West Virginia Pursing Practice Certification and Licensure

West Virginia Pursing Practice Certification and Licensure
West Virginia Pursing Practice Certification and Licensure
Application Processes and Regulations in West Virginia
The application process for state boards differs from state to state and depends on the state’s specific regulations. State regulations for prescriptive authority also lack uniformity.
In some states, prescriptive authority is granted to APRN’s only while working in collaboration with a physician. In contrast, other states allow the APRN to work and prescribe independently with specific stipulations (Buppert, 2019).
State Board Application Process
The application process for the APRN to sit for boards in West Virginia involves several steps. First, the APRN candidate must complete an accredited graduate program (Nursinglicensure, n.d.). Upon successful completion of the accredited graduate program, the APRN candidate may submit a completed application, along with the required fees, to the state board of nursing via an online portal (Nursinglicensure, n.d.) West Virginia Pursing Practice Certification and Licensure. The APRN candidate will need to furnish the state board with supporting documents such as official transcripts (Nursinglicensure, n.d.). Additionally, if the APRN candidate answers yes to any application questions regarding criminal convictions, professional discipline, drug use, or conditions that may cause impairment, he or she will need to explain and provide supporting documentation (Nursinglicensure, n.d.). Once the completed application is submitted, required fees are paid, and the board receives all supporting documentation, they will schedule the APRN candidate a date and time to test (Nursinglicensure, n.d.) West Virginia Pursing Practice Certification and Licensure.
Application for Prescriptive Authority
In West Virginia, the APRN may apply for and be granted prescriptive authority, either in collaboration with a physician or independently, depending on the APRN’s level of experience (Buppert, 2019). For both independent and collaborative prescriptive authority, the APRN must have completed at least 45 hours of board-approved, graduate-level advanced pharmacology contact hours, have a license in good standing, submit a completed application, and pay all required fees (Buppert, 2019). For the first three years of his or her practice, the APRN may apply for and be granted collaborative prescriptive authority (Buppert, 2019). To apply for and be granted collaborative prescriptive authority, the APRN must be able to show documentation of the use of pharmacotherapy in clinical practice, during his or her educational program (Buppert, 2019). The APRN will need to provide written verification of the collaborative agreement with a physician licensed in West Virginia, who holds an unencumbered license for prescriptive practice (Buppert, 2019). After the three years of collaborative prescriptive authority, the APRN may apply for and be granted independent prescriptive authority (Buppert, 2019). In addition to the completion of the three-year collaborative agreement, the APRN must provide documentation of 15 contact hours in advanced pharmacology completed within two years before the application (Buppert, 2019) West Virginia Pursing Practice Certification and Licensure.
Impact of Prescriptive Authority
The restrictions and stipulations placed on the APRN related to prescriptive authority are in place to help ensure patient safety. States such as West Virginia that require the APRN to complete a specific period of collaborative prescriptive authority, before granting independent prescriptive authority, are taking steps to maintain patient safety. Completing a required collaborative period will help to ensure patient safety by allowing the APRN to gain hands-on experience while being supervised by a licensed physician.  Mandating collaboration between the APRN and physician, allows the APRN to prescribe medications under the supervision of a licensed physician.
Impact of Prescriptive Authority, Credentialing, and Clinical Privilege
Regulations and criteria requirements for prescriptive authority, credentialing, and clinical privilege are in place to ensure patient safety. The criteria requirements and regulations are there to confirm that the APRN has met the minimum requirements of eligibility and competence. Without regulation and criteria requirements, there would be no way to verify that the APN has completed the necessary education or determines the extent of the APRNs ability, knowledge, and skills West Virginia Pursing Practice Certification and Licensure.
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Prescriptive Authority
Prescriptive authority is defined as the APRN’s ability and authority to prescribe medications (Scope of Practice Policy, 2020). There is a lack of uniformity across the United States regarding the APRN’s ability to prescribe medications. Additionally, several professional nursing organizations offer varying position statements regarding prescriptive authority for the APRN. For example, the American Association of Nurse Practitioners (2020) position is that the state board of nursing, in accordance with the APRN’s role, education, and certification, should solely regulate prescriptive authority. In contrast, the American Nurses Association position is that all APRNs should be granted full practice authority, including the ability to prescribe medications (NursingWorld, n.d.) West Virginia Pursing Practice Certification and Licensure.
Credentialing
Credentialing refers to the mechanisms of regulation, collection, and verification of the APRN’s professional qualifications (Hamric et al., 2018). National level credentialing for the APRN is achieved by meeting the standards for eligibility and then passing a national certification exam (Hamric et al., 2018). Likewise, state-level credentialing for the APRN is obtained with licensure, after eligibility criteria are met (Hamric et al., 2018). Eligibility criteria for state-level APRN credentialing include the completion of required graduate education and successful results on a national certification exam (Hamric et al., 2018).
Clinical Privilege
Clinical privilege can be described as an authorization granted to the APRN to provide treatment or specific care in a particular setting (Summers, 2017). Clinical privileges for the APRN are based on licensure, training, education, health status, judgment, competence, and experience (Summers, 2017). Authorization of clinical privilege is granted to the APRN by authorities such as human resources or medical staff (Summers, 2017) West Virginia Pursing Practice Certification and Licensure.
References
Advanced practice registered nurse (APRN) requirements in West Virginia. (n.d.). Nursinglicensure.org, https://www.nursinglicensure.org/np-state-/west-virginia-nurse     practitioner.html
Buppert, C. (2019). Nurse Practitioner’s Business Practice and Legal Guide, 5th Edition       [Bookshelf Ambassadored].          https://ambassadored.vitalsource.com/#/books/9781284143003/
Hamric, A., Hanson, C., Tracy, M., & O’Grady, E. (2019). Advanced Practice Nursing: An    Integrative Approach. Fifth Edition. Elsevier. ISBN 978-1-4557-3980-6.
Keeling, A. W. (2015). Historical perspectives on an expanded role for nursing. The Online Journal of Issues in Nursing, 20(2), Manuscript 2.                                                               Doi: 10.3912/OJIN.Vol20No02Man02
Nurse practitioners overview. (2020). Scope of Practice Policy, https://scopeofpracticepolicy.org/pratitioners/nurse-practitioners/
Nurse practitioner prescriptive authority. (2020). American Association of Nurse Practitioners,            https://www.aanp.org/advocacy/advocacy-resource/position-statement/nurse-practitioner            prescriptive-privilege
Summers, L. (2020). Clinical privileges: Opening doors for APRNs. American Nurse, 44(1): 10 West Virginia Pursing Practice Certification and Licensure.


