AACN and the National Organization of Nurse Practitioner Faculties (NONPF) recognized the need to revisit the 2010 adult-gerontology competencies to present them within the same framework as the other population foci to make it easier for faculty to cross-walk competencies across the NP curriculum. From 2015-2016, the joint work group reviewed and updated the adult-gerontology competencies. The work group includes representatives of both AACN and NONPF with expertise in adult-gerontology ACNP and/or PCNP curriculum development. The 2016 version of the competencies include both sets of adult-gerontology NP competencies. Each set is presented in a table format to emphasize the relationship of the population-focused competencies with the NP core competencies. The expectation is that an educational program will prepare the student to meet both sets of competencies.
Holistic review is a university admissions strategy that assesses an applicant’s unique experiences alongside traditional measures of academic achievement such as grades and test scores. It is designed to help universities consider a broad range of factors reflecting the applicant’s academic readiness, contribution to the incoming class, and potential for success both in school and later as a professional. Holistic review, when used in combination with a variety of other mission-based practices, constitutes a “holistic admission” process. Many colleges and universities have employed a holistic admission process to assemble a diverse class of students with the background, qualities, and skills needed for success in the profession.
This document is the culmination of a year of review by the National Task Force on Quality Nurse Practitioner Education (NTF) to ensure that these national, consensus-based evaluation standards remain current.This document offers an important resource for those involved in the preparation, credentialing, and licensing of nurse practitioners. The evaluation criteria, combined with accreditation standards for graduate programs in advanced practice nursing, provide a basis for evaluating all nurse practitioner (NP) programs.
This tool kit provides: key resources that will assist schools as they engage in curricular redesign to incorporate the Master’s Essentials; suggestions on integrative learning strategies that will strengthen clinical and scientific learning and leadership development in efficient and effective ways; development of strong academic-practice partnerships to improve clinical and scientific learning; and a forum for sharing innovative curricular and program ideas across schools.
Policy Statement from the Tri-Council for Nursing on the Educational Advancement of Registered Nurses
A joint publication of AAMC and AACN funded by the Josiah Macy Foundation