Career : Nurse Anesthetist

As I complete the final year of my high school education, I realize that I must focus on
my goals and interests in order to make intelligent college curriculum decisions. I have
always been considering a career in health, but the opportunities and diversification in
the health field have perplexed me. I have always thought the job of a nurse anesthetist
was extremely interesting, and it would be a great way to contribute to helping the lives
of others.Nurse Anesthetists are simply registered nurses who are educated to specialize
in anesthesia. Anesthesia describes drugs and gases that help to block sensation, and they
keep patients unconscious while in surgery (Career: Nurse Anesthetists). The main goal
of the CRNA (Certified Registered Nurse Anesthetist), which is extremely important, is
to have the patient awake free of pain (6). CRNAs, or Nurse Anesthetists, are responsible
for administering, supervising, and monitoring anesthesia- related care for those patients
undergoing surgical procedures. Before the surgery, the CRNA obtains information
regarding the patient's medical history, evaluates the patient's anesthesia needs, and
develops a treatment plan with the goal of a risk-free and uncomplicated surgery. The
CRNA

In a career in nursing, one must possess a need to help people, as well as the scientific
and educational knowledge to perform the duties required. then explains the planned
procedure to the patient, and answers any question that they may have. Once admitted to
the Anesthesia program, the registered nurse must complete twenty-four to thirty-six
months of classroom and clinical experience (5). Most importantly, as a significant
member of the medical team, the CRNA must be in control at all times. Having
completed my exploration in this field, I acknowledge that it will be necessary to
complete my degree in nursing, and then determine where my skills, personality, and
passion will consolidate into a lifestyle career that will be satisfying. There is also the
advancement career move to an anesthesiologist. Spontaneous decision making and
independent judgment resolutions also determines adequacy of a well-executed job of
one in this profession. The classroom curriculum includes anatomy, physiology,
pathology, biochemistry, chemistry, and physics as related to anesthesia. Work
atmospheres are sterile, well-lighted operating facilities, and a CRNA must plan to spend
a great deal of time standing, often many hours at a time. Lastly, just before the surgery,
this caregiver administers a sedative to the patient to help them relax, so that the
upcoming procedures will follow more smoothly. In conclusion, after researching the
masters degree program in nursing anesthesia, I realize that I will have to be extremely
dedicated in order to fulfill my career goals. After exploring the working conditions,
salary, and many other factors of a nurse anesthetist, I now believe that this is truly what
career I want to proceed with. Once graduation requirements are completed, a national
certification test must be passed, as well as recertification every two years (4). When
deciding on a specific career, one must always consider the skills that they control, as
well as what self- satisfying goals they would like to achieve. Some topics in this essay:
Questions Answers, Nurse Anesthetists, Nurse Anesthetist, Answers Earnings, , nurse
anesthetist, questions answers, nurse anesthetists, career nurse, registered nurse, Career
Nurse, patient's surgical experience, anesthetist extremely, scientific educational,
educational skills, patient's surgical, surgical experience, nurse anesthetist extremely,

From Minority Nurse to Nurse Anesthetist

Though it’s less than a year old, a program for increasing diversity in CRNA education
is already showing promising results
by Julie A. Pearson, CRNA, MSN and Donna M. Jasinski, CRNA, DNSc
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MN 2002 Summer
Like many other nursing specialties, nurse anesthesia education programs face the challenge
of recruiting, retaining and graduating a sufficient number of qualified students to meet the
demands of the health care workforce. A significant aspect of this challenge is the struggle to
achieve a racially and culturally diverse student mix that represents the patient population.
The assertion that racial and ethnic minorities are underrepresented in the field of nurse
anesthesia does not require sophisticated statistical analysis. One need only visit the meeting
rooms and exhibit halls of a professional nurse anesthesia conference to arrive at this
conclusion. A recent survey by Dr. Prudentia Worth, director of the Nurse Anesthesia
Program at Wayne State University, reveals that only 16% of students in such programs are
non-Caucasian.
The Nurse Anesthesia Program at Georgetown University has begun to address this challenge
by developing a project designed to prepare more minority nursing students for nurse
anesthetist careers. Funded by a grant from the Health Resources & Services Administration’s
Bureau of Health Professions, Division of Nursing, the project’s approach is multifaceted,
encompassing student recruitment, admissions and, above all, successful completion of the

