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Objective: The purpose of this discussion paper is to summarize the 2022 updates to the American Psychiatric Nurses Association's (APNA) Seclusion and Restraint Position Statement and Seclusion and Restraint Standards of Practice., Method: Both documents were the work of the APNA 2022 Seclusion and Restraint Task Force that consisted of APNA nurses with expertise in the use of Seclusion and Restraint, who practice across a wide range of clinical settings., Results: The 2022 Updates to the APNA Position Statement and Standards were guided by evidence-based information found in the review of seclusion and restraint literature and clinical expertise from the 2022 Seclusion and Restraint Task Force., Conclusions: Updates were evidence-based and in line with APNA's core values and initiatives in diversity, equity, and inclusion., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Background: The nursing profession, along with its respective professional organizations, has transcended through the vicissitudes of time. This includes, but is not limited to, the evolution of the profession and integration of African American nurses into nursing organizations and leadership roles., Purpose: The three past African American presidents of the American Nurses Association (ANA) were invited to participate in an oral history about their leadership and presidencies., Methods: The interviews were visual/audio-recorded, digitally taped, and transcribed., Discussion: The oral histories centered on their journeys to becoming the president of the ANA, experiences being the president, leading beyond their presidency, and respective insights about their presidency., Competing Interests: Declaration of Competing Interest The authors declare no conflicts of interest., (Copyright © 2024 Elsevier Inc. All rights reserved.)

This article reports the results of aligning the new Essentials: Core Competencies for Professional Nursing Education (American Association of Colleges of Nursing, 2021) with the continuing education needs of nurses who work in justice settings and with justice-involved populations. Much progress in considering the development of the "future" nurse is generated by and intended for academic institutions. Although the readiness of health care agencies (employers) is being discussed, continued professional development of currently employed nurses to help them transition smoothly to work with this "future" nurse has received less attention. To that end, during its latest review, the Nurse Advisory Council to the National Commission on Correctional Health Care aligned its educational plan for correctional nurses with the Essentials document. [ J Contin Educ Nurs. 2023;54(9):399-404.] .

Trauma remains a leading cause of death among adults. Care of the trauma patient requires highly skilled trauma teams. Trauma care begins in the field, then presents to the emergency room, proceeds to intensive care in many cases, and finally reaches recovery and rehabilitation. For patients, it can be a long road. To be effective, multidisciplinary trauma teams must expertly drill and practice skills, communicate among team members in closed loops, make split decisions affecting patient outcomes, and see the care through to the end. Many disruptions during the course of providing trauma care can alter safe outcomes for patients. The American Association of Critical Care Nurses Six Essentials of the Healthy Work Environment are presented as a framework to provide excellence in trauma care, both for the patient and team members. The six essentials of a healthy work environment include skilled communication, true collaboration, effective decision-making, appropriate staffing, meaningful recognition, and authentic leadership., (Copyright © 2023 Elsevier Inc. All rights reserved.)

Rates of nurse mental health and substance use disorders are high. Heightened by the COVID-19 pandemic, nurses are challenged to care for patients in ways that often jeopardize their own health and increase risks for their families. These trends exacerbate the epidemic of suicide in nursing underscored by several professional organization clarion calls to nurses' risk. Principles of health equity and trauma-informed care dictate urgent action. The purpose of this paper is to establish consensus among clinical and policy leaders from Expert Panels of the American Academy of Nursing about actions to address risks to mental health and factors contributing to nurse suicide. Recommendations for mitigating barriers drew from the CDC's 2022 Suicide Prevention Resource for Action strategies to guide the nursing community to inform policy, education, research, and clinical practice with the goals of greater health promotion, risk reduction, and sustainment of nurses' health and well-being are provided., Competing Interests: Conflict of Interest Statement The authors have no affiliations with or involvement in any organization or entity with any financial interest or non-financial interest in the subject matter or materials discussed in this manuscript., (Copyright © 2023 Elsevier Inc. All rights reserved.)

This year (2023) marks the 50th year of the publication of the official journal of the American Nephrology Nurses Association (ANNA). To recognize this event, we conducted an archival review of the journal dating back to the first issue. The review provided a glimpse into the care of patients with kidney disease and the history of nephrology nursing. This article focuses on the early years of the journal., (Copyright© by the American Nephrology Nurses Association.)

