Core competencies in any field refer to the set of recommended proficiencies unique to the labor pool of a profession or organization. Nursing, like any other avocation, has detailed core competencies that serve to raise the general standards of the practice across the board. Additionally, both tributaries of professional nursing such as clinical and non-clinical nursing have each its own specific compilation of core competencies. The core competencies in each outpost of the vocation may differ in some instances and become similar in another case. The core competencies influence affirmatively on the profession regardless of the concerned particular branch of nursing.
Comparison of Core Competencies in Clinical and Non-clinical Nursing
Clinical nursing entails experts such as nurse the practitioners while non-clinical nursing is comprised of the likes of nurse educators, administrators, and executives. On the similarities, first, is the vital outlook on leadership in this line of work. Bound by their common advocacy for leadership, intra disciplinary fields foster positive change by creating room for innovation, as it is a nurse practitioner or educator.
Secondly, both aspects of nursing, seek to promote the idea of constantly improving the quality of output by individuals. For a nurse educator, it is necessary to appreciate learning as a lifelong endeavor thus; effort ought is to be applied in self-improvement for the entire span of one’s career. The responsibility of contributing to the advancement of the practice in general through health care improvements is with the Nurse practitioners.
Just as nurse practitioners influence the means and ways of operating at their place of work by generating sound policies, so are nurse educators by participating in curriculum design. In both cases, the professionals concerned aid in molding an efficient vehicle on the road to achieving the laid out objectives (Core Competence of Nurse Educators, 2005).
When contrasting the core competencies of the two divisions of nursing, one major dissimilarity that becomes evident is that nurse educators are heftily involved in facilitating the learning process of others while nurse practitioners are more often than not, concerned with the application of knowledge. By way of explanation, nurse educators participate in the scholarly process by teaching while nurse practitioners use acquired knowledge to improve the practice of nursing as is stipulated in the scientific foundation competence.
Another conspicuous difference in the core competencies of clinical and nonclinical nursing has a root in how experts from the two areas handle knowledge and information. On the one end, nurse practitioners provide new knowledge through research and transform it into practice. Nurse educators on the other end have a duty to keep abreast with trending knowledge and information in the world of nursing so that they disseminate accurate and up to date information to their students.
Similarities and Differences in the Implementation of Nursing Competencies in Clinical and Nonclinical Nursing
In the course of implementing leadership competencies for nurse practitioners and nurse administrators, a notable similarity occurs in their methods of communication. Communication is a focal point of effective leadership. That put into consideration, nursing practitioners and administrators use both oral and written means to disseminate knowledge and ideas to relevant audiences in their capacities as leaders. Differences occur when one considers a nurse educator’s purpose for leadership with that of a nurse practitioner. Nurse educators implement their leadership competencies with a view to inspire the same competencies in their students. This ensures the transferring of competencies to posterity who secures a sound future for nursing. Nurse practitioners a majority of the time implement leadership with the aim of achieving the set objectives with minimal apprenticeship endeavors (Competencies for Nurse Practitioners, 2008).
On quality improvement, clinical and non-clinical nurses implement competencies using extremely similar procedures. For example, with both kinds of professionals, there is a prevailing culture of attending self-improvement programs. The knowledge acquired improves their institutions. Significant differences in the implementation of quality improvement are target areas where the implementations occur. For nurse practitioners a good number of the quality up swings affect their expert knowledge, such as in the diagnosis of diseases. Nurse administrators and educators are mostly concerned with knowledge that helps them enhance the way they deal with and relate to people as their leadership roles are at the heart of their interests. (Nurse Leadership, 2013)
Implementation of policies occurs if they promise a wholesome betterment of all stakeholders in the nursing world irrespective of the branch of nursing. However, nurse practitioners put into practice policies that directly affect health care while nonclinical specialists adopt policies that affect the conditions of the people under their purview.
Implementations of Inquiry practice competencies that concern nurse practitioners is by means of applying clinical inquisitive proficiencies that generate new knowledge and practices in nursing. Nonclinical professionals in the same field are usually on the opposite end of the line of flow of knowledge. That is to say, that as clinical practitioners brings forth new knowledge, nonclinical personnel act as the recipients of the knowledge. Thus, implementation of certain core competencies by the two sides differs from how they approach knowledge and information.
Despite the striking similarities in the core competencies of clinical and nonclinical nursing, distinct variations unique to each division exist. Thus, the competencies are adjusted to their specific departments where need be. Implementation falls under a similar trend of notable similarities and dissimilarities.
Core Competences of Nurse Educators. (2005). Web.
Competencies for Nurse Practitioners. (2008). Web.
Nurse Leadership. (2013). Web.