Professional organizations play an important role in the development of advanced practice nurses. Advanced practice nurses utilize them as platforms for advancing their knowledge and skills in practice and networking purposes. Often, advanced practice nurses belong to professional associations that align with their areas of specialization. Therefore, this paper explores a professional association that I may belong to in the future as a specialist in geriatrics nursing.
I am interested in the Gerontological Advanced Practice Nurses Association (GAPNA). GAPNA is a professional organization formed to represent advanced practice nurses, researchers, clinicians, and educators’ interests. It advocates the interests of healthcare providers involved in advancing and practice of caring for the elderly. GAPNA provides healthcare providers in elderly care and practice, opportunities for research, leadership, education, networking, advocacy, and advancement of evidence-based care. The mission of the association is to promote excellence in advanced practice nursing for the health and wellbeing of the elderly. Its vision is to continue being trusted leaders for the expert care for the elderly. The goals of the association include advocating quality care for the elderly, promoting professional development, offering continuing gerontological education, and educating the population about issues related to aging. GAPNA members enjoy several benefits from the association (gapna.org, n.d.-a). They include the ability to network with other professionals, continuing education, information about evidence-based practice, and enhanced involvement activities that advance the care of the elderly.
Importance of Networking
Geriatric nurse specialists should network for several reasons. First, networking informs geriatric nurse specialists about new practices and developments in the care of the elderly. They learn about evidence-based interventions that optimize care outcomes of elderly patients, which can be used in their settings. Networking also informs geriatric nurses about transformations in their practice and their expected roles. For example, geriatric nurses learn about advances in geriatrics, new researches, and practice recommendations for their career advancement. Consequently, networking acts as an opportunity for personal and professional development for geriatric nurses (Rizany et al., 2018). Lastly, networking provides opportunities for spreading and promoting continuous improvement in healthcare. By connecting with other specialists in geriatrics, advanced practice nurses develop better insights into clinical pathways that can be adopted to drive sustained and continuous improvement in the safety, quality, and efficiency of elderly care. GAPNA creates networking opportunities for its members through scientific conferences. It organizes scientific conferences where members share information about evidence-based practices and guidelines for use in elderly care(gapna.org, n.d.-a). Members use the conferences to advance their knowledge in various issues affecting elderly care such as advocacy, research, education, and evidence-based practice.
How it Keeps Members Informed
GAPNA ensures that its members remain informed about health care changes and changes to practice that affects geriatrics. One of the ways it achieves this objective is through scientific conferences. It uses scientific conferences to inform its members about practice changes they should incorporate into patient care. The organization also publishes evidence-based information about practice changes. For example, it publishes current guidelines for geriatrics on its website to enable access to its members. It also supports inter-professional collaboration initiatives that enhance the competencies of the providers in elderly care(Kaya &Boz, 2019). GAPNA also has online resources accessed through its library for use by its members in learning about new practice changes. There is also the development of toolkits for new practice recommendations. Toolkits guide its members in implementing new changes in geriatric care, hence, standardized care. The last way in which GAPNA keeps its members informed about health care changes and changes to practice that affects elderly care is through social media (gapna.org, n.d.-a). It uses social media platforms such as Facebook and Twitter to inform its members about practice changes affecting their practice and patient care.
Opportunities for Continuing Education and Professional Development
Continuing education and professional development are important for geriatric nurses. GAPNA provides several opportunities for continuing education and professional development for its members. One of the ways is ensuring access to continuing education and professional development opportunities such as conferences to its members. GAPNA members have access to annual and pharmacology conferences that enhance their knowledge and skills in optimizing care outcomes in elderly care. Members also have access to an online library that enables them to obtain current, evidence-based information about geriatrics(gapna.org, n.d.-b). The organization also has a clinical advisor program where members get information about career paths they can explore to achieve their desired professional development goals.
