Download Observing the Work of the Clinical Nurse Specialist: A

Neuroscience nursing
Salla Seppänen, MNSc, Head of Health Department, Mikkeli University of
Applied Sciences
The aim of this article is to define the speciality of neuroscience nursing in the
field of professional nursing care and to discuss about the different learning
paths of neuroscience nursing. The article bases on the results of Neuroblend
project, which promotes European level co-operation between education and
practice aiming to facilitate the development on neuroscience nursing. The
project is partly funded by European Union through Leonardo da Vinci
programme.
Neuroscience nursing has been recognised as a specialisation area in nursing science
since 1980`s.
This means that neuroscience nursing needs to define specified role, skills and tasks
areas as well as knowledge base, which is developed by scientific research.
The roles of neuro-nurse were defined through the analysing of the concept
Clinical Nurse specialist based on the review of 12 articles concerning the
roles, skills, tasks and education of Clinical Nurse Specialist.
Role of Clinical Nurse Specialist
The Clinical Nurse Specialist (CNS) is an advanced practice nurse (APN) with
graduate-level preparation as a clinical expert in evidence-based nursing
practice within a specialty area.1 The CNS uses clinical expertise to influence
patients/clients, nurses and nursing practice, and the organization/system with
a focus on providing high quality and cost-effective care. 2
The CNS role was evolved and described in the 1960s with 4 sub-roles: direct
patient care or clinician/practitioner, educator, consultant, and researcher.3
Some models added the fifth sub-role of administrator or manager/leader (or
change agent).4,5,6,7,8,9.
The United Kingdom RCN (1988) 10 reflects this ethos in their document
entitled ‘Specialities in Nursing 1988’ (cited in Wilson-Barnett & Beech 1994, p.
562). 11. This states that:
“Specialist practice involves a clinical and consultative role, teaching,
management, research and the application of relevant nursing research. Only if
a nurse is involved in all of these is he or she a specialist.” 11.
The first research project to address the concept of clinical nurse specialists in
the United Kingdom was undertaken by Castledine 1982. This descriptive study
showed that ‘to become a nurse specialist, a nurse must have practised
nursing, must continue to practise and must continue to evolve through
practising nursing’. 12.
In McGee et. al (1996) study specialist nurses were also expected to ‘adopt a
multifaceted role, incorporating elements of clinical practice, education,
consultancy, research and management’, (Mc Gee et. al 1996, p. 683) 8, as
outlined also in the existing literature.3,13,14,16. The results of the study
suggest that, with expert knowledge, nurse specialists can enhance patient
care and ensure patient satisfaction.
In 1998, the NACNS published its statement on CNS practice identifying that
the sub-role framework fostered role ambiguity. The NACNS highlighted a
practice statement outlining the core competencies and outcomes for CNS
practice. The NACNS conceptualised CNS practice within 3 spheres of influence
or practice domains that include patients/clients, nursing personnel, and the
organization/network. 15. The integration of the sub-role components to these
spheres provides both clinical and organizational expertise.
In year 2004 the CNS practice statement was further developed toward a
conceptual model for CNS practice that included the elements of specialty
focusing on clinical expertise, and 3 spheres of influence: patients/clients,
nurses and nursing practice, and the organization/system.2
Gawlinski and Kern (1994) stated that the CNS excels in practice, system
insight, and analysis. 16. Redekopp (1997) summarized the CNS focus as
encompassing direct and indirect nursing care and system analysis. 17. Collins
and Ferrario (1995) observed that CNSs are able to unite the sub-role
functions in "superordinate" roles, such as those needed for case management.
They also found that CNSs use multifocal nursing strategies and identify and
implement system-level changes to enhance patient care. CNS, therefore, have
a strength in the coordination and management of patient care. 18. Beecroft
(1995) also identified the ability of the CNS to facilitate patient care through
the components of the CNS role. 19. Facilitation of care by providing physician
liaison and patient advocate functions are extensions of the practice and
systems management abilities of the CNS. 20. In addition, Beecroft (1995)
observed that the multifaceted role gives the CNS the ability to respond to
rapid changes in the healthcare system.19. Gurka (
) observed that the
expert practitioner and role model attributes create the ability of the CNS to be
a transformer of care.21 Jury (1996) identified the components of theorybased practice, critical thinking, and research-based practice as unique
contributors to CNS practice.22
The CNS uses clinical expertise to improve clinical and economic outcomes
across all 3 spheres of influence. This framework represents a focus on practice
rather than roles.
