Monday, October 24, 2016

Celebrating NPD Week 2016

ANPD celebrated NPD Week on September 18  24, 2016. Each year we devote an entire week toward celebrating our members' achievements and shining a spotlight on nursing professional development. This year during NPD Week we held a decoration contest for our members, offered a free webinar, "Wisdom, Passion, and Transformational Leadership," and sold NPD Week merchandise in our online store. Browse through the photos below, posted by your peers on social media, to see how some of your fellow NPD practitioners celebrated (and make sure to check out the winner of the decoration contest!). Next year NPD Week will take place from September 24 – 30, 2017

Adventist Health celebrated NPD Week with a workshop for staff from several of their hospitals. 

NPD Week decorations at Florida Hospital

NPD Practitioners from McGuire VA celebrate NPD Week

Cone Health celebrated with cupcakes, complete with the NPD Week logo!

Congratulations to Aultman Hospital for winning the NPD Week decoration contest!

Tuesday, October 11, 2016

ANPD Annual Awards

Tina Spagnola, MSN, RN-BC, NE-BC, is the Director of Clinical Education & Research at Johns Hopkins All Children's Hospital.

The ANPD awards are presented each year at ANPD's Annual Convention. The awards ceremony is a wonderful time to recognize the wonderful work that is done by NPD Practitioners.  These awards celebrate the Nursing Professional Development (NPD) Practitioners that have demonstrated excellence in the practice of Nursing Professional Development. There are eight awards and each award aligns with the new Scope and Standards. The updated award categories will be based on the roles of the NPD Practitioner. The roles are: Learning Facilitator, Change Agent, Mentor, Leader, Champion for Scientific Inquiry, Advocate for NPD Specialty, and Partner for Practice Transition. Belinda E. Puetz Award criteria will remain the same.

The Recognition Committee encourages you to think of your coworkers, peers, affiliates and ANPD members who portray the excellence that should be recognized. Self submissions are highly encouraged. Don't shy away from nominating yourself. There are many departments of one NPD Practitioner, each providing wonderful programs, so take the time to self-submit and recognize yourself.

NPD Week provided us with the opportunity to celebrate our profession and practice. Let’s take the opportunity to extend that into the ANPD awards and think about potential nominees, including yourself.

Monday, September 26, 2016

Dispatch from Yangon: Promoting nursing care in Southern Myanmar

Marilyn Moonan, MSN, RN, CPN, is a clinical nurse educator for surgical programs and a global health nursing fellow in the Global Health Program at Boston Children’s Hospital. She has traveled to to Myanmar and Ghan, but she has also traveled extensively with Operation Smile over the past fifteen years to Asia, Africa, and South America.

As I walked into the inpatient pediatric oncology waiting area at Yangon Children’s Hospital—a relatively modern, well-equipped hospital in Yangon, Myanmar—a beautiful young woman approached me. She was holding her son, a 15-month-old boy who had Down syndrome. In English, she repeatedly sobbed, “Please help me.”

An interpreter explained that she and her husband were farmers from rural northern Myanmar (more than 700 miles from Yangon, an urban area of more than 5,000,000 people) and that recently their son had not wanted to breast feed, had been sleeping a lot and had developed lumps in his neck. They had previously traveled to Thailand, where their son was diagnosed with acute lymphoblastic leukemia (ALL)The parents had sold their farm to travel to Yangon so their son could receive chemotherapy.

I smiled and put my arm around her but could not think of what to say that would give her comfort. It was my first day at Yangon Children’s and my first experience in my yearlong global health nursing fellowship with Boston Children’s Hospital’s Global Health Program. With this single chance meeting in the waiting area, it took all of 15 minutes for me to begin to understand the challenges that families and medical staff in Myanmar face in providing quality, consistent health care.

The challenges of care

Normally, I’m a clinical nurse educator for Boston Children’s surgical programs. But in June 2015, a colleague and I traveled 28 hours on three flights for a unique opportunity: to be catalysts for positive change in the nursing care provided to families and children in a region of the world where so many factors complicate that being achieved with any regularity. 

There are many distinct health care system challenges in Myanmar. The nation allocates only 2 percent of its GDP to health care, the lowest amount in all of Southeast Asia. Nursing is task-oriented, and nurses are only paid approximately $100 per month. Nurses are not specifically trained for pediatric oncology and rotate throughout the hospital every six months. One nurse and one resident are together responsible for a ward of as many as 50 pediatric oncology patients at night. 

Despite these challenges, the nurses we worked with were extremely caring and clinically competent. They were thirsting for knowledge and enjoyed learning about any topic that we presented.