Professional organizations play an important role in nursing practice. They provide opportunities for personal and professional development for nurses. GAPNA is an example of a professional association that I will belong in the future. It advances the education, practice, research, and advocacy of healthcare providers involved in elderly care. It also provides its members’ opportunities for continuing educational and professional development. Therefore, I believe that its membership will enable me to achieve my personal and professional goals as a geriatric nurse.
gapna.org. (n.d.-a).About | Gerontological Advanced Practice Nurses Association (GAPNA). Retrieved January 12, 2022, from https://www.gapna.org/about
gapna.org. (n.d.-b).Geriatric Nursing Journal | Gerontological Advanced Practice Nurses Association (GAPNA). Retrieved January 12, 2022, from https://www.gapna.org/publications/geriatric-nursing-journal
Kaya, A., &Boz, İ. (2019).The development of the Professional Values Model in Nursing.Nursing Ethics, 26(3), 914–923. https://doi.org/10.1177/0969733017730685
Rizany, I., Hariyati, R. T. S., &Handayani, H. (2018).Factors that affect the development of nurses’ competencies: A systematic review.EnfermeríaClínica, 28, 154–157. https://doi.org/10.1016/S1130-8621(18)30057-3
Examine the importance of professional associations in nursing. Choose a professional nursing organization that relates to your specialty area, or a specialty area in which you are interested. In a 750?1,000 word paper, provide a detailed overview the organization and its advantages for members. Include the following:
Describe the organization and its significance to nurses in the specialty area. Include its purpose, mission, and vision. Describe the overall benefits, or “perks,” of being a member.
Explain why it is important for a nurse in this specialty field to network. Discuss how this organization creates networking opportunities for nurses.
Discuss how the organization keeps its members informed of health care changes and changes to practice that affect the specialty area.
Discuss opportunities for continuing education and professional development.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Grading Rubric Guidelines
Performance Category 10 9 8 4 0
Demonstrates achievement of scholarly inquiry for professional and academic decisions. • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
• Evaluates literature resources to develop a comprehensive analysis or synthesis.
• Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
• Evaluates information from source(s) to develop a coherent analysis or synthesis.
• Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion. • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
• Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
• Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
• Demonstrates little or no understanding of the topic. • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
• Information is taken from source(s) without any interpretation/evaluation.
• The posting uses information that is not valid, relevant, or reliable • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
• Information is not valid, relevant, or reliable
Performance Category 10 9 8 4 0
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
• Applies concepts to personal experience in the professional setting and or relevant application to real life. • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
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• Applies concepts to personal experience in their professional setting and or relevant application to real life
• Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
• Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
• Does not demonstrate a solid understanding of the principles and concepts presented in the lesson • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
• Posts are superficial and do not reflect an understanding of the lesson content
• Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
• No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category 5 4 3 2 0
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread) • Exceeds minimum post requirements
• Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
• Replies to a post posed by faculty and to a peer
• Summarizes what was learned from the lesson, readings, and other student posts for the week. • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
• Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week. • Meets expectations of 2 posts on 2 different days.
• The main post is not made by the Wednesday deadline
• Does not reply to a question posed by a peer or faculty • Has only one post for the week
• Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments • Does not post to the thread
• No connections are made to the topic
Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition • 2-3 errors in APA format.
• Written responses have 2-3 grammatical, spelling, and punctuation errors.
• Writing style is generally clear, focused, and facilitates communication. • 4-5 errors in APA format.
• Writing responses have 4-5 grammatical, spelling and punctuation errors.
• Writing style is somewhat focused. • 6-7 errors in APA format.
• Writing responses have 6-7 grammatical, spelling and punctuation errors.
• Writing style is slightly focused making discussion difficult to understand. • 8-10 errors in APA format.
• Writing responses have 8-10 grammatical, spelling and punctuation errors.
• Writing style is not focused, making discussion difficult to understand. • Post contains greater than 10 errors in APA format.
• Written responses have more than 10 grammatical, spelling and punctuation errors.
• Writing style does not facilitate communication.
• The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost
-5 points lost
Total Participation Requirements
per discussion thread The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement
per discussion thread The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.