There is some studies concerning on CNS roles. For example Loftus & Mc
Dowell (2000) studied in the United Kingdom clinical nurse specialist in
oncology (n = 8 oncology CNSs). They found patient care activities from the
information-giving, client education, psychologic support, and advocacy.23.
Another United Kingdom study (n = 25 CNSs) described additional activities of
the CNS as a consultant and care coordinator. 24. Research in Scotland (n = 3
CNSs) also emphasized coordination of care as an important CNS activity. 25.
Skills and role functions of case managers are outlined by Hamric. 26.
A study in China (n = 3 CNSs) describes the CNS as a "care engineer" who
collaborates with the healthcare team to initiate new services and programs,
redesign work roles, and implement new care pathways. 27.In the United
States, expert practitioner and consultation activities by the CNS included
assessing, diagnosing, and evaluating responses to health problems, providing
care to patients and families with complex problems, interdisciplinary
collaboration on the healthcare team, introducing new skills and technology,
and providing leadership in developing and implementing policies and
procedures, standards of care, protocols, and critical pathways. 28. The
grounded theory research in advanced nursing practice in adult critical care
conducted in 5 countries. The study identified 3 strategic activities of the
advanced nurse that included improving patient care, patient education, and
promoting continuity of care.29.
According to Sue Miller (1995) the following components will make up the role
of the clinical nurse specialist:
1 clinical expert; In order to be credible and acceptable to a work
environment filled with 'specialists' this is essential. To be a clinical expert the
nurse will need to have worked within the neurological care environment and
to have much experience, preferably in a managerial post, and have relevant
post-registration qualifications. The neurological care environment can be a
highly competitive one and if this component of the role is not obvious the CNS
may start and fail here.As a clinical leader and expert, the CNS has the
potential to advocate for patients, to mentor and support nursing staff, and to
implement system changes that promote evidence-based practice.7
2 resource/consultant; In this role the CNS would be available to the unit
as well as hospital staff. They would be able to consult her concerning
problems with patients, relatives, staff and equipment.To carry out this
component the CNS would have to be familiar with the problem solving
process. She would be aware of current research concerning nursing practice,
as well as hospital and health policies. Consultations may originate from
individuals or groups from the multidisciplinary team or administration.7
Nurses have become an integral part of the multidisciplinary team in planning
the care of patients and, some would argue, work very similarly to doctors.
Many nurses are leaders within their own specialities, initiating care and
making treatment decisions.7
3 educator; Patient teaching should be an inherent part of the role of CNS. A
CNS may help develop existing teaching skills present in unit staff, enabling
constructive learning to carry on in her absence, as well as working with junior
staff and post-registration nursing students. The CNS would also be able to
reach staff who do not wish to undertake further study. 7
4 change agent; In this field clinical nurse specialists can be leaders, they
can plan for and initiate change. They will need planning, organizational,
directing, co-ordinating, controlling and evaluation skills, as well as an
understanding of change theories. A CNS can provide the link between
administration and nursing and help to direct change so that both
administration and nursing retain the right staff.7.
5 researcher; The clinical nurse specialist have a key role in linking research
and practice. This is perhaps an often overlooked aspect as we not only need
to become researchers and analyse other research, but actually put these
findings into practice. It is also important for the CNS to publish her own
research findings and articles so that a broader sphere of nurses may learn of
her role and changes in practice. This is important for the general
dissemination of knowledge.7.
6 advocate. The role of the CNS as advocate is not widely documented, but
we all need advocates, both staff and patients. Clay (1987) states that it is up
to nurses to say when staffing levels are inadequate and how health service
cuts will and are affecting the care that a patient has a right to expect and
receive; in this way if not in others we become the patients' advocate.30.
