Advanced practice nursing for enduring health needs management: a global perspective
Norman, Linda D.
Advanced practice nursing expertise has been acknowledged worldwide as one response to the challenges arising from changes in society and health care. The roots of advanced practice nursing education are at the University of Colorado where the first known programme started in 1965. In many countries advanced practice nurses (APNs) have taken responsibility for routine patient care formerly carried out by physicians in order to reduce their workload. However, more and more, APNs have taken responsibility for new service areas and quality programmes not previously provided. Chronic disease management is one of these new service areas because long-term diseases are increasingly challenging service systems globally. This article is based on an international APN partnership. The aim of the article is to describe how the partnership will design a 15 ECTS credit course on Enduring Health Need Management as a cross-cultural collaborative endeavour. The adaptation of an inquiry based learning framework will be described drawing on four main principles of the theory: authentic learning communities; student encouragement in analysing gradually more complicated problems; networking in knowledge creation and; student engagement and activity. The cross-cultural online course aims to increase APNs' intercultural competence as well as their global and international work orientation.
APN education , Inquiry based learning , Enduring health needs , Health promotion
Koskinen L, Mikkonen I, Graham I, Norman LD, Richardson J, Savage E, Schorn M; (2012) 'Advanced practice nursing for enduring health needs management: A global perspective'. Nurse Education Today, 2 (5):540-544. http://dx.doi.org/10.1016/j.nedt.2011.06.010
Copyright © 2012, Elsevier. NOTICE: this is the author’s version of a work that was accepted for publication in Nurse Education Today. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Nurse Education Today, [32(5), July 2012] http://dx.doi.org/10.1016/j.nedt.2011.06.010