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Equipping Advanced Practice Nurses With Real-World Skills

Equipping Advanced Practice Nurses With Real-World Skills

Patricia Eckardt, Brenda Janotha, Marie Ann Marino, David P. Erlanger, Dolores Cannella
Copyright: © 2018 |Pages: 28
ISBN13: 9781522539261|ISBN10: 1522539263|EISBN13: 9781522539278
DOI: 10.4018/978-1-5225-3926-1.ch072
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MLA

Eckardt, Patricia, et al. "Equipping Advanced Practice Nurses With Real-World Skills." Health Care Delivery and Clinical Science: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 1422-1449. https://doi.org/10.4018/978-1-5225-3926-1.ch072

APA

Eckardt, P., Janotha, B., Marino, M. A., Erlanger, D. P., & Cannella, D. (2018). Equipping Advanced Practice Nurses With Real-World Skills. In I. Management Association (Ed.), Health Care Delivery and Clinical Science: Concepts, Methodologies, Tools, and Applications (pp. 1422-1449). IGI Global. https://doi.org/10.4018/978-1-5225-3926-1.ch072

Chicago

Eckardt, Patricia, et al. "Equipping Advanced Practice Nurses With Real-World Skills." In Health Care Delivery and Clinical Science: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1422-1449. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3926-1.ch072

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Abstract

Nursing professionals need to assume responsibility and take initiative in ongoing personal and professional development. Qualities required of nursing graduates must include the ability to, “translate, integrate, and apply knowledge that leads to improvements in patient outcomes,” in an environment in which “[k]nowledge is increasingly complex and evolving rapidly” (American Association of Colleges of Nursing, 2008, p. 33). The ability to identify personal learning needs, set goals, apply learning strategies, pursue resources, and evaluate outcomes are essential. Nursing professionals must be self-directed learners to meet these expectations. Team-based learning (TBL) is a multiphase pedagogical approach requiring active student participation and collaboration. Team-based learning entails three stages: (1) individual preparation, (2) learning assurance assessment, and (3) team application activity.

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