NUR-513 Nursing Roles Graphic Organizer Template

NUR-513 Nursing Roles Graphic Organizer Template

Nursing Roles Graphic Organizer Template

 

	Critical Care Nurse Practitioner (CCNP)	Nurse Educator (NE)	Observations (Similarities/Differences)
Ethics	Critical Care Nurse’s ethical roles are based on the amalgamation of enhanced care evaluations, decision-making processes combined with diagnoses, enhanced pharmacology as well as managing of crucially sick adult individuals (Dolan, 2017). Ethical concerns will mostly revolve around aspects such as issues related to the patients’ set decision-making competencies, together with their socio-economic as well as psychological challenges.	CNEs mainly undertake roles in aiding students and colleagues to uphold full awareness of the practice of ethical conduct within practice settings within the rapidly changing environmental setup (Hoskins et al., 2018). This is as per the transition from a clinical class to clinical settings through the engagement of professional forums and research.	Both CCNPs as well as CNEs have the ethical obligations of ensuring that the underlying ethical principles such as informed consent are keenly considered within clinical settings. CNEs mainly delve into the inspiring of ethical awareness through educational mechanisms enabled by the offering of robust frameworks for tackling ethical concerns through the shaping of nursing roles. CCNPs on the other hand have the obligation of determining genuine ethical issues and attaining the best decision for the same (Hoskins et al., 2018). This is as per seeking comprehensive awareness regarding “fiduciary: within patient associations.
Education	CCNPs are necessitated to attain a set initial two-to-three-year degree based on nursing. This is then followed by licensure for registration to be a Registered Nurse. The above then follows the need for clinical experience within acute care settings then a return to school to pursue a master’s degree for the realization of the advanced practiced role follows.	CNEs require the attainment of a set master’s degree in the nursing field (and at times a doctorate’s degree based on some institutions). They are also needed to attain a post-Master’s certification within education together with a set certification within the set areas of specialty (Summers, 2017).	The two nursing roles necessitate the acquisition of a Master’s degree combined with the need for passing examination assessments, and running of clinical duties to certify their competencies. CCNPs pursue education for furthering the provision of care for patients in acute care settings (Hoffman & Guttendorf, 2017). Nurse educators on the other hand delve into seeking educational awareness for applying nursing theories combined with educational approaches for the interpretation of research (Summers, 2017).
Leadership	CCNPs oversee the management of patient-fixated care via enhanced clinical expertise within the set clinical area as per the patients’ acuity as well as needs. They also offer organization-based leadership competencies in the enhancement of the quality of care through improved nursing awareness for a smooth transition of clinical changes (Woo et al., 2017). They are also steadfast in determining gaps while enacting critical care awareness to collaborative teams as well as the community.	CNEs act as clinical professionals, role models, mentors as well as mentors towards the goal of quality care projects. They act as leaders that steer the implementation of theory into practice that is also inclusive of the creation of improved holistic care measures for the patients, and driving policy changes (Marcellus et al., 2018).	The two professions help steer leadership that helps bolster quality care measures. CCNPs, however, act as rapid response team leaders and are fixated on tackling issues through critical as well as analytical thinking. CNE’s on the other hand have the competence of providing mentorship for future nurse practitioners that is enabled by research (Mthiyane & Habedi, 2018).
Public Health	Licensure for CCNPs enables the development of baseline principles for overseeing safe-entry level of practice. In the process, they can act as care coordinators with individuals and the communities for ensuring utmost utilization of resources for quality, accessible care (Kleinpell et al., 2018). They also act as population-fixated facilitators as well as primary care partners that are also involved in policy-making. They can also play the role of linking nursing together with medical frameworks of care, and can also act as mentors for bedside nurses.	CNEs have the expertise of conceptualizing healthcare inequalities as per evidence-based judgment. This assists in the development of scientifically proven links between illnesses within the social-environmental settings, and offering knowledge regarding the designs well as the conveyance of the same for coming up with safe population-based care practices (Ariosto et al., 2018).	Both roles are geared towards the realization of cost-effective, safe, and accessible care practices for the population’s wellness. CCNPs, however, are directly linked to the care outcomes of the patients and in policy-making (Kleinpell et al., 2018). CNEs, on the other hand, utilize evidence-based research that is conveyed to nurse practitioners for patient care, and for the development of care policies (Dupin et al., 2020).
Health Care Administration	CCNPs can manage technological capabilities as well as healthcare informatics (Cote et al., 2019). They also have the competence of evaluating practice that is linked to quality enhancements. They also order as well as deduce diagnostic evaluations, offer education to patients and related family members regarding chronic as well as acute diseases, and provide prescriptions coupled with management of care for the patients.	CNEs have the experience that enables them to offer expert development training that delves into enhancing nurse personnel practice capabilities. They at times teach part-time and uphold high clinical competence through sharing of experience within the practice settings, and being involved in financial and business oversights (Mthiyane & Habedi, 2018).	Both roles have the competence of overseeing clinical guidance and engagement with patients together with organizational running. (Heinen et al., 2019).
Informatics	ACNPs carry out the implementation of required information infrastructure, enactment of information systems within the collaborative healthcare environment, and elevate information systems for at-care information acquisition coupled with informed clinical decision-making (Gardenier et al., 2017).	CNEs have the expertise that enables them to generate support programs as well as resources for communicating healthcare technological systems need to nurses (Huddle, 2019).	Both roles necessitate informatics for ensuring the conveyance of best practices that guarantee quality care to patients that are backed by scientifically proven research (Huddle, 2019).
Business/Finance	CCNPs need to have essential business as well as financial savviness related to quality and risk management that also associates with business practice awareness. This is in regards to the related patient care systems, business operations, as well as business and financial management.   (Dowden, 2017).	CNEs require the competence of business and financial running of healthcare organizations that enable them to teach the same to nurses (Dowden, 2017). This may be conveyed in the form of training as well as management of clinical personnel.	The two nursing roles necessitate for business combined with financial education-enabled capabilities for impacting healthcare organizations’ smooth financial and business operations (Dowden, 2017).
Specialty (e.g., Family, Acute Care)	APRNs may concentrate on roles such as Adult-Gerontology Acute Care Nurse Practitioner, Adult-Gerontology Primary Care Nurse Practitioner as well as Cardiac Nurse Practitioner (Hoffman & Guttendorf, 2017)..	CNEs may dwell on roles such as Adult Health, Psychiatric and Mental Health, and Maternal Health (Barbe & Kimble, 2018).	Both specialties are linked to the nursing discipline and are focused on best care outcomes (Dupin et al., 2020).
Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice	As per the specialty, regulation is overseen by the American Nurses Credentialing Center (ANCC), which offers a validated assessment for clinical acute care settings comprehensiveness that is in line with the consensus framework for ACNPs regulation. The certifications are different as per the role undertaken by the nurse and can be in the form of Acute Care Nurse Practitioner Certification for Adult-Gerontology (CNPC-AG) provided by the American Association of Critical-Care Nurses, Certified Pediatric Nurse Practitioner-Acute Care (CPNP-AC) provided by the Pediatric Nursing Certification Board, or the Adult-Gerontology Acute Care Nurse Practitioner Certification (AGACNP-BC) provided by the American Nursing Credentialing Center (ANCC).	Certification is done by The National Commission for Certifying Agencies (NCCA) that provides Accreditation to CNE Plan that showcases acquiescence with underlying principles as per the Accreditation for Competency of Certification Programs (National League for Nursing). NNCCA acts as an accrediting enabler for the National Organization for Competency Assurance (NOCA).	The certifications for the two roles are different and are dependent of the type of faculty pursued (NCSBN).

