Redefining the Education of the Advanced Practice Psychiatric Nurse

Perspectives in Psychiatric Care, Nov 2006 by Paquette, Mary

Each author has taken the time to describe and articulate something new that they are doing in their school program that address the core competencies in a modern and unique fashion. For instance, teaching the therapeutic relationship online is a huge challenge that requires innovative thinking and a willingness to take risks. Rush University has stepped up to the plate with this endeavor and Suzanne Perraud and colleagues describe a new educational approach capable of healing the NP biological model and CNS therapeutic relationship controversy currently dividing the mental health nursing profession. The framework presented in Jane Mahoney and colleagues' paper provides a theoretical and practical approach to orienting students to meeting the elements of cultural competence set out in the NONPF recommendations. Betty Morgan describes a form of classroom instruction that is a unique way of assisting students in the development of the professional role as a consultant. Mary Weber and Diane Snow highlight how one graduate program implemented a required introductory psychiatric management course that educates students from all majors on psychiatric disorders and their treatment.

What else is missing in graduate curriculum beyond the innovations detailed in the papers described above? If we are to fully implement the core competencies in programs around the nation, are these innovations sufficient? Or are other changes also needed? Have we successfully woven training for the multiple skills required of an APN into our graduate curriculum? Have we preserved the role of therapist and provided the training required to do medication management and liaison work? Do we really expect the core competencies to have substance and shape the future of education and practice? Or were the core competencies primarily developed as a part of the process of political negotiation? Should we expect more? What is our next step in fully implementing the core competencies?

With all the controversy surrounding advanced nursing practice (i.e., The National Council of State Boards of Nursing Vision Paper, Doctor of Nurse Practice degree and the medical community's opposition to it) it is imperative that nurse educators support one another in developing high-quality graduate programs that are innovative and reasonable and realistic for the student to complete in a timely manner. Sharing curricula, courses, and new ideas for implementation will only strengthen graduate education and hopefully bring consistency within the profession.

Reference

National Panel for Psychiatric-Mental Health NP Competencies. (2003). Psychiatric-Mental Health Nurse Practitioner Competencies. National Organization of Nurse Practitioner Faculties, Washington, IDC. Retrieved June 6, 2006, from http://nonpf.com

Mary Paquette, PhD, APRN, BC