Major Competencies in Clinical Nurse Leader Essay

This article dwells upon major competencies clinical nurses should have and particular curricular expectations these specialists may have. The article starts with a brief account of the concept of the clinical nurse leader (CNL) and educational options for CNLs. It is noteworthy that the authors provide a comprehensive list of major features of the effective clinical nurse leader and fundamental aspects of CNL practice which are presented in a very accessible form (Competencies and curricular expectations, 2013, p.4).

The article also includes details on the competency development process. It is noted that 150 individuals (representative of CNL education including deans, program directors, and faculty) received invitations to participate in the process which led to the creation of a thorough list of competencies. It is also noted that the CNL curriculum contains three major components: , , functional area content (Competencies and curricular expectations, 2013). The graduate nursing core concentrates on foundational content which is mandatory for all students, the direct care core focuses on particular services provided and functional area content dwells upon learning experiences identified by certification bodies as well as professional nursing organizations.

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The document in question also includes a brief account of the structure of the CNL curriculum. Thus, effective clinical nursing leaders are expected to complete a masters degree as well as participate in the post-masters CNL program. Finally, the CNL will have a specific time of clinical practice. The paper also includes certain details on certification and major benefits of the academic practice partnership are outlined. The authors also dwell upon the role the clinical nurse leader has to play in the academic-practice partnership.

The article is a detailed description of the CNL program and its aims. The authors provide major points of the program focusing on curricular peculiarities. It is noteworthy that developers of the program are experienced practitioners and educators who have the necessary knowledge to train novice CNLs. The article includes a very detailed list of expected outcomes of the CNL training and it is quite easy to predict the effectiveness of the program. Admittedly, an efficient curriculum is essential for the training of CNLs. King and Gerard (2012) stress the importance of a comprehensive curriculum for an effective CNL program.

Importantly, the program is not confined to masters or post-masters degrees. Clinical nurse leaders are supposed to continue training in a variety of ways (through courses, research, sharing experiences, and so on). Harris and Roussel (2010) note that the development of the CNL is continuous and can never be stopped. The document also includes information on the importance of academic-practice partnerships and provides insights into the role of NCL in these partnerships.

Though everybody understands that it is effective, many practitioners fail to see their place in the process and tend to remain uninvolved. The document helps understand the benefits of academic-practice partnerships. It is also noteworthy that the article includes references which are very helpful as they provide additional information and can be used in further research.

At the same time, the document evokes a question as it is interesting to hear the voices of those who benefited from the program. The document would be more comprehensive and insightful if it contained experiences of successful CNLs. It could be interesting to see how the program described in detail enabled nursing practitioners in their careers.

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