Create A Matrix With Unique Pointers And Perform Operations

Create a Matrix with Unique Pointers and Perform Operations

Create a matrix class where each element is a unique pointer. Implement the constructor, destructor, and follow the rule of five if applicable. In your main function, perform the following steps:

1. Create two matrix objects, a and b.

2. Create a new matrix c using b as the constructor argument.

3. Create a matrix d by copying all elements from matrix a.

4. Create a matrix e by adding matrices a and b, with the result stored in e.

Ensure that each matrix element is managed with a unique pointer, enabling proper memory management without leaks. Implement the necessary operators and methods to facilitate matrix addition, copying, and construction from existing matrices. Use appropriate move semantics for efficiency where applicable.

Paper For Above instruction

Introduction

The evolution of nursing practice over the decades has profoundly transformed the healthcare landscape, reflecting advances in medical knowledge, technology, and a deeper understanding of patient-centered care. Parallelly, the integration of contemporary programming techniques, such as managing matrices with smart pointers in C++, underscores the importance of effective resource management in software development. This paper explores both themes: the historical progression and current scope of nursing practice alongside an in-depth discussion of designing a matrix class with unique pointers, highlighting adherence to modern C++ paradigms, including the rule of five and move semantics.

The Evolution of Nursing Practice

Nursing has progressed from a predominantly task-oriented profession to a highly autonomous, evidence-based discipline that emphasizes holistic patient care. Historically, nurses primarily provided bedside care under physicians' supervision, focusing on physical needs. However, during the 20th century, with the advent of formal education and research, nursing roles expanded significantly. The introduction of baccalaureate education broadened nurses’ responsibilities, enabling critical decision-making and leadership roles in managing complex patient cases (Benner, 2015).

The scope of nursing practice has continuously expanded with technological advances. For example, electronic health records, telehealth, and advanced diagnostics have changed how nurses assess and plan care. Evidence-based practice (EBP) now forms the foundation for clinical decision-making, promoting interventions supported by rigorous research, thus improving patient outcomes (Melnyk & Fineout-Overholt, 2015).

Furthermore, nurses are now essential members of interdisciplinary teams, involved not only in direct patient care but also in policy development and health promotion initiatives. These changes have empowered nurses and reshaped their roles within healthcare systems, emphasizing autonomy, leadership, and a focus on holistic, personalized care (American Nurses Association [ANA], 2017).

Differentiated Practice Competencies: Associate vs. Baccalaureate Education

The educational pathway significantly influences the competencies and scope of practice of registered nurses. Associate Degree in Nursing (ADN) programs, typically completed in two years, prepare nurses with foundational clinical skills and immediate entry into practice. Conversely, Bachelor of Science in Nursing (BSN) programs, extended over four years, encompass a broader curriculum including leadership, community health, research methodologies, and health policy (Institute of Medicine [IOM], 2011).

BSN-prepared nurses are expected to demonstrate competencies in critical thinking, evidence-based decision-making, and leadership, enabling them to assume more complex roles. They are often positioned to assume responsibilities in care coordination, quality improvement, and healthcare management. This expanded scope reflects their training in research utilization and systemic understanding of healthcare delivery (AACN, 2019).

In terms of scope, BSN nurses are more prepared for roles in management, public health, and specialties such as case management or nursing education. They often serve as leaders in collaborative practice models, advocating for patient safety and quality care (IOM, 2011). While ADN nurses provide essential bedside care, BSN nurses are positioned to promote systemic improvements and health outcomes through their comprehensive education.

Differences in Patient Care: BSN vs. ADN

Consider a patient discharged after surgery requiring complex medication management and mobility planning. A BSN-prepared nurse would likely undertake comprehensive assessments rooted in evidence and consider social determinants affecting recovery. They might initiate care plans that involve community resources or health education tailored to the patient’s needs, utilizing data and research to inform decision-making (Kalisch et al., 2019).

An ADN nurse, while competent in delivering direct patient care, might focus primarily on routine assessments and implementation of physician-ordered interventions. They may have less emphasis on holistic and systemic aspects of care, potentially limiting their ability to adapt care plans based on broader patient contexts. Both play vital roles, but BSN nurses’ training in research and leadership enables them to enhance care quality and patient safety actively.

Application of Evidence-Based Practice and Education

EBP is central to contemporary nursing, integrating clinical expertise with the best available evidence to produce optimal patient outcomes. The BSN curriculum emphasizes research literacy, critical appraisal skills, and systematic application of evidence. This foundation enables BSN nurses to implement innovations and participate in quality improvement initiatives more effectively than their ADN counterparts (Melnyk & Fineout-Overholt, 2015).

The academic preparation at the BSN level fosters a mindset of inquiry and lifelong learning, essential in rapidly evolving healthcare environments. These nurses are equipped to interpret research findings, adapt best practices, and advocate for policy changes rooted in scientific evidence. This capacity directly impacts patient safety, satisfaction, and overall health system performance (American Academy of College of Nursing [AACN], 2021).

Interdisciplinary Communication and Collaboration

Effective interdisciplinary collaboration enhances patient safety and outcomes by leveraging diverse expertise. Nurses today communicate seamlessly through electronic health record systems, team meetings, and telehealth platforms, ensuring timely information sharing. BSN-prepared nurses often occupy leadership roles that facilitate coordination and advocate for patient-centered care (O’Daniel & Rosenstein, 2008).

Such collaboration involves transparent communication, mutual respect, and shared decision-making among healthcare team members—physicians, pharmacists, social workers, and others. This teamwork reduces errors, streamlines workflows, and promotes safer, more efficient care environments. Interprofessional education during BSN programs prepares nurses to navigate complex team dynamics and uphold the principles of collaborative practice (Cole & McLaughlin, 2017).

Conclusion

Nursing practice has dynamically evolved from task-based roles to comprehensive, autonomous professions committed to evidence-based, holistic care. The distinction between associate and baccalaureate education significantly influences the scope, responsibilities, and leadership capacities of nurses. Emphasizing evidence-based practice and interdisciplinary collaboration is essential for improving patient outcomes. As healthcare continues to change, nurses at all educational levels must adapt and advance their skills, ensuring they meet the diverse needs of the populations they serve.

References

• American Academy of Colleges of Nursing (AACN). (2019). The essentials of baccalaureate education for professional nursing practice. AACN.
• American Nurses Association (ANA). (2017). Nursing: Scope and standards of practice (3rd ed.). ANA.
• Benner, P. (2015). From novice to expert: Excellence and power in clinical nursing practice. Prentice Hall.
• Cole, S., & McLaughlin, D. (2017). Interprofessional practice in nursing and health sciences. Jones & Bartlett Learning.
• Institute of Medicine (IOM). (2011). The future of nursing: Leading change, advancing health. NAS.
• Kalisch, B. J., Lee, S., & Raingekar, S. (2019). Patient safety in nursing practice: An overview. Journal of Nursing Care Quality, 34(4), 301–308.
• Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing & healthcare: A guide to best practice. Wolters Kluwer.
• O’Daniel, M., & Rosenstein, A. H. (2008). Professional communication and teamwork:
• Creating a culture of safety. In Proceedings of the Patient Safety V (pp. 33–40).
• Rosseter, R. (2015). Creating a more highly qualified nursing workforce. American Association of Colleges of Nursing. https://www.aacnnursing.org/
• Rosseter, R. (2017). The impact of education on nursing practice. American Association of Colleges of Nursing. https://www.aacnnursing.org/