| Learning Objective #1: Identify similarities and differences in CNS and NP roles | |||
| Learning Objective #2: Discuss how specialized CNS and NP education narrows CNS and NP role activities and practice settings |
As practice boundaries become less distinct and more diversified, Clinical Nurse Specialists (CNS) and Nurse Practitioners (NP)are afforded unlimited opportunities to evolve and expand advanced practice nursing (APN) roles, activities and practice settings. Master's education that explores APN roles in multiple practice settings may increase APN roles and viability in ever-changing health care environments. Role theory delineates activities in specific societal roles. Role specialization is determined by the amount and frequency that activities are perform by others in similar roles (Biddle & Thomas, 1979). The purpose of this descriptive, comparative study was to identify differences in role choices, role flexibility, and practice settings among master's prepared CNSs and NPs educated in specialized, and Combined CNS and NP programs. A stratified, random sample of 285 CNSs and NPs in the U.S. were selected for this study. Multivariate analyses of variance (MANOVA) measured differences among groups on role choices, role flexibility, and practice settings. ANOVAs compared group differences in APN role choices, role activities, and practice settings. Significant differences were found between CNS and NP groups, CNS and Combined groups, and NP and Combined groups on actual and preferred percent of time spent in the expert clinician role. The combined group was more flexible in performing APN role activities than the CNS and NP groups (M = 172, 170, and 160; respectively). While the CNS group spent more time in acute care, and mental health settings, NP and combined groups spent more time in clinic and primary care settings.
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