Memorandum To Professor Tecarra Sutton And Classmates ✓ Solved

Memorandum To: Professor Tecarra Sutton and Classmates From:

Memorandum To: Professor Tecarra Sutton and Classmates From: Tiffany Student Subject: Proposal on the Steps to becoming a Registered Nurse.

Proposed study: The research will involve the qualities needed to be a registered nurse, the requirements to be fulfilled to join nursing school, and the possible schools to attend. The study will also focus on institutions where graduates can gain experience and how to get the experience, and institutions that offer employment opportunities.

Statement of the Problem: Graduates from nursing programs often face unemployment or long waits for placement. The study will identify programs and pathways that improve graduate employability and placement.

Scope of Proposed Study: 1. Skills and qualities required of a registered nurse. 2. Roles and responsibilities and delivery of quality healthcare. 3. Schools that offer nursing education and entry requirements. 4. Required clinical/work experience and facilities to obtain it. 5. Schools offering placement programs and internships. 6. Organizations where graduates can volunteer to gain experience.

Methods and Data Sources: Research from academic sources and relevant websites, visits to institutions, and review of employment postings. Use APA style for the final paper.

Paper For Above Instructions

Introduction

This proposal outlines a focused study on the steps to becoming a Registered Nurse (RN), emphasizing required qualities, entry requirements for nursing programs, educational options, clinical experience pathways, placement and internship opportunities, and volunteer organizations that help graduates gain employable experience. The intent is to identify actionable strategies for reducing graduate unemployment and improving transition to practice (IOM, 2011; WHO, 2020).

Proposed Study Overview

The study will systematically review literature and institutional materials and collect primary information via institution visits and employment posting reviews. Key aims are to define the competencies and attributes expected of new RNs, catalog educational pathways and entry criteria, map clinical experience requirements and sites, and identify programs that facilitate placement or internships for new graduates (AACN, 2022; NCSBN, 2020).

Statement of the Problem

Although demand for RNs is strong in many regions, new graduates can face delays in obtaining employment or securing positions that build competencies required for independent practice (BLS, 2023). This gap is influenced by variability in clinical experience, mismatch between employer expectations and graduate readiness, and limited structured placement programs. The study will determine strategies and institutional models that narrow this transition gap (Aiken et al., 2014).

Scope of Study

The research will address the following: (1) core skills and professional qualities—clinical judgment, communication, ethical practice, and teamwork—that RNs must possess (Benner, 1984); (2) the roles and responsibilities characteristic of entry-level RNs and their contribution to quality patient care; (3) the spectrum of educational programs (associate, diploma, BSN, accelerated and bridge programs) and typical admissions criteria; (4) clinical, internship, and preceptorship experiences required or recommended for employability and where these are obtained; (5) institutional placement programs, partnerships with health systems, and simulation-based alternatives; and (6) volunteer and community-based options that provide relevant experience.

Methods and Data Sources

The study will use mixed methods: a literature review of peer-reviewed articles and policy reports, systematic review of program pages and admissions criteria from accredited nursing schools, analysis of employer postings and graduate outcome reports, and site visits and interviews with program coordinators where feasible. Authoritative sources such as WHO, IOM (2011), AACN, NLN, and NCSBN will anchor recommendations. Data synthesis will follow best practices for descriptive program analysis and will use APA citation and formatting (Hayden et al., 2014).

Key Findings and Discussion

Qualities and competencies: Successful entry-level RNs demonstrate clinical judgment, foundational knowledge, communication, adaptability, and professionalism (Benner, 1984; Aiken et al., 2014). Employers increasingly expect graduates to show evidence of teamwork, quality improvement awareness, and basic leadership skills (IOM, 2011).

Education pathways and entry requirements: RN preparation is available through associate degrees, diploma programs, and bachelor of science in nursing (BSN) programs; many employers favor BSN-prepared nurses for complex care settings (AACN, 2022). Common admissions criteria include prerequisite science courses, minimum GPAs, background checks, and observation or healthcare experience (NLN, 2016).