program.
The success of this diversity initiative serves to benefit not only students but also communities
that are at the greatest risk of suffering from a shortage of nurse anesthetist professionals. In
creating and implementing this project, our goal was to produce a diverse group of graduates
with the competencies to deliver cost-effective, culturally appropriate, quality care to all
patients.
The project was officially launched in July 2001. As the result of our initial efforts, the Nurse
Anesthesia Program’s class of 2003 has more minority students enrolled than any previous
class.
Beginning the Journey. . .
The academic journey toward a career as a practicing nurse anesthetist is not an easy one.
After earning a bachelor’s degree and licensure as an RN, the nurse must acquire experience
in an acute care setting. From there, the formal application and enrollment process into a nurse
anesthesia program can begin.
The length of these programs ranges from two to three years, with 27-28 months being the
average. The student faces a rigorous course of study, including classes in the basic sciences
(e.g., anatomy, physiology, pathophysiology, pharmacology), professional aspects of nurse
anesthesia and advanced principles of nurse anesthesia practice. Upon completion of the
program and conferral of a master’s degree, the graduate may sit for the certification exam. It
is only after all of these steps are successfully completed that a nurse becomes a Certified
Registered Nurse Anesthetist (CRNA).
The Georgetown project’s first step in bringing a more diverse group of nurses into this
journey was to initiate strategies for recruiting qualified minority RNs into the Nurse
Anesthesia Program. This ongoing effort currently includes outreach to members of student
associations, state and regional nursing associations, nurses practicing in local critical care
units, and minority nurses’ professional organizations, such as the National Association of
Hispanic Nurses.
Another key focus of this outreach effort is personal visits by faculty, alumni and admissions
recruiters to hospitals that have a high percentage of nurses of color. Students in our program
spend 15-16 months in clinical rotations in the operating room, providing anesthesia under the
supervision of a licensed anesthetist. Because of a growing need for more nurse anesthetists in
the D.C. area, enrollment in Georgetown’s program has risen 400% in the past five years.
This has required an increase in the number of hospital sites students can use to obtain their
clinical experience. To dovetail this need with the goals of our diversity initiative, we have
sought out new clinical sites that not only provide contact with minority nurses who could be
potential applicants to the program but also give students exposure to a more diverse patient
population.
Applicant selection is important to the success of a nurse anesthetist education program, in
order to minimize the student attrition rate without compromising the professional expertise of
the graduates. For this project, we developed a selection tool based on such criteria as
previous nursing education, GPA (undergraduate and graduate), GRE scores, number of years
of nursing and critical care experience, three references and a personal statement. The process
also includes a personal interview with faculty.
The admissions committee then ranks candidates based on their overall presentation, including
academic, clinical and personal accomplishments. In addition, the faculty identifies candidates
who have potential but may not meet all requirements or have deficiencies in certain areas.
For these applicants, the faculty recommends specific actions, such as additional course work
or clinical experience, to increase the candidate’s chance of being accepted into the program
and completing it successfully.
In 2001, Georgetown faculty and students conducted a pilot study that describes the benefits
of providing associate degree nursing students with information about nurse anesthesia as a
career path. As a result of this study, our diversity project also focuses on establishing
partnerships with local associate degree programs. This provides minority graduates of these
programs with information about the field of nurse anesthesia and the opportunity to pursue an
advanced degree. Georgetown offers a number of bridge programs for associate degree
students, including RN-to-MSN and a second-degree program.
. . .and Finishing It
The philosophy of Georgetown’s Nurse Anesthesia Program is that every effort must be made
to ensure that the students who receive their degrees on graduation day are the same students
who sat in orientation on the first day of the program. This level of commitment to student
retention requires a labor-intensive strategy of evaluation and advisement throughout the
course of study.

