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Related Concept Videos

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Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
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Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
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According to obedience research, we may harm others under the forceful pressures of an authority figure (Milgram, 1974). How about if the inappropriate orders were delivered with less force? The increasing interdependence between nurses and physicians compelled Hofling and his colleagues to explore nurses’ reactions to a potentially harmful medical request made by the perceived authority figure, the doctor (Hofling, Brotzman, Dalrymple, Graves, & Pierce, 1966). In this situation,...
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Related Experiment Video

Updated: Oct 27, 2025

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Perceptions of competency in advanced clinical practice.

James Cooper1, Jo Lidster2

  • 1Professional Lead for Advanced Clinical Practice, Rotherham Hospital.

British Journal of Nursing (Mark Allen Publishing)
|July 21, 2021
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Summary

Advanced clinical practitioners (ACPs) need clear definitions and consistent training pathways. Establishing national curricula and portfolios is crucial for defining qualified ACP status and ensuring competency.

Keywords:
AdvancedAdvanced clinical practiceAdvanced clinical practitionerCompetency

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Area of Science:

  • Healthcare Professions
  • Clinical Practice
  • Advanced Practice Nursing

Background:

  • Limited historical research on advanced clinical role competency.
  • Need for clarity on advanced clinical practitioner (ACP) competency.

Purpose of the Study:

  • Investigate ACPs' understanding of competency.
  • Explore how ACPs demonstrate competency in practice.

Main Methods:

  • Cross-sectional qualitative study.
  • Semi-structured interviews with six participants.
  • Content analysis of interview data.

Main Results:

  • Disparities exist in defining 'trainee' vs. 'qualified' ACPs.
  • Ambiguity surrounds supernumerary training capacity.
  • Lack of consensus on benchmarks for qualified ACP status and progression.

Conclusions:

  • Recommend supernumerary roles and MSc programs for ACP training.
  • Advocate for competency portfolios for ACPs.
  • Call for national curricula to benchmark ACP development.