This survey is designed to collect public comment on TABLE 4.  Alignment of Competencies, Outcomes and Curricular Recommendationst  (Document E for Coment), 3rd Edition, Statement on Clinical Nurse Specialist Practice and Education. (CNS Statement)

These table that works to align the CNS Competencies, CNS Outcomes and  the CNS Curricular Recommendations was reviewed and revised as part of the work in the revision of the 3rd Edition, CNS Statement.

This survey is part of the constellation of surveys that cover aspects of the draft 3rd Edition, CNS Statement.  The remainder of the components of this public comment can be found at https://www.surveymonkey.com/r/KSSGJMY.

NACNS plans to publish the NACNS Statement on Clinical Nurse Specialist Practice and Education, 3rd. edition on or before Autumn 2018.

Please Note:  The final NACNS CNS Statement will be professionally copy edited therefore we are requesting you refrain from providing grammatical or editorial comments.  We are specifically seeking comment on the applicability and accuracy of this table and its contents to the larger draft 3rd Edition, CNS Statement .
As you answer this survey, please comment only on the relationship between (alignment) of the CNS competency, outcome and curricular recommendation.  There are other surveys we have developed to collect your feedback on individual competencies, outcomes and curricular recommendations.

The first set of questions relate to the Patient/Direct Care Sphere of Impact
Please keep in mind organizational structure and abbreviations as you complete this survey:

CNS Core Competencies Column (first column):

P is used for Direct Care – Direct interaction with patients, families, and groups of patients to promote health or well-being and improve quality of life. Characterized by a holistic perspective in the advanced nursing management of health, illness, and disease states.

N is used for Nurses and Nursing Practice – The CNS advances nursing practice to achieve optimal outcomes by assuring nurses and nursing personnel utilize evidence-based practices to meet the multifaceted needs of patients and/or populations.

O is used for Organization/System – The CNS articulates the value of nursing care at the organizational, decision-making level, influences system changes that facilitate improvement of quality cost-effective patient outcomes, and advocates for professional nursing.


CNS Outcomes related to Core Competencies Column (second column):

PO is used for Patient Outcome.

NO is used for Nurse Outcome.

OO is used forOrganization Outcome.

The third column is Essential Core Content Areas for Developing CNS Competencies.

Question Title

* 1. Lines 1 - 14 relate to row 1 - P.1 and PO.11.

These essential core content areas for developing CNS competencies are: 

Theoretical foundations for CNS practice include theories, conceptual models and research-based evidence that shape the CNS perspective. Content includes theories of health, illness, wellness, learning, stress, and palliative care.

Relationship-based communication, conflict management, crucial conversations, peer feedback, awareness of implicit bias, embracing diversity, and shared decision making with patients and significant others.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 2. Lines 15 - 19 relate to row 2 - P.2 and PO.1.

The essential core content areas for developing CNS competencies is:

In addition to performing advanced physical assessment coursework must emphasize the evaluation of wellness, illness, psychosocial, functional and environmental factors as well as risk behaviors to support the ability to make differential diagnoses.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 3. Lines 20-25 relate to row 3 - P.3 and PO. 1, PO.2, and PO. 8

The essential core content areas for developing CNS competencies are:

Critical thinking, diagnostic reasoning, pattern identification, clinical decision making, and problem-solving strategies.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 4. Lines 26 - 43 relate to row 4 - P.3 and PO.3, PO.5, PO.8 & PO.18.

The essential core content areas for developing CNS competencies are:

Theoretical and empirical knowledge of illness and wellness phenomena with non-disease and disease-based etiologies. Examples of phenomena include symptoms (e.g. nausea, fatigue, pain, dyspnea), cognitive impairment, dementia, iatrogenesis, developmental delay, end of life/dying, environmental hazards, impaired mobility, ineffective coping, impaired wound healing, safety, sleep disturbances, unsafe work place, and work place violence.

The design and development of nursing assessments, evidence based interventions, and programs of care. The content includes validating existing practices and identifying the need for innovations. This knowledge area also includes the theoretical and scientific basis for the selection and use of specific nursing assessment instruments and interventions and is the basis for nursing innovation.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 5.
Lines 44-54 relate to row 5 - P. 5 - PO. 4, PO. 8, PO. 16

The essential core content areas for developing CNS competencies are:

Theoretical and empirical knowledge of illness and wellness phenomena with non-disease and disease-based etiologies.

