AACN Essentials Domain 1: Knowledge for Nursing Practice
“Focuses on the discipline of nursing knowledge and other disciplinary knowledge.” (AACN, 2021, p. 27).
AACN Essentials Domain 10: Personal, Professional, & Leadership Development
“Focuses on personal health and wellbeing and professional growth” (AACN, 2020, p. 59)
Domain 10: Essential Knowledge
To meet Domain 10 objectives, knowledge is required in:
- Implementation of trauma informed practices in advanced psychiatric-mental health practice
- Differences between boundary drift, crossing, and violation and how these apply to advanced psychiatric-mental health practice
- Self-awareness and reflective practice as an advanced psychiatric-mental health nurse
- Terminology: self-care, personal health, and wellbeing
Domain 10: Leveling of Objectives
“10.1 Demonstrate a commitment to personal health and well-being.” |
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Beginning of Program | Middle of Program | End of Program |
| “10.1c Contribute to an environment that promotes self-care, personal health, and well-being.” | Review literature for self-care, personal health and well-being strategies. | Apply knowledge of self-care, personal health, and well-being strategies to self and PMH advanced practice | Formulate a plan to integrate self-care, personal health, and well-being strategies in PMH advanced practice. |
| “10.1d Evaluate the workplace environment to determine level of health and well-being.” | Identify workplace environmental factors that influence health and well-being. | Utilize assessment tools to evaluate workplace environmental factors that influence health and well-being. | Design a plan to facilitate workplace environmental health and well-being. |
“10.2 Demonstrate a spirit of inquiry that fosters flexibility and professional maturity.” |
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| Beginning of Program | Middle of Program | End of Program | |
| “10.2g Demonstrate cognitive flexibility in managing change within complex environments.” | Discuss principles of change in relation to complex environments. | Utilize cognitive flexibility in applying principles of change in complex environments. | Create a plan that supports a culture that effectively manages change in complex environments. |
| “10.2h Mentor others in the development of their professional growth and accountability.” | Review mentorship literature, toolboxes, and evidence-based strategies. | Utilize evidence-based strategies to mentor professional growth and accountability. | Evaluate outcomes of mentorship for ongoing professional growth and accountability. |
| “10.2i Foster activities that support a culture of lifelong learning.” | List activities that support a culture of life-long learning. | Practice activities that support a culture of life-long learning. | Propose a plan for developing a culture of life-long learning. |
| “10.2j Expand leadership skills through professional service.” | Identify individual opportunities for involvement in professional service that supports leadership skills. | Outline a strategy to engage in professional service that supports leadership skills. | Construct a plan enhancement of leadership skills in professional service. |
“10.3 Develop capacity for leadership.” |
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| Beginning of Program | Middle of Program | End of Program | |
| “10.3j Provide leadership to advance the nursing profession.” | Describe individual leadership qualities. | Explore leadership opportunities to advance the nursing profession. | Create an individualized plan to provide leadership to advance the nursing profession. |
| “10.3k Influence intentional change guided by leadership principles and theories.” | Discuss leadership principles and theories. | Relate leadership principles and theories to influence change in PMH advanced practice. | Generate strategies to influence ongoing change guided by leadership principles and theories. |
| “10.3l Evaluate the outcomes of intentional change.” | Identify the need for change in PMH advanced practice. | Appraise evidence-based outcomes for change in PMH advanced practice. | Develop a plan to evaluate outcomes of intentional change in PMH advanced practice |
| “10.3m Evaluate the strategies /methods for peer review.” | Discuss purpose of peer review in PMH advanced practice. | Analyze evidence-based strategies/methods for peer review in PMH advanced practice. | Create a plan to integrate best practice for peer review in PMH advanced practice. |
| “10.3n Participate in the evaluation of other members of the care team.” | Explore roles of members of care team. | Apply effective interpersonal communication skills in the evaluation process of other members of care team. | Critique effectiveness of evaluation process of members of care team. |