A map of Myanmar. Yangon is on the southern coast. (United Nations/Wikimedia Commons)

This visit to Yangon lasted just over a week. I checked in on mom and baby each day that I was in the hospital. The baby had responded well to the treatments. I found out that the mom had taken on the role of comforting other mothers with children on the unit, often carrying their babies through the unit while hers slept, so they would have some relief.
I saw her one more time when it was time for me to fly home. We exchanged smiles, hugs and well wishes, but there was finality in our goodbyes. I knew there was little if any chance that our paths would ever cross again. There was no way that we could stay in touch; she did not have access to or the Internet in her remote village.

Forces of nature

Several months after I returned home, I began hearing about devastating flooding in northern and other areas of Myanmar. Nurses that we had met in Yangon shared horrifying photographs—a dead infant floating in a flooded village; a toddler chest deep in mud, holding a dead, mud-covered snake. More than 100 people died, and thousands were displaced as mudslides wiped away their homes. Water sources were contaminated, power sources were cut, and roads and bridges were washed out.

I thought about that beautiful family and wondered if they had escaped the fury of Mother Nature. I also worried about the storms’ effects on the oncology patients I’d met. How do they maintain their fluids when their water was contaminated? How do they avoid infection? How can they possibly even think about making it to a follow-up appointment? The overall rate of oncology treatment abandonment in Myanmar is thought to be about 25 percent. I am sure that this year’s extreme flooding only exacerbated the problem.

In the past year, we have In the past year, we have been able to teach 15 nurses “Helping Babies Breathe”, 20 Nursing students & nurses about the child with respiratory dysfunction, the child with GI dysfunction, pediatric health assessment, pediatric growth & development, infection control, IV infiltration & phlebitis. We taught 68 nurses about error prevention training, pressure ulcers, recognition & management of shock.  Finally, 26 nurses, a pediatric Surgeon, and nephrologist were taught about the child with renal dysfunction & transplant. Teaching methods consisted of simulation, just in time teaching, bedside rounding, and formal lectures. We have continued teaching thorough web conferencing, email and social media. It has been thrilling to see the nurses teaching this content to other nurses throughout the hospital and community. As we continue our work in Myanmar, we hope to continue building strong partnerships with inter-professional teams at Yangon Children’s, working for sustainable change and knowledge transfer.

Tuesday, September 13, 2016

Importance of Certification

Debbie Buchwach, MSN, RN-BC is the Director of Professional Practice for Ambulatory Nursing & Optimization for Kaiser Permanente in the Northwest Region.

Nursing Professional Development week is September 18-24. This is a great time to pause and reflect on the importance of NPD certification.

We began our nursing careers with the desire to provide the best care for our patients/clients. We participated in in-services, attended conferences, read specialty-care journals, and collaborated with other colleagues to increase our knowledge, skills, and abilities. Once we transitioned from novice to expert in our field, many of us sought certification. It was a way to recognize our depth of knowledge and commitment to our chosen specialty practice. I often wonder why some of us don’t follow this same path when we enter into the specialty practice of Nursing Professional Development.

I was acutely aware that I had entered a different nursing specialty when I was asked to implement a new interprofessional care plan. What I didn’t know as I planned my “training” was that I needed to understand change, leadership, and learning theory. Looking back, I didn’t provide the best learning experience for the learners. I was fortunate that my organization sent me to my first ANPD Conference just a few months later. I was exposed to best practices in our field, networked with fellow NPD Practitioners, and found out about the Journal for Nurses in Professional Development. I left with a commitment to increasing my knowledge, skills, and abilities in order to provide the best NPD leadership to my organization.

A year later, I attended my first ANPD certification preparation class. My learning objective was to gain a better understanding of what I needed to know to be an effective NPD Practitioner. What I left with was a passion for our specialty. I actively sought out best practices through reading the journal and other professional resources, networking with NPD colleagues, and attending the ANPD convention every year. As I incorporated my learning into my practice, I became more valuable to my organization. I was better able to provide the leadership required to help the organization meet its strategic goals.

Four years into my NPD career, I decided to seek certification. I wanted to validate the specialized knowledge, skills, and abilities I had developed. I attended another ANPD certification preparation class to prepare for the exam. This time, I validated what I had learned and identified a few opportunities for additional preparation. A few months later, I took and passed my board exam. I’m now entering my second recertification cycle.

Why is certification important? Certification is one of the measurements used to validate professional growth and competence in a specialty field. Because we are role models for lifelong learning, I believe it is important that NPD Practitioners are certified. NPD certification increases our credibility with staff, interprofessional colleagues, and organizational leaders. The journey to NPD certification, which begins with professional development, ultimately leads to evidence-based programs that change nursing practice which improve patient outcomes. Certified NPD Practitioners provide leadership that is critical in meeting the challenges of our current healthcare systems.

