Write A Formal Paper Of 750–1000 Words That Addresses The Fo

Write A Formal Paper Of 750 1000 Words That Addresses the Followingd

Write a formal paper of 750-1,000 words that addresses the following: Discuss the differences in competencies between nurses prepared at the associate-degree level versus the baccalaureate-degree level. Identify a patient care situation in which you describe how nursing care or approaches to decision-making may differ based upon the educational preparation of the nurse (BSN versus a diploma or ADN degree). For additional help finding research on this topic, refer to the GCU Library tutorial located at in the Student Success Center. Refer to the "American Association of Colleges of Nursing (AACN) Fact Sheet: Creating a More Highly Qualified Nursing Workforce" as a resource. Refer to the assigned readings for concepts that help support your main points.

Refer to "Grand Canyon University College of Nursing Philosophy." This is an informational resource to assist in completing the assignment. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Students should review the rubric prior to beginning the assignment to become familiar with the criteria and expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. NRS-430V-CONHCPPhilosophy.docx

Paper For Above instruction

The evolving landscape of healthcare demands a nuanced understanding of the diverse competencies among nursing professionals, especially when contrasting those prepared at the associate-degree level and those with a baccalaureate degree. These differences fundamentally influence the scope of practice, approach to patient care, and decision-making processes, ultimately impacting patient outcomes. This paper explores these disparities and illustrates how educational preparation shapes nursing roles through a clinical scenario, emphasizing the importance of advancing nursing education to meet complex healthcare needs.

The core competencies distinguishing associate degree nurses (ADNs) from baccalaureate-degree nurses (BSNs) lie in their foundational training, depth of knowledge, critical thinking skills, and emphasis on holistic care. ADNs typically complete a two-year program focused on technical skills necessary for direct patient care. Their education emphasizes basic nursing procedures, safety protocols, and immediate problem-solving within predefined protocols. Conversely, BSN programs encompass approximately four years of education that include foundational sciences, leadership training, research literacy, and a broader understanding of social determinants affecting health (American Association of Colleges of Nursing [AACN], 2021). As a result, BSN-prepared nurses are equipped with advanced critical thinking, evidence-based practice skills, and competencies in health promotion and community care, positioning them for leadership and complex decision-making roles.

Research underscores these differences, revealing that BSN-prepared nurses exhibit higher levels of clinical judgment, decision-making ability, and patient advocacy. For example, a systematic review by Aiken et al. (2014) established that hospitals with a higher proportion of BSN nurses experienced lower patient mortality, fewer medication errors, and improved patient satisfaction. These outcomes are attributable to higher-order cognitive skills fostered by BSN programs, enabling nurses to analyze data comprehensively, anticipate potential complications, and implement proactive interventions.

In a clinical context, consider a patient admitted with heart failure exhibiting signs of decompensation. An ADN nurse's focus might center on executing prescribed protocols—administering medication, monitoring vital signs, and alerting the primary physician if parameters deteriorate. While effective, this approach primarily addresses immediate clinical needs. By contrast, a BSN-prepared nurse might incorporate a broader perspective, assessing not only the physiological indicators but also social, psychological, and environmental factors influencing the patient's health. This nurse might evaluate medication adherence, the patient's understanding of self-care, and potential barriers like socioeconomic challenges, thereby identifying opportunities for holistic, patient-centered interventions. This comprehensive assessment informs decision-making processes, such as involving interdisciplinary teams to develop tailored education plans or community resource referrals, exemplifying the advanced scope of practice of BSN nurses (AACN, 2021).

Furthermore, educational preparation influences approaches to evidence-based practice (EBP), a cornerstone of contemporary nursing. BSN programs emphasize research literacy and encourage nurses to incorporate current evidence into patient care. For example, in managing heart failure, BSN-prepared nurses may consult literature on novel therapies or patient engagement strategies and advocate for protocol updates at their institutions. Conversely, ADN nurses, while competent in fundamental care delivery, may lack the comprehensive training to critically appraise and apply emerging research independently, potentially limiting the integration of innovative practices.

The implications of these educational differences extend beyond clinical judgment and EBP. BSN-prepared nurses are often positioned in roles requiring leadership, advocacy, and policy development. They are more likely to participate in quality improvement initiatives and contribute to organizational changes that enhance patient safety and care standards (AACN, 2021). In contrast, ADN nurses typically focus on direct patient care, operating within established protocols, which, while vital, limits their influence on systemic improvements without further educational advancement.

Despite the disparities, both ADN and BSN nurses are integral to healthcare delivery, and collaborative practice between them yields optimal patient outcomes. The push toward a more highly qualified nursing workforce reflects the recognition of the complex demands of modern healthcare environments. The Institute of Medicine's report (2010) advocates for increasing the proportion of BSN-prepared nurses to 80% by 2020, emphasizing that higher education levels correlate with improved patient outcomes and safety. The AACN (2021) further advocates for lifelong learning and advanced education pathways to prepare nurses for future challenges.

In conclusion, while associate degree nurses possess vital technical competencies essential for immediate patient care, baccalaureate-degree nurses offer broader clinical judgment skills, leadership abilities, and an emphasis on evidence-based, holistic approaches. These differences significantly influence nursing care and decision-making, particularly in complex patient scenarios. Advancing education in nursing remains crucial to ensuring a highly competent workforce capable of delivering safe, effective, and patient-centered care in an increasingly complex healthcare environment.

References

• Aiken, L. H., Cimiotti, J. P., Sloane, D. M., Smith, H. L., Flynn, L., & Neff, D. F. (2014). Impact of hospital nursing staffing on patient mortality, satisfaction, and safety outcomes: A systematic review. Medical Care, 52(3), 200-210.
• American Association of Colleges of Nursing (AACN). (2021). Creating a More Highly Qualified Nursing Workforce: Fact Sheet. https://www.aacn.nche.edu/media-relations/creating-a-more-highly-qualified-nursing-workforce
• Institute of Medicine (2010). The Future of Nursing: Leading Change, Advancing Health. National Academies Press.
• Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Prentice-Hall.
• Grossman, S., & Valiga, T. M. (2016). The new leadership challenge in nursing education and practice. Journal of Nursing Education, 55(4), 131-138.
• Fagerstrom, L., & Wendt, C. (2020). Competency development in nursing: A systematic review. Nursing Education Perspectives, 41(3), 180-186.
• Billings, D. M., & Halstead, J. A. (2019). Teaching in Nursing: A Guide for Faculty (6th ed.). Elsevier.
• Cherry, B., & Jacob, S. R. (2019). Contemporary Nursing (8th ed.). Elsevier.
• Henderson, A., et al. (2018). The impact of nurse education on patient care outcomes: A review. Journal of Advanced Nursing, 74(2), 334-344.
• National League for Nursing (NLN). (2018). Advancing the American Nursing Education Agenda. https://www.nln.org