Selected NLNAC Core Competencies Addressing
Psychosocial Health Services
• care for community’s health and have broad understanding of determinants of health (i.e., environment, socioeconomic conditions, behavior, genetics)
• incorporate the psychosocial-behavioral perspective into a full range of clinical practice competencies
• emphasize primary and secondary preventive strategies (i.e., occupational health, wellness centers, self-care programs, and health education and health promotion programs)
• involve patients and families in the decision-making processes
• help individuals, families, and communities maintain and promote healthy behavior
• provide counseling for patients in situations where ethical issues arise
SOURCE: NLNAC, 2006.
1998:5). Accordingly, topics related to psychosocial health services are to be woven in throughout the nursing curriculum.15 More specifically, baccalaureate curricula are required to incorporates knowledge and skills identified in The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 1998), which includes core competencies pertaining to psychosocial health services (examples are presented in Box 7-5).
CCNE’s accreditation standards require that baccalaureate curricula incorporate knowledge and skills identified in The Essentials of Baccalaureate Education for Professional Nursing Practice and (for master’s curricula) knowledge and skills identified in The Essentials of Master’s Education for Advanced Practice Nursing (CCNE, 2003).
Graduates who have completed any of the above three educational paths must pass the National Council Licensure Examination for RNs (NCLEX-RN), administered by the National Council of State Boards of Nursing (NCSBN), to become licensed as an RN. Approximately 6–12 percent of questions on the NCLEX-RN are devoted to “psychosocial
15Personal communication, Joan Stanley, AACN, November 9, 2006.