The design and development of nursing assessments, evidence based interventions, and programs of care. The content includes validating existing practices and identifying the need for innovations. This knowledge area also includes the theoretical and scientific basis for the selection and use of specific nursing assessment instruments and interventions and is the basis for nursing innovation.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 6. Lines 55-61 relate to row 6 - P. 6- PO.4, PO. 7

These essential core content areas for developing CNS competencies are:

Advanced pharmacology that includes principles of pharmacodynamics, pharmacokinetics, pharmacotherapeutics, drug-drug, and drug-food interactions pertinent to the specialty. In situations in which the CNS desires prescriptive authority, an advanced pharmacology course should meet statute requirements.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 7. Lines 62 - 72 relate to row 7 - P. 7, PO. 3, PO. 13

These essential core content areas for developing CNS competencies are:

Theories and evidence about the factors that influence learning, health behaviors, and the teaching and coaching of learners who are patients and their significant others. Examples of content include assessing learning needs assessments; designing health messages and health education materials to match literacy ability, cultural diversity, and physical capability; using theories and evidence to design teaching strategies to enhance learning.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 8. Lines 73-78 relate to row 8 - P. 8, PO. 8, PO. 11

These essential core content areas for developing CNS competencies are:

Relationship-based communication, conflict management, crucial conversations, peer feedback, awareness of implicit bias, embracing diversity, and shared decision making with patients and significant others.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 9. Lines 79-81 relate to row 9 - P. 9, PO. 11

These essential core content areas for developing CNS competencies are:

Consultation theory and research, and the associated process skills of serving as a clinical expert consultant.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 10. Lines 82-84 relate to row 10 - P. 10, PO. 13

These essential core content areas for developing CNS competencies are:

Opportunities to provide education and coaching using strategies grounded in theory and evidence.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 11. Lines 85-120 relate to row 11 - P. 11, PO.5, PO. 6, PO. 7, PO. 8, PO. 9, PO, 10, PO. 12, PO 16

These essential core content areas for developing CNS competencies are:

Clinical considerations of measurements (e.g., physiological, behavioral, psychosocial) to evaluate the effect of interventions on patient outcomes. Examples include selecting measurement instruments for evaluation of interventions at the individual, population, and system level, and critiquing the validity, reliability, and clinical applicability of measurement instruments.

 In relation to aggregate outcomes, theories and evidence related to quality improvement and safety must be considered. Skills related to health informatics and database management and manipulation are also relevant.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 12. Lines 121 - 132 relate to row 12 -P.12, PO. 5, PO. 11, PO. 14, NO. 6

These essential core content areas for developing CNS competencies are:

Development of leadership skills to create a collaborative environment for interprofessional teams. The content encompasses interpersonal qualities (e.g., respectful or relationship-based communication) needed to ensure a healthy work environment and shared goals of the organization. This content area also includes care coordination and transition management.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 13. Lines 133-144 relate to row 13 -P. 13, PO. 3

These essential core content areas for developing CNS competencies are:

Theoretical foundations for CNS practice includes theories, conceptual models and research-based evidence that shape the CNS perspective. Content includes theories of health, illness, wellness, learning, stress, palliative care and shared decision-making.

Relationship-based communication, conflict management, crucial conversations, peer feedback, awareness of implicit bias, embracing diversity, and shared decision making with patients and significant others.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 14. Lines 145-151 relate to row 14 - P. 14, PO. 11

These essential core content areas for developing CNS competencies are:

The use of ethical decision making frameworks as a basis for advocating for patients/families, nurses, other health care providers, populations, and the community as a whole. Examples of content include analysis of ethical dilemmas and opportunities to advocate on behalf of others.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 15. Lines 152 - 158 relate to row 15 - P. 15, PO. 8

These essential core content areas for developing CNS competencies are:

The use of ethical decision-making frameworks as a basis for advocating for patients/families, nurses, other health care providers, populations, and the community as a whole. Examples of content include analysis of ethical dilemmas and opportunities to advocate on behalf of others.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 16. Lines 159 - 165 relate to row 16 - P. 16, PO. 3, PO. 14

These essential core content areas for developing CNS competencies are:

The use of ethical decision-making frameworks as a basis for advocating for patients/families, nurses, other health care providers, populations, and the community as a whole. Examples of content include analysis of ethical dilemmas and opportunities to advocate on behalf of others.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 17. Lines 159 - 165 relate to row 17 - N. 1, PO. 11, NO. 3, NO. 6, NO. 9

These essential core content areas for developing CNS competencies are:

Consultation theory and research, and the associated process skills of serving as a clinical expert consultant. Learning activities may include identifying a problem for which a consultant is appropriate; clarifying the role of a consultant in problem-solving; developing alternative strategies for a client/consultee to consider; understanding revenue-generating processes; and using clinical expertise as a power base. 

