“Core competencies are specific business abilities used to create a competitive advantage in the business environment. A competitive advantage is the ability to complete business functions, produce customer products or provide more value to consumers better than other companies” (Hawthorne, 2014, par. 4).
Core Competencies of a Direct Care Provider
Core competencies appear to be a substance for labor force improvement and calibration. While thoroughly advanced and efficiently applied, core competencies implement the meaningful purpose of updating direct care providers and their supervisors about requirements of job performance. Moreover, core competencies also deliver pointers that are essential for advancing an efficient program for direct care providers’ preparation, location, and ongoing progress of the workers. The application of core competencies in the personnel strengthens common standards of direct care providers’ abilities and advance. Core competencies offer supervision within strategic procedures of personnel improvement, counting staffing, program establishment, preparation and staff expansion, and credentialing. The application of basic competencies in the interior the framework of program and exercise along with the credentialing and accreditation sequencers is emphasized in the following categories (Road map, 2011).
There are ten general categories of core competencies that are characteristic of the employee in this area: working with others, assessing strengths and needs, planning services, providing services, linking to resources, advocating, individualizing care, documenting, behaving professionally and ethically, and developing professionally (Alaskan core competencies, 2010).
Core Competencies of an Indirect Care Provider
The instructive training of indirect care providers (public health nurses, to be precise) is directed by the means of intensifying the pattern from training the advanced practice public health nursing in the individuality of treatment to endorsing public health nursing as an essential and balancing constituent of the public health occupation whose importance is in establishing an indication-founded method to populace and structures training. The following aspects of scholastic training enlarge the basic awareness for advanced practice public health nursing to maintain the public health encounters of the current time (Levin, 2007). This includes advanced nursing practice, population-centered nursing theory and practice, interdisciplinary/interprofessional practice, leadership, systems thinking, biostatistics, epidemiology, health policy and management, social and behavioral sciences, public health informatics, genomics, health communications, community-based participatory research, global health, policy and law, and public health ethics.
Former students of doctoral medical training classes are anticipated to relate the information and understandings received from their assignments and preparation in a way that is constant with the exceptional and indispensable appearances of unconventional training in public health nursing. Moreover, subject aspects and scholastic knowledge of the categories that were mentioned above can attend to direct the advancement of program and training involvements for instructive agenda of the advanced practice public health nursing.
It could be said that direct care providers do not need to know about global health, policy, law, and public health ethics, as their occupation requires planning and advocating skills, having observed core competencies for a direct and indirect care provider. On the contrary, an indirect care worker is obliged to focus on public health, individual assessment, and communications.
Core Competencies for a Nurse Practitioner
The nurse practitioner core competencies, which are also referred to as NPCC, participate and construct upon present Master’s and Doctorate of nursing practice’s core competencies and appear to be the guiding principles for scholastic agendas that are aimed to organize nurse practitioners to apply the complete range of training in a role of an approved and qualified self-regulating medical practitioner. The competencies that will be discussed below are examples of indispensable performances of all nurse practitioners. These proficiencies are established upon completion irrespective of the populace emphasis of the agenda and are essential for a nurse practitioner to encounter the compound challenges of interpreting intensifying understanding into preparation and occupation in an altering health care setting promptly. Nurse practitioners, former students possess awareness, assistance, and aptitudes, which are crucial for autonomous medical training. The core competencies of a nurse practitioner include scientific foundation skills, leadership skills, quality skills, practice inquiry competencies, technology, and information literacy skills, policy competencies, health delivery system competencies, ethics competencies, and independent practice competencies (Thomas, Crabtree, Delaney, & Dumas, 2011).
According to the AMN Healthcare Education Services, the essential proficiencies of nursing informatics include rudimentary computer abilities, data literateness, and material administration (Nursing informatics, 2013). As we can observe, both nurse informatics and nurse practitioner need to possess information and technology competencies, which include integrating suitable skills for material administration to advance health care; translating practical and systematic health data, which is suitable for numerous demands of the users; measuring educational needs of a person that is treated for a medical problem and his caretaker to maintain efficient and modified health care. Moreover, both nurse informatics and nurse practitioner have to guide a person that is treated for a medical problem and his caretaker to encourage their interactive transformation. Furthermore, both nurse informatics and nurse practitioner have to establish information literacy abilities in the terms of compound decision adopting. Both nurse informatics and nurse practitioner will donate to the project of medical data structures, which encourage harmless, eminent, and price-efficient maintenance. Both nurse informatics and nurse practitioner apply equipment structures, which apprehend information on variables for the assessment of treatment maintenance. Nonetheless, the role of the nurse informatics and nurse practitioner has various dissimilarities that are shown in the small priority of ethics, independent practice, and policy competencies for the nurse informatics.
Alaskan core competencies for direct care workers in health and human services. (2010). Web.
Hawthorne, M. (2014). List of core competencies to run a business. Web.
Levin, P. (2007). Graduate education for advanced practice public health nursing: At the crossroads. Web.
Nursing informatics. (2013). Web.
Road map of core competencies for the direct service workforce. (2011). Web.
Thomas, A., Crabtree, M., Delaney, K., & Dumas, M. (2011). Nurse practitioner core competencies. Web.