 

References

ANCC. Adult-Gerontology Acute Care Nurse Practitioner Certification (AGACNP-BC): ANCC. ANA. https://www.nursingworld.org/our-certifications/adult-gerontology-acute-care-nurse-practitioner/.

Ariosto, D. A., Harper, E. M., Wilson, M. L., Hull, S. C., & Nahm, E.-S. (2018). Population health: a nursing action plan. JAMIA Open, 1(1), 7–10. https://doi.org/https://doi.org/10.1093/jamiaopen/ooy003

Barbe, T., & Kimble, L. P. (2018). What Is the Value of Nurse Educator Certification? A Comparison Study of Certified and Noncertified Nurse Educators. Nursing Education Pespectives, 39(2). https://doi.org/10.1097/01.NEP.0000000000000261

Cote, N., Freeman, A., Jean, E., & Denis, J.-L. (2019). New understanding of primary health care nurse practitioner role optimisation: the dynamic relationship between the context and work meaning. BMC Health Services Research, 19(882). https://doi.org/

https://doi.org/10.1186/s12913-019-4731-8

Dolan, C. (2017). Moral, Ethical, and Legal Decision-making in Controversial NP Practice Situations. The Journal of Nurse Practitioners, 13(2), E57–E65. https://doi.org/

https://doi.org/10.1016/j.nurpra.2016.10.017

Dowden, S. (2017). Private practice part 1, setting up and starting a new business. The Journal of Nujrse Practitioners, 13(7). https://doi.org/

https://doi.org/10.1016/j.nurpra.2017.05.065

Dupin, C.-M., Pinon, M., Jaggi, K., & Teixera, C. (2020). Public health nursing education viewed through the lens of superdiversity: a resource for global health. BMC Nursing, 19(18). https://doi.org/https://doi.org/10.1186/s12912-020-00411-3

Gardenier, D., Eden, L., & Luthy, B. (2017). Should Nurse Practitioners be Required to Record Immunizations in Immunization Information Systems? The Journal for Nurse Practitioners, 13(8), 516–517. https://doi.org/https://doi.org/10.1016/j.nurpra.2017.06.007