The Nephrology Nursing Scope and Standards of Practice, 9th Edition, published by the American Nephrology Nurses Association, defines the scope of nephrology nursing and provides standards of practice, standards of professional performance, and competencies for registered nurses and graduate-level prepared registered nurses (e.g., advanced practice registered nurses, clinical nurse specialists) in an approach consistent with the American Nurses Association's Nursing Scope and Standards of Practice, published in 2021. Discussions addressing respect, equity, inclusion, and social justice have been included in the 9th edition. A new section related to altered/crisis standards has been added to assist nephrology nurses in developing strategies for implementing those standards. The section on how to use the standards has been updated with forms that organizations can download and individualize. This article provides an overview of the scope, standards, competencies, and strategies for implementing them in clinical practice., Competing Interests: The authors reported no actual or potential conflict of interest in relation to this nursing continuing professional development (NCPD) activity., (Copyright© by the American Nephrology Nurses Association.)

In March 2021, the American Association of Colleges of Nursing (AACN) endorsed and published a report that included a reenvisioned framework for nursing education. This report introduced innovative and bold ideas for transforming nursing education and pedagogy from a concept-based model to a competency-based model of nursing education. This new model of nursing education establishes a core set of expectations and standards of competency-based nursing curricula common to all nursing educational programs moving forward. Before this transformative change can occur, nurse educators must first understand what is expected of them before they can adapt current nursing curricula to meet the future needs of our communities and employers. This article will dissect the Re-envisioned Essentials and provide the reader with new terminology introduced by the Essentials document, as well as the core expectations and standards established by the AACN for future nursing education and curricula. With this new understanding, we will introduce and discuss strategies supporting the transitional process of moving from concept-based educational models to competency-based models using a think-backward approach to change that begins with an alignment of program-level learning outcomes with national standards and working backwards to build assessments., Competing Interests: The authors declare no conflict of interest., (Copyright © 2022 Wolters Kluwer Health, Inc. All rights reserved.)

Abstract: Determinants of health (DOH) are key predictors of health, wellness, morbidity, and mortality. The more familiar social DOH are not the only DOH. By themselves, the social DOH do not adequately explain how individuals and populations achieve and maintain health equity or inequity. Other DOH also exert political, economic, and institutional forces at all levels of the socioecological systems in which humans interact with their environment.According to the American Nurses Association, the Nursing Code of Ethics is a "non-negotiable moral standard for the profession" (Fowler, 2015a, p. viii). Provision 9 of the Code of Ethics states that social justice is of primary concern for social ethics (p. 159) and that professional nurses are obligated to advocate for and integrate principles of social justice into nursing practice and health policy (p. 151).In search of conceptual explanations for these phenomena, and to locate health equity/inequity within a wide array of upstream DOH, a comprehensive review of the interdisciplinary professional literature and conceptual analysis were conducted. A new conceptual framework that acknowledges nursing's collective responsibility for ethical action for transformative change was developed. The framework addresses both "further upstream" antioppression efforts and "farther downstream" efforts to remediate the impacts of health inequity.The purpose of this Policy Watch column was to introduce a new "Expanded Conceptual Framework for Ethical Action by Nurses on the 'Further Upstream and Farther Downstream' Determinants of Health Equity" (Fornili, 2022)., Competing Interests: The author reports no conflicts of interest. The author alone is responsible for the content and writing of the editorial/article., (Copyright © 2022 International Nurses Society on Addictions.)

In the nursing professional development (NPD) specialty, the NPD practice model visually represents the NPD scope of practice and reflects a growing, vibrant specialty. It delineates the who, what, when, why, where, and how of the specialty practice and is approved by the American Nurses Association. This column reflects upon the evolution of the NPD practice model and delineates its updates in the fourth edition of the Nursing Professional Development: Scope and Standards of Practice., (Copyright © 2022 Wolters Kluwer Health, Inc. All rights reserved.)