Theoretical and empirical knowledge of illness and wellness phenomena with non-disease and disease-based etiologies.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 18. Lines 180-193 relate to row 18 - N.2, NO. 12

These essential core content areas for developing CNS competencies are:

Development of intellectual skills that underpin the essential characteristics and competencies of the CNS. These skills are used to determine the appropriate application of evidence to individuals or population groups. This content also includes the ability to reframe and hold biases and stereotypes in abeyance.

Relationship-based communication, conflict management, crucial conversations, peer feedback, awareness of implicit bias, embracing diversity, and shared decision making with patients and significant others.  

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 19. Lines 194-200 relate to row 19 - N. 3, NO.5, NO. 14

These essential core content areas for developing CNS competencies are:

The use of ethical decision making frameworks as a basis for advocating for patients/families, nurses, other health care providers, populations, and the community as a whole. Examples of content include analysis of ethical dilemmas and opportunities to advocate on behalf of others.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 20.
Lines 201-207 relate to row 20 - N. 4, NO. 8

These essential core content areas for developing CNS competencies are:

The use of ethical decision making frameworks as a basis for advocating for patients/families, nurses, other health care providers, populations, and the community as a whole. Examples of content include analysis of ethical dilemmas and opportunities to advocate on behalf of others.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 21. Lines 208-306 relate to row 21 - N. 4, PO. 11 , NO. 8 & NO. 11

These essential core content areas for developing CNS competencies are:

The focus is on expert interpersonal communication with patients/families, nurses and nursing personnel, and representatives from other disciplines at all levels within the system. 

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 22. Lines 307 - 311 relate to row 22 - N. 5, NO. 8, NO. 11

These essential core content areas for developing CNS competencies are:

Relationship-based communication, conflict management, crucial conversations, peer feedback, awareness of implicit bias, embracing diversity, and shared decision making with patients and significant others.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 23. Lines 312 - 320 relate to row 23 - N.7, NO. 1, NO. 11

These essential core content areas for developing CNS competencies are:

Quality improvement theories and models; quality improvement processes; process mapping and evaluation; root cause analysis; monitoring of indicators; data analysis and interpretation from a QI perspective; communicating quality information; understanding and measuring a culture of safety; complex adaptive systems and human factors theory and evidence.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 24. Lines 321 - 342 relate to row 24 - N. 8, PO. 6, PO, 9, PO. 10, PO. 16, NO. 2, & NO. 31

These essential core content areas for developing CNS competencies are:

Theoretical foundations for CNS practice includes theories, conceptual models and research-based evidence that shape the CNS perspective. Content includes theories of health, illness, wellness, learning, stress, palliative care and shared decision-making.

Design and development of evidence based innovative nursing interventions through the design and development of nursing assessments, evidence based interventions, and programs of care. The content includes validating existing practices and identifying the need for innovations. This knowledge area also includes the theoretical and scientific basis for the selection and use of specific nursing assessment instruments and interventions and is the basis for nursing innovation.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 25. Lines 343 - 357 relate to row 25 - N. 8, PO. 6, PO, 9, PO. 10, PO. 16, NO. 2, & NO. 31

These essential core content areas for developing CNS competencies are:

Evidence based practice processes for the purpose of translating knowledge into nursing practice. Examples of content include identifying problems and examining the evidence base of current practice, creating PICO questions, understanding and leveraging evidence hierarchies, creating effective search strategies, appraising evidence using reliable and valid tools, selecting best practices, using project management skills and knowledge translation theory to apply evidence in practice, evaluating the outcomes of new evidence based practices, and planning for sustaining gains. 

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 26. Lines 358 - 366 relate to row 26 - N. 10, PO. 8, N. 13

These essential core content areas for developing CNS competencies are:

Use of theory and evidence to implement change in the practice setting. Examples of experiences and content may include relationship development, empowerment, persuasion, negotiation, and collaboration. Experiences should include project management and knowledge translation. The focus of change strategies includes all three spheres of impact.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 27. Lines 367 - 387 relate to row 27 - N. 11, PO. 6, PO. 8, PO 9, PO.12, NO.6

These essential core content areas for developing CNS competencies are:

Selecting measurement instruments for evaluation of interventions at the individual, population, and system level, and critiquing their validity, reliability, and clinical applicability. Additional content includes consideration of system characteristics, resources, and variance; and methods of selecting outcomes of interest. Other content includes informatics.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 28. Lines 388 - 401 relate to row 28 - N. 12, NO. 1, NO. 7, N. 9, NO, 11

These essential core content areas for developing CNS competencies are:

Theories and evidence about the factors that influence learning, health behaviors, and the teaching and coaching of learners who are patients and their significant others, nurses, and other health care professionals. Learning activities may include the process of conducting needs assessments; designing health messages and health education materials to match literacy ability, cultural diversity, and physical capability; using theories and evidence to design teaching strategies to enhance learning; mentoring; and developing professional growth strategies.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 29. Lines 402 - 414 relate to row 29 - N. 13, NO. 1, NO. 3, NO. 4, NO. 9

These essential core content areas for developing CNS competencies are:

Designing strategies related to mentoring and developing professional growth.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 30. Lines 415 - 439 relate to row 30 - N. 14, NO. 10, NO.13, NO. 14, OO. 9, OO. 13, & OO. 14

These essential core content areas for developing CNS competencies are:

CNS participation in advocacy with an emphasis on the CNS role in policy development, influence, and action as well as mentoring nurses in this process.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

The next set of question relate to the Nurses and Nursing Practice Sphere of Impact.

Question Title

* 31. Lines 440 - 461 relate to row 31 - O. 1, PO. 11, N0.5, NO. 6, NO. 8, NO. 14, & OO. 11

These essential core content areas for developing CNS competencies are:

The focus is on expert interpersonal communication with patients/families, nurses and nursing personnel, and representatives from other disciplines at all levels within the system.  Examples include relationship-based communication, conflict management, crucial conversations, peer feedback, awareness of implicit bias, embracing diversity, and shared decision making with patients and significant others. Additional examples include leadership theory, development of leadership skills, team building and the ability to convey a shared vision for practice.

Developing skills to create a collaborative environment for interprofessional teams. The content encompasses interpersonal qualities (e.g., respectful or relationship-based communication) needed to ensure a healthy work environment and shared goals of the organization.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 32. Lines 462 - 482 relate to row 32 - O. 2, PO. 11, NO. 6, NO. 14, OO. 4

These essential core content areas for developing CNS competencies are:

The focus is on expert interpersonal communication with patients/families, nurses and nursing personnel, and representatives from other disciplines at all levels within the system.  Examples include relationship-based communication, conflict management, crucial conversations, peer feedback, awareness of implicit bias, embracing diversity, and shared decision making with patients and significant others. Additional examples include leadership theory, development of leadership skills, team building and the ability to convey a shared vision for practice.

Developing skills to create a collaborative environment for interprofessional teams. The content encompasses interpersonal qualities (e.g., respectful or relationship-based communication) needed to ensure a healthy work environment and shared goals of the organization.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 33. Lines 483 - 500 relate to row 33 - O. 3, PO. 11, OO. 5, OO. 8, OO. 11

These essential core content areas for developing CNS competencies are:

Consultation theory and research, and the associated process skills of serving as a clinical expert consultant. The process includes identifying a problem for which a consultant is appropriate; clarifying the role of a consultant in problem-solving; developing alternative strategies for a client/consultee to consider; understanding revenue-generating processes; and using clinical expertise as a power base.

System theory and research to understand, evaluate, and predict individual, group, and organizational behaviors. The content includes skills in participating in change and policy-setting that influence the quality of care within a system.

 If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 34. Lines 501-518 relate to row 34 - O. 4, PO. 12, NO. 6, OO. 1, & OO. 11

These essential core content areas for developing CNS competencies are:

Quality improvement theories and models; quality improvement processes; process mapping and evaluation; root cause analysis; monitoring of indicators; data analysis and interpretation from a QI perspective; communicating quality information; understanding and measuring a culture of safety; complex adaptive systems and human factors theory and evidence.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 35. Lines 519 - 544 relate to row 35 - O. 5, PO. 8, OO. 1, NO. 2, NO. 3, NO. 5, NO. 9, OO. 12

These essential core content areas for developing CNS competencies are:

Evidence based practice processes for the purpose of translating knowledge into nursing practice. Examples of content include identifying problems and examining the evidence base of current practice, creating PICO questions, understanding and leveraging evidence hierarchies, creating effective search strategies, appraising evidence using reliable and valid tools, selecting best practices, using project management skills and knowledge translation theory to apply evidence in practice, evaluating the outcomes of new evidence based practices, and planning for sustaining gains.

