Professional Practice Model

Nursing Practice Model

A Professional Practice Model is a schematic description of a system, theory or phenomenon that depicts how nurses practice, collaborate, communicate and develop to provide the highest quality of care for those served by the organization. (ANCC, 2010)

Two key images were chosen as visual representations for our model — the cupola and the kite.

The cupola represents our foundation and rich tradition of caring at Mount Sinai South Nassau. We deliver care through vital relationships with patients, families and transdisciplinary colleagues. We apply the mortar and tools of evidence-based practice, proficiency, professional development, research, communication, leadership, and shared governance within a continuum of novice to expert. The windows of the cupola represent our respect of spirituality and diversity. Our solid structure supports the apex, our priorities of patient, family and community. The weather vane atop the cupola represents the presence of change and possibilities of new directions.

The kite represents our quest to rise to the challenges of the dynamic winds of health care. Our aspiration is to soar to new heights as we strive toward excellence in outcomes — improved health and wellness for our patients, families and community. The kite tails represent our cherished values: empathy, compassion, advocacy, diversity, holism, spirituality, integrity, pride, collaboration, respect, accountability, and autonomy.

South Nassau Nursing Professional Practice Model

Theoretical Foundations of Our Professional Practice Model

Jean Watson’s Theory of Caring is at the very heart of nursing care. The major elements of her theory are the carative (to care) factors, the transpersonal caring relationship, and the caring occasion/caring moment. The carative factors are comprised of the following elements: humanistic-altruistic system of value, faith-hope, sensitivity to self and others, helping-trusting human care relationship, expressing positive and negative feelings, create problem-solving caring process, transpersonal teaching-learning, support, protect, and/or correct mental, physical, societal and spiritual environments, human needs assistance, and existential-phenomenological-spiritual forces. The transpersonal caring relationship depends on moral commitment in protecting and enhancing human dignity as well as the deeper/higher self, nurses’ caring consciousness to preserve and honor the embodied spirit, and connection having the potential to heal the body, mind and spirit.

Relationship-Based Care
The relationship-based care delivery model is grounded in mutually respectful and collaborative relationships with patients, families, members of the health care team and one’s self. Key elements are patient-centered, caring, coordination of care and clinical competence. The nurse and other members of the health care team strive to understand what is most important to our patients and actively engages the patient in all aspects of care.

Novice to Expert
Patricia Benner applied the Dreyfus model of skill acquisition to develop the Novice to Expert Theory for nursing. The Dreyfus model identifies that in acquisition and development of a skill, a person passes through five levels of proficiency: novice, advanced beginner, competent, proficient and expert. As a teaching hospital, the health care team members provide an environment that encourages and nurtures knowledge acquisition and skill development in order to provide evidence-based practice in the delivery of patient care.