In November, the American Nurses Credentialing Center (ANCC) released its revised 2023 Magnet Application Manual®, the 13th manual in the program's 31-year history. This month's "Magnet Perspectives" takes a deep dive into the new edition of the manual, examining the rigorous, multistep review process, the modernized standards, and the coalition of experts that contributed insights to inform the latest edition. Each edition raises the bar to promote the highest levels of nursing excellence, and the 2023 manual is no exception. Learn how this forward-looking edition addresses emerging challenges and changes to reflect what is happening in healthcare today., Competing Interests: The author declares no conflicts of interest., (Copyright © 2021 Wolters Kluwer Health, Inc. All rights reserved.)

In 2015, the American Nurses Association issued a position statement on workplace violence. An authoritative, disciplinary position is critically important to inform policies and recommendations addressing this significant issue in nursing. Position statements and policies should reflect disciplinary values. A discourse analysis of this position statement was performed through the lens of nursing ethics. The position statement endorses a zero-tolerance response, which is moralist, punitive, and questionably effective. It problematically presents patient and coworker violence as equivalent. Promotion of this position has the potential to erode public trust and lead us down a path of criminalizing illness behaviors., (Copyright © 2020 Wolters Kluwer Health, Inc. All rights reserved.)

Faith community nursing and holistic nursing are recognized by the American Nurses Association as nursing specialties. Both nursing specialties practice with the understanding that holistically caring for an individual as a unique whole in his or her totality including respecting and attending to a human being's spiritual and/or faith-based needs across the life span is integral in promoting health and healing. The purpose of this article is to present the evolution of faith community nursing and holistic nursing practice and to compare their similarities and differences based on each specialty's current Scope and Standards of Practice. Utilizing each specialty's Scope and Standards of Practice allowed the authors a fair, practical, and extensive means for presenting a comprehensive and inclusive comparison. Continued and partnered research should be conducted by both specialties to advance their scope and standards of practice, to support comprehensive evidence-based and outcome-based care that promotes health, healing, compassion and caring, and to educate others regarding each nursing specialty's role, value, and significant contributions to the art and science of nursing.

Eight former ANA presidents urge nurses to consider nursing's values when they vote.

A qualitative study was conducted with 10 nursing students to evaluate how students respond to breaches of standards of practice by clinical nurses. Statements were identified and analyzed with Colaizzi's method. Three main themes emerged: 1) Violations of the ANA Code of Ethics were witnessed by students (handling medications/equipment incorrectly, failing to comply with infection control, violating patient privacy). 2) Students were upset and felt they should have responded differently when witnessing a violation. 3) Students need preparation on how to react to violations of practice, with proper enforcement of practice within the clinical.

Nursing leaders continue to struggle with capacity issues in both clinical and academic settings-particularly those related to aging patient and nurse populations and the increasing complexity of health care in general. Programs and resources for formal mentoring have primarily focused on mid- and advanced-career RNs, but there is an imperative to develop methods of expertly mentoring "professionally younger" RNs across all settings and roles. In 2017, the American Nurses Association (ANA) conducted an extensive member needs assessment with more than 15,000 respondents. Three distinct career-stage categories were identified: early-career nurses, up-and-comers, and nursing leaders. The early-career nurses and up-and-comers listed "being mentored" among their top two member benefit requests. In response, the ANA launched a national virtual mentorship program in September 2018. The program aligned with criteria, recommendations, and charges from the American Nurses Credentialing Center's 2019 Magnet Recognition Program; the landmark 2010 report from the Institute of Medicine (IOM), The Future of Nursing: Leading Change, Advancing Health; and a 2019 IOM consensus study, The Future of Nursing 2020-2030. This article provides a general overview of the program, including evaluation and modifications, and discusses implications of using the ANA's career-stage categories in virtual mentoring.

The organization determines candidate endorsement is no longer beneficial.