Program faculty conduct individual evaluations with students at least once each semester.
Students who need to improve their performance receive assistance in the form of advising,
tutoring and mentoring. In the program’s clinical phase, mentoring is provided by practicing
CRNAs. A more formal peer mentoring program for incoming students is also under
development. When indicated, faculty provide individualized remediation programs to help
students address specific areas of weakness.
A concern of all students is the ability to fund their education, and this is even more critical if
the students are economically disadvantaged. The project at Georgetown is addressing this
issue by seeking means to increase financial assistance sources for minority students. These
sources include future employers who are willing to provide tuition assistance, corporate
funding, support within the nursing school and the university, government-sponsored minority
scholarships, program traineeships and alumni-sponsored scholarships.
A major initiative to recruit more minority students also requires appropriate resources in
terms of faculty and staffing. We have addressed this by increasing the number of full-time
faculty, hiring a full-time administrative assistant and using adjunct faculty and teaching
assistants to provide supplemental teaching and administrative support.
Another of the project’s goals is to provide role models for the students by increasing the
number of minority faculty in the program. Our diversity recruitment efforts at the faculty
level include both short- and long-term solutions: recruiting from areas where minority faculty
work and encouraging new minority graduates and junior CRNAs to pursue teaching careers.
Although this project is still in its infancy, the initial results are encouraging. At open houses
for the Nurse Anesthesia Program this year, 38% of the attendees were nurses of color. And
while it is difficult to accurately measure changes in the racial and ethnic makeup of new
applicants and enrollees, because 25% of these nurses chose to not specify their race or
ethnicity, we have seen increased minority representation in both of these areas between 2001
and 2002.
Other quantitative and qualitative results we will evaluate on an ongoing basis to monitor the
project’s success include student feedback, review of the selection tool and of admissions
committee comments, enrollment of minority students whose initial nursing degrees were at
the associate level and employer participation in tuition assistance programs.
Julie A. Pearson, CRNA, MSN, is an assistant professor and assistant director of the Nurse
Anesthesia Program at Georgetown University in Washington, D.C. Donna M. Jasinski,
CRNA, DNSc, is an assistant professor at Georgetown and director of the Nurse Anesthesia
Program

Medical School Sample Essay

Accepted Med School Application Essay
As a potential medical student, I will strive to be a tremendous asset to The Chicago Medical
School by devoting all my time and life to becoming an excellent physician. I believe that I
am obligated to use my talents in a constructive manner, in a manner that benefits society. The
medical career gives me the unique opportunity to express my many talents while benefiting
human life.
B. Berston M.D. once said: " ... a funny thing happens to medical students on their way to
becoming physicians: they forget how to hold a conversation." I believe that my ability to
communicate makes me well suited to pursue a medical career. While I possess the strong
science background necessary for success in the profession, I also consider myself a "people"
person. As a waiter and bartender, I dramatically improved and expanded my communication
skills since I was constantly meeting new people and discussing different topics. Because
people constantly disclosed their personal issues to me as a bartender, I learned to become not
only a good conversationalist, but also an excellent listener.
In medical school, I also plan to pursue side work educating students and serving as a resource
to the public. One of my most rewarding experiences has been tutoring high school students in
math, physics, and biology, and helping people in my choir learn Byzantine music. Always
able to develop a good rapport with students, I believe I possess a talent for teaching others in
a friendly manner and in a manner that helps them to grasp difficult concepts easily. As part of
my medical career, I will aim to continue teaching and to provide information to the public on
the prevention and treatment of ailments and diseases.
Undoubtedly my cultural diversity will be a great contribution to The Chicago Medical
School. Being raised in a Greek family in Canada, visiting different countries, and now living
in the United States, I have experienced the similarities and differences among many diverse
cultural groups and geographical areas. This allowed me to relate to different types of people
by understanding their ways and beliefs, a quality that will help me work well with other
medical students and help me serve my patients better in the future.
Highly motivated to succeed, I dramatically improved my grades following a time of
confusion and immaturity in 1990 and 1991,which was brought on by family illness and
turmoil. Once I realized what goal I wanted to pursue in life, I worked hard to succeed, and
my remaining five years of schooling are truly indicative of my intellectual capacity and
motivation for success. My strength as a candidate to The Chicago Medical School lies mostly
in the objectives that I plan to fulfill upon becoming a physician. They are, in no particular
order of importance, as follows:
1) To provide excellence in comprehensive care by using my acquired skills as both a
competent professional and also as a compassionate human being.
2) To cultivate my leadership role both in the community of my practice and in the nation to
formulate and maintain health care principles and advancements.
3) To employ the latest knowledge and techniques in detection and prevention of disease, and
the restoration of health.
4) To develop and employ methods to take care of an aging population.
5) To show reverence for human beings by giving excellent care to all
6) To forever expand my knowledge through experience, continuing education courses, and
research.
I have been diligent in my pursuit of medicine as a career because I am convinced that
medicine offers me the opportunity to live a fulfilling, rewarding life dedicated to helping
others. I will enter medicine eager to learn and thirsting for the knowledge to help my fellow
human beings. Attending The Chicago Medical School would be one of the greatest rewards
for my motivation and persistence for success. I swear to uphold and exceed all that is
expected of a future physician while promoting the progress of medicine and humanity.
For access to 100 free sample successful admissions essays, visit EssayEdge, the company
The New York Times calls "the world's premier application essay editing service." You'll also
find other great essay and editing resources (some free and some fee-based) at EssayEdge.
Go back to Writing the Graduate School Application Essay.
Sample Graduate School Admissions Essay 3

