Subjective feeling of frustration tension or anxiety in response to role stress

Subjective feeling of frustration tension or anxiety

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Subjective feeling of frustration, tension, or anxiety in response to role stress b. Feeling of decreased self-esteem when performance is below expectations of self or significant others 9. Role stressors a. Factors that produce role stress b. Financial, personal, or academic demands and role expectations that are ambiguous, conflicting, excessive, or unpredictable 10. Role insufficiency a. Feeling inadequate to meet role demands b. New APN graduate experiencing the imposter phenomenon (Arena & Page, 1992; Brown & Olshansky, 1998) 11. Role supplementation a. Anticipatory socialization b. Role-specific educational components in a graduate program Adapted from Hardy, M.E., & Hardy, W.L. (1988). Role stress and role strain. In M.E. Hardy & M.E. Conway (Eds.), Role theory: Perspectives for health professionals (pp. 159–239, 2nd ed.). Norwalk, CT: Appleton & Lange; and Schumacher, K.L., & Meleis, A.I. (1994). Transitions: A central Page 13 of 2 NSG 6006 Pre-Specialty Evaluation ©2017 South University
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The Role of the Advanced Practice Nurse NSG 6006 Week 2 concept in nursing. Image: The Journal of Nursing Scholarship, 26, 119– 127. (Hamric) Hamric, Ann, Charlene Hanson, Mary Tracy, Eileen O'Grady. Advanced Practice Nursing: An Integrative Approach, 5th Edition. Saunders, 07/2013. VitalBook file. . c. Conceptual models for APNs i. Hamric’s Integrative Model One of the earliest efforts to synthesize a model of advanced practice that would apply to all APN roles was developed by Hamric (1996). Hamric, whose early conceptual work was done on the CNS role (Hamric & Spross, 1983, 1989), proposed an integrative understanding of the core of advanced practice nursing, based on literature from all APN specialties (Hamric, 1996, 2000, 2005, 2009; see Chapter 3). Hamric proposed a conceptual definition of advanced practice nursing and defining characteristics that included primary criteria (graduate education, certification in the specialty, and a focus on clinical practice with patients) and a set of core competencies (direct clinical practice, collaboration, guidance and coaching, evidence-based practice, ethical decision making, consultation, and leadership). This early model was further refined, together with Hanson and Spross in 2000 and 2005, based on dialogue among the editors. Key components of the model (Fig. 2-4) include the primary criteria for advanced nursing practice, seven advanced practice competencies with direct care as the core competency on which the other competencies depend, and environmental and contextual factors that must be managed for advanced practice nursing to flourish. The revisions to the Hamric Model since 1996 highlight the dynamic nature of a conceptual model; at the same time, the fact that essential features remain the same demonstrates the inherent stability and robustness of Hamric's Model, particularly when many potentially transformative advanced practice nursing initiatives are being developed. Models are refined over time according to changes in practice, research, and theoretical understanding. This model forms the understanding of advanced practice nursing used throughout this text and has provided the structure for each edition of the book. Using Hamric's Model, some
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  • Fall '17
  • Nursing, Advanced practice nurse, advanced practice nursing, Advanced Practice, Advanced Practice Nurse NSG, Practice Nurse NSG

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