This study yielded a map of the alignment of American Association of Colleges of Nursing Graduate-Level Nursing Informatics Competencies with American Medical Informatics Association Health Informatics Core Competencies in an effort to understand graduate-level accreditation and certification opportunities in nursing informatics. Nursing Informatics Program Directors from the American Medical Informatics Association and a health informatics expert independently mapped the American Association of Colleges of Nursing competencies to the American Medical Informatics Association Health Informatics knowledge, skills, and attitudes. The Nursing Informatics Program Directors' map connected an average of 4.0 American Medical Informatics Association Core Competencies per American Association of Colleges of Nursing competency, whereas the health informatics expert's map connected an average of 5.0 American Medical Informatics Association Core Competencies per American Association of Colleges of Nursing competency. Agreement across the two maps ranged from 14% to 60% per American Association of Colleges of Nursing competency, revealing alignment between the two groups' competencies according to knowledge, skills, and attitudes. These findings suggest that graduates of master's degree programs in nursing, especially those specializing in nursing informatics, will likely be prepared to sit for the proposed Advanced Health Informatics Certification in addition to the American Nurses Credentialing Center bachelor's-level Informatics Nursing Certification. This preliminary map sets the stage for further in-depth mapping of nursing informatics curricula with American Medical Informatics Association Core Competencies and will enable interprofessional conversations around nursing informatics specialty program accreditation, nursing workforce preparation, and nursing informatics advanced certification. Nursing informaticists should examine their need for credentials as key contributors who will address critical health informatics needs.

Accreditation of transition to practice (TTP) programs are rapidly increasing. A review was completed on 13 TTP programs, accredited by the American Nurses Credentialing Center Practice Transition Accreditation Program. The review found six benefits of TTP accreditation that can translate into value for organizations. Nursing professional development practitioners should seek accreditation for TTP programs to elevate the potential for funding from national agencies.

This article addresses how nurse planners, nursing professional development practitioners, and any individual who is responsible for the facilitation of learning and professional development in health care can use a competency-based education framework as a methodology to design and evaluate outcome-based continuing education. [J Contin Educ Nurs. 2019;50(3):100-102.]., (Copyright 2019, SLACK Incorporated.)

APRNs remain guided, first of all, by the ANA Code of Ethics.

Keeping a community healthy requires more than hospital care. Magnet® nurses go beyond the bedside to promote a culture of health through volunteer work. To mark the season of giving, this month's "Magnet Perspectives" column looks at the ways in which nurses from Magnet-recognized organizations care for their communities. What do they do? Why do they do it? How does the Magnet framework promote and support them? We explore the implications for larger issues, such as population health, and hear from the nurses themselves about why community involvement is important.

Substance use disorder is a serious problem in nursing that is often invisible and not well understood or well handled. It tears at the social contract between nursing and society and disrupts the trust so essential to that contract. The American Nurses Association Code of Ethics contains clear language about a nurse's duty to take action to protect patients and to ensure the impaired nurse gets assistance. Specific interpretive statements provide useful guidance in dealing with this problem., (© 2018 Creative Health Care Management.)

Empathy is an often-discussed topic among nurse scientists, educators, and professional practitioners. There is a small, but growing, body of research with a focus on empathy and its direct impact on clinical patient outcomes. However, nurses continue to place value on behavioral aspects of empathy, such as understanding the thoughts and feelings of others, caring, and perspective taking (Hojat, 2016; Kunyk & Olson, 2001). These empathic behaviors are foundational to establishing the nurse-patient relationship. The nurse-patient relationship is also central to the delivery of ethical patient care (American Nurses Association [ANA], 2015). Ethical care directly reflects elements of professional empathy, such as providing compassionate care, understanding the patient's perspective, and thoughtful consideration of the needs and values of each person (ANA, 2015). Empathy and ethics are connected, and both play a vital role in the decision-making process of nurses, particularly for decisions involving some level of uncertainty that require moral reasoning or values-based judgment (Barlow, Hargreaves, & Gillibrand, 2018)., (© 2018 Creative Health Care Management.)

There is a historical emphasis on duties to self, or self-regarding duties, in nursing's ethics heritage literature from the 1860s to 1965. Yet, as nursing education shifted to university settings and society and nursing moved away from a virtue-based ethics to a duty-based ethics, the emphasis on self-regarding duties was lost. In the 2001 revision of the American Nurses Association's Code of Ethics for Nurses with Interpretive Statements , that emphasis is reclaimed and restored. The 2015 version of the Code further develops and expands the ethical obligation of duties to self. The aggregate duty or principle of "duties to self" includes attention to personal health, safety, and well-being, preserving one's wholeness of character and integrity, maintaining competence, and continuing personal and professional growth., (© 2018 Creative Health Care Management.)

