1. Consensus Model for APRN Regulation:
Licensure, Accreditation, Certification, Education
Ann L. O’Sullivan

2. Reasons for a Future APRN Model
Lack of common definitions related to APRN roles
Lack of standardization in programs leading to APRN preparation
Proliferation of specialties and subspecialties
Lack of common legal recognition across jurisdictions
1. Lack of common definitions related to APRN roles
Regulation, Role, Specialty, Sub-Specialty, Broad-based education, Population foci, Core examination
2. Lack of standardization in programs leading to APRN preparation
Initial accreditation/approval necessary
Blended programs with variable clinical hours
Inconsistent Master’s Essentials compliance
Programs graduating students that cannot be licensed
3. Proliferation of specialties and subspecialties
Examples: Palliative Care NP, Cardiovascular CNS and Homeland Security NP
4. Lack of common legal recognition across jurisdictions
Less than 30 states recognize or title protect CNS
Not all states license/authorize CRNA same as NP 2

3. Benefits of APRN Consensus Model
Facilitates mobility of APRNs
Ensures public safety
Increases access to health care
Advocates appropriate scope of practice

4. APRN Working Groups NCSBN APRN Committee (formerly Advisory Group)
APRN Consensus Process
50 Organizations
APRN Consensus
Work Group
23 Organizations
NCSBN
1993 NCSBN adopted a position paper on the licensure of APNs and model legislative language and rules
1994 NCSBN adopted core competencies for APNs
1995 NCSBN began to work with the APRN Certifiers to ensure the certification exam were suitable for regulatory purpose. Meaning that the exams were psychometrically sound and legally defensible. In the mid to late 1990’s the certifiers agreed to undergo accreditation and provide the BON information to ensure the exams were psychometrically sound and legally defensible.
2000 the APRN Advisory panel developed criteria for APRN certification programs and accreditations agencies. This criteria represented required elements of certification programs that would results in a legally defensible examination suitable for the regulation of APNs
The APRN Advisory Panel continued to work with the certification programs to improve the legal defensibility of the exams and to improve communication with all APN stakeholders. This lead to the establishment of the NSCBN APN Roundtable.
2002 The APRN Advisory panel developed a position paper describing the APN regulatory issues of concern
2003 the APRN Advisory Panel began to draft an APRN Vision paper in an attempt to resolve regulatory concerns regarding the proliferation of the APRN subspecialty areas. The purpose of the vision paper was to provide direction to the BON regarding regulation of APN over the next 8-10 years. The draft was completed and the BOD directed it be sent out for feedback. It was disseminated to the BONs and stakeholders and discussed a the at the APRN Roundtable. There was a large response and they varied. The APRN Committee began to rework the vision paper
Joint Dialogue Group 4

5. Assumption for the Joint Dialogue Group
Recommendations must address current issues facing the APRN community but should be future oriented.
The ultimate goal of licensure, accreditation, certification and education is to promote patient safety and public protection
The recognition that this document was developed with the participation of the APRN certifiers, accreditors, public regulators, educators, and employers. The intention is that the document will allow for informed decisions made by each of these entities as they address APRN issues.

6. Definition of Advanced Practice Registered Nurse
The definition includes language that addresses responsibility and accountability for health promotion and the assessment, diagnosis, and management of patient problems, which includes the use and prescription of pharmacologic and non-pharmacologic interventions.

7. Definition of Advanced Practice Registered Nurse cont…
An APRN is an individual who has:
Completed an accredited graduate-level educational program
Passed a national certification examination that matches the educational preparation
Acquired advanced clinical skills and knowledge
Practice built upon the competencies of a RN
Clinical experience of sufficient depth and breadth to reflect the intended license
Obtained a license to practice as an APRN in one of the four roles

8. APRN Direct Care Component
Advanced clinical knowledge and skills to provide direct care to patients is a defining component of practice
All APRNs have a significant component of education and practice focusing on direct care of individuals

9. Relationship Between Educational Competencies, Licensure and Certification
Measures of competencies
Competencies
Identified by Professional Organizations
(e.g. oncology, palliative
care, CV)
Specialty Certification*
Specialty
Population Foci
CNP, CRNA, CNM, CNS in Population context
Licensure: based
on Education
And certification**
Role
APRN Core Courses:
Patho/phys,
Pharmacology,
Physical/health assess
APRN

