The professional practice of nursing is dynamic. It constantly evolves and responds to the emerging health and illness needs of individuals, families, communities, and populations; to the rapid advances in science and technology; and to the continual changes in healthcare systems and policies (ANA, 2010a). There has been long-standing recognition that current, effective, and safe nursing practice requires a unique body of knowledge (Risjord, 2010). Nursing knowledge for clinical practice is derived from nursing science and the biopsychosocial, economic, organizational, political, and technological sciences. Nurses apply theory-based and evidence-based knowledge in a collaborative process with patients and others to provide high-quality care and to produce positive, quality health outcomes (ANA, 2010b). The education Standard of Professional Performance describes the professional obligation to acquire and maintain the knowledge and competencies necessary for current nursing practice (ANA, 2010a).

Education is requisite for acquisition of the knowledge, skills, and abilities needed to maintain current, safe, and effective clinical practice. The ability to acquire, appraise, and apply the best scientific evidence in nursing practice
is sustained through ongoing professional education. Melnyk and Fineout-Overholt (2005, p. 5) remind us that “without current best evidence, practice is rapidly outdated, often to the detriment of patients.”

The recent release of report titled The Future of Nursing: Leading Change, Advancing Health by the Institute of Medicine (IOM, 2011) posited four key messages to develop an action-oriented blueprint with recommendations for the future of nursing. One of those messages was specific to nursing education: Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression.

Both formal and informal learning opportunities for nursing have expanded dramatically in recent years. Formal educational opportunities at the graduate level include new programs such as master’s entry clinical nurse leader (CNL) programs, numerous graduate nursing specialties, and the doctor of nursing practice (DNP) degree. There are multiple paths to registered nurse (RN) licensure and a professional nursing career, including a diploma, an associate degree, and a baccalaureate degree. Despite the nurse’s entry into nursing practice pathway, obtaining knowledge and competencies to meet emerging health and illness needs of individuals, families, communities, and populations and the ever-changing healthcare system requires educational advancement beyond the associate degree or diploma level (Creasia & Reid, 2011). Professional education is also available in diverse nursing practice environments through structured educational activities such as orientation and in-service, continuing education, and other career development programs. Nursing certification in a role, population, or specialty is also available to validate the acquisition of additional skills, knowledge, and abilities through advanced education or specialized training.

Professional nursing practice at both the generalist and graduate levels must keep pace with progress in health care and, by virtue of the profession’s social contract with the public, must meet standards of competence for professional behavior delineated by professional and specialty nursing organizations (ANA, 2010a, 2010b). There are 10 competencies—or measurable expectations—for the education Standard of Professional Performance for RNs and one competency for graduate-level prepared specialty nurses or advanced practice registered nurses (APRNs) (ANA, 2010a). Education competencies for RNs include both formal and informal approaches, such as continuing education focused on the growing evidence base for clinical nursing practice, as well as a personal commitment to lifelong learning, self-assessment, and inquiry to maintain professional growth.

Continuing education and lifelong learning involve actively seeking educational opportunities to improve clinical practice performance and acquiring
knowledge and skills appropriate to nurses’ specific professional roles, target populations, specialties, practice settings, or situations. Formal learning experiences also include academic advancement, that is, from Associate Degree in Nursing (ADN) to a Bachelor of Science in Nursing (BSN) degree or to a Master of Science in Nursing (MSN) or from a BSN to a master’s or doctoral degree. Such formal learning is also intended to help a nurse acquire and maintain specialized skills and knowledge. Registered nurses demonstrate competence in education by identifying their learning needs on the basis of new nursing knowledge, professional roles they may assume, career goals, and shifting population needs. They may participate in consultations to address practice issues and share new knowledge, experiences, and ideas with co-workers. RNs contribute to a work environment that is conducive to education for healthcare professionals, and they maintain professional records that provide evidence of competence and lifelong learning.

Graduate-level prepared specialty nurses or APRNs are expected to demonstrate the competencies appropriate for all RNs. In addition, they apply current research and other evidence to expand their clinical knowledge, skills, abilities, and judgment; to enhance their role performance; and to increase knowledge of professional issues.