Heinen, M., Oostveen, C. van, & Peters, J. (2019). An integrative review of leadership competencies and attributes in advanced nursing practice, 75(11), 2378–2392. https://doi.org/10.1111/jan.14092

Hoffman, L. A., & Guttendorf, J. (2017). Preparation and Evolving Role of the Acute Care Nurse Practitioner. CHEST Journal, 152(6), 1339–1345. https://doi.org/https://doi.org/10.1016/j.chest.2017.08.007

Hoskins, K., Grady, C., & Ulrich, C. M. (2018). Ethics Education in Nursing: Instruction for Future Generations of Nurses. Online Jourfnal of Issues in Nursing, 23(1). https://doi.org/10.3912/OJIN.Vol23No01Man03

Huddle, C. (2019). Benefits, Concerns, and Prospective Use of Technology Within Nursing Education. Cabadian Journal of Nursing Informatics, 14(3).

Kleinpell, R., Cook, M. L., & Padden, D. L. (2018). American Association of Nurse Practitioners National Nurse Practitioner sample survey Update on acute care nurse practitioner practice. Journal of the American Association of Nurse Practitoners, 30(3), 140–149. https://doi.org/10.1097/JXX.0000000000000030

Marcellus, L., Susan, D., MacKinnon, K., & Jantzen, D. (2018). The Role of Education in Developing Leadership in Nurses. Canadian Journal of Nursing Leadership, 31(4), 26–35. https://doi.org/10.12927/cjnl.2019.25758

Mthiyane, G. N., & Habedi, D. S. (2018). The experiences of nurse educators in implementing evidence-based practice in teaching and learning. Journal of Interdisciplinary Health Sciences, 23(1177). https://doi.org/ 10.4102/hsag.v23i0.1177

National League for Nursing. Certification for Nurse Educators . Certification for Nurse Educators. http://www.nln.org/Certification-for-Nurse-Educators.

NCSBN. Approval of Nursing Education Programs. NCSBN. https://www.ncsbn.org/665.htm.

NCSBN. APRN Consensus Model. NCSBN. https://www.ncsbn.org/aprn-consensus.htm.

Summers, J. A. (2017). Developing Competencies in the Novice Nurse Educator: An Integrative Review. Teaching and Learning in Nursing, 12(4), 263–276. https://doi.org/https://doi.org/10.1016/j.teln.2017.05.001

Woo, B. F. Y., Lee, J. X. Y., & Tam, W. W. S. (2017). The impact of the advanced practice nursing role on quality of care, clinical outcomes, patient satisfaction, and cost in the emergency and critical care settings: a systematic review. Human Resources for Health, 15(63). https://doi.org/10.1186/s12960-017-0237-9

