Nurse Practitioner Certification Examination Development: From Reflecting Clinical Practice to Ensuring Lifelong Learning.

OBJECTIVE: Certifications in psychiatric-mental health nursing promote safe practice by psychiatric-mental health nurse practitioners (PMHNPs) and nurses (PMHNs) and help protect the public from harm. This protection begins with the development of an examination that meets rigorous national education, practice, and accreditation standards and reflects PMHNPs' or PMHNs' clinical practice. Achievement and maintenance of a certification is a journey that involves a commitment to lifelong learning and the improvement of the field of psychiatric-mental health nursing through involvement in the examination process. METHODS: This discussion paper outlines the role nurses can play in the development of certification examinations. It describes the process of developing an effective certification examination, including the role of standards, accrediting bodies, and content experts; determining necessary tasks, knowledge, and skills; surveying practitioners to validate information; writing test questions; and ongoing analysis of examination content. The Psychiatric-Mental Health Nurse Practitioner (across the lifespan) Certification (PMHNP-BC) is presented as an example of the process. RESULTS: This discussion paper raises awareness of how certification exams are developed, PMHNPs participate in certification development, and volunteering promotes career development. CONCLUSION: The PMHNP-BC examination is based on education, practice, and certification accreditation standards and reflects current clinical practice. PMHNPs can (a) point to the rigor of certification as an indication of the quality of care they deliver, (b) volunteer to participate in the examination process to ensure examination rigor, and (c) advance their careers through the development and application of a valuable skill set.

CPD providers can positively impact practice by better understanding how APNs are educated, licenced, and certified.

Advanced practice nurses (APNs) care for various patient populations in a wide variety of settings. The four types of APNs in the USA (certified nurse practitioner, clinical nurse specialist, certified nurse-midwife, and certified registered nurse anaesthetist) have differences and commonalities related to education, licensure, and certification. Care provided by APNs has been demonstrated to be of high quality, and APNs are active and engaged participants in continuing professional development (CPD) as CPD is required to maintain licensure and board certification. APNs also frequently function as clinical and academic faculty.

Exploring alternative forms of scholarship for nurse educators' success.

BACKGROUND: Teaching-intensive universities require faculty to have increased teaching workloads. Nursing faculty have additional burdens that faculty members in other disciplines and departments do not experience, making it difficult to produce scholarship as it has been traditionally defined in research-intensive universities. Teaching-intensive universities should begin to rethink nursing faculty expectations for meeting their universities' missions of scholarship, especially those required for tenure. PURPOSE: This article discusses alternative forms of scholarship and to generate ideas beyond the gold standard of writing peer-reviewed manuscripts and conducting empirical research studies for teaching-intensive universities. It also explores challenges that hinder nursing faculty from scholarly work and offers various scholarship ideas for nursing faculty and nursing administrators to consider for promotion and tenure criteria. RECOMMENDATIONS: Nursing administrators and faculty can change the current culture through a reconceptualization of Boyer's scholarship model in which more innovative forms of scholarship are embraced to support nursing faculty in balancing the multiple demands on their time according to their respective institutional needs. The outcome is increased work-life balance and retention of nursing faculty. Deans' support and faculty advocacy for human resources and financial investment in faculty workload boundaries are key factors for future changes in practice.

Metabolic Syndrome Identification in Patients Treated With Second-Generation Antipsychotic Medications.

The purpose of the current project was to assess missed opportunities to identify metabolic syndrome in patients treated with second-generation antipsychotic medication in a community hospital's inpatient psychiatric unit between January 1 and December 31, 2020. Data on demographics, metabolic syndrome risk factors, body mass index, medications, related diagnoses, and primary care providers (PCPs) were collected via retrospective chart review of 194 patients. This project used a nonexperimental design and heterogenous nonrandom convenience sample. Descriptive statistics, chi-square tests, one-tailed t tests, and binary logistic regression were used. The overall rate of metabolic syndrome was 47.4% (n = 92). A positive PCP status was significant for treatment with antihypertensives, statins, and antihyperglycemics (p < 0.05). Findings indicate the need to increase system-wide assessment of metabolic syndrome and integrate care coordination with PCPs. [Journal of Psychosocial Nursing and Mental Health Services, 60(8), 11-18.].

Board Certification: A Role for the Nurse Educator.

Nurse educators are essential to the success of other nurses by supporting the attainment of professional competencies, knowledge, and continual development. In addition, board-certified nurse educators are also role models in lifelong learning. They are in an optimal position to promote and support others in pursuit of board certification. [J Contin Educ Nurs. 2021;52(11):497-499.].

Challenges of Treating Mental Health Issues in Correctional Settings.

The current article explores the challenges of correctional nursing and provides implications for nursing practice and advocacy for optimal outcomes for incarcerated individuals with mental illness. The role of the nurse as advocate and educator is discussed. Opportunities for changing the conversation that addresses the criminalization of mental illness, stigma, and social policy is presented as a path forward. [Journal of Psychosocial Nursing and Mental Health Services, 57(7), 7-12.].

Suicide: Across the Life Span.

Suicide remains a major public health issue. There have been more than 40,000 deaths by suicide in 2014. Understanding both the neuroscience and psychological development is key for nursing care so adequate interventions and treatment strategies are developed when working with people thinking about suicide. It is critical to assess and recognize risk and protective factors to ensure patient safety. The older adult, children, and adolescent populations remain vulnerable to suicide. A discussion regarding the psychiatric, psychosocial, and treatment considerations for these populations is included. An overview of communication, suicide assessment, and safety planning is discussed.

Men navigating inward and outward through depression.

Understanding of depression among men remains poor. When compared to women, men remain under diagnosed for depression and continue to commit suicide four times the rate of women. This grounded theory study explored the social psychological process that occurred in men who suffered from depression. Nine men participated in the study that ranged in age, educational level, and marital status. The theory that emerged from this study was Navigating Inward and Outward Through Depression. This study uncovered six stages men navigated through: being different, concealing feelings disconnecting, hitting bottom, acknowledging and confronting and healing with others. This study advances our understanding of men and depression by providing meanings to the behaviors men express when depressed. Based on these findings, further research can lead to better screening tools and early diagnosis of depression in men.

Championing person-first language: a call to psychiatric mental health nurses.

At the heart of recovery-oriented psychiatric mental health care are the dignity and respect of each person and the ways in which helping professionals convey a person's uniqueness, strengths, abilities, and needs. "Person-first language" is a form of linguistic expression relying on words that reflect awareness, a sense of dignity, and positive attitudes about people with disabilities. As such, person-first language places emphasis on the person first rather than the disability (e.g., "person with schizophrenia" rather than "a schizophrenic"). This article champions the use of person-first language as a foundation for recovery-oriented practice and enhanced collaborative treatment environments that foster respect, human dignity, and hope.