Assignment: Cultural Sensitivity

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Assignment: Cultural Sensitivity

Assignment: Cultural Sensitivity

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Author Affiliations: Director of Clinical Nurse Leader Pro- gram and Associate Professor (Dr Norris), Assistant Professor (Dr Webb), and Assistant Dean for Student Affairs and Associate Pro- fessor (Dr McKeon), Acute & Chronic Department; Interim Dean and Professor and Ruth Neil Murry Endowed Chair in Nursing (Dr Jacob), Primary Care and Public Health, the University of Tennessee Health Science Center, College of Nursing, Memphis; and Senior Vice President/Administrator and CNO, Martin Me- morial Health Systems, Stuart, Florida, and Clinical Associate Pro- fessor, the University of Alabama, Huntsville (Ms Herrin-Griffith).

The authors declare no conflict of interest. Correspondence:Dr Norris, College of Nursing, The University

of Tennessee Health Science Center, 877 Madison Ave, Suite 637, Memphis, TN 38163 (

DOI: 10.1097/NNA.0b013e31823c18e3

Copyright @ 201 Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.1

to identify and recruit academic-practice partnership models that would implement and evaluate CNL pilot/demonstration projects. As of August 2011, there are 99 MSN CNL programs.5 In 2007, the Quality and Safety Education for Nurses (QSEN) project, funded by the RWJF, published the crucial quality and safety nursing competencies needed by prelicensure students to achieve quality patient out- comes in the practice environment.6 Quality and Safety Education for Nurses competencies encom- pass the essential knowledge, skills, and attitudes in the domains of patient-centered care, teamwork and collaboration, evidenced-based practice (EBP), QI, in- formatics, and safety.6 Phase 2 of QSEN focused on the development and evaluation of classroom, clin- ical, and simulation quality and safety learning strat- egies by 15 schools of nursing across the country. In 2009, phase 3 addressed faculty development for teaching safety and quality in professional entry nursing programs.6 The AACN revised the Essen- tials of Baccalaureate Education for Professional Nursing Practice7 to guide baccalaureate nursing cur- ricula. The revised document includes greater empha- sis in patient-centered care, interprofessional teams, EBP, QI, patient safety, informatics, clinical reasoning/ critical thinking, genetics and genomics, cultural sen- sitivity, professionalism, and practice across the life- span in a complex healthcare environment.7

Implementation of the CNL role in practice has been led by Veterans Health Administration medical centers, in addition to a few early adopter health- care organizations such as Maine Medical Center in Portland, Maine. Early outcomes from the Veterans Affairs Tennessee Valley Healthcare System in Nashville, Tennessee, demonstrated that CNLs had a positive impact on patient readmission rates, hospital-acquired infection rates, length of stay, and patient satisfaction.8 Remarkably, 3 years after im- plementation, outcomes of CNL practice have been sustained; additional CNL-led improvements include decreased blood transfusions after joint replacement surgery, increased venous thromboembolism prophy- laxis for intubated patients, and decreased cancella- tions for elective surgery.9

Preparation for the Role

The CNL provides and manages care at the bedside or point of care to individual patients and cohorts.4

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