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Advanced Practice Registered Nurses (APRN) are primary care providers with at least a masters degree in nursing. APRNs role is emerging around the world to improve access to both cost-effective and quality healthcare across a diverse population (DeNisco & Barker, 2015). APRNs have specialized skills and knowledge in either of four particular fields: anesthetists, midwives, and reproductive care, nurse practitioners, and clinical nurse practitioners (Poghosyan, Norful, & Martsolf, 2017). Given that they have specialist roles, APRNs must have special characteristics, both acquired and inborn, to face 21st-century healthcare needs.
Educational preparation characteristics involve traits acquired throughout the study of the APRN. Such traits include a passion for research, attentiveness, following instructions, and professional practice (Gardner, Duffield, Doubrovsky, & Adams, 2016). Given that nursing practice is inclining more to an evidence-based system, nurses at this level must constantly update themselves with the most recent techniques. School also instills the following instructions trait, which does not restrict innovation.
The nature of practicing nursing requires certain traits. These traits include and not limited to empathy, compassion, confidence, good communication skills, and the ability to handle stress (Olvera, Hunt, Johnson, & Li, 2018). These characteristics can be categorized as elements of care or personal skills. Given that nurses deal with sick people, they need to show compassion and empathy, despite the age, gender, or the disease a patient is suffering from. Characteristics in this category apply across all nurses and would not change even in the future.
Regulatory skills and characteristics involve the nature of APRN's roles. They include the right to diagnose, give prescription and treatment, admit patients, refer patients, and protect their title. These characteristics enable them to undertake their everyday duties and responsibilities (Defenbaugh & Chikotas, 2016). These are the characteristics that promote interprofessional teamwork and organizational contribution towards better healthcare.
Defenbaugh, N., & Chikotas, N. E. (2016). The outcome of interprofessional education: Integrating communication studies into a standardized patient experience for advanced practice nursing students. Nurse education in practice, 16(1), 176-181. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S1471595315000967
DeNisco, S. M., & Barker, A. M. (Eds.). (2015). Advanced practice nursing: Essential knowledge for the profession. Jones & Bartlett Publishers.
Gardner, G., Duffield, C., Doubrovsky, A., & Adams, M. (2016). Identifying advanced practice: A national survey of a nursing workforce. International Journal of Nursing Studies, 55, 60-70. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0020748915003673
Olvera, L., Hunt, K., Johnson, K., & Li, S. Y. (2018). The APRN as Servant Leader. Journal of Christian Nursing, 35(1), 13. Retrieved from https://journals.lww.com/journalofchristiannursing/Citation/2018/01000/The_APRN_as_Servant_Leader.6.aspx
Poghosyan, L., Norful, A. A., & Martsolf, G. R. (2017). Primary care nurse practitioner practice characteristics: barriers and opportunities for interprofessional teamwork. The Journal of ambulatory care management, 40(1), 77. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5484049/
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