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Information & Academic Literacy

CARNA Connections

Information and academic literacy have a clear connection to CARNA's (2019) Entry Level Competencies for the Registered Nurse.

Scholar 
This connection is clearly seen in all of the scholar competencies.

9.1 Uses best evidence to make informed decisions.
9.2 Translates knowledge from relevant sources into professional practice.
9.3 Engages in self-reflection to interact from a place of cultural humility and create culturally safe environments where clients perceive respect for their unique healthcare practices, preferences, and decisions.
9.4 Engages in activities to strengthen competence in nursing informatics.
9.5 Identifies and analyzes emerging evidence and technologies that may change, enhance, or support health care.
9.6 Uses knowledge about current and emerging community and global health care issues and trends to optimize client health outcomes.
9.7 Supports research activities and develops own research skills.
9.8 Engages in practices that contribute to lifelong learning.

Other CARNA Competencies

Information and academic literacy also impact all other CARNA (2019) competency areas. This impact can be seen in the language used within the competencies; examples of this relationship are highlighted below.

Professional - 2.9: Adheres to the self-regulatory requirements of jurisdictional legislation to protect the public by: (a) assessing own practice and individual competence to identify learning needs, (b) developing a learning plan using a variety of sources, (c) seeking and using new knowledge that may enhance, support, or influence competence in practice, and (d) implementing and evaluating the effectiveness of the learning plan and developing future learning plans to maintain and enhance competence as a registered nurse.
Communicator – 3.7: Communicates effectively in complex and rapidly changing situations.
Collaborator - 4.1: Demonstrates collaborative professional relationships.
Coordinator - 5.3: Organizes own workload, assigns nursing care, sets priorities, and demonstrates effective time management skills.                                      Leader - 6.6: Demonstrates self-awareness through reflective practice and solicitation of feedback.
6.9: Provides constructive feedback to promote professional growth of other members of the health-care team.
Advocate - 7.7: Supports and empowers clients in making informed decisions about their health care, and respects their decisions
Educator - 8.3: Selects, develops, and uses relevant teaching and learning theories and strategies to address a diversity of clients and contexts, including lifespan, family, and cultural considerations.
8.4: Evaluates effectiveness of health teaching and revises education plan if necessary.