Advocacy for staff is perhaps the pinnacle of achievement for the CNS. In the
long-term this will help to retain much needed skilled professionals, as
opposed to watching them leaving nursing disenchanted, only to use their
managerial and communication skills in other professions. The CNS will only
achieve this if she/he can successfully fulfil all her/his other roles; then she/he
may truly profess to offer advocacy.7
Subroles were defined as direct patient carer, educator, consult, researcher beside these roles also the roles case manager developer/ change promoter
were described in the articles. The results of analysis of the articles were
compared to the Patricia Benners theory and the European Function Profile
of a neuroscience nurse. By this process were the roles of neuro-nurses
defined as follows:.
• Care provider:
• Case manager:
• Planner/ practice developer:
• Coach/ teacher/ supervisor:
These roles were chosen because, they cover the work of neuroscience
nurses and these roles are important also in the perspective of care of neuropatients and their relatives.
The role of care provider focuses on the direct care of a neuro patient. This
means that the nurse works with professional standards and norms within the
care environment. A nurse meets the needs of patient and relatives and can
handle conflicts that may arise between the professional standards and the
wishes of patients and their relatives.
The role of case manager focuses on assessing, planning and guiding the
care of a neuro patient. The aim for case managing is to make sure that all
care providers work in co-operation being committed to the shared aims of
the care. The continuity of care is thus the key issue in the case manager´s
role, which extends to the multidisciplinary team work.
The role of planner/ practice developer has a productive tasks, focusing on
effectiveness and efficiency of care. The planner or practice developer has a
key role in linking research and practice and thus promotes the changes in
policy as well as in clinical practice of care.
The role of coach, teacher, supevisior aims to stimulate and motivate other
team members by giving advice, pointing out key issues and giving and
receiving feedback. And trying to find solutions while problems occurs. The
coach / teacher / supervisor provides competence based training to other
members of care team and stimulates them to learn.
The roles were also defined in the professional levels, which were
adopted from Benner´s theory from novice to expert. In this project was
taken three levels that were described by Benner
Competent
Proficient
Expert
The competent nurse has 2-3 years experience on the neuroscience nursing.
The nurse follows rules and applies an organising perspective to decide
which elements of the problem are relevant. The decision making is based on
systematic analysis of the situation and searching of the knowledge and
reasoning.
The proficient nurse has 3-5 years experience on the neuroscience nursing.
The nurse bases her decision making on the holistic picture of the situation.
Beside the theory and facts a nurse use also the intuitive knowledge to
realize what is happening. A nurse can quickly assess the situations and the
decision making is then quicker.
The expert nurse has 5 or more years experience on the neuroscience
nursing. She or he understands the whole situation immediately and thus
knows how to approach the situation. The analysis of the situation is not done
anymore based of the explicit observisions or remarks, thus the wholeness of
the situation is known by total integration of intuitive, theoretical and practical
knowledge.
The next phase of the project was to define the core competences of
neuroscience nurses. The base for this work was already done and published
in the European Function Profile of a neuroscience nurse. The function profile
wasin this project translated to the competences. But the biggest question at
the beginning of the work was - What is competence?
European Union and the Bologna process has turned the concept of learning
objectives from tasks toward competences.
EUROPEAN QUALIFICATION FRAMEWORK produced RECOMMENDED
DEFINITION (5.9.2006) for concept competence
KNOWLEDGE means the outcome of assimilation of information through
learning. Knowledge is the body of facts, principles, theories and practises
that is related to a field of study or work. In the EQF, knowledge is described
as theoretical and/or factual.
SKILLS means the ability to apply knowledge and use know-how to
complete tasks and solve problems. In the EQF, skills are descrobed as
cognitive (use of logical, intuitive and creative thinking) and practical (
involving manula dexterity and the use of ,methods, materials, tools and
instruments).
COMPETENCE means the proven ability to use knowledge, skills and
personal, social and/or methodological abilities, in work or study situations
and in professional and/or personal development. In the EQF, competence is
described in terms of responsibility and autonomy.
In neuroblend is defined A CORE COMPETENCE AND A SUPPORTIVE
COMPETENCE
a core competence, which is the ability to do a particular activity to prescribed
standard meeting certain criteria, FORMULATED IN A BROAD WAY, OFTEN
OCCURING AS A COMPLEX SET OF SKILS, KNOWLEDGE AND
ATTITUDES, COVERING A COHERENT SET OF PROSFESSIONAL
TASKS.