(Master’s in Counseling)

Life can be so shallow and unrewarding if you are living each day with no plan for the future
and little thought toward helping others. This may seem like an obvious statement, but I come
across people every day who haven’t had the opportunity to realize this truth for themselves
just yet, and they are miserable because of it. I feel very fortunate that the goals I have formed
for myself over the past few years are helping me make the most of every opportunity that
presents itself, allowing me to live a life with true meaning. My mother has always been my
inspiration, not only to go for my dreams, but to make sure that my dreams and goals will
benefit others and not just me. I have seen a glimpse of the kind of future I am aiming for in
my current position assisting a psychologist, and also during my internships in college and my
time working as a counselor for a residential substance abuse program in a prison. With the
body of experience I have built up during my undergraduate studies and afterward, I see a
career for myself in psychology or counseling, and I know that I have to earn a firm
educational background upon which to build my future practice.

I have a solid academic track record thus far, and have every expectation of improving upon
my past performance now that I have found my niche and am ready to dedicate my full
attention to becoming the most well prepared counselor I can be. I know that I have chosen a
field that can be emotionally difficult as well as physically draining, but after working with the
types of difficult cases I saw in prison, I know that I have the strength and compassion to
stand up to the challenge of a lifetime of listening to other peoples’ tragedies. Knowing that
after I earn the credentials and training to go along with my compassionate nature I will be
able to make a lasting and positive impact on my clients’ lives, and the lives of those around
them, fills me with a true sense of purpose and intense eagerness to begin on the long path of
learning that lies before me.

It is my plan in this next educational step to increase my awareness of psychotherapy

practices, refine my knowledge of disorders, symptoms, and effective treatments, improve my
listening and interviewing skills, and generally enhance my ability to work effectively as a
professional in this field. As it is my long term goal to continue on to earn a Doctorate in
Psychology, any school I attend can be doubly assured that I will strive to achieve the highest
level of academic success possible as my performance there will directly affect my future
academic goals.\\

===Sample Letter of Recommendation===

To Whom It May Concern:

As the Dean of Stonewell College, I have had the pleasure of knowing Hannah Smith for the
last four years. She has been a tremendous student and an asset to our school. I would like to
take this opportunity to recommend Hannah for your graduate program.

I feel confident that she will continue to succeed in her studies. Hannah is a dedicated student
and thus far her grades have been exemplary. In class, she has proven to be a take-charge
person who is able to successfully develop plans and implement them.

