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Vol. 23, No. 6, JUNE 2006

Meet the New AACN Certification Corporation Leadership Team; Terms Begin July 1, 2006

The AACN Certification Corporation is poised for a change in leadership July 1 as Rebecca Long, RN, MS, CCRN, CMSRN, succeeds Judy Verger, RN, MSN, CCRN, CRNP, as chair of the corporation’s Board of Directors.

Taking office with Long are Kevin Reed, RN, MSN, CNA, BC, chair-elect, and directors Damon Cottrell, RN, MS, CCNS, CCRN, APRN-BC, CEN, and Maria Shirey, RN, MS, MBA, FACHE, CNAA, BC. Their appointments by the AACN Board of Directors followed a nominating process in which representatives of AACN Certification Corporation screened, evaluated and interviewed prospective candidates for these national leadership posts.

Returning to the board are Directors Deborah Greenlaw, RN, MS, MSNc, CCRN, APRN, ACNP-CS, Susan Helms, RN, MN, MS, CCRN, and Carol Melman. Beth Martin, RN, MSN, CCNS, CNRN, is completing her term. Roberta Kaplow, RN, PhD, CCNS, CCRN, AOCNS, and Denise Buonocore, RN, MSN, CCRN, APRN, BC, have been appointed as representatives of the AACN Board of Directors to the AACN Certification Corporation Board of Directors.

Following is information about Long and the other newly appointed members of AACN Certification Corporation Board of Directors:

Rebecca Long
Long is an academic educator and clinical nurse specialist with the Veterans Affairs Healthcare System, San Diego, Calif. She is an instructor in medical-surgical and critical care in the baccalaureate nursing program at San Diego State University.

A member of AACN since 1984, she served on the national Board of Directors from 2000 to 2003 and on the AACN Certification Corporation Board of Directors in 2003. Long was the AACN legislative fellow in 1993. She is a member and past president of the San Diego Area Chapter of AACN.

Long is also a member of the Academy of Medical-Surgical Nurses, National Association of Clinical Nurse Specialists, Nurses of Veterans Affairs and Sigma Theta Tau.

Kevin Reed
Reed is director of clinical operations in neuroscience and critical care at Clarian Health Partners, Methodist Hospital, Indianapolis, Ind.

He is also adjunct faculty at the Indiana University School of Nursing, Department of Environments for Health, Indianapolis.

Reed earned his bachelor of science in nursing degree from Ball State University, Muncie, Ind., and a master of science degree in nursing administration from Indiana University.

He has been a member of AACN since 1987 and is a CCRN alumnus. He served on the AACN Board Advisory Team and is a past recipient of the AACN Excellence in Leadership Award, part of AACN’s Circle of Excellence recognition program. Reed has been a member of the Certification Corporation Board since 2004, Secretary/Treasurer 2005-2006, Audit Committee 2005-2006, and a member of AACN Certification Corporation Nominating Committee 2004-2005.

In addition, Reed has been involved in a partnership with AACN to develop a Professional Nursing Practice Model based on the Synergy Model and was instrumental in developing Clarian Health Partners’ sponsorship of the Certification Oasis at the NTI.

Damon Cottrell
Cottrell is a clinical nurse specialist at Providence Health System, St. Vincent Medical Center in Portland, Ore.

At the national level, Cottrell has served on the AACN Certification Corporation Nominating Committee for 2004-2005, Cardiology Sub-Specialty Exam Item Writing Committee, CCNS Appeals Panel, Scholarship Review Panel, Advanced Practice Advisory Team, Continuing Education Articles Review Panel, Chapter and Membership Awards Review Panel and the NTI Abstracts Review Panel. He has also been actively involved at the chapter level, serving as president of the Dallas County Chapter and a member of the professional development team.

Cottrell received a bachelor of science in nursing and a master of science from Texas Woman’s University in Dallas.

Maria Shirey
Shirey is adjunct associate professor at the University of Southern Indiana College of Nursing in Evansville, Ind. where she has completed course work for a PhD in nursing science.

An active member of AACN since 1977, Shirey is a recipient of the following Circle of Excellence Awards: Leadership (2002), Multidisciplinary Team for the Code Blue Team at Deaconess Hospital (2003) and the Value of Certification (2005).

She received a bachelor of science in nursing at Florida State University in Tallahassee and a master of science in nursing at Texas Woman’s University in Houston. In addition to her involvement with AACN, Shirey is a member of the American Organization of Nurse Executives and the Indiana State Nurses Association.

