5
ï‚· Risk anticipation for individuals and cohorts of patients;
ï‚· Lateral integration of care for individuals and cohorts of patients
ï‚· Design and implementation of evidence-based practice(s);
ï‚· Team leadership, management and collaboration with other health professional team
members;
ï‚· Information management or the use of information systems and technologies to improve
healthcare outcomes;
ï‚· Stewardship and leveraging of human, environmental, and material resources; and,
ï‚· Advocacy for patients, communities, and the health professional team.
COMPETENCY DEVELOPMENT PROCESS
The Clinical Nurse Leader Competencies reflect a national consensus-based process. AACN
facilitated the process to develop these consensus-based competencies, including the work of the
national Expert Panel and external Validation Panel, both representing CNL education and
practice. In addition, the Expert Panel included representation from two national stakeholder
organizations: the Commission on Nurse Certification (CNC) and the Clinical Nurse Leader
Association (CNLA). The process used for this project models that previously used for the
development of the Nurse Practitioner Primary Care Competencies in Specialty Areas: Adult,
Family, Gerontology, Pediatric, and Women’s Health (2002) as well as a number of other
nationally recognized nursing competencies.
The Expert Panel (see page 3) initially convened in April 2012 first via conference call and then
face-to-face at AACN headquarters in Washington, DC. During this meeting, the panel reviewed
relevant documents including the CNC Job Analysis results, AACN’s The Essentials of Master’s
Education in Nursing (2011), and the White Paper on the Education and Role of the Clinical
Nurse Leader (2007). After the face-to-face meeting, the Panel met electronically and by
conference call to review and discuss the competencies. By early summer 2013 the panel reached
consensus on the draft competencies and completed Phase I of the competency development
process. Phase II, the validation process, was conducted in July and August 2013.
A letter of invitation to participate in the validation process was sent to 150 individuals,
randomly selected from the CNL database. Invited individuals equally represented CNL
education (including faculty, program directors, and deans) and practice (including chief nursing
officers/nurse managers and practicing CNLs). Sixty-three individuals accepted the invitation
and participated in the validation review process. The Validation Panel representation included
CNOs, CNLs, faculty, and deans. Distribution and representation on the Validation Panel is
shown in Figure 1. The validation tool developed originally as part of the Health Resource and
Services Administration (HRSA) funded nurse practitioner primary care competencies project
(2002) was adapted to a SurveyMonkey online format. The Validation Panel was asked to
systematically review each CNL competency for relevance (i.e., is the competency necessary?)
and specificity (i.e., is the competency stated specifically and clearly? If not, provide suggested
revisions.) The Validation Panel also was asked to provide comment on the comprehensiveness
of the competencies.