Surface culture in school comparison assignment

Surface culture in school comparison assignment
Surface culture in school comparison assignment
Surface culture in school Jornal Entry 1

In this activity, you’ll explore various aspects of surface culture and customs you have experienced in school.
Surface culture in school Remember: The five suggestions for creating a meaningful journal appear earlier in this section. Please review these suggestions before writing. Especially remember to copy the directions for each step (just the bold print) into your journal before writing …. and then DIVE DEEP!
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Contrast the surface culture of your most recent educational experience (e.g., high school, another college or university, a trade school) with that of your current school. From the following list, choose two or more surface-level features where they differ. Then, in a separate paragraph for each feature, explain how the two are different. Surface culture in school comparison assignment. Explain the advantages and/or disadvantages you see in your present higher education culture as compared with your previous educational culture(s).

Number of students in a class
Age of students

Race or ethnicity of students
Economic class of students

Courses offered
Amount of homework

Popular out-of-school activities
Teachers’ treatment of students

Alcohol
Academic preparation of educators

In-groups
Religions

Clothes
Food

Languages spoken
Dialects spoken

Sports
Amount of writing assigned

Amount of reading assigned
Drugs

Architecture of buildings
Favorite music

Holidays observed
Out-groups

Attendance policy
Methods of teaching

Involvement of parents
Classrooms

Here’s how your journal entry might begin if you chose “Age of students” and “Teachers’ treatment of students”:

I graduated from high school last year and the ages of students there ranged from about 14 to 18 years old. Here in college the ages of students range from about 17 or 18 to 50 or even older. In my math class this semester, I have a mother and daughter who are taking the class together. Overall, students here in college seem to average about 10 years older than students in high school. A couple of the olderstudents that I’ve talked with went to college before and dropped out. These returning students seem to be more highly motivated and they take their schoolwork more seriously than the younger students. For example, they hardly ever miss a class and they always turn in their homework. Maybe what I should do is Surface culture in school comparison assignment.

Explore the one college custom described in the article above with which you feel most uncomfortable. Address some or all of all of the following questions: What is the cause of your discomfort? How big a problem do you think this custom will be for you? What additional information do you want to learn about this custom? Where can you find that information? Who could help you feel more comfortable? How do you think other students in your class feel about this custom? For example, if you chose to examine “Choose a major,” your journal entry might begin like this Surface culture in school comparison assignment.

I’m a little uncomfortable about choosing a major. The truth is I have no idea what career I want to pursue. I just know I have to make a change. I’ve been out of high school for 10 years and I’ve been working construction. I sure don’t want to do that for the rest of my life. The work is physically demanding, and it’s hard on some of the older guys. I don’t want to be 60 years old and having to go up and down a ladder all day. So I know what I don’t want, but not what I do want. I didn’t really have any favorite subjects when I was in high school. I did okay academically, but mostly I enjoyed playing sports. A guy in one of my classes says he wants to be a doctor. His father is a doctor, so he has a really good idea what a doctor’s life is like. My father sells real estate, but I don’t want to do that. He’s never home in the evenings or on weekends, so I didn’t see him much when I was growing up. When I have a family, I want to be around to see my kids grow up. I hope I don’t have to choose a major too soon. If I do, I’ll probably wind up changing it a couple of times. I guess that wouldn’t be so bad except I heard that by switching I could lose some credits and that could make me take longer to graduate. To pick a good major for me, what I need to find out is Surface culture in school comparison assignment.


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