10. APRN Regulatory Model APRN Regulatory Model
Nurse
Anesthetist
Midwife
Nurse Practitioner +
Adult-
Gerontology
Women’s Health/
Gender Related
Family/Individual
Across lifespan
Neonatal
Pediatrics
Psych/Mental
Health
Licensure occurs at Levels of Role & Population Foci
POPULATION FOCI
APRN ROLES
APRN Specialties
Focus of Practice beyond role and population focus
Linked to health care needs Examples include but are not limited to: Oncology, Older Adults,
Orthopedics, Nephrology, Palliative care, Critical Care
Clinical Nurse Specialist ++
+The certified nurse practitioner (CNP) is prepared with the acute care CNP competencies and/or the primary care CNP competencies. At this point in time the acute care and primary care CNP delineation applies only to the pediatric and adult-gerontology CNP population foci. Scope of practice of the primary care or acute care CNP is not setting specific but is based on patient care needs. Program may prepare individuals across both the primary care and acute care CNP competencies. If programs prepare graduates across both sets of roles, the graduate must be prepared with the consensus-based competencies for both roles and must successfully obtain certification in both the acute and the primary care CNP roles. CNP certification in the acute care or primary care roles must match the educational preparation for CNP’s in these roles.
APRN Regulatory Model

11. APRN Regulatory Model cont…
+The certified nurse practitioner (CNP) is prepared with the acute care CNP competencies and/or the primary care CNP competencies. At this point in time the acute care and primary care CNP delineation applies only to the pediatric and adult-gerontology CNP population foci. Scope of practice of the primary care or acute care CNP is not setting specific but is based on patient care needs. Program may prepare individuals across both the primary care and acute care CNP competencies. If programs prepare graduates across both sets of roles, the graduate must be prepared with the consensus-based competencies for both roles and must successfully obtain certification in both the acute and the primary care CNP roles. CNP certification in the acute care or primary care roles must match the educational preparation for CNP’s in these roles.
APRN Regulatory Model cont…

12. Diagram 1: APRN Regulatory Model
Under this APRN Regulatory Model, there are four roles: certified registered nurse anesthetist (CRNA), certified nurse-midwife (CNM), clinical nurse specialist (CNS), and certified nurse practitioner (CNP). These four roles are given the title of advanced practice registered nurse (APRN). APRN’s are educated in one of the four roles and in at least one of six population foci: family/individual across the lifespan, adult-gerontology, neonatal, pediatrics, women’s health/gender-related or psych/mental health. Individuals will be licensed as independent practitioners for practice at the level of one of the four APRN roles within at least one of the six identified population foci. Education, certification, and licensure of an individual must be congruent in terms of role and population foci. APRNs may specialize but they cannot be licensed solely within a specialty area. Specialties can provide depth in one’s practice within the established population foci.
APRN Regulatory Model cont…

13. APRN Regulatory Model cont…
*The population focus, adult-gerontology, encompasses the young adult to the older adult, including the frail elderly. APRNs educated and certified in the adult-gerontology population are educated and certified across both areas of practice and will be titled Adult-Gerontology CNP or CNS. In addition, all APRNs in any of the four roles providing care to the adult population, e.g., family or gender specific, must be prepared to meet the growing needs of the older adult population. Therefore, the education program should include didactic and clinical education experiences necessary to prepare APRNs with these enhanced skills and knowledge.
**The population focus, psychiatric/mental health, encompasses education and practice across the lifespan.
++The Clinical Nurse Specialist (CNS) is educated and assessed through national certification processes across the continuum from wellness through acute care.
APRN Regulatory Model cont…

14. APRN Titling
The title of Advanced Practice Registered Nurse (APRN) is the licensing title to be used for the subset of nurses prepared with advanced, graduate-level nursing knowledge to provide direct patient care in one of the four roles.
Licensure is based on graduate education in one of the four roles and population foci.
Verification of licensure will indicate the role and population focus for which the APRN has been licensed.
The nurse must legally represent themselves, including in a legal signature, as an APRN and by role (e.g. APRN-CNP)
The title of APRN and role titles are legally protected titles and may not be used by any individual who does not hold the proper credentials.

15. Broad-Based APRN Education
For entry into APRN practice and for regulatory purposes the APRN education must:
Be a formal accredited graduate or post-graduate certificate program in an academic institution. The program must be comprehensive and on the graduate level
Be awarded pre-approval, pre-accreditation or accreditation status prior to admitting students
Prepare graduates in one of four roles and in at least one of the population foci

16. Broad-Based APRN Education (cont.)
For entry into APRN practice and for regulatory
purposes the APRN education must:
Include at least three separate comprehensive graduate level courses in the APRN core
Advanced Physiology/Pathophysiology
Advanced Health Assessment
Advanced Pharmacology
Provide basic understanding of decision-making principles
Ensure clinical and didactic coursework is comprehensive to prepare the graduate to practice in the APRN role and population foci

17. APRN Specialty
More focused area of practice than role and population foci
Specialty preparation cannot replace educational preparation in the role or one of the six population foci
Specialty preparation cannot expand one’s scope of practice beyond the role and population focus
Addresses a subset of the population-focus
Definition built on ANA (2004) Criteria for Recognition as a Nursing Specialty
The title may not be used in lieu of the licensing title, which includes the role and population
Is developed, recognized and monitored by the profession

