff support from the American Nurses Association and the NNSDO. The entire group is committed to meeting monthly by telephone conference call. Each member participates on one of three task forces working on revisions to the philosophy and framework, the scope, and the standards. These subgroups meet once or twice a month by conference call and report back to the larger group.
The work group began its task in February, and one of the consistent themes expressed is the need for nursing professional development to reflect the current and future changes being experienced in each practice setting. Nursing practice, itself, has changed significantly since 2000, so the work group must make sure nursing professional development practice includes competencies that will help us to be proactive, not reactive. We have discussed the tremendous influence of technology on the teaching and learning processes as well as on the workplace. Generational issues are seen as a greater challenge than was recognized in the past edition of the standards. We also know that evidence-based practice, a growing body of research, the process of translation, data management, and outcomes will require considerable future discussion as we begin to lay out the pathway to shape our future practice.
Dora Bradley, PhD, RN-BC Chair, Standards Revisions Work Group
CORE CURRICULUM FOR STAFF DEVELOPMENT
The revisions to the third edition of the Core Curriculum for Staff Development began in the fall of 2006 and are now completed, and the new edition is in production. To the section editors and authors, it seemed, at times, a never-ending journey. The explosion of information and technology, theory, and increased societal need has sharply increased the expectations and competencies attributed to today's staff development specialist. We believe that the third iteration of the Core will provide direction and resources for staff development specialists at all levels.
Based on the outline from the ANCC's Nursing Professional Development Certification examination and building upon previous editions, the Core is divided into four sections. "Section 1, Foundations of Practice" retains classic learning theory but is updated throughout, with new concepts such as cybergogy, challenges to Bloom's Taxonomy, and the addition of human intelligence. It contains the basics of ethical-legal education practice yet addresses cutting-edge bioethical issues straight from today's headlines. This section includes the latest change theory, whereas the "Issues and Trends" chapter highlights global changes in business and healthcare industry and the challenges forecasted for staff development practice. The section concludes with a new chapter, "Cultural Diversity and Competence." "Section 2, Educational Process" blends the best of the basics of planning and implementing educational programs, with enhanced content addressing simulation, computer-based and accelerated learning, concept mapping, and more. This section discusses technology from clinical information systems to "technophobia!" Comprehensive chapters on program evaluation and quality management are "must reads" for every educator and are replete with reference charts to make the Core a "hands-on" resource. "Section 3, Management of Offerings and Programs" is a guide to the essentials of program management. Expanding beyond the boundaries of nursing and medicine to the business world, this section offers up-to-date marketing theory, the latest accreditation standards for continuing education, and the business aspects of staff development practice including how to glean "return on investment" from your programs. "Section 4, Roles of the Staff Development Professional" is truly evidence based. This section is truly reflective of the highly dynamic healthcare environment and complex roles of the staff development specialist. The roles are supported by the American Nurses Association's Scope and Standards for Nursing Professional Development, current literature, and research. Finally, there is an exciting new chapter to the roles section of the Core: "The Role of the Entrepreneur."
I wish to thank our section editors, Barbara Brunt, Kathleen Dunn-Cane, Edna Hull, and Patsy Maloney; our peer reviewers; and all of the chapter authors for their hard work and dedication to this project. A special thanks to Adrianne Avillion for her mentorship and to Patricia Barlow for her expert guidance and support throughout this endeavor! Our goal was to provide an evidence-based resource for staff development; we hope we have met your expectations.
Sandra L. Bruce, MSN, RN-BC Editor, Core Curriculum for Staff Development, 3rd ed.
ANCC'S NURSING PROFESSIONAL DEVELOPMENT CERTIFICATION
The Nursing Professional Development Certification examination is undergoing a transformation. The current examination has not changed much from its original form first administered in 1992. This stability has been enjoyed, although the Content Expert Panel (CEP) has met regularly and adapted the Scope and Standards for Continuing Education, for Staff Development, for Continuing Education and Staff Development, and the current Nursing Professional Development.
When the CEP met in September 2007, the test blueprint was completely restructured to reflect both current and projected practice as recommended by the assembled team. Effective November 1, 2008, the test will be administered on the computer at Prometric Testing Centers in several communities in each state. This provides the flexibility of testing at the time you are ready and immediate feedback to the candidate. However, paper-and-pencil testing will still be available at special events such as the NNSDO Convention. ANCC is proud to announce that our international colleagues will be joining us in the testing process. The blueprint is scheduled for dissemination in July 2008.
All those with current certification were to have received an invitation to take the field test of the new examination form on May 17, 2008. If you are selected to be 1 of the 130 candidates, you will earn a CE reduction for certification renewal and an opportunity to preview the new test.
The CEP has heard comments that the test is too easy to it is too hard. The CEP is aware how much the role has evolved considerably in the 15-year life of the examination. NNSDO conducted a Think Tank last summer; the overriding theme was that nursing professional development specialists are relied upon in ever-changing healthcare environments to work with continuously challenged healthcare workers. Thus, the CEP sought to create a test blueprint that will serve nursing professional development well into the next decade, with appropriate emphasis on all the roles and functions encompassed by our complex accountabilities. This may prove challenging for members of large departments who are specialized within the NPD functions and do not operationalize all the roles.
For those who have not taken the examination yet, there are many review course options designed to assist you to prepare for the current test plan. For the pioneers in our ranks, we welcome you to take the new test after November 1, 2008. Either way, the NPD should be a leader and role model for certification as all nursing organizations move toward excellence in nursing practice.
Julia Aucoin, DNS, RN-BC, CNE NNSDO Representative to ANCC's CEP