Clinical experience and alternatives: Direct clinical placements remain central to competency development, but validated simulation can substitute for a portion of clinical hours when high-quality simulation is used (Hayden et al., 2014). Strategic partnerships between academic programs and health systems that provide longitudinal clinical experiences and preceptorships produce better-prepared graduates and faster hiring (Jackson et al., 2013).

Placement programs, internships, and volunteer options: Residency and transition-to-practice programs offered by hospitals (often 6–12 months) enhance retention and competence and shorten the time to independent practice (IOM, 2011). Internship or extern programs for students between semesters and volunteer roles in clinics, public health, and community organizations provide relevant experience and networking opportunities that improve employability (WHO, 2020).

Recommendations

  • Encourage BSN attainment or bridge pathways (RN-to-BSN) where possible; communicate employer preferences during recruitment and advising (AACN, 2022).
  • Expand structured clinical partnerships and hospital-based residency programs to ease the school-to-practice transition (IOM, 2011; Aiken et al., 2014).
  • Integrate high-quality simulation to supplement but not wholly replace clinical hours; ensure simulation aligns with competency outcomes (Hayden et al., 2014).
  • Promote volunteer, extern, and internship opportunities with community clinics and long-term care facilities to broaden experience and networks.
  • Advocate for transparent graduate outcome reporting by programs (employment rates, first-job settings) so prospective students and employers can make informed decisions (NCSBN, 2020).

Conclusion

Reducing graduate unemployment and accelerating placement for new RNs requires coordinated efforts among nursing programs, healthcare employers, and policy makers. Prioritizing competencies, expanding clinical partnerships and residencies, using validated simulation strategically, and increasing access to volunteer and internship experiences will strengthen graduate readiness and employability. This proposed study will synthesize evidence and local program data to recommend implementable pathways that support graduates in obtaining timely, meaningful RN employment (WHO, 2020; IOM, 2011).

References

  • Aiken, L. H., Sloane, D. M., Bruyneel, L., Van den Heede, K., & Sermeus, W. (2014). Nurse staffing and education and hospital mortality in nine European countries: A retrospective observational study. The Lancet, 383(9931), 1824–1830. https://doi.org/10.1016/S0140-6736(13)62631-8
  • American Association of Colleges of Nursing. (2022). Trends in nursing education and the importance of the BSN. AACN. https://www.aacnnursing.org
  • Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Addison-Wesley.
  • Bureau of Labor Statistics. (2023). Registered nurses: Occupational Outlook Handbook. U.S. Department of Labor. https://www.bls.gov/ooh/healthcare/registered-nurses.htm
  • Hayden, J. K., Smiley, R. A., Alexander, M., Kardong-Edgren, S., & Jeffries, P. R. (2014). The NCSBN National Simulation Study: A longitudinal, randomized, controlled study replacing clinical hours with simulation. Journal of Nursing Regulation, 5(2), S3–S40. https://doi.org/10.1016/S2155-8256(15)30062-4
  • Institute of Medicine. (2011). The Future of Nursing: Leading Change, Advancing Health. The National Academies Press. https://doi.org/10.17226/12956
  • Jackson, D., Peters, K., Andrew, S., Salamonson, Y., & Halcomb, E. (2013). Exploring undergraduate nursing students’ experiences of clinical placement in primary healthcare: A qualitative study. Nurse Education Today, 33(12), 1529–1534. https://doi.org/10.1016/j.nedt.2013.02.016
  • National Council of State Boards of Nursing. (2020). NCLEX and new graduate readiness: Guidance and resources. NCSBN. https://www.ncsbn.org
  • National League for Nursing. (2016). NLN vision for nursing education: Education to practice and program expectations. NLN. https://www.nln.org
  • World Health Organization. (2020). State of the world’s nursing 2020: Investing in education, jobs and leadership. WHO. https://www.who.int/publications/i/item/9789240003279

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