	<Clinical Nurse Specialist>	<Nurse Educators>	Observations (Similarities/Differences)
Ethics	Clinical Nurse Specialists show expertise in ethical decision-making and they also help public health nurses to handle certain ethical dilemmas. Further, the practice of CNSs is founded on the provisions of the Code for Ethics for Nurses with Interpretive Statements (Fulton, Lyon, & Goudreau,2014). Moreover, the CNSs foster truth-telling and autonomy and may advocate for both the public health nurses and clients. Lastly, CNSs participate in community matters as well as education that cover ethical issues related to end-of-life care as well as advance directives among others.	Nurse educators, on the other hand, are the custodians of ethics in nursing practice for both nurses and nursing students. Their duty dictates that they ensure that both students and nurses uphold ethical codes of standard in their practice (DeNisco & Baker, 2014). Further, these nurses utilize evidence-based practices to inspire the implementation of ethical codes of conduct across the ethical continuum.	Both CNSs and nurse educators are custodians of ethical codes of conduct in nursing practice. The two advanced nursing specialties inspire and guide nurses regarding the application of ethical standards to various situations. Whereas the role of nurse educators is limited to the practice setting and the classroom, the CNSs influence the adoption of the ethical standards at the community level in addition to practice setting.
Education	As advanced nurse practitioners, all clinical nurse specialists are required to hold a Master’s of Science in Nursing degree. Moreover, one may also become a CNS if they possess other graduate level program preparation relevant to the CNS role. However, the above qualification needs to have the authorization of the ACEN (Accreditation Commission for Education in Nursing) or CCNE (Commission on Collegiate Nursing Education) (DeNisco & Baker, 2014).  In addition, they need to have the latest license as registered nurses. Lastly, they also should have competed over 500 hours that are supervised in their specialty area. Some CNSs may also have doctorate degrees but this requirement is not mandatory.	The basic requirement for becoming a nurse educator is a certification as RNs. A majority of these nurses have a Master’s in Nursing degree; but various universities require them to have a doctorate degree to qualify as nurse educators (Bastable, 2019). Further, having a post-master’s degree or certificate in nursing may be necessary but not mandatory. Nurse educators also need to have certification in their area of practice.	The two specialties share the necessity for RN licensure and Masters of Science in nursing as the minimum requirements. Further, they can also acquire doctorate degrees in their respective specialties. However, the need for over 500 hours in practicum experience does not apply for nurse educators since they mostly handle the academic stuff.
Leadership	Clinical Nurse Specialists are role models, mentors and leaders in the practice setting. They aid the nursing personnel to accomplish supreme levels of professional advancement. They work extremely hard in order to impact the legislative and decision-making bodies to enhance client care. Thus, CNSs offer leadership and direction so as to enhance the participation of staff in professional development activities, enhance client outcomes as well as improve healthcare efficacy (Mayo et al., 2017). Through their teamwork with staff as well as the fact that they encourage their participation, CNSs initiate and also revise and initiate guidelines that are intended to improve evidence-based practice in care settings, address contemporary issues in health care and also embody accepted changes in the management of care (Fulton, Lyon, & Goudreau,2014). Lastly, via formal and informal mentoring and teaching, CNSs disseminate nursing care and practice information, which impacts practice change and also enhances health outcomes.	Leadership forms an important part of nurse educators’ job description. Leadership requirements of certain nurse practices are manifested through their ability to influence change processes (DeNisco & Baker, 2014). To this end, nurse educators influence the development of nursing curriculum via examining, updating, revising, and implementing the reviewed curriculum. Further, their leadership role is also evident through the mentoring effect that they have on nursing students, which ends up influencing the nursing theories adopted by the latter. Lastly, nurse educator leadership is similarly evident when they influence and guide the adoption of evidence-based practice in care settings so as to enhance patient outcomes.	The similarities between nurse educators and CNSs as relates to leadership is found in their ability to influence change in the practice setting. Their competence in evidence-based practice and change initiatives make them prime candidates to guide these changes. Further, their leadership credentials also enable them to act as mentors to their subordinates both at the practice setting and school. However, while CNSs ensure the development of staff through taking part in professional development exercise, nurse educators only use their curriculum changes to influence professional development.
Public Health	Clinical nurse specialists play an important function in ensuring that the public enjoys their holistic view of wellness and health. As part of their job description, CNSs enhance access to wellness and also preventative care via early identification of community members that are predisposed to causative agents of diabetes, and heart failure, among other chronic conditions. In addition, CNSs offer care to ensure that such people are healthy so as to cushion them against chronic conditions (DeNisco & Baker, 2014). Also, CNSs play a crucial role in ensuring that communities understand the concept of ethical dilemma so that they can arrive at an ethically correct decision in matters such as end-of-life care.	Nurse educators participate in public health undertakings as a component of a multidisciplinary team. Their role is to use evidence-based practice to establish and deliver public health interventions for various health issues affectingcommunities (Bastable, 2019).They accomplish this in their role as change agents in the society.Further, nurse educators also participate in public health activities through interprofessional collaboration with public health professionals so as to formulate, back and examine clinical practice via proper frameworks. They also accomplish the above through the formulation of an apt environment regarding public health emergencies.	Both specialties ensure that the wellness of communities receives the necessary attention. They achieve this through acting as change agents. Nevertheless, whereas CNSs participate in the actual public health activities, nurse educators conduct their participation through educational interventions. Also, nurse educators do not enlighten the community regarding ethical matters as is the case with CNSs.
Health Care Administration	Clinical nurse specialists serve as supervisors over their nursing colleagues at care facilities. In order to function optimally, CNSs need management roles such as executing clinical practice solutions, leading CNS clinics and increasing caseloads (Fulton, Lyon, & Goudreau,2014). In addition, CNSs identify gaps in their areas of specialization and offer solutions to the same. However, the CNS will undertake these leadership roles while still doing their specialist functions.	Nurse educators also have a role in health care administration though to a limited extent. Essentially, the employ the usage of their competence in evidence-based practice to support the execution of multifarious initiatives at either the practice or academic settings (DeNisco & Baker, 2014). In addition, they are members of administrative committees whose roles include handling of departmental challenges, academic issues, and institutional policies.	As administrators, both CNSs and nurse educators act as change agents. However, whereas CNSs enjoy actual administrative duties, the nurse educators only handle delegated functions in care settings. It is also worth noting that the administrative roles of nurse educators encompass both practice settings and academic institutions whereas CNSs only functions as administrators in health care facilities.
Informatics	CNSs improve the practice environment as well as the standard of care through the application of technology in a creative manner. An informatics clinical nurse specialist plays an essential role in ensuring that nurses embrace the usage of technology in practice settings including public health settings (Fulton, Lyon, & Goudreau, 2014). The roles of these CNSs also ensure supporting nurses and aid in the management of health care information systems.	Nurse educators use informatics to disseminate information from their evidence-based research. During this process, analytical science informatics as well as information management systems become useful to them (Toppping et al., 2015). Indeed, they also utilize cutting edge informatics technology to convey information in their various classes.	Both sets of nurses leverage the use of informatics to enhance the quality of care. However, whereas CNSs are focused on ensuring that facilities or environments embrace technology and information management systems, nurse educators use informatics systems to release pertinent information to relevant audiences.
Business/Finance	The development and implementation of cost-effective and innovative care delivery strategies so as to maximize on profits forms one of the fundamental administrative roles of CNSs (Mayo et al., 29017). They achieve the above objective via evaluation of factors associated with efficacy, safety, and cost and availability of resources when electing between options that may lead to the same outcomes (Fulton, Lyon, & Goudreau,2014). In addition, they may identify cost-cutting practice undertakings so as to improve the financial health of a care facility. Thus, possessing business knowledge is fundamental to CNSs.	Summers (2017) posits that nurse leaders need competence in business and finance areas to support some of the decisions that they make. As formulators and implementers of curriculum and evidence-based practice solutions, having financial and business knowledge will enable them to deliver cost-effective measures.	Both nursing practices need financial/business acumen to as to make relevant decisions that will ensure cost-effectiveness. Further, the financial/business competences for the two nursing specialties are applied when implementing innovative solutions at their practice areas.
Specialty (e.g., Family, Acute Care)	Clinical Nurse Specialists’ opportunities for specialization are limitless. Virtually every area of nursing has a clinical nurse specialist. However, some of the most important specializations include: Public and Community Health, Pediatrics, Home Health, Gerontology, Diabetes Management, Child/Adolescent Psychological and Mental Health, Adult Psychiatric and Mental Health and Adult health among others.	Nurse educators are specialist nurses at various sections of the profession. The specialties for nurse educator spans family nursing, acute care nursing, among others (Bastable, 2019). Essentially, nurse educators specialize in all nursing specialties.	Both areas of nursing have limitless opportunities for specialization. The difference in these specializations may involve the functions.
Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice	The American Nurses Credentialing Center (ANCC) administers the national examination for the CNS Core as well as the attendant specialty areas. The certification for CNSs requires renewal every five years as dictated by the ANCC (DeNisco & Baker, 2014). In addition, various State Boards of Directors also offer CNS certifications. During this period, the CNSs will be assessed on their competence regarding the incorporation of the specialty’s roles into practice.	The certification of Nurse Educators come from the American Association of College of Nursing. The role of the AACN is to ensure the presence of quality across the nursing education spectrum (DeNisco & Baker, 2014). In addition to AACN, the State Boards of Directors also participate in the licensing of nursing educators.	The certification for both the nurse educators and CNSs is influenced by State Boards of Directors. However, nationally, the ANCC certifies and credentials the former while the AACN is responsible for the latter.

