Authors

  1. Lang, Norma M. PhD, RN, FAACN, FRCN

Article Content

Dr. Norma M. Lang is Professor and Dean Emeritus at the University of Pennsylvania School of Nursing and the University of Wisconsin-Milwaukee College of Nursing. She was a member of the first Council of the Agency for Health Care Policy and Research (AHCPR) and chaired a panel of experts who assisted AHCPR in developing guidelines for clinical conditions. Dr. Lang has served as trustee of the University of Pennsylvania Health System and as a Member of the American Nurses Association Board of Directors and the American Academy of Nursing. Dr. Lang is a Fellow of the Institute of Medicine, the American Academy of Nursing, the College of Physicians of Philadelphia, an honorary Fellow of the Royal College of Nursing in London, and an Honorary Member of the American Association of Colleges of Nursing. She held the Howe Endowed Chair for Healthcare Transformation with the University of Wisconsin-Milwaukee and Aurora Health Care.

 

1. What are the significant professional milestones in your career journey?

 

 

NML: When I graduated over five decades ago, there was little discussion of education beyond basic nursing education, which has most often resulted in a diploma. Many graduates chose first positions in hospitals where they were educated. Thus, even orientation was limited. Most noted publications were the American Journal of Nursing and Nursing Research. I kept copies for years. Everything was in paper form as electronic information was hardly a dream. Finding articles meant trips to the library and searching through card catalogues. Typing was done on standard and maybe electric typewriters; copies were mimeographed or sent to the printers. Contrast today when nurses are flooded with huge amounts of information available in multiple channels.

 

In those early years, most education after graduation came in the form of inservice or staff development and generally focused on new procedures in the organization. Also, some states had a history of continuing education through university extensions or outreach. In Wisconsin, the University of Wisconsin Extension was an early leader in continuing education, adult learning, and consultation. Nursing was a major focus for the extension service; the aim being to bring the latest knowledge to nurses through educational offerings and consultation. Nurse faculty traveled throughout Wisconsin. I had the opportunity to participate in the work of the Extension. As part of President Johnson's Great Society, I had a joint appointment with the University of Wisconsin-Milwaukee and the Wisconsin Regional Medical Program. Resources were provided to develop, disseminate, and teach new models of specialty care for cardiac, renal, joint RN and MD practice, improved nurse utilization, and regional planning. The first move into electronic education was a dial access resource. Nurses could dial a phone and select and listen to short recorded education content from a list of topics. Over the years, the extension service decreased, and multiple other educational and consultative offerings increased.

 

2. How have you seen the specialty of nursing professional development (NPD) evolve during your career?

 

 

NML: Most of my professional years were spent in practice, education, administration, policy development, and research in an academic setting. As part of my position as Dean of two schools of nursing, I led continuing education that was associated with a university, complimentary to formal degrees for BSN, MSN, PhD, and DNP. In the past few years, fewer universities have a department of continuing education. I feel that is a loss for nurses. It seems that the institutions responsible for degree-oriented education and research should also lead continuing education for nurses in professional development and for clinical practitioners, researchers, and administrators.

 

The challenge of developing, acquiring, and using knowledge grew rapidly-increasing every year of my work. The sheer amount of knowledge was and is immense and is constantly growing. Content is complex. Delivery of what is needed must be tailored to the practice and competency of the nurse in the practice setting of choice. Thus, the focus can be on novice to expert, the many clinical sites of care, and specific clinical practice expertise. Ideally, knowledge is becoming more available at the point of use through electronic means.

 

3. From your perspective, what do you see as significant trends or gaps in nursing practice that NPD could address?

 

 

NML: Professional development is essential for every professional nurse. It is part of the definition of a profession. Thus, each nurse has responsibility for self-development. The responsibility is best shared with employing organizations. Professional development should be a part of the goals, programs, and budgets of healthcare organizations. The most effective professional development programs are led by experts in the specialty of NPD, accountable for addressing gaps in practice and adding value to organizations. Responsibility is also held by professional nursing associations; standards for practice, educational and health organizations; and accreditation organizations.

 

4. What insights can you share related to the value of NPD in healthcare organizations now and in the future?

 

 

NML: Nurses often seek professional development as a benefit. However, expecting full support as part of employment is not often feasible. It is best to plan and include professional development into an overall personal professional time and financial budget. Choices for professional development can include formal degree acquisition, reading selected journals, participating in webinars and online learning, attending professional development courses, services of professional organization meetings, and participating in quality improvement and evidence-based practice activities.

 

5. What advice do you have for NPD practitioners in the context of today's health care and learning environments?

 

 

NML: NPD is a specialty practice area for nurses who choose to lead and influence the professional development of nurses. The role of the NPD practitioner is pivotal in prioritizing, guiding, developing, and evaluating learning to address gaps in knowledge, skills, and practice. NPD is a highly valued specialty practice in direct relationship to the vision and mission alignment of the practitioners and their organizations.

 

With the knowledge explosion in multiple areas, it is not feasible for the NPD practitioner to be expert or even competent in all. Thus, partnership with the content experts is essential. The content experts provide the knowledge. The expertise and knowledge of the NPD practitioner provide assessment, development, delivery, and evaluation of the learning. An effective combination of knowledge and skills, and partnership with content experts will position the NPD practitioner to have awesome results.

 

Professional development of all nurses is essential to improve practice in all nursing settings and roles. The expertise of the NPD practitioner is essential in meeting individuals' needs, organizations' needs, and most importantly patient needs in all care environments. The specialty of NPD is fortunate to have the vibrant Association for Nursing Professional Development standards, scope and definition of practice, and the Journal for Nurses in Professional Development.

 

My advice-promote your specialty. Articulate the value you bring to the individual and to the organization providing health care.