What are your thoughts on the importance of NPD certification for NPD Practitioners?

Monday, August 29, 2016

The 2016 NPD Scope and Standards: Began with Florence

Patsy Maloney, EdD, MSN, RN-BC, CEN, NEA-BC is a Senior Lecturer of Nursing and Healthcare Leadership at University of Washington Tacoma.

"Let us never consider ourselves finished nurses...we must be learning all our lives."
                                                                                                  -Florence Nightingale

There has been much excitement about the release of the 2016 Nursing Professional Development (NPD) Scope and Standards. The workgroup of NPD experts did a great job. The workgroup stood on the shoulders of the nursing and NPD leaders that went before us. This blog entry will briefly describe what a scope and standards document is, the history of our current scope and standards, a brief overview of the major changes in our current scope and standards, and a call to implement the standards by advancing the NPD specialty.

What is a Scope and Standards document? A nursing specialty scope of practice describes the specialty practice, its boundaries, and its practitioners (Anderson, 2011).  The American Nurses Association (ANA) (2015) publishes a Nursing Scope and Standards that applies to all nurses, including all specialty nurses. The scope is an overview of nursing and answers the who, what, when, where, how, and why questions of nursing practice. The standards of professional practice have two parts, a description of each standard followed by a list of competencies (Strong, 2016). The second edition of Nursing Scope and Standards (ANA, 2010) is available online. The third edition (2015) can be purchased online.

History of the NPD Scope and Standards. The history of our scope and standards begins with the history of our specialty. The roots of our specialty go back to the founder of modern nursing, Florence Nightingale. Ms. Nightingale’s belief that life-long learning was crucial influenced her opposition to registration (licensure) of nurses. She believed that if nurses were licensed after completing their training program, they would consider themselves “finished nurses” and would not continue learning (
stated “The improvement of the nurse in service, in its broadest implications is as old as nursing…but the improvement of the graduate nurse for professional or cultural growth, is yet in its infancy”  (1928, p.700). So the improvement of nursing practice “in service” of the patient is as old as nursing, but including the professional development of the nurse beyond the immediacy of care of the patient was in its infancy in 1928 (88 years ago). The word in-service and in-service education took hold and articles about in-service education started to appear in the nursing literature. As more nurses moved from independent practice to hospital employees and the need for nurses increased, in-service education to orient and refresh nurses became even more important. By 1953 the in-service education role began to separate from that of nursing administrator, and divisions of in-service education were established within departments of nursing service (Abruzzese & Yoder-Wise, 1996).

Concurrent with the development of divisions of in-service education within hospitals, ANA started to develop the forerunners to scope and standards. These documents were called statements of functions. One of the earliest mentions of these was in the American Journal of Nursing in 1954. These statements of functions were developed by ANA committees. The 1954 statements included education, but not in-service education. By 1956 the statements of functions had evolved to statements of functions, standards, and qualifications for practice. Over the next few years American Journal of Nursing published these statements for a variety of nursing areas. They did not use the term specialties. Although in-service education was not included in the first statements of functions, standards, and qualifications, the specialty was included in The Yearbook of Modern Nursing 1956. It was not until 1966 that the Nursing Service Administrators section of ANA developed a “statement of functions and qualifications for in-service educators (Abruzzese & Yoder-Wise, 1996). This document was the precursor of our scope and standards.

By 1970 in-service education was subsumed under continuing education, which had come to include all education that took place outside degree granting nursing school programs. The Journal of Continuing Education published the ANA’s landmark statement on in-service education in 1970 and in 1972 published ANA’s landmark statement on continuing education. The Council on Continuing Education was organized with members from both in-service education and college continuing education programs in 1973. In 1974 ANA published the first standards for continuing education and in 1976 published guidelines, not standards for staff development. (Abruzzese & Yoder-Wise, 1996). With the publication of these guidelines the term in-service education was replaced with the term nursing staff development. Instead of referring to an area of practice, in-service education came to mean education and training delivered in the practice setting to facilitate an individual’s ability to function within a given agency (ANA, 2000). 

Finally, in 1990 ANA published Standards for Nursing Staff Development (ANA, 1990). This was followed in 1994 by Standards for Nursing Professional Development: Continuing Education and Staff Development. Nursing professional development had become the umbrella term to encompass both continuing education and staff development. Embracing this new term, the Scope and Standards of Practice for Nursing Professional Development was published by ANA in 2000. The 2010 Nursing Professional Development: Scope and Standards of Practice was published jointly by ANA and National Nursing Staff Development Organization (NNSDO) (ANA & NNSDO, 2010). Our scope and standards led the way for the re-naming and re-branding of our specialty from NNSDO to the Association for Nursing Professional Development (ANPD) in 2012.