Hannah has also assisted us in our admissions office. She has successfully demonstrated
leadership ability by counseling new and prospective students. Her advice has been a great
help to these students, many of whom have taken time to share their comments with me
regarding her pleasant and encouraging attitude.

It is for these reasons that I offer high recommendations for Hannah without reservation. Her
drive and abilities will truly be an asset to your establishment. If you have any questions
regarding this recommendation, please do not hesitate to contact me.

To Whom It May Concern:

This letter is my personal recommendation for Cathy Douglas. Until just recently, I have been
Cathy's immediate supervisor for several years. I found her to be consistently pleasant,
tackling all assignments with dedication and a smile.

Besides being a joy to work with, Cathy is a take-charge person who is able to present creative
ideas and communicate the benefits. She has successfully developed several marketing plans
for our company that have resulted in increased revenue. During her tenure, we saw an
increase in profits that exceeded one million dollars. The new revenue was a direct result of
the plans implemented by Cathy.

Though she was an asset to our marketing efforts, Cathy was also extraordinarily helpful in
other areas of the company. In addition to writing effective training modules for sales
representatives, Cathy assumed a leadership role in sales meetings, inspiring and motivating
other employees.

I highly recommend Cathy for employment. She is a team player and would make a great
asset toany organization.

Sincerely,

Sharon Feeney Marketing Manager ABC Productions

===Sample Letter of Recommendation===

As the Director of the Bay Area Community Center, I work closely with many of the
community volunteers. I consider Michael Thomas to be one of the most studious and
responsible members of our organization. After three years time, I have come to know him
well and would like to recommend him as a candidate for your undergraduate business
program.

Michael is a dedicated member of the Bay Area community and has donated countless hours
of his time to the Center. He has not only worked with members of the community, he has also
helped to implement plans and programs that will enrich the lives of those around him.

Michael's leadership and organizational skills have been invaluable to these programs, most of
which have been started from the ground up. For example, the children of the Bay Area are
now able to benefit from a multitude of new after-school and tutoring programs, while the
elderly members of our community can now apply for grocery deliveries that did not exist
previously.

In my opinion, Michael's unwavering devotion to his community exemplifies strong moral

fiber and character. He is a trustworthy individual and would be an excellent candidate for
your business school.

Sincerely,

John Flester
Director, Bay Area Community Center

To Whom It May Concern:

I would like to take an opportunity to offer a formal recommendation for Jane Glass. As the
Senior Coordinator for Heartland Commerce I have known Jane for approximately two years
and feel that she is a deserving candidate for your business school program.

Jane joined our organization as an entry-level customer service representative. Demonstrating

an incredible initiative and a strong dedication, she moved up the ranks quickly. After only six
months, she was promoted to team leader. The board could not help but notice how successful
she was in her new position and quickly offered her another promotion, making her part of the
executive management team.

Jane leads by example and many people here find her enthusiasm and dedication both
inspiring and motivating. As part of the executive management team, Jane has worked hard to
build authentic relationships with the employees. Her efforts have created a happier and more
productive team.

I believe Jane exhibits many of the qualities that are essential to business managers and
business students. An education at your esteemed business school will help her hone these
qualities, while enhancing her career opportunities. I highly recommend Jane Glass for your
program and hope that you will carefully consider admission application.

Sincerely,

Debra Max Senior Coordinator Heartland Commerce

What is considered "critical care" nursing experience?

Critical care nurses are those caring for critically ill patients who require invasive monitoring
and the administration of vasoactive drugs. Critical care units that usually provide this type of
experience are coronary care units, medical or surgical ICUs, and postoperative cardiovascular
units. Other working environments and arrangements may be acceptable; however, they must
be approved by the program. Since answers to questions involving critical care experience
sometimes involve explanation and interpretation, applicants are encouraged to contact the
program by phone if they have questions. (205) 934-3209