Renewal by Synergy CERPs—Focus on New Category B

Renewal by Synergy CERPs, a new way CCRNs and PCCNs can renew their credential starting in January 2007, was introduced in the April issue of AACN News. The new program integrates the AACN Synergy Model for Patient Care, which is our certification framework. By January 2010 Renewal by Synergy CERPs will replace the current Renewal by CERPs program. Last month, we focused on Category A CERPs. This month we’re highlighting Category B.

Category B CERPs pertain to ongoing learning, such as CEs, academic courses or inservices, and activities related to advocacy/moral agency, caring practices, response to diversity and facilitation of learning. These are grouped because of similarity. The new Synergy CERPs program will require 10 CERPs in Category B. Certificants may also choose an additional 20 CERPs in Category B; a maximum of 30 CERPs may be accumulated in this category during the three-year period. The following definitions and examples indicate which CERPs fit in

Category B:
Advocacy/Moral Agency—Working on another’s behalf and representing the concerns of the patient/family and nursing staff; serving as a moral agent in identifying and helping to resolve ethical and clinical concerns within and outside the clinical setting.

• Legal aspects of nursing practice
• Public policy
• Regulatory issues (HIPAA, JCAHO)
• Insurance and reimbursement
• Advance directives
• Patient rights
• Informed consent
• Value of certification
• Sexual harassment training
• *Participation in an ethics committee
Note* = examples of activities

Caring Practices—Nursing activities that create a compassionate, supportive, and therapeutic environment for patients and staff, with the aim of promoting comfort and healing and preventing unnecessary suffering. These caring behaviors include but are not limited to vigilance, engagement and responsiveness of caregivers. Caregivers include family and healthcare personnel.

• Comfort Measures
• Stress Management/Burnout
• Grief and Loss
• Patient Safety (including fall prevention, body mechanics, infection control)
• Palliative Care
• Pet Therapy
• Therapeutic Touch
• Therapeutic Communication
• *Critical Incident Debriefing
• *Participating in a Pet Therapy program
• *Facilitating a patient/family support group

Response to Diversity—The sensitivity to recognize, appreciate, and incorporate differences into the provision of care. Differences may include, but are not limited to, individuality, cultural, spiritual, gender, race, ethnicity, lifestyle, socioeconomic, age and values.

• Foreign or alternate language (medical Spanish; sign language)
• Developmental Stages/Age Appropriate Interventions (e.g., play therapy)
• Cultural Aspects of Transplantation
• Spiritual Considerations of the Dying Patient
• Psychosocial Issues of Diverse populations (e.g., aging, obesity, immune suppressed)
• Outcomes related to diverse populations/health disparities
• *Translating documents for patient care/teaching
• *Participating on a team or community service related to diversity (serving market segments in community, multigenerational work force issues, etc).

Facilitation of Learning (or Patient/Family Educator)—The ability to facilitate learning for patients/families, nursing staff, other members of the healthcare team, and community. Includes both formal and informal facilitation of learning.

• How to conduct a needs assessment
• Selecting effective teaching strategies
• Education evaluation methodology
• Adult learning theory
• *Developing tool to evaluate learning readiness
• *Precepting/mentorship
• *Designing informational aids
• *Developing patient education tools
• *Teaching courses/inservices/programs
• *Participating in a health literacy project
• *Developing multimedia learning programs
• *Participating in a health fair

CE Products
Following are examples of current AACN CE products that would count for Category B:

• End-of-Life Care: Not Just Pulling the Plug
• Bereavement Care: The Forgotten Skill
• Enhancing Presentation Skills for the Advanced Practice Nurse: Strategies for Success
• Decreasing Parental Stress in the

Pediatric Intensive Care Unit: One Unit’s

• Teaching Clinical Ethics Using a Case
Study: Family Presence During
Cardiopulmonary Resuscitation
• Nurses’ Communication of Prognosis
and Implications for Hospice Referral: A
Study of Nurses Caring for Terminally
Ill Hospitalized Patients
• Intensive Spiritual Care: A Case Study
• Profiles in Dignity: Perspectives on
Nursing and Critically Ill Older Adults
• Visiting Preferences of Patients in the
Intensive Care Unit and in a Complex
Care Medical Unit
• Critical Care Nurses’ Perceptions of
Futile Care and Its Effect on Burnout
• Family-Centered Critical Care: A
Practical Approach to Making It Happen

For more listings of current CE products, go to www.aacn.org and click on Continuing Education, then AACN’s Premier Online CE.

NTI Sessions
Following are examples of NTI 2006 sessions that fit Category B. (By 2007, NTI sessions will be coded for both renewal programs.)