| “10.3o Demonstrate leadership skills in times of uncertainty and crisis.” | Identify leadership skills for times of uncertainty and crisis. | Demonstrate leadership skills in times of uncertainty and crisis. | Evaluate leadership skills effectiveness in times of uncertainty and crisis. |
| “10.3p Advocate for the promotion of social justice and eradication of structural racism and systematic inequity in nursing and society.” | Recognize social injustice, structural racism, and systemic inequity in nursing and society. | Examine implication of social injustice, structural racism, and systemic inequity in nursing and society. | Develop advocacy strategies addressing social injustice, structural racism, and systemic inequity in nursing and society. |
| “10.3q Advocate for the nursing profession in a manner that is consistent, positive, relevant, accurate and distinctive.” | Identify opportunities for advocacy in the nursing profession and PMH advanced practice. | Demonstrate consistent, positive, relevant, accurate and distinctive skills in the promotion of the nursing profession and PMH advanced practice. | Design ongoing advocacy strategies to promote the nursing profession and PMH advanced practice. |
Domain 10: Teaching/Learning Strategies
Examples of Classroom and Clinical/Practicum Strategies
Example 1: Observed Structured Clinical Examination (OSCE) – post-OSCE recorded encounter reflection
Description: Structured reflective assignment following OSCE simulation
Context: PMHNP students participate in OSCEs during their on-campus intensives, conducting a clinical interview with a standardized actor. The encounter is recorded by video. Upon completing the interview, the recording is stopped, and the PMHNP Faculty or Observer joins the room to debrief. The standardized patient actor also provides feedback to the student about their subjective experience as the patient.
Deliverable: Students’ individual OSCEs are recorded and uploaded/shared with the individual student. For this assignment, the student is asked to watch back the full encounter (now via a third-party viewpoint) and to engage in structured reflection, writing and addressing specific prompt questions. (Note: these reflections may be leveled, or the focus may change depending on the course or how far along in the program a student is).
Prompt questions for written reflection:
1. Reflect on both of your initial evaluation experiences on day one and day two. What did you feel you handled well when interacting with individuals, and what do you wish you would have done differently? Did you notice any differences in your techniques or comfort level on day 1 versus day 2?
2. Was there any feedback given by either a faculty member or standardized actor that surprised you or resonated with you?
3. For any constructive feedback received: please summarize what was shared and identify a plan for addressing and working on this area to improve & grow.
4. Are you able to identify questions or elements that you forgot to ask the “standardized actor” during the encounter? If so, what, and what else would you have asked? OR are there questions that you might pose differently in a future encounter?
5. In reviewing your nonverbal body language during the encounter, are there nonverbal cues present that you were perhaps not aware of at the time of the interview? How might these be interpreted by individuals you interact with and what might you do to address this in the future? (Note: the standardized actor or PMHNP observer may have given you specific input as well during your debrief about this)
6. What content areas did this experience highlight that you would like to concentrate on as you begin the clinical portion of the program?
7. How will you continue to elicit feedback throughout your clinical practicum experiences to inform your practice and growth as a PMHNP student clinician?
Domain 10: Resources
Articles/Textbooks
Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual (3rd ed.). Consulting Psychologists Press.
Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S.B. (2020). Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic review. American Journal of Health Promotion, 34(8), 929-941.
O’Connor, P. J., Hill, A., Kaya, M., & Martin, B. (2019). The measurement of emotional intelligence: A critical review of the literature and recommendations for researchers and practitioners. Frontiers in Psychology, 10, 1116. https://doi.org/10.3389/fpsyg.2019.01116
Stephens, T. M. (2019). Building personal resilience: Develop skills to overcome daily challenges and prepare for the future. American Nurse, 14(8), 10-15.
Websites
American Association of Colleges of Nursing: Diversity, Equity, and Inclusion in Academic Nursing Community Resiliency Model (CRM)®
Institute for Organizational Mindfulness
National Academy of Medicine: Action Collaborative on Clinician Well-Being and Resilience
National Institute Mental Health
Stress First Aid for Health Care Workers
U.S. Department of Health and Human Services/Office of the Surgeon General: Workplace Mental Health and Well-being