18. APRN Regulatory Model APRN regulation includes: Licensure
The granting of authority to practice
Accreditation
Formal review and approval by a recognized agency of educational degree or certification programs in nursing or nursing related programs
Certification
The formal recognition of knowledge, skills and experience demonstrated by the achievement of standards identified by the profession
Education
The formal preparation of APRNs in graduate or post-graduate programs

19. Foundational Requirements for Licensure
The Boards of Nursing (Licensure) will:
License APRNs in one of four roles with a population focus
Be solely responsible for licensing (exception for states where boards of midwifery regulate nurse-midwives and midwives)
Only license graduates of accredited graduate programs
Require successful completion of a national certification examination that assesses APRN core, role and population competencies
Only license an APRN when education and certification are congruent
Not issue a temporary license

20. Foundational Requirements for Licensure cont…
The Boards of Nursing will:
License APRNs as independent practitioners with no regulatory requirements for collaboration, direction or supervision
Have at least one APRN representative position on the board and utilize an APRN advisory committee that includes representatives of all four APRN roles
Institute a grandfathering clause that will exempt those APRNs already practicing in the state from new eligibility requirements
Have the option for mutual recognition of advanced practice nursing through the APRN Compact

21. Foundational Requirements for Accreditation of Education Programs
Accreditors will:
Evaluate APRN graduate degree and post-graduate certification programs
Through their established accreditation standards and process, assess APRN education programs in light of the APRN core, role core and population core competencies
Assess developing APRN education programs and tracks by reviewing them using established accreditation standards and granting pre-approval, pre-accreditation or accreditation prior to student enrollment
Include an APRN in the visiting team when reviewing an APRN program
Monitor the APRN education programs throughout the accreditation period

22. Foundational Requirements for Certification
Certification programs providing APRN certification used for licensure will:
Follow established certification testing and psychometrically sound, legally defensible standards for APRN examinations for licensure
Assess the APRN core and role competencies across at least one population focus of practice
Assess specialty competencies separately from the APRN core, role and population focused competencies.
Be accredited by a national certification accreditation body

23. Foundational Requirements for Certification cont…
Certification programs providing APRN certification used for licensure will:
Enforce congruence between the education program and the type of certification examination
Provide a mechanism to ensure ongoing competence and maintenance of certification
Participate in an ongoing relationship which makes their processes transparent to boards of nursing (BON)
Participate in a mutually agreeable mechanism to ensure communication with the BON

24. Foundational Requirements for Education
APRN educational programs/tracks leading to eligibility for an APRN license will:
Follow established educational standards and ensure attainment of the APRN core, role core and population core competencies
Be accredited by a nursing accrediting organization that is recognized by the U.S. Department of Education and/or the Council for Higher Education Accreditation
Be pre-approved, pre-accredited, or accredited prior to the acceptance of students, including all developing APRN education programs and tracks
Ensure that graduates of the program are eligible for national certification and state licensure
Ensure that official documentation (e.g. transcripts) specifies the role and population focus of the graduate

25. APRN Regulatory Model APRN regulation includes: Licensure
The granting of authority to practice
Accreditation
Formal review and approval by a recognized agency of educational degree or certification programs in nursing or nursing related programs
Certification
The formal recognition of knowledge, skills and experience demonstrated by the achievement of standards identified by the profession
Education
The formal preparation of APRNs in graduate or post-graduate programs

26. Work to be Completed with Endorsement of Model Regulation
Licensing
Adopt regulatory model – completed in August 2008
Adopt licensure language – completed in August 2008
Implementation by state boards of nursing
Accreditors
Pre-approval process
Review of post Master’s Programs
Integrate role standards
Certifiers
Assess extent of testing of 3 Ps for all roles
Assess testing of role competencies, including consensus-based CNS competencies, within each population
Integrate adult-older adult competencies into one assessment mechanism
Review psych/mental health curriculum

27. Work to be Completed with Endorsement of Model Regulation cont…
Educators
Ensure 3 P’s
Ensure APRN, Role and population focused competencies attained
Integrate adult and older adult—SIGNIFICANT attention to older
Review psych/mental health curriculum

28. CNS National Competencies National Work Groups Boards of Nursing
Current Activities
Endorsement
LACE
CNS National Competencies
National Work Groups
Boards of Nursing
State Work Groups

29. Psych/Mental Health Combined Certification APRN Titling
Continuing Issues
Acute vs. Primary Care
Psych/Mental Health Combined Certification
APRN Titling
Graduate Nursing Education
Can the 3 P’s be in the specialty area?