The nursing and NPD leaders on whose work the 2016 NPD Scope and Standards of Practice is built are too numerous to name. But I think it is really important to acknowledge Ms. Barb Brunt, who served with the 1994, 2000, and the 2016 standards work groups. Her contributions to our current scope and standards are immeasurable. Another NPD giant is Dr. Dora Bradley, who led the work group for the 2010 NPD Scope and Standards of Practice. This work group created the NPD Practice Model as a systems model that maintained much of its relevance and only required the 2016 workgroup. The 2010 Scope and Standards was an outstanding foundational document for the 2016 scope and standards work group.

Overview of the revisions in the 2016 NPD Scope and Standards. The significant revisions in the NPD Scope and Standards of Practice (ANPD, 2016) include expanding the settings in which the NPD specialty is practiced beyond acute care and even including virtual environments, replacement of the intertwined elements with seven NPD roles, identification of general (NPD Generalist) and advanced levels (NPD Specialist) of NPD practice. NPD practitioner became the umbrella term that incorporates both the NPD generalist and the NPD specialist (Harper & Shinners, 2016). Two standards of performance (Collegiality and Advocacy) were removed and integrated throughout the other standards. Change Management and Mentorship/Advancing the Profession were added in response to the NPD Role Delineation Study (Warren & Harper, 2015).

Conclusion. The seeds of the 2016 NPD Scope and Standards of Practice were planted by Florence Nightingale when she emphasized the need for life-long learning.  These seeds started to take root when Blanche Pfefferkorn addressed the National League for Nursing Education’s convention and discussed the deliberate pursuit of professional growth post-graduation from nursing school (Pfefferkorn, 1928). After the publication of Pfefferkorn’s address articles on in-service education started to appear in the nursing literature. In the 1950’s in-service education divisions started to appear in hospitals and by the 1960’s the predecessor of the current scope and standards was developed. Our current 2016 Scope and Standards is the result of the work of well over 100 years of thought leaders. The last, but not least standard of performance, Standard 16: Mentoring and Advancing the Profession, calls us to advance our specialty. Our specialty is one of the oldest of nursing specialties. Be proud. Call your specialty by name, Nursing Professional Development. 


Abruzzese, R. S., & Yoder-Wise, P. S. (1996).  Staff development: Our visions.  In R. S. Abruzzese (Ed.).  Nursing staff development: Strategies for success (pp. 3-14). St. Louis, MO: Mosby Yearbook.
American Nurses Association. (2000). Scope and standards of practice for nursing professional development. Washington DC: Author.
American Nurses Association. (2010). Nursing: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.
American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: Author.
American Nurses Association and National Nursing Staff Development Organization. (2010). Nursing professional development: Scope and standards of practice. Silver Spring, MD: ANA.
ANA Statements of functions. (1954). The American Journal of Nursing, 56(10), 1305-1309.
ANA Statements of functions, standards, and qualifications. (1956). The American Journal of Nursing, 56(8), 1027-1030.
Anderson, T. (2011). Nursing professional development: Scope and standards of practice (2010). Nebraska Nurse, 44(3), 8-9.
Harper, M. G.  & Maloney, P. (2016).  Nursing professional development:  Scope and standards of practice (3rd ed.).  Chicago, IL:  ANPD.
Harper, M.G. & Shinners, J. (2016). Overview of nursing professional development. Journal for Nurses in Professional Development, 32(4), 228-229.
History Notes. (n.d.). Nursing as a profession. Retrieved from
Pfefferkorn, B. (1928). Improvement of the nurse in service: An historical review. The American Journal of Nursing, 28(7), 700-710.
Strong, M. (2016). Maintaining clinical competency is your responsibility. American Nurse Today, 11(7), 46-47.
Warren, J. I., & Harper, M. G. (2015, July). Nursing professional development role delineation study. Presentation at the annual meeting of the Association for Nursing Professional Development, Las Vegas, NV

Monday, August 15, 2016

What can I do now? (Cogent Career Planning)

Charlene M. Smith, DNS, MSEd, WHNP, RN-BC, CNE, ANEF is a professor at Wegmans School of Nursing, St. John Fisher College.

