Outline The Process For Developing Nursing Standards 260941

Outline The Process For The Development Of Nursing Standards Of Pr

A) Outline the process for the development of nursing standards of practice for Illinois state, including discussion of the entities involved in developing the standards of practice and how the standards of practice influence the nursing process for your areas of specialty. B) Outline the concept of professional accountability as it pertains to nursing. Provide examples of how a nurse demonstrates professional accountability in clinical expertise, the nursing process, and evidence-based practice. C) Review the Institute of Medicine's 2010 report "The Future of Nursing: Leading Change, Advancing Health." Write a 750-1,000 word paper discussing the influence of the IOM report on nursing practice. Include the following: Summarize the four messages outlined in the IOM report and explain why these are significant to nursing practice. Discuss the direct influence the IOM report has on nursing education and nursing leadership. Describe the benefits and opportunities for BSN-prepared nurses. Explain why it is important that a nurse's role and education evolve to meet the needs of an aging and increasingly diverse population. Discuss the significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum. Discuss how nurses can assist in effectively managing patient care within an evolving health care system. Prepare this assignment according to the guidelines found in the APA Style Guide.

Paper For Above instruction

The development of nursing standards of practice in Illinois involves a structured process that ensures the quality, safety, and consistency of nursing care across the state. This process engages various entities, including the Illinois Department of Financial and Professional Regulation (IDFPR), the Illinois Board of Nursing (IBON), and professional nursing organizations such as the Illinois Nurses Association (INA). These bodies collaboratively establish, review, and revise standards to reflect current evidence-based practices and changes in healthcare delivery. The Illinois Department of Financial and Professional Regulation oversees licensing and enforcement, while the Illinois Board of Nursing develops licensing requirements, practice standards, and disciplinary processes. Professional organizations contribute expert consensus and advocacy to the development process.

The process typically begins with identifying the need for updated standards, driven by new research, technological advancements, or evolving licensure requirements. A committee comprising nursing educators, practitioners, regulatory officials, and stakeholders reviews current practices, synthesizes evidence, and drafts revised standards. These drafts are subjected to public review and comment, ensuring transparency and inclusivity. After considering feedback, final standards are adopted and disseminated through official channels, including licensing examinations, continuing education programs, and practice guidelines. These standards influence the nursing process by providing clear frameworks for assessment, diagnosis, planning, implementation, and evaluation, tailored to various specialties such as critical care, pediatrics, or community health.

Professional accountability in nursing refers to the obligation of nurses to uphold ethical standards, maintain competence, and accept responsibility for their actions. It ensures that nurses provide safe, effective, and ethical care in all settings. Demonstrating professional accountability involves adhering to established standards, engaging in continuous education, and accepting responsibility for clinical decisions. For example, a nurse demonstrates accountability by staying current with evidence-based guidelines to ensure safe medication administration, accurately documenting patient care, and reporting errors promptly. In the nursing process, accountability manifests as diligent assessment, accurate diagnosis, and appropriate intervention, all grounded in ethical practice. Evidence-based practice further exemplifies accountability by integrating research findings into patient care to improve outcomes and uphold scientific rigor.

The Institute of Medicine's 2010 report, "The Future of Nursing: Leading Change, Advancing Health," significantly influences nursing practice by emphasizing the need for transformation across education, leadership, and practice domains. The report presents four key messages: (1) nurses should practice to the full extent of their education and training; (2) nurses should achieve higher levels of education and training through improved education pathways; (3) nurses should be full partners with physicians and other healthcare professionals in redesigning healthcare; and (4) effective workforce data collection and workforce planning are essential to inform policy decisions.

These messages are vital because they advocate for expanded nursing roles, recognizing nurses as pivotal in addressing complex healthcare challenges, including aging populations and health disparities. The report underscores that higher education, such as the Bachelor of Science in Nursing (BSN), equips nurses with critical thinking, leadership, and evidence-based practice skills necessary to meet contemporary healthcare demands.

The influence of the IOM report extends into nursing education by promoting higher degree attainment and integration of leadership training into curricula. It catalyzes the development of scholarship programs, supports advanced practice registered nurses (APRNs), and encourages lifelong learning pathways. Nursing leadership is bolstered as nurses are recognized as integral team members capable of influencing policy and driving system improvements. For BSN-prepared nurses, the report presents opportunities for career advancement, specialization, and leadership roles, fostering a more competent and versatile nursing workforce.

Addressing the needs of an aging and diverse population requires that nurses continually evolve their roles and education. The aging population often presents complex, chronic health conditions requiring comprehensive, coordinated care. Similarly, increasingly diverse populations demand cultural competence, linguistic sensitivity, and tailored health education. Nurses must adapt by pursuing ongoing professional development that enhances their skills in gerontology, cultural competence, and health disparities.

Lifelong learning is crucial as it ensures that nurses stay abreast of scientific advances, technological innovations, and evolving standards of care. This is especially pertinent in managing care across the lifespan—from neonatal to geriatric—within the health-illness continuum. For instance, participation in continuing education programs, certification, and specialized training help nurses provide holistic, patient-centered care that respects individual values and cultural backgrounds.

Nurses can effectively manage patient care within an evolving healthcare system by embracing new models such as patient-centered medical homes, accountable care organizations, and telehealth. They serve as coordinators, educators, and advocates, leveraging their advanced knowledge to optimize health outcomes. For example, nurses can utilize health informatics to track patient progress, implement evidence-based interventions, and engage patients and families in shared decision-making.

In conclusion, the process for developing nursing standards in Illinois is a collaborative effort that ensures high-quality practice. Professional accountability is fundamental to maintaining ethical and competent care. The IOM report has propelled nursing toward expanded roles, higher education, and leadership, shaping the future of nursing to better serve diverse and aging populations. Continuous professional development remains essential to meet the evolving healthcare landscape, ensuring nurses remain competent, adaptable, and advocates for their patients in a complex, dynamic system.

References

• Institute of Medicine. (2010). The Future of Nursing: Leading Change, Advancing Health. National Academies Press.
• Aiken, L. H., et al. (2014). Nursing skill mix and patient outcomes. Journal of Nursing Management, 22(5), 514-523.
• Benner, P., et al. (2010). Educating nurses for the future: The importance of higher education. Nursing Outlook, 58(5), 229-239.
• Cohen, S., et al. (2018). Cultural competence in nursing care. Journal of Transcultural Nursing, 29(2), 123-130.
• Institute of Medicine. (2011). The Future of Nursing: Leading Change, Advancing Health. Institute of Medicine (US) Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine.
• Kelly, S., et al. (2017). Leadership in nursing practice. Journal of Nursing Scholarship, 49(2), 119-123.
• Missouri State Board of Nursing. (2015). Standards of Practice. Missouri Department of Insurance, Financial Institutions & Professional Registration.
• American Nurses Association. (2015). Code of Ethics for Nurses with Interpretive Statements. ANA.
• Salmond, S. W., & Salmon, R. (2015). A review of evidence: Cultural competence in nursing. Journal of Clinical Nursing, 24(19-20), 2715-2725.
• World Health Organization. (2010). Framework for Action on Interprofessional Education and Collaborative Practice. WHO Press.