 

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The success of healthcare organizations in reaching economic, patient happiness, and quality of care goals is mostly determined by nursing leadership’s leadership qualities (Anders et al., 2021). A successful nurse leader combines the attributes shown by managers and leaders to direct and implement changes, bring innovation, empower those around them. A nurse leader is able to use the influence and power vested upon them by colleagues to bring practical changes to improve practice and quality of care. Nurse leaders can assess and evaluate, create interventions where needed and promote critical thinking processes.

References

Bastable, S. B. (2019). Nurse as educator: Principles of teaching and learning for nursing practice. Burlington, MA: Jones & Bartlett

Learning.

DeNisco, S., & Barker, A. M. (2016). Advanced practice nursing: Essential knowledge of the profession. Burlington, MA: Jones & Bartlett Learning.

Fulton, J. S., Lyon, B. L., & Goudreau, K. A. (2014). Foundations of clinical nurse specialist practice. New York, NY: Springer Publishing Company.

Mayo, A. M., Ray, M. M., Chamblee, T. B., Urden, L. D., & Moody, R. (2017). The advanced practice clinical nurse specialist. Nursing administration quarterly, 41(1), 70-76.

Summers, J. A. (2017). Developing competencies in the novice nurse educator: An integrative review. Teaching and learning in Nursing, 12(4), 263-276.

Topping, A., Bøje, R. B., Rekola, L., Hartvigsen, T., Prescott, S., Bland, A., … & Hannula, L. (2015). Towards identifying nurse educator competencies required for simulation-based learning: A systemised rapid review and synthesis. Nurse Education Today, 35(11), 1108-1113.

A nursing informatics specialist is responsible for designing, implementing, and managing information and communication systems within a healthcare organization. They work to ensure that nurses have the necessary tools and resources they need to do their jobs effectively. A family nurse practitioner is a registered nurse who has completed additional training and education in order to provide primary care services to families. They may be responsible for diagnosing and treating common illnesses, prescribing medications, and providing health education to patients and their families. The purpose of this assignment is to compare Family Nurse Practitioner and Nursing informatics specialist using the nursing roles graphic organizer template.