Designing and developing nursing assessments, evidence based interventions, and programs of care. The content includes validating existing practices and identifying the need for innovations. This knowledge area also includes the theoretical and scientific basis for the selection and use of specific nursing assessment instruments and interventions and is the basis for nursing innovation.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 36. Lines 545 - 555 relate to row 36 -O. 6, NO. 3

These essential core content areas for developing CNS competencies are:

Designing and developing nursing assessments, evidence based interventions, and programs of care. The content includes validating existing practices and identifying the need for innovations. This knowledge area also includes the theoretical and scientific basis for the selection and use of specific nursing assessment instruments and interventions and is the basis for nursing innovation.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 37. Lines 556 - 575 relate to row 37 -O. 7 PO. 7, OO. 4, OO. 5, OO. 6, & OO. 12

These essential core content areas for developing CNS competencies are:

The evaluation, selection, and use of existing technology, products, and devices that support nursing practice and contribute to improved outcomes. Content may also focus on the development of new technology, products, and devices. Examples of learning activities include evaluating patient education products; using and optimizing informatics; evaluating the sensitivity and specificity of a device to monitor a body function; using strategies to evaluate technology, products, apps, and devices from the perspectives of utility, cost-benefit analysis, ease of use, safety, and effects on patient outcomes; utilizing technology and products to improve patient safety; and evaluating ethical considerations. In addition, content may include consideration of strategies for standardization of products across a system so that errors and variance are reduced.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 38. Lines 576 - 591 relate to row 38 - O. 8, PO. 8, OO. 5, OO. 9, & OO. 12

These essential core content areas for developing CNS competencies are:

Use of theory and evidence to implement change in the practice setting. Examples of experiences and content may include relationship development, empowerment, persuasion, negotiation, and collaboration. Experiences should include project management and knowledge translation. The focus of change strategies includes all three spheres of impact.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 39. Lines 592 - 600 relate to row 39 - O. 9 , OO. 3, & OO. 5

These essential core content areas for developing CNS competencies are:

Selecting measurement instruments for evaluation of interventions at the individual, population, and system level, and critiquing their validity, reliability, and clinical applicability. Additional content includes consideration of system characteristics, resources, and variance; and methods of selecting outcomes of interest. Other content includes informatics.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 40. Lines 601 - 613 relate to row 40 - O.10, PO. 8, PO. 10, OO. 2, & OO.5

These essential core content areas for developing CNS competencies are:

Systems theory and research to understand, evaluate, and predict individual, group, and organizational behaviors. The content includes skills in participating in change and policy-setting that influence the quality and cost of care within a system.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 41. Lines 614 - 624 relate to row 41 - O.11, PO. 7, NO. 10, OO. 10

These essential core content areas for developing CNS competencies are:

Knowledge of cost-effectiveness evaluation, opportunities to evaluate CNS practice, and participate in the process of disseminating CNS outcomes.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 42. Lines 625 - 645 relate to row 42 - O.12, PO. 15, NO. 13, OO. 7, OO. 8, & 00. 9

These essential core content areas for developing CNS competencies are:

CNS role in policy development, influence and action as well as mentoring nurses in this process. Learning activities include opportunities to advocate on behalf of others, participate in forming health policy, interact with policy makers, take action, and promote nursing’s contributions toward advancing health.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 43. Lines 646 - 666 relate to row 43 - O.14, PO. 15, NO. 4, NO. 14, OO. 4, OO. 7, & OO. 8

These essential core content areas for developing CNS competencies are:

The use of ethical decision making frameworks as a basis for advocating for patients/families, nurses, other health care providers, populations, and the community as a whole. Examples of content include analysis of ethical dilemmas and opportunities to advocate on behalf of others, health policy formulation, processes of influencing policy makers, and taking action.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

Question Title

* 44. Lines 667 - 673 relate to row 44 - O.16, OO. 13

These essential core content areas for developing CNS competencies are:

The use of ethical decision making frameworks as a basis for advocating for patients/families, nurses, other health care providers, populations, and the community as a whole. Examples of content include analysis of ethical dilemmas and opportunities to advocate on behalf of others.

If you have no comments, please leave the comment field blank.  If you have comments, please add them into the comment box.

The next set of question relate to the Organization/System Sphere of Impact.

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* 45. Please complete the following general questions about Table 4. Alignment of Competencies, Outcomes and Curricular Recommendations.  Document E.

“To what extent does this alignment reflect the curricular requirements of today's CNS?  

0 - not at all Neutral 100 - very much
Clear
i We adjusted the number you entered based on the slider’s scale.

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* 46. Are there any aspects missing from the document?

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* 47. Are there any aspects that should be eliminated from the document?

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* 48. When considering the Alignment of Competencies, Outcomes and Curricular REcommendations.  Document E for Comment.

Do you have any additional comments you wish to share about this documentthat not addressed in the questions above?

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* 49. I am a member of NACNS.

Thank you for your comments on the 2918 draft CNS Statement.

If you have any questions, please email info@nacns.org.

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* 50. Address

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* 51. I am answering this question on behalf of:

T