Today there are many global volunteer opportunities for nurses and student nurses. While the intentions of volunteers may be good, the result may be harmful to the volunteer and/or the host, creating a situation of moral distress. An ethical code provides guidance and promotes moral agency. We discuss elements of the American Nurses Association Code of Ethics with Interpretive Statements and apply them to the experience of global volunteering through a case study approach., (© 2018 Creative Health Care Management.)

: This article presents the discussion that occurred during a policy dialogue on aid in dying (AID) presented at the American Academy of Nursing's annual conference in October 2016. Panelists explored the arguments for and against the growing state expansion of AID legislation, and the role for nurses in assisting patients who request AID. Recommendations are offered and four expert commentaries respond to the points raised.

This article addresses how nursing professional development practitioners can meet educational design criterion 1 in the American Nurses Credentialing Center Primary Accreditation process and standards 1 and 2 in the Association for Nursing Professional Development Scope and Standards of Practice. J Contin Educ Nurs. 2018;49(1):4-6., (Copyright 2018, SLACK Incorporated.)

How does and should the American Nurses Association Code of Ethics for Nurses with Interpretive Statements, with foundations from the late 1800s, impact today's nursing practice? How can the Code help you? The earlier 2001 Code was revised and became effective January 2015. The nine provisions received modest revision, as did the corresponding interpretive statements. However, Provisions 8 and 9 and their interpretive statements received more substantial revision. This article explains the Code and summarizes the 2015 revisions, considering points of particular interest for nurses of faith.

Updated several times a week with posts by a wide variety of authors, AJN's blog Off the Charts allows us to provide more timely-and often more personal-perspectives on professional, policy, and clinical issues. Best of the Blog will be a regular column to draw the attention of AJN readers to posts we think deserve a wider audience. To read more, please visit: www.ajnoffthecharts.com.

Maintaining competence is a professional responsibility for nurses. Individual nurses are accountable for their practice, as outlined in the American Nurses Association's Nursing: Scope and Standards of Practice. Nurses across clinical settings face the sometimes daunting challenge of staying abreast of regulatory mandates, practice changes, equipment updates, and other workplace expectations. In the complex, evolving perioperative setting, professional development is a priority, and the need for ongoing education is critical. However, nurses' efforts to engage in their own development can be hampered by a lack of time, limited access to educational resources, or cost concerns. This article provides an overview of nursing professional development and offers some resources to help individual nurses maintain or enhance their knowledge, skills, and attitudes., (Copyright © 2017 AORN, Inc. Published by Elsevier Inc. All rights reserved.)

Objective: Social inequities threaten the health of the global population. A superficial acknowledgement of social justice by nursing's foundational documents may limit the degree to which nurses view injustice as relevant to nursing practice and education. The purpose was to examine conceptualizations of social justice and connections to broader contexts in the most recent editions., Design: Critical discourse analysis examines and uncovers dynamics related to power, language, and inequality within the American Nurses Association's Code of Ethics, Scope and Standards of Practice, and Social Policy Statement., Results: This analysis found ongoing inconsistencies in conceptualizations of social justice. Although the Code of Ethics integrates concepts related to social justice far more than the other two, tension between professionalism and social change emerges. The discourse of professionalism renders interrelated cultural, social, economic, historical, and political contexts nearly invisible., Conclusion: Greater consistency would provide a clearer path for nurses to mobilize and engage in the courageous work necessary to address social injustice. These findings also call for an examination of how nurses can critique and use the power and privilege of professionalism to amplify the connection between social institutions and health equity in nursing education, practice, and policy development., (© 2017 Wiley Periodicals, Inc.)

Updated several times a week with posts by a wide variety of authors, AJN's blog Off the Charts allows us to provide more timely-and often more personal-perspectives on professional, policy, and clinical issues. Best of the Blog will be a regular column to draw the attention of AJN readers to posts we think deserve a wider audience. To read more, please visit: www.ajnoffthecharts.com.