The Program
The Master of Science in Nurse Anesthesia
is a comprehensive 36-month program
in the academic and clinical components
of nurse anesthesia.The first year is
mostly classroom-based at KU Medical
Center and provides the foundations of
essential basic sciences and fundamentals
of anesthesia practice. During the final
two years, students are based in the
clinic while continuing didactic course
work online.The curriculum is reviewed
annually, and new technology is incorporated
as it becomes available. New
students begin in the summer term.
Philosophy
The program is dedicated to helping its
graduates achieve full professional competence.
The practice of nurse anesthesia
requires a strong nursing foundation.The
nurse anesthetist must be able to interpret
the multiple science disciplines that
contribute to nurse anesthesia professional
education.The complexity of contemporary
anesthesia practice requires this
integration.The nurse anesthetist must
be able to practice competently and
apply intelligently the humanistic, scientific,
and technical skills of the profession.
Offering the program in a graduate
framework most effectively incorporates
learning activities within the cognitive,
affective, and psychomotor domains and
helps students achieve professional
competence as anesthesia care providers.
The curriculum design and multiple clinical
affiliation sites facilitate achievement
of these goals by supporting the team
philosophy of practice and offering
reinforcement from a variety of directions.
Our responsibility to the community is
to provide an educational program that
prepares the nurse anesthetist to meet
the health care needs of the public. Our
obligation to the profession is to prepare
a nurse anesthetist who is an invaluable
resource in support of the professional
organization’s stated goals.
Goals
1. Academic: Obtain an advanced body
of specialized knowledge necessary
to integrate didactic information and
clinical data and formulate a comprehensive
individualized care plan.
2. Clinical: Demonstrate ability to plan
and administer a safe and physiologic
anesthetic based on knowledge and
synthesis of anesthetic principles and
basic science study.
3. Research: Demonstrate an appreciation
for the role, nature, and conduct of
research modalities and their application
to practice and professional growth.
4. Professionalism: Integrate ethical, legal,
and cultural considerations with
personal and professional value
systems in nurse anesthesia.
Clinical Experiences
The program offers students a large
number of challenging and diverse case
experiences. Clinical experiences are
provided for these specialties:
1. Neurosurgery
2. Orthopedics
3. Urology
4. Ophthalmology
5. Burn Surgery
6. Regional Blocks
7. Pediatric Surgery
8.Thoracic Surgery
9. Obstetrics/Gynecology
10. Cardiovascular Surgery
11. Ear, Nose, and Throat
12. General Surgery
13. Minor/Outpatient Surgery
14. Radiologic Procedures
15. Recovery Room/Critical Care
16.Trauma/Emergency Surgery
Students also gain call experience.
Clinical Affiliations. To enhance students’
clinical experiences, the program
has a number of affiliate agreements with
other health care facilities. Students are
rotated to these off-site affiliates for
required or enhancement case experiences.
Students are usually assigned to
four-week rotations at off-site affiliates.
Students are responsible for any costs
not covered in the affiliation contract.
Web-based Education. The program
provides the most current curriculum in an
innovative contemporary education model.
Many didactic courses are offered in whole
or in part online. All students must have
basic computer skills. Students must provide
their own computers and high-speed
Internet access. Computer requirements for
course work include IBM-compatible PC
with multimedia capability and Microsoft
Office software. Students must purchase a
PDA with program-defined specifications.
Specific standards for the computer and
PDA are published annually.
Employment. Student employment is
strongly discouraged.The department chair
reserves the right to disallow any employment
if there is evidence of clinical or academic
deficiencies that jeopardize the student’s
progress. At no time will a student
be employed as an anesthesia provider.
Time Commitment. The study of anesthesia
is intense and demanding of intellect
and time. Students should expect to devote
up to 70 hours per week to requirements
including clinical experiences, class time,
and study time. Students receive two
weeks of discretionary leave annually.
Student Wellness. KU has a long-standing
commitment to provide a safe and healthy
educational environment.The program has
developed policies to maintain a conducive,
positive, and productive environment free
from the effects of alcohol and other drugs.
Additional Information
Information in this brochure is subject to
change. Current information and applications
are online or may be requested from
Web site: www.na.kumc.edu
E-mail: nanesthe@kumc.edu
Telephone: (913) 588-3253
Nurse Anesthesia Education
KU Medical Center, Mail Stop 2020
3901 Rainbow Blvd.
Kansas City, KS 66160
The program is fully accredited by
the Council on Accreditation of Nurse
Anesthesia Educational Programs, the
Kansas State Board of Nursing, and the
North Central Accrediting Association.
Elissa Monroe/KU Medical Center
Faculty and students work on airway management skills in preparation for a thoracic
procedure.
“My first day in the OR, [on the job after graduation], I was
left alone, did not see my staff again.They must have had
confidence in me. All the CRNAs who work for our group
spend one month with another CRNA for orientation. I was
left alone by lunchtime and told to call them if I had any
problems. A year later I still have not called, and that
includes induction/emergence, OB, etc.”
—recent KUMC Nurse Anesthesia graduate