Nursing Roles Graphic Organizer Template

	Family Nurse Practitioner	Nursing informatics specialist	Observations (Similarities/Differences)
Ethics	Family Nurse Practitioners (FNPs) are primary care providers who work in a variety of health care settings, including clinics, hospitals, and schools. They provide comprehensive care to patients of all ages with a focus on promoting health and preventing disease. FNPs may also provide special services such as women’s health care, pediatrics, and geriatrics (Dlamini et al., 2020). Family nurse practitioners are charged with providing high-quality, ethical care to patients. They are expected to be aware of the values that guide the professional conduct and be prepared to defend their decisions if called into question. Family nurse practitioners are expected to adhere to the ethical principles; they are expected to make decisions based on the ethical principles. When preparing to undertake any nursing practice, family nurse practitioners ought to consider ethical and legal values including patient’s consent and confidentiality of information.	The Nursing Informatics Specialist Code of Ethics is based on the premise that nurses are guided by professional values and ethical principles in their practice. Nurses use information and communication technologies to support patient care and advance the profession. The code of ethics provides guidance for nurses who use informatics to protect the public, promote patient safety, preserve patient privacy and confidentiality, and support nursing practice. The Nursing Informatics Specialist Code of Ethics includes the following principles: -Respect for persons – Nurses using informatics must respect the dignity, autonomy, and rights of patients. They must protect patients’ privacy and confidential health information. -Beneficence – Nurses using informatics must act in the best interests of patients (Byrne, 2021).	Although both family nurse practitioners (FNPs) and nursing informatics specialists share some similarities in their ethical codes, there are also some important differences to consider. On the one hand, both FNPs and nursing informatics specialists have a strong commitment to protecting patient privacy and confidentiality. They understand that patient health information is highly sensitive and must be handled with care. As such, they take precautions to prevent unauthorized access to patient records and work to ensure that data is properly secured. On the other hand, there are some key differences in the ethical codes of FNPs and nursing informatics specialists. For example, FNPs generally have a greater focus on providing direct patient care, while nursing informatics specialists typically play a role in healthcare computer systems.
Education	To become a Family Nurse Practitioner, one must first obtain a nursing degree from an accredited school. After completing nursing education, they will then need to complete a graduate-level FNP program. This program will prepare nurses to diagnose and treat common illnesses, prescribe medication, and provide patient education (Dlamini et al., 2020). Finally, nurses must pass the National Certification Corporation exam to become certified as Family Nurse practitioners.	Nursing informatics specialists require a significant amount of formal education. Most nursing informatics specialists have at least a bachelor’s degree in nursing, although some may have master’s degrees or higher. Many nursing informatics specialists also have additional certification in informatics or a related field.	Although both family nurse practitioners (FNPs) and nursing informatics specialize in the care of individuals and families, there are some similarities between the two educational paths. Both FNPs and nursing informatics specialists need to have a strong foundation in nursing theory and practice. In addition, both FNPs and nursing informatics specialists should be comfortable using technology to facilitate patient care.   FNPs provide direct patient care, whereas nursing informatics specialists often play a more behind-the-scenes role. However, both FNPs and nursing informatics specialists need to be able to effectively communicate with patients and families. In addition, both FNPSs and nursing informatics specialists should have a solid understanding of epidemiology and population health.
Leadership	Family Nurse Practitioner often get involved in leadership. Leadership skills are important for managing and directing the work of others and for achieving results through other people. Nurses are natural leaders due to our caring and compassionate nature, as well as our ability to stay calm under pressure. There are many opportunities for Family Nurse Practitioners to get involved in leadership roles. Some examples include serving on hospital or clinic committees, leading or participating in quality improvement projects, or becoming a nursing leader in the community (Dlamini et al., 2020). Whatever the chosen path, developing strong leadership skills will benefit them and those around.	Nursing informatics specialists often lead teams in healthcare because of their visionary leadership. This is because nursing informatics specialists are able to identify and implement new technologies that can improve patient care. In addition, they are also able to educate other nurses on how to use these new technologies effectively. As a result, nursing informatics specialists play a vital role in the advancement of healthcare (Byrne, 2021).	There are many similarities in the leadership approaches for Family Nurse Practitioners (FNPs) and nursing informatics specialists. Both roles require a deep understanding of the complexities of healthcare and a passion for helping others. Here are some key areas where FNPs and nursing informatics specialists can learn from each other: Understanding the big picture of healthcare. FNPs need to be able to see beyond the immediate patient interaction and understand how their work fits into the larger context of healthcare. Nursing informatics specialists are well-versed in the big picture of healthcare, thanks to their experience working with electronic health records and other data sources. They can help FNPs see how their work contributes to positive patient outcomes at a population level.
Public Health	The role of the Family Nurse Practitioner in public health is to promote and maintain the health of populations. FNP’s work in a variety of settings, including clinics, schools, hospitals, and private practices. They may also work for government or non-profit agencies. FNP’s use their knowledge of nursing and public health to assess the health status of individuals and communities, develop and implement plans for improving population health, provide direct care to patients, and advocate for healthy policies and practices (Dlamini et al., 2020). Some common duties of FNPs in public health include: -Developing community health programs, -Educating patients about disease prevention and healthy lifestyles, and -Conducting screenings for chronic diseases such as diabetes or hypertension.	Nursing informatics specialists play a critical role in public health by helping to manage and protect the health of populations. They use their knowledge of information technology and data management to support nurses and other healthcare professionals in their work. Some of the specific roles that nursing informatics specialists play in public health include:   -Developing information systems that help healthcare professionals collect, store, and analyze data on population health -Designing software tools and applications that improve communication and collaboration among healthcare professionals -Creating training materials and guidelines for using technology in healthcare settings -Managing big data projects to extract insights about population health -Providing consultative services to help organizations implement best practices for using technology in population health management (Byrne, 2021).	There are many similarities in the roles of Nursing informatics specialists and Family Nurse Practitioners. Both roles are responsible for improving patient care through the use of technology and information management. However, there are also some key differences.   Nurse Practitioners in public health may have a broader range of responsibilities than Nursing informatics specialists. They may be responsible for developing population-level health interventions, overseeing health services delivery, and conducting research into best practices in public health nursing. In contrast, Nursing informatics specialists typically focus on using technology to improve care within a specific clinical setting (Jouparinejad et al., 2020).   Overall, both roles are essential to improving patient care through the effective use of technology and information management.