In April 2016 a LinkedIn study suggested the millennial generation tended to job-hop in the five years after they graduated college. College graduates between 1986 and 1990 averaged more than 1.6 jobs, and those graduating between 2006 and 2010 averaged nearly 2.85 jobs (Berger, 2016). Although a baby boomer, I too held many jobs over my career that included various positions in nursing, education, and leadership. Similar to many of my colleagues, my career path has taken many twists and turns based on family responsibilities, economics, life events, opportunities, deliberate decisions, and focused goals. My passion for teaching was a major influence in how my career plan was formulated over my career as an educator in both academic and practice settings.

Career planning is “a structured process for analyzing your skills and interests, formulating long-term goals and devising strategies to achieve them” (, 2013, para. 7). In fulfilling the functions in a mentor role, NPD practitioners are often called on to counsel and advise others regarding professional growth and career development. Helping others in their career planning is a basic tenet of NPD practice, but career planning is also necessary for one’s own professional growth and career advancement. Although sometimes doors open and opportunities appear with little effort, typically career planning is a cogent and deliberative practice. I have been approached many times by colleagues seeking advice on how to become an educator as they explore possible positions in either an academic or practice setting. Although academic faculty and NPD practitioners have many similar competencies focused on education, there are some fundamental differences in the roles and responsibilities. A framework that can help sort out what direction to go and apply to career planning follows:

Who am I? Self-awareness – An important starting point is to develop a perceptive sense of self-awareness. This requires recognizing one’s values that inform what is important for the individual’s career and associated work. Being able to articulate one’s interests, competencies/skills, and associated gaps in knowledge, skills, and attitudes, is necessary to begin developing the strategies needed to direct and manage a career plan. 
  • Values
  • Interests
  • Competencies/Skills
  • Gaps

What do I want? Goals – The major driving forces in establishing goals for a career plan are based on fiscal, education, and personal influences. Thus, conveying fiscal, education, and personal goals assists in structuring the career plan. A periodic review (e.g., annually) of the goals established for a career plan can ascertain accomplishments, or the need to reassess and change the goals and associated actions of the career plan based on these influences.
  • Fiscal
  • Education
  • Personal

What is out there? Exploration - An essential practice is to continually scan the horizon to align a career plan with changes that may impact nursing, education, health care, and society in the future. A flexible career plan is necessary based on inevitable change and the associated adjustments needed to make a career plan relevant today and in to the future. Individual effort is needed to actively research what options are available to lend validity to a career plan.
  • Scan the horizon
  • Research available options

What do I need to do? Decisions and Actions – Reflecting on the information gathered, weighing the alternatives, and applying a logical decision-making process helps to devise a realistic career plan. Outlining the short- and long-term goals, connected actions, and related outcomes provides the structure needed to begin the operational phase of the career plan. Other important strategies require the individual to at times take risks and purposefully network and market themselves to showcase their knowledge, skills, attitudes, motivation, and talent.
  • Plan – short (< 5 years) and long-term (5 years and beyond)
  • Take risks
  • Network
  • Market

Career development is not an event that just happens, it requires reflective self-awareness, thoughtful career planning, strategic networking and marketing, and persistent monitoring to ensure the career plan is relevant and is able to accommodate fiscal, education, and personal influences and overarching changes in society that impact future career planning. Mentoring others in professional growth and career development is essential for NPD practitioners, yet attending to one’s own professional growth and career development is just as critical as the NPD practitioner is a role model for life-long learning. I challenge my NPD colleagues to strategize your own personal career plan and make it actionable and relevant for you!   


Berger, G. (2016, April 12). Will this year’s college grads job-hop more than previous grads? Retrieved from (2013, November 14). What is career planning and who needs it? Retrieved from

Monday, August 1, 2016

Zika Virus Awareness and Prevention Crucial in U.S.

News about the Zika virus continues to come out regularly. The U.S. Department of Health and Human Services has made more than $85 million available to fight the Zika virus infection in the U.S., the Center for Disease Control and Prevention (CDC) announced in May. Many hospitals throughout the country are now preparing to care for pregnant women and their babies, as more than 500 people in the U.S. have been diagnosed with the Zika virus, including 279 pregnant women. Most of these patients were infected while traveling outside the U. S.; however, 10 were infected through sexual intercourse with someone who traveled to an area where the Zika virus is spreading. Since only about 20 percent of the people infected by the Zika virus develop symptoms, the number of cases could be much higher.

NPD practitioners need to keep up-to-date with current information about this problem and help educate patients and families about what signs and symptoms to look for, or how to determine whether or not they should take a Zika virus test. For hospitals gearing up to care to patients with this virus, our educational planning skills can be invaluable in preparing staff members to care for these patients. For those who will be traveling this summer, protection while enjoying the outdoors in an area where mosquitos could be prevalent is prudent.

The American Nurses Association website has a wealth of information on what nurses need to know and what resources are available. Read more.