• Creating a Learning Environment on a
Shoestring Budget
• Creating a Culture of Patient Safety
• E-learning: What’s It All About?
• Piecing It Together: Ethics, Nurses,
ICU and Advance Directives
• Team Approach: Where Does the
Family Fit In?
• Teaching 101: Teaching Strategies
From the Bedside to the Boardroom
• Creating Safe Passage: Using the
AHRQ Safety Recommendations
• Emergence of Public Reporting:
Implications for Nursing
• Fatigue Research
• Four Generations Working Together:
Understanding Your Co-workers
• PowerPoint Pearls: Putting “Pizzazz”
Into Your Presentation

For more complete examples and actual number of CERPs awarded, refer to the draft CCRN Renewal Handbook, available at www.certcorp.org. The final CCRN Renewal Handbook will be available online in August.

Remember, CCRNs due to renew in January 2007 may choose to renew either under the current Renewal by CERPs program or using the new Renewal by Synergy CERPs program. Both program requirements will be contained in the CCRN Renewal Handbook. If you have questions, contact AACN Certification Corporation at (800) 899-2226; certcorp@aacn.org.

Minor Changes Set for Current CERPs Renewal Program

In January 2007, some minor changes will be made to the current Renewal by CERPs program. These changes will be included in the CCRN Renewal Handbook available online in August 2006.

For example, changes reflect more CERPs for committee leadership roles than member participation; more CERPs for peer-reviewed journals/books than not; requiring a clinical judgment component in volunteer activities; less CERPs for dissertation; and clarifying preceptor hours.

The CERPs awards in the new Renewal by Synergy CERPs program, also launching in January 2007, is consistent with the above minor changes.

Additional information about these changes is available at http://www.certcorp.org/certcorp/certcorp.nsf/certcorp/whatsnew


What will the credential be for AACN Certification Corporation’s acute care nurse practitioner exam?
ACNPC will be the designation used by acute care nurse practitioners certified by AACN Certification Corporation.

What are the eligibility requirements needed for the ACNPC Exam?
Completion of a graduate advanced practice education program that meets the following requirements:
• The education program is offered by an accredited college or university that offers a NLNAC or CCNE accredited master’s degree or higher in nursing with a concentration as an acute care nurse practitioner
• Both direct and indirect clinical supervision must be congruent with current American Association of Critical-Care Nurses and nursing accreditation guidelines
• The curriculum includes, but is not limited to:
—biological, behavioral, medical and nursing sciences relevant to practice as an ACNP, including pathophysiology, pharmacology and physical assessment
—legal, ethical and professional responsibilities of the acute care nurse practitioner
—supervised clinical practice relevant to the specialty of acute care
• The curriculum meets the following criteria:
—curriculum is consistent with competencies of acute care nurse practitioner practice
—instructional track/major has a minimum of 500 supervised clinical hours overall
—supervised clinical experience is directly related to the knowledge and all role components of the acute care nurse practitioner

What will the ACNP renewal requirements include?
The renewal cycle will occur every five years. Renewal requirements will include an unrestricted RN or APRN license in the U.S. or any of its territories; active involvement in the care of acutely ill or critically ill patients as a nurse practitioner for a minimum of 2,000 hours over the last five years with a minimum of 400 hours in the 12 months preceding renewal in the U.S. or any of its territories; and attainment of 150 CE renewal points. The CE renewal points will have the following parameters:
• Minimum 100 points in acute care
• Maximum 75 points in CME
• Maximum 50 points in publications
• Maximum 50 points in presentations
• Maximum 50 points in precepting and volunteer service combined

Celebrating 30 Years of CCRN Certification

As AACN Certification Corporation celebrates the 30th anniversary of the CCRN credential this year, original CCRNs who continue to maintain their certifications were asked to share what certification has meant to them. Here are some of their responses:

Carolyn Langstraat, RN, BS, BSN, CCRN, CRN
I’m on a continual quest for excellence in a new theory and bedside care.

Sharon E. Witmer, RN, MS, MSN, CCRN
With CCRN certification, I knew I was prepared to deliver excellent critical care nursing to any age group in any clinical setting.

Sandra O’Sullivan, RN, MS, CCRN, CRN
It has given me credibility among my peers.

Penny N. Gier, RN, BSN, CCRN
My certification helped me become the first clinical nurse at my hospital. The Clinical Nurse Program rewards bedside nurses who satisfy certain criteria on an ongoing basis. There are two CN levels. Each level received a pay differential above the staff nurse step.
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