'Nursing Education\r'

'The Essentials of bachelors degree Education for professed(prenominal) nurse institutionalise provides the educational framework for the formulation of superior nurses. This document describes the outcomes expected of graduates of baccalaureate nurse courses.The Essentials apply to all told pre­licensure and RN completion programs, whether the story is baccalaureate or graduate entry. Program curricula are designed to prepare savants to meet the end ­of ­program outcomes delineated under each Essential.BackgroundThe wellness tutorship pitch shot brass has changed dramatically since The Essentials of Baccalaureate Education for professed(prenominal) Nursing Practice was endorsed by the American come to ion of Colleges of Nursing (AACN, 1998). Building a safer health dole out system has become t he focus of all health professions following numerous reports from the Institute of medical specialty (IOM, 2000, 2001, 2004), American Hospital Association (20 02), Robert Wood Johnson inception (Kimball & adenylic acid; O’Neill, 2002), the Joint Commission (2002) and separate authorities.Nursing has been identified as having the potential for making the biggest restore on a transformation of healthcare deliverance to a safer, higher superior, and more cost ­ utile system. Wit h the increasing awareness of the regard for change in the healthcare system, the clinical small systems (small, functional units where care is provided within the larger system) beget become an important focus for improving healthcare outcomes (Nelson, Batalden, & Godfrey, 2007).In addition to the concern over healthcare outcomes, the United States and the world-wide market are experiencing a care for dearth that is expected to intensify as the demand for more and different breast feeding service grows. Buerhaus, Staiger, and Auerbach (2008) reported that the U.S. may experience a shortage of more than 500,000 registered nurses by the year 2 025. Despite yearly increases in enrollments in entry ­level baccalaureate nursing programs since 2001 (Fang, Htut, & Bednash, 2008), these increases are not comfortable to meet the projected demand for nurses.According to Buerhaus et al. (2008), enrollment in nursing programs would puzzle to increase at least 40% annually to replace the nurses expected to head t he workforce through loneliness alone. Addressing the need for an increased number of baccalaureate lively nurses is critical but not sufficient. Nursing mustiness educate future schoolmasters to deliver patient­-centered care as members of an inter professional team, emphasizing consequence ­based put, quality improvement approaches, and informatics (IOM, 2003b). Nursing education and habituate must work unitedly to better align education with practice purlieus (Joint Commission, 2002, Kimball & O’Neill, 2002;).The environments in which professional nurses practice have become more diver se and more global in nature. Scientific advances, particularly in the subject areas of genetics and genomics, have had and will continue t o have a growing and significant disturb on pr up to nowt ion, diagnosis, and treatment of diseases, illnesses, and conditions. The increased preponderance of chronic illness is a result of an more and more older adult macrocosm, environmental threats, lifestyles that increase seek of disease, and enhanced technological and therapeutic interventions that prolong life.Increases in longevity of life have made the older adult the fastest growing segment of the tribe. In 2003, 12 % of the universe of discourse was older than 65   geezerhood of age. By 2030, this population will increase to 20%, with a large majority older than 80 years of age (He, Sengupta, Velkoff, & DeBarros, 2005). Those older than 65 years of age had almost four generation the number of hospitalization days than those younger than 65 years of age (Centers for Di sease Control, 2007).Education for the baccalaureate generalist must include content and experiences across the lifespan, including the actually young who are especially vulnerable. The percentage of the population under 18 years of age is 24.6% (U.S. nosecount Bureau, 2008). U.S. infant mortality in 2006 ranked 38-th in the world (World Health Organization, 2008). Prevent ion is critical in addressing some(prenominal) acute and chronic conditions across the lifespan. The spot of the nurse in prevent ion continues to be of uttermost(a) importance. Increasing globalization of healthcare and the diversity of this domain’s population mandates an attention to diversity in order to provide safe, high quality care.The professional nurse practices in a multicultural environment and must possess the skills to provide culturally purloin care. According to the U.S. Census Bureau (2008), the nations minority population totaled 102 million or 34% of the U.S. population in 2006. Wi t h project ions pointing to even greater levels of diversity in the coming years, professional nurses need to demonstrate a sensitivity to and arrest of a variety of cultures to provide high quality care across settings. Liberal education, including the study of a second language, facilitates the development of an appreciation for diversity. Strong forces influencing the place of nurses include: scientific advances, particularly in the area of genetics and genomics, ever-changing demographics of patient populations,  hot care technologies, and patient admission price to healthcare information.These forces call for sweet ways of thinking and providing health care. Nursing is uniquely bring upioned to respond to these major  forces, requiring an increased emphasis on designing and implementing patient-­centered care, developing partnerships wit h the patient, and a focus on customer service.Nursing EducationIn resolution to calls for transforming the healthcare system and how healthcare professionals are educated, AACN has retained an ongoing discourse wit h a broad representation of stakeholders internal and external to nursing. The dialogue has focused on the knowledge, skills, and attitudes needed by nurses to practice effectively within this complex and changing environment. natural innovative models of nursing education have emerged, and AACN has taken a leadership role in crafting a preferred vision for nursing education.In 2004, the AACN Board of Directors reaffirmed its posit ion that baccalaureate education is the minimum level necessitate for entry into professional nursing practice in today’s complex healthcare environment. Baccalaureate generalist education, as defined in this document, is the fanny upon which all graduate nursing education builds. The preferred vision for nursing education includes generalist, sophisticated generalist, and advanced specialty nursing education.Generalist nurse education occurs at a mini mum in baccalaureate distributor point nursing programs. Advanced generalist education occurs in master’s degree nursing programs, including the clinical Nurse Leader (CNL®), which is an advanced generalist nursing role. Advanced