Monday, January 25, 2010

Who We Are AANA Regions by State (state listing)

Vision Statement Board of Directors
Mission Statement Contact Information
Organizational Goals and Objectives Executive Summary
Statements History of Nurse Anesthesia Practice
Core Values
AANA Motto International Federation of Nurse
AANA Recognition Awards -- nominate Anesthetists
someone for an AANA Recognition Award!
See Past Winners in the Archives-Library No Significant Differences in Anesthesia
 section! Outcome by Provider

Nurse Anesthetists and Anesthesiologists

Practicing Together

Qualifications and Capabilities of Nurse

Anesthetist Practice

Quality of Care in Anesthesia

Staff Directors

What Is A Nurse Anesthetist?

Who We Are
Founded in 1931, the American Association of Nurse Anesthetists (AANA) is the professional association
representing more than 30,000 Certified Registered Nurse Anesthetists (CRNAs) nationwide. The AANA
promulgates education, and practice standards and guidelines, and affords consultation to both private and
governmental entities regarding nurse anesthetists and their practice. The AANA Foundation supports the
profession through award of education and research grants to students, faculty and practicing CRNAs.
The AANA developed and implemented a certification program in 1945 and instituted a recertification
program in 1978. It established a mechanism for accreditation of nurse anesthesia educational programs in
1952, which has been recognized by the U.S. Department of Education since 1955. In 1975, the AANA was a
leader among professional organizations in the United States by forming autonomous multidisciplinary
councils with public representation for performing the profession's certification, accreditation, and public
interest functions. Today, the CRNA credential is well recognized as an indicator of quality and competence.

Mailing Address
The American Association of Nurse Anesthetists is headquartered at 222 S. Prospect Avenue, Park Ridge,
IL 60068-4001, USA. Phone: 847-692-7050. Fax: 847-692-6968. E-mail: info@aana.com
The AANA Federal Government Affairs Office is located at 412 1st Street, SE, Suite 12, Washington, DC
20003. Phone: 202-484-8400. Fax: 202-484-8408. E-mail: info@aanadc.com

Vision Statement
Recognized leaders in anesthesia care. (March 2004)
Mission Statement
Advancing patient safety and excellence in anesthesia. (March 2004)

Core Values
Integrity, professionalism, advocacy and quality. (March 2004)

AANA Motto
Supporting our members ~ Protecting our patients. (March 2004)

