Advanced registered nurses work in highly collaborative environments and must collaborate with interdisciplinary teams in order to provide excellent patient care. Besides knowing the role and scope of one’s own practice, it is essential to understand the role and scope of other nurse specialties to ensure effective collaboration among nurses, the organization, and other professionals with whom advanced registered nurses regularly interact.
Use the “Nursing Roles Graphic Organizer Template” to differentiate how advanced registered nurse roles relate to and collaborate with different areas of nursing practice. Compare your future role with one of the following: nurse educator; nurse leader; family nurse practitioner; acute care nurse practitioner; graduate nurse with an emphasis/specialty in public health, health care administration, business, or informatics; clinical nurse specialist; doctor of nursing practice. Indicate in the appropriate columns on the template which roles you are comparing.
Make sure to compare the following areas of practice in your graphic organizer:
Health Care Administration
Specialty (e.g., Family, Acute Care)
Include any regulatory bodies or certification agencies that provide guidance or parameters on how these roles incorporate concepts into practice.
nhance autistic children’s communication in a socially meaningful way. A study was done that evaluated peer incidental teaching as a way to increase peer interactions by children with ASD (McGee, Almeida, Sulzer-Azaroff, and Feldman, 1992). The study gave a typical child something to say that would elicit a response from their peer with ASD (McGee et al., 1992). Three typical preschoolers were trained and paired with three children with ASD in a natural free play environment (McGee et al., 1992). There was adult supervision that was systematically faded throughout the sessions, which resulted in increase reciprocal interactions among the peers (McGee et al., 1992). Evidence showed that peer incidental teaching was effective in improving and enhancing reciprocal interactions among children with autism and their typical peers (McGee et al., 1992). Expansion of Incidental Teaching Methods Incidental teaching is the most common among speech and verbal words and phrases. It is proven to help a child engage with toys, respond in social settings, social tolerance of peers, and imitation of peers (McGee et al., 1999). Hart and Risley (1975) discussed that children were able to develop compound sentences on their own based on the teaching procedures of incidental teaching. Incidental teaching encourages the use of conversational language because of the use in generalized settings with different people (McGee & Daly, 2007). It is evident how successful incidental teaching is in the realm of functional language interactions. However, McGee, Krantz, and McClannahan (1986) completed an extension of incidental teaching procedures of Hart and Risley (1975) to teach reading instruction for autistic children. The study consisted of two autistic children, one who was five years old, and another who was thirteen years old (McGee et al., 1986). The study used visua>GET ANSWER