Reply Posts

For the two reply posts, select a posting from one of your classmates who chose a different competency area for your first reply post and one of your classmates who addressed a different role-specific NP competency for your second reply. Discuss the similarities and differences and add any questions you may have related to their post.

Please refer to the Grading Rubric for details on how this activity will be graded.




Response 1

Quality is my chosen role-specific competency which emphasizes the promotion of a culture of excellence through quality improvement projects, organizational structure and culture of safety. Technology and Information Literacy competency is utilizing technologies in to enhance decision making while promoting quality and cost-effective care (Thomas et al., 2017). The use of applications such as Epocrates to determine the appropriate starting dose or recognize contraindications. The use of mobile health applications to facilitate telehealth is another technology that improves access to healthcare services while supporting patient’s self-efficacy (Qudah & Leutsch, 2019). This clinical semester is all telehealth and although a bit cumbersome in the beginning I can really see how this is very helpful to patients especially for mental health. My preceptor even gave her patient’s an option to return to an in-person format once COVID restrictions were lifted but they preferred telehealth. Technology dove tails nicely into Quality in that these technologies increase the quality of care and in the case of Epocrates, follows evidence-based practice to ensure patient safety. Scientific Foundation is the use of research, theory, practice knowledge and the humanities and sciences for improve nursing practice (Thomas et al., 2017). This has been addressed throughout the program with the use of scholarly reference use to validate our proposed care plans and choice of medications. Nursing theory has been integrated in undergraduate/graduate curriculum since the 1960s and is used to guide practice and improve quality of nursing care (Younas & Quennell, 2019). Practice knowledge is achieved through experienced preceptors during our clinical hours. Humanities and sciences are built into our graduate/undergraduate curriculum in order to have a full understanding of pathophysiology, pharmacology, and physiology in order to expand knowledge to improve practice processes. Quality is achieved through the use of technology and scientific foundation.           


Qudah, B., & Luetsch, K. (2019). The influence of mobile health applications on patient – healthcare provider relationships: A systematic, narrative review. Patient Education and Counseling, 102(6), 1080–1089.

Thomas, A., Crabtree, M. K., Delaney, M. K., Dumas, M. A., Kleinpell, R., Marfell, J., & Wolf, A. (2017). Nurse practitioner core competencies content. National Organization of Nurse Practitioner Faculties.

Younas, A., & Quennell, S. (2019). Usefulness of nursing theory‐guided practice: An integrative review. Scandinavian Journal of Caring Sciences, 33(3), 540–555.



Response 2

The role-specific NP competency I reviewed for this discussion post was the Primary Care Pediatric Nurse Practitioner (PNP) Competency. The two NP role-specific competency areas I focused on are scientific foundation competency and technology and information literacy competency. Scientific foundation competency for a primary care PNP includes developing the knowledge that allows us to provide quality care centered on the patient and family; this knowledge base needs to be based on evidence-based practice specific to the pediatric population. Thomas et al. (2017) states that critical analysis of research data by advanced practice nurses is necessary to improve practice. This skill is being instilled in me by the requirement on all work product to include current, peer-reviewed, scholarly research and current practice guidelines as this demonstrates the best evidence and promotes best care practices. This will help to guide future practice with the understanding I must be aware of and stay current on the most recent evidence and practice guidelines related to the pediatric population. This competency has also been developed through assignments that require scientific evidence for case studies where we must demonstrate best practice for diagnoses, testing, medications and treatment of pediatric aged patients. Thomas et al. (2017) also notes the integration of humanities and sciences knowledge as a core NP competency and the integration of theory and research to advance our knowledge; this competency is gained through the required advanced practice nursing curriculum we are receiving. For me, most of the needed specific practice knowledge specific to the pediatric population will be gained through clinical practicum experiences and through pediatric population specific classes in future semesters.      

Technology and information literacy includes using pediatric based information systems, considers a child and their family’s development and understanding level when providing health information, and necessitates age and developmentally appropriate tools for gathering information on pediatric patients that can be used to improve patient care (Population-Focused Competencies Task Force, 2013). I have worked on this competency by use of appropriate technology databases that provide pediatric specific information such as UpToDate for evidence based point of care clinical support, CINAHL and similar databases for the most current pediatric research, USPSTF for pediatric based prevention guidelines, and medication dispensing databases to help identify appropriate pediatric medication dosages. Thomas et al. (2017) states in the NP core competencies that advanced practice nurses must also be able to translate complicated health information into data various types of patients can understand. This means a competent Pediatric Nurse Practitioner must understand the concept of health literacy and the need for providing pediatric patients, and often more importantly the parents of pediatric patients, with health information they can understand. This is especially true because as many as 25% of parents have low health literacy, which greatly affects their “ability to use health information to make health decisions for their child” (Morrison et al., 2019, p. 263). This lack of parental health literacy can greatly affect the care a child receives as well as the health outcomes related to acute and chronic illness and disease prevention (Morrison et al., 2019). It is the responsibility of the PNP to be able to help parents understand the information they receive in a clear, concise, literacy level manner. The education and training we have received thus far has made me understand the meaning and importance of health literacy when dealing with all patients, including for the pediatric age group. One way this skill has been demonstrated has also been through pediatric case studies that required us to provide written information and instructions in a non-medical, non-technical way to the parents of our pediatric case study patient. It was a good lesson and reminder to understand the level of education and development of our patients because if they cannot understand what we are saying to them, they definitely will not be able to use that information to make positive behavioral health decisions.  



Morrison, A. K., Glick, A., & Yin, H. S. (2019). Health literacy: Implications for child health. Pediatrics in Review40(6), 263–277.

Population-Focused Competencies Task Force. (2013). Population-Focused Nurse Practitioner Competencies.

Thomas, A., Crabtree, M. K., Delaney, M. K., Dumas, M. A., Kleinpell, R., Marfell, J., & Wolf, A. (2017). Nurse practitioner core competencies content. National Organization of Nurse Practitioner Faculties.


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