Organizational Goals and Objectives Statements

Goal Statement 1: AANA and CRNAs support a culture of patient safety.
Objectives:
Nurse anesthesia practice reflects AANA practice standards.
Anesthesia practice is evidence-based.
Nurse anesthesia education programs assure qualified graduates.
Accreditation, certification, recertification and continuing education processes enhance CRNA competence.
Only qualified anesthesia providers are permitted to administer anesthesia.
Nurse anesthesia research contributes to improved patient care.
Goal Statement 2: AANA and CRNAs ensure the future of the nurse anesthesia profession.
Objectives:
Health policy supports CRNA scope of practice in all anesthesia settings.
CRNA workforce and scope of practice adequately meets societal demands.
CRNA services are appropriately remunerated.
CRNAs have access to affordable malpractice insurance.
The unique contributions of nurse anesthetists are recognized and respected.
CRNAs are empowered to promote and lobby for the profession.
CRNAs monitor and influence significant national health policy issues.
Goal Statement 3: Members value AANA membership
Objectives:
AANA plays a lead advoccy and public relations role for CRNA issues.
Continuing education programs meet CRNAs' professional needs.
Organizational communication is effective and efficient.
Member services reflect member needs-assessment data.
AANA services exceed member expectations.
AANA membership exceeds 90% of eligible CRNAs.
Goal Statement 4: Organizational performance is a model for professional associations.
Objectives:
AANA's governance and structure are mission driven and serve the needs and interests of its members.
Resource management is priority-based.
All programs, committees, services, activities and resource management are regularly evaluated.
AANA and state associations partner on goals for the profession.
Members value participation in the governance process.
Leadership development and training activities support strategic initiatives.
Technology effectively supports association activities and facilitates the delivery of member services.

Nurse Anesthesia Program

The nurse anesthesia program is a 28-month course of study designed to prepare professional
nurses as practitioners of nurse anesthesia eligible for national certification. Applications to
the program are accepted throughout the year for consideration by the Nurse Anesthesia
Admissions Committee that meets each Spring. Each new class will begin in January.
Mission
The mission of the nurse anesthesia program is to provide the students clinical and didactic
curriculum which enables them to meet graduation requirements of this program and to take
the National Certification Exam so they can serve as CRNAs.
Philosophy
In meeting our mission, the faculty of the nurse anesthesia program accepts the following
beliefs:
Human beings are individuals with needs, values, worth, and dignity. Although many human
responses may be generalized and are predictable, all humans are unique and constantly
interact with the environment in efforts to achieve a balance between their own unique needs
and those of society. Adaptation is a process of seeking a maximum level of human
functioning. Nurse anesthetists assist patient's physical and psychosocial adaptation to the
anesthesia environment.
Society is comprised of individuals, families, groups, and communities that possess dynamic
structure, values, and beliefs which influence individual and group behavior. Members of
society live in settings, both rural and urban, with varying levels of wellness and health care
needs.
Health refers to an individual's level of mental and physical functioning on a wellness-illness
continuum, not merely the absence of disease. Health is influenced by developmental stages,
by social and cultural factors, by previous experiences and self-expectations, and by personal
choices about lifestyle and values. We believe access to health care is a human right.
Nursing, as a discipline and a practice profession, is at once an art and a science concerned
with human response to illness or potential health problems. Nursing involves caring for and
about people. The goal of nursing is to assist individuals, families, groups, and communities to
promote, attain, and maintain health or assure peaceful death through collaboration among
clients, professional nurses, and other health care providers. Nurses are accountable to the
clients they serve and are responsible for advancing nursing knowledge, critical thinking,
theory, research, and lifelong inquiry.
Learning is a dynamic internal process through which individuals develop their knowledge,
skills and attitudes. Learning is a lifelong process evidenced by growth and sustained change
in behavior. Learners vary in their past experiences, learning patterns, cognitive structures,
motivation, interests, and life goals. Learning is facilitated by the learner's active participation
in the planning, implementation, and evaluation of their own learning experiences. Faculty in
the nurse anesthesia program is dedicated to the educational development of nurses in the
specialty of nurse anesthesia.
Nursing education guides the learner to attain competencies required for nursing. Nursing
education considers the uniqueness of the learner and fosters commitment, accountability,
autonomy, leadership, self-awareness, and continued professional development.
Graduates of the Master's program are clinical scholars who integrate the science and art of
nursing as well as articulate nursing's unique contribution in a dynamic health care
environment. We believe that graduate education challenges students to think creatively in
order to develop visionary alternatives appropriate to health care. The Nurse Anesthesia
Program faculty subscribe to the belief that learning is a developmental process through which
declarative, procedural and conditional knowledge bases are developed and refined in a
developmental fashion. They also believe that case-based anesthesia instruction allows
students to acquire flexible knowledge structures required to apply theory to practice.