Health Care Administration	Family nurse practitioners (FNPs) play a vital role in healthcare administration. They work to ensure that families receive the best possible care and that they have access to all the resources they need. They also work to advocate for families within the healthcare system and to ensure that their voices are heard. Besides, play an important role in providing primary care services (Dlamini et al., 2020). FNPs are trained to provide a wide range of health services, including preventive care, health education, and chronic disease management.	Nursing informatics specialists play a critical role in the administration of healthcare. They are responsible for developing and implementing information technology solutions that improve the quality and efficiency of care. Nursing informatics specialists also work to ensure that nurses have access to the latest information and technology tools so that they can deliver the best possible care to their patients. In addition, nursing informatics specialists are often responsible for training nurses on how to use new technology tools. This is an important role, as nurses are often on the front line of patient care and need to be able to use technology in order to provide quality care (Byrne, 2021).	A nursing informatics specialist is a professional who has expertise in the design, development, implementation, and evaluation of information and communication systems that support nursing practice. They work in a variety of settings including healthcare administration, clinical informatics, patient education, and research. A nursing informatics specialist is responsible for managing the flow of information within a healthcare organization (Jouparinejad et al., 2020). They work with nurses and other healthcare professionals to develop information systems that improve patient care. They may also be responsible for training staff on how to use these systems. There are many similarities between the roles of nursing informatics specialists and nursing informatics nurse practitioners. However, there are some key differences as well.
Informatics	Family Nurse Practitioners (FNPs) are increasingly utilizing informatics to provide patient care. Informatics is defined as the acquisition, storage, retrieval, and use of healthcare information to improve patient care (1). FNPs use informatics in a variety of ways, including electronic health records, decision support tools, and disease management protocols.   The use of informatics by FNPs has been shown to improve patient outcomes. One study found that using an electronic health record improved communication between providers and resulted in fewer medication errors (2). Another study found that using a computerized decision support system increased screening rates for breast and cervical cancer among FNP patients (3)	Nursing informatics specialists apply their knowledge of both nursing and computer science to direct the use of technological tools in order to optimize patient care. Informatics nurses utilize a wide range of technologies in their work, including electronic health records (EHRs), clinical decision support systems (CDSSs), and mobile apps. By understanding how these different tools can be used to support nursing care, informatics nurses help to improve patient outcomes and increase efficiency within healthcare organizations. One specific way that nursing informatics specialists can apply their skills is by using data from EHRs to drive quality improvement initiatives. For example, they may examine patterns of medication errors or readmissions in order to develop new protocols or processes.	There are many similarities between Family Nurse Practitioners (FNPs) and Nursing informatics specialists. Both roles require a deep understanding of nursing theory and practice, as well as a strong aptitude for using technology to improve patient care. Both FNPs and nursing informatics specialists play a critical role in evaluating and designing new clinical systems and processes. They also work together to ensure that these systems are properly implemented and functioning optimally. One key difference between the two roles is that FNPs typically provide direct patient care, while nursing informatics specialists focus more on developing, managing and improving clinical systems.
Business/Finance	There are several reasons why family nurse practitioners (FNPs) need to have business and financial competencies. First and foremost, FNPs are often times the owners or operators of their own practices. In order to be successful, they need to understand basic business principles in order to run their practice effectively (Dlamini et al., 2020). Secondly, even if FNPs are not the owners of their own practice, they still need to have a good understanding of business and finance in order to be successful within the healthcare industry. The healthcare industry is constantly changing and evolving, and those who can adapt and thrive will be the most successful. Those who understand business and finance will be better equipped to navigate these changes successfully.	As the healthcare industry continues to evolve, so too does the role of the nursing informatics specialist. Today’s specialists need to have a strong understanding of both business and financial concepts in order to effectively implement and manage clinical systems within a hospital or other care setting. There are a number of reasons why business and financial competencies are essential for nursing informatics specialists. Firstly, they need to be able to understand the costs associated with different clinical systems and make well-informed decisions about which ones are worth investing in. They also need to be able understand how these systems can impact a care facility’s bottom line and make recommendations accordingly.	Family Nurse Practitioners (FNP) and Nursing Informatics Specialists (NIS) share a lot of similarities in terms of their skill sets and abilities. Both FNPs and NISs are highly skilled nurses who are experts in their respective fields.   FNPs are primary care providers who focus on the health of the whole family. They provide comprehensive care, including preventative care, to patients of all ages. In addition to general nursing knowledge, FNPs must also have a strong understanding of primary care protocols and procedures. NISs, on the other hand, are experts in the field of nursing informatics. They use their skills to help nurses and other healthcare professionals optimize the use of technology.
Specialty (e.g., Family, Acute Care)	There are three main Specialty for Family Nurse Practitioner which includes adult-gerontology primary care nurse practitioner, family nurse practitioner, and pediatric nurse practitioner. Adult-gerontology primary care nurse practitioners provide healthcare services to adults who are age 65 or older. Family nurse practitioners provide healthcare services to individuals and families across the lifespan from birth to death. Pediatric nurse practitioners provide healthcare services to infants, children, and adolescents.	A nursing informatics specialist is a registered nurse who has specialized in the field of information and communication technology (ICT) within healthcare. This may include working with electronic health records (EHRs), managing patient data, or providing training on ICT tools to healthcare staff. Nursing informatics specialists are in high demand due to the ever-growing use of technology in healthcare. They are an important part of modernizing the healthcare system and helping nurses and other health professionals use technology to improve patient care.	A nursing informatics specialist is a registered nurse with a master’s degree in nursing informatics. Nursing informatics specialists manage and coordinate nursing information systems and patient care technology. They develop, test, and implement new technology to improve patient care. A family nurse practitioner is also a registered nurse but with a doctor of nursing practice (DNP) degree. Family nurse practitioners provide primary health care services for families, including diagnosing and treating common illnesses, managing chronic conditions, prescribing medications, and performing preventive health measures. So both specialties are important in the field of nursing. The main difference would be that the nursing informatics specialist has more education in information technology and how to use technology to improve patient care.
Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice	There are two main regulatory bodies for the family nurse practitioner: the American Nurses Association (ANA) and the National Commission on Certification of Physician Assistants (NCCPA). The ANA provides guidelines and standards of practice for nurse practitioners, while the NCCPA certifies and recertifies physician assistants. Both organizations are committed to ensuring that family nurse practitioners provide high-quality, patient-centered care.	There are a few different regulatory bodies that exist for nursing informatics specialists. One of the most well-known is the International Council of Nurses, which provides guidance and standards for nurses around the globe. In the United States, the Nursing Information Technology Company regulates many aspects of healthcare, including nursing informatics. There are also state boards of nursing that provide regulation and oversight on a more local level. Finally, hospitals and other healthcare organizations may have their own specific regulations in place for nurses who work with informatics systems. All of these regulatory bodies help to ensure that nurses who work in this field are properly educated and trained to use information technology safely and effectively.	There are differences in the regulatory bodies for nursing informatics specialists and family nurse practitioners. Nursing informatics specialists are regulated by the American Nurses Association, while family nurse practitioners are regulated by the American Association of Nurse Practitioners.

