PHN: Professional Issues and Standards of Practice APHA November 5, 2006

Committee Members Joy ReedBetty Bekemeier Kaye BenderBeth Benedict Ellen BridgeStephanie Chalupka Mary Pat CouigPhilip Greiner Glenda KellyJoan Kub Pamela Kulbok

Process Analysis of reports and publications Developed first draft in small groups Agreed on Draft Public Comment on Draft Revisions based on feedback (considered every comment) Finalized and sent to ANA Congress

Components of the Scope Acknowledgment of spirited predecessors Acceptance of the 2002 IOM’s Ecological Model and 2003 report Recognition of public health and public health nursing competencies, NPHPS, Essentials Impact of emerging issues (preparedness, obesity, environmental hazards, etc.)

Definition of PHN Population-based Partnerships Role related to Core Functions Focus on supporting and enhancing health Tenets revised as 8 principles that combined distinguish PHN from other specialties

Education Generalist level assumes baccalaureate preparation Master’s assumed for nurse specialist ADN and Diploma assist where care is directed toward individuals and families Use of APRN terminology – to emphasize that CNS is one of the 4 APRN roles

Standards Have to start with “template” language and justify changes Added population-focused language throughout –“health status of populations” –“population diagnoses and priorities” –“with” the population or community Increased focus and language around: environmental issues, cultural competence, social justice, assets rather than needs

Standards Added a 5D - “Regulatory Activities” Added a Standard 16 on “Advocacy” because of its critical role in PHN

Issues for the Profession The educational level assumed for this document and the PHN competencies versus the reality of practice The “advanced practice” debate - can we articulate clearly a difference between “advanced nursing practice” (professional) and “Advanced Practice Nursing” (regulatory)