& (1999) (1999, (2002). (2008). (2011) (2014). (5th (AACN) (ANCC) (ANCC, (APNs). (Chinn (EBP) (Hamric, (NONPF) (National (PMHNP). (Riley (Riley, (p. (p.160). 11). 2002). 2008). 2011, 2014). 2014, 2015. 34(4), 383-389. 44). 500 6 64-80 66). 9). A A. APN APN, APN. APNs APNs, APNs. APRN Accountability Advance Advances American As Association Author. B., Beal, Boards C. Center Certification Chinn Collaboration Colleges Conceptual Conclusion Consensus Contributions Council Credentialing Criteria E. Elsevier Empirical Empiricism Engaging Establishing Examples Experiential F., Faculties Future Hamric, Hamric’s Hanson, Health However, I In Interpretative It J., Journal June). Knowing Kramer Kramer, Levi, Licensure, Louis, M. M., MD: MO: McCausland, Models/Framework Monti Monti, Multiple National Nurse Nurses Nursing Organization O’Grady, P. P., PMHNP PMHNP, PMHNPs PMHNPs. Paradigm Practice Practitioner Practitioner. Preferred Psychiatric Psychiatric-Mental RN References Retrieved Revisioning Riley,J. S. Saunders. Scholarship Scholarship, Science, Silver Springs, St State T. Teaching The There This Tingen Tingen, Tracy, Ways Within a able abundant accreditation, accredited acting actions, addressing admit advance advanced advancement advancing advocating aesthetic aesthetics, affect aid aiding aims al, all also am an and another antipsychotic applicant applying approach are area areas art as aspect aspects assessment at attitudes, barriers based be become been believe between boards both broken build business by can care care. central certification certification, certified certifies clinical coaching, collaboration, community community. competencies, competency complete completed compliance components concepts consensus consultation, continue continued continuous contribute core credentialing crisis criteria current currently curriculums danger decision defines defining delivery describe different dignity direct discuss doctorate due during ed.). educated. education education, education. elaborate element elements emphasizes empirical empiricism empirics, engage environmental established establishing et ethical ethics ethics. evaluation evidence-based example expand experience experience. experiential experiential. explore expressed fact faculty features feel find focus focus. for formation formed four from gains goal gradual graduate great guidance guiding handle has have health help helping high hold hope hours how http://www.nursecredentialing.org/FamilyPsychNP-Eligibility.aspx https://www.ncsbn.org/Consensus_Model_Report.pdf idea ideas identify implemented importance important improvement in include incorporate incorporated injectable innovation integrative interaction interactions interactions” interest interpretative into is it know knowing knowing, knowing. knowledge knowledge. lack leadership, learners” learns least level license; licensure long magnify major make making manage manner. many me mechanisms, medication medications meet mental methods model model. mold moral more must my need new nurse nurse, nurse-patient nurse. nurses nurses. nursing nursing, nursing’s obligation observation observation” of on one opened opinion opportunities or oral order organization organizing other others others. our outcome outlines over p. paper paradigm. paradigms pathophysiology, patient patients patients. patterns payment performance personal pharmacology physical physicians populations, practice practice, practice. practices practicing practitioner practitioners preparing preserve previous primary process, profession profession. professional professionals program; provide providing psychiatric psychiatric-mental psychiatrists psychiatrists. psychotherapeutic purpose pursuing refining registered regulation: regulatory relationships requirements requirements, requires research research, restraints. role role, role. role; roles roles, scholarship scholarship, scholarship. science science. screenings, sense service service. services setting shape shortage should significance significant situations six skills, specialized specific stabilization standardize standards state statement, subjective. successful, such supervised supports teaching teaching, that the their themselves therapeutic there these they this those through to transition treatment treatment; two type unable unit up use used. uses using utilization utilize utilized valid validate verbalizes very view views. vulnerable way ways well wellbeing wellness what when which will with years “empiric “life-long “the