A SUPPORTIVE COMPETENCE IS A NARROW, MORE ATOMISTIC
CONCEPT USED TO LABEL PARTICULUAR ABILITIES, A SET OF SKILLS
OR EPISODES CONNECTED TO ONE PROFESSIONAL TASKS FROM
European Function profile.
The Core competences for neuroscience nurses are
• To provide professional neuroscience nursing care, based on
independent responsibility
• To co-ordinate an integral and cohorent package of neuroscience
nursing care with one goal; continuity of care in the compelete care
chain.
• To set good example ( role model) for (new) neuroscience nurses and
to teach and coach team members in functioning as care provider/ case
manager and develop individuals as well as the whole organisation
toward evidence based practice
• To design and develop a policy concerning nursing, care programs and
/or guidelines and protocols for neuro-patients, aimed at care
innovations and improvement of quality of care and to play a renewing
role in neuro-science nursing.
• To advice on or to design and develop a policy concerning organisation
of care, ward management and institution policy and to become the
neuro-patients advocate in organisation and management.
The aim for the project was to link roles and professional level to
competences. In the next slide you can see how this was done.
Core competences 1-2 are linked to all levels and the core competences
3-5 only to levels of proficient and expert. The role of care provider is
linked to all professional levels but only to key competent 1 thus the
role of case manager is also linked to all professional levels but only for
the key competence 2. The role of Coaher, teacher and supervisor is
linked to professional levels proficient and expert , but only to the key
competent 3. And the role of planner/ practice developer is linked to
professional levels proficient and expert and to the key competences 45.
This model gives a good tool for the educators and planners to develop
education or courses of neuroscience nursing. Beside this the model
facilitates individual nurses to assess their own professional
competence in neuroscience nursing and plan their own development
and education in the future.
The Neuroblend project also aims to develop the learning paths from
competent neuro-nurse toward an expertise in neuroscience nursing. This
path toward expertice may vary a lot between the professionals and there is
no right or wrong way to achieve expertise. The formal education and
experience in practice is one possibility but also the models for self directed
learning facilities is needed, because to reach the level of expert in
neuroscience nursing requires learning and reflection of own personal skills,
knowledge and competences. The learning means that you can develop your
knowledge, critical understanding and skills in neuroscience nursing. You
should have an ability to critically reflect the knowledge base of neuroscience
speciality, to use concepts and theoretical models. In addition you should
train your ability to look at the problem from many different perspectives. To
be successful expert, you have to be able to discuss your ideas with other
professionals, arise questions and communicate clearly about the issue under
consideration.
The expertise in neuroscience nursing
 is learnt by professional situations
 integrates education and practice
 is strengtheing your motivation and career
 promotes critical thinking and problem solving skills
 can be achieved by blended learning paths and also by using virtual,
e-learning facilities
As the conclusion of this challenging project working I want to point out next issues
- The professional expertise in neuroscience nursing goes through the steps
from novice to expert. A Clinial Nurse Specialist in Neuroscience Nursing is
an advanced practice nurse (APN) with graduate-level preparation as a
clinical expert in evidence-based nursing practice within a neuroscience
nursing. The CNS uses clinical expertise to influence patients/clients, nurses
and nursing practice, and the organization/system with a focus on providing
high quality and cost-effective care.
The challenges for neuroscience nursing in the future are :
- Ensuring appropriate access to neurological care for all patients.
- Advance the art and science of neurology and nursing and thereby
promote the best possible care for patients with neurological disorders.
- Supporting and advocating for an environment which ensures ethical,
high quality neurological care.
- Providing excellence in professional education by offering a variety of
programs in both the clinical and nursing aspects of neurology and the
basic neurosciences to other nurses and allied health professionals
- Supporting clinical and basic research in the neuroscience nursing and
related fields.
- Developing evidence based care for neuro-patients.
-- And the last but not least is to develop the model and tools how the
competences of neuro science nursing are recognised, assessed and
confessed.
The nursing profession must be develop toward career, where the
specialities are recognised and the practice is evidence based. Neuroscience
nursing should be one of the specialities and career options for nurses and
that is why the role, competence and education of neuroscience nurses need
to be studied, discussed and defined among the nursing and the other health
professionals.
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