A Certification Support Program: Impact on Nurse Autonomy, Nursing Practice, Outcomes and Culture
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Nurses, who are educated in palliative care nursing, facilitate the caring process through a combination of science, presence, openness, compassion, mindful attention to detail, and teamwork. As members of the interdisciplinary palliative care team, nurses bring specialized competence and expertise gained through education, credentialing, and experience. With close to 19.4 million nurses globally, nurses have a tremendous potential to reform health care and ensure quality care for seriously ill patients and their families. Through the integration of empirical, aesthetic, personal, and ethical knowledge at the generalist or advance practice levels, nurses reshape societal perspectives regarding illness, dying, and death. By virtue of their numbers, experience, education, time spent at the bedside, and insight into the lived experiences of patients and families, nurses have the potential to play a prominent role in as public health advocates for palliative care at the local, national, and global level.
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Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 16(5):p 331-337, May 1998.
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The vice president of the Certification and Measurement Services for the American Nurses Credentialing Center presents this month’s column focused on the value of certification for both the patient and the organization.
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State-specific credentialing of school nurses is generally equivalent to state teacher certification and is regulated by state departments of education. This certification establishes statewide employment standards for school nurses, as opposed to competency-based professional certification. Although more than half of all states currently have some type of credentialing for school nurses, it takes many different forms. The advantages of certification are pronounced but are surpassed by the barriers to its establishment. Considerations in establishing certification are presented along with analysis of the various forms of certification that exist in states that have school nurse certification.
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Abstract The content and discussion of the first six chapters along with some key literature provide the basis upon which the author formulates his views about accreditation, certification, and credentialing. His position is that anything done would have to lead to better evaluations, and at present there is insufficient evidence about whether accreditation, certification, and credentialing would do so. Thus, the main goal now is to gather further evidence. © Wiley Periodicals, Inc., and the American Evaluation Association.
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This article will provide a brief overview of the concepts of credentialing and certification and will identify some of the issues around certification and credentialing for clinical nurse specialists (CNSs). The article will also describe some of the misconceptions about certification and licensure that cause problems to CNSs, identify the current questions on the debated regulation of CNSs, and outline some of the proactive steps that can be taken to stay ahead of the current wave of change anticipated with the suggested changes in the forthcoming regulation of CNSs. Information provided is pertinent for new graduates and seasoned CNSs and provides an opportunity for both to gain a better understanding of certification and credentialing.
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The search for quality in public management has been provoked in recent years, mainly by the decline in the public's trust of government and by the growing interest in the development of performance measures. A general assumption that certification of public financial managers will enhance the quality of public management and will thus return public trust in government and the respect for its servants underlies the issues discussed in this article. It focuses on the endeavors to link certification and credentialing of financial managers to broader alternative strategies for assuring quality. The strengths and weaknesses of three major strategies and the available resources for their implementation are discussed: (1) promoting quality within public management education and training; (2) promoting quality within the environment where managers work; and (3) promoting quality of skills held by individual managers themselves.
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This article describes the program of research being implemented to investigate the outcomes of certification in the U.S. and Canadian workforce and its relevance to the goal of providing policy makers with pragmatic, action-oriented recommendations. Such recommendations encompass policy issues of workforce production, regulation, distribution, financing, and oversight of credentialing organizations. Few studies exist to substantiate the association between certification credentialing and practice outcomes, thereby leaving policy makers, consumers, and nurses in a vacuum when pushed to protect the public through the credentialing vehicles. The Nursing Credentialing Research Coalition (NCRC) has embarked on a research program that will reveal the relationship between certification and its influence on a nurse’s personal, professional, and practice characteristics as well as those judged by consumers and employers. Selected findings and implications for policy are described. Certified nurses’ reports of early interventions for complications are important quality measures for policy.
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Abstract Conversations over the past few years have included issues of evaluator skills and experience that are vital to the field of evaluation. Many professions administer certification or credentialing programs to ensure quality work, enhance professionalism in the field, and increase marketability for its members. Is the evaluation field ready for such an endeavor? In this chapter are the results of a survey of American Evaluation Association members within the United States regarding the feasibility, need, and potential for certification or credentialing in the future. © Wiley Periodicals, Inc., and the American Evaluation Association.
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