 

 

Conclusion

The nursing informatics specialist is responsible for the development and implementation of information systems and technology in healthcare organizations. This may include designing and coding databases, creating user interfaces, and developing training materials. They work with nurses and other healthcare professionals to identify and meet the needs of patients and caregivers. There are three main Specialty for Family Nurse Practitioner which includes adult-gerontology primary care nurse practitioner, family nurse practitioner, and pediatric nurse practitioner.

References

Byrne, M. D. (2021). Nursing Informatics Specialist: Role in the Perianesthesia Environment. Journal of PeriAnesthesia Nursing, 36(1), 90-92. https://doi.org/10.1016/j.jopan.2020.02.012

Dlamini, C. P., Khumalo, T., Nkwanyana, N., Mathunjwa-Dlamini, T. R., Macera, L., Nsibandze, B. S., … & Stuart-Shor, E. M. (2020). Developing and implementing the family nurse practitioner role in Eswatini: implications for education, practice, and policy. Annals of Global Health, 86(1). 10.5334/aogh.2813

Jouparinejad, S., Foroughameri, G., Khajouei, R., & Farokhzadian, J. (2020). Improving the nursing informatics competency of critical care nurses: results of an interventional study. Journal of Health Informatics in Developing Countries, 14(1), 1-20. https://orcid.org/0000-0002-9621-3486

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