Nurse certification is conducted as a test among individuals; in this case, it seeks to know the status that is achieved by nurses concerning a given specialty. The primary purpose of certification among nurses’ practitioners is to ensure the provision of programs that are valid and reliable, which recognizes their education, understanding and professional expertise in the relevant fields (Stobinski, 2015). Moreover, it provides the validation of qualification and knowledge for practice for an advanced registered nurse practitioner. Almost all nursing graduates who are undertaking masters education , especially practitioners programs, always prefer securing their status with certifications. Despite such preferences, the choice on whether to take the certification exam depends on the person. Even though most job vacancies only favour those holding required certifications, the entire process of accreditation is a voluntary task.
For an individual to qualify as an adult-gerontology nurse practitioner or a family nurse practitioner, RN license is needed, and completion of approximately 200 questions that are competency based. They must also take courses in pharmacology and pathophysiology, as well as health assessments (Keough et al., 2016). Another similarity between the FNP and AGNP certification is that in both it is critical to attaining degrees in doctoral, postgraduate or masters from accredited programs like Commission on Collegiate Nursing Education (O'connell, Gardner & Coyer, 2014). Both licenses and certification are received through either the AANP or AANC. However, AGNP acute care may obtain a certification with the American Association of Critical-Care Nurses. In terms of costs differences, the ANNC charges $270 for a member of ANA while a non-ANA member is charged $395 every five years for AGNP. On the other hand, FNP incurs $340 for members under AANP and NGNA. Moreover, in both 500 clinical hours are required by MSN programs while DNP programs demand atleast 1000 clinical hours (Rutherford-Hemming, Nye & Coram, 2016).
Delegate your assignment to our experts and they will do the rest.
References
Keough, V. A., Tell, D., Andreoni, C., & Tanabe, P. (2016). Unique educational needs of emergency nurse practitioners. Advanced emergency nursing journal, 38(4), 300-307.
O'connell, J., Gardner, G., & Coyer, F. (2014). Beyond competencies: using a capability framework in developing practice standards for advanced practice nursing. Journal of advanced nursing, 70(12), 2728-2735.
Rutherford-Hemming, T., Nye, C., & Coram, C. (2016). Using simulation for clinical practice hours in nurse practitioner education in the United States: A systematic review. Nurse Education Today, 37, 128-135.
Stobinski, J. X. (2015). Certification and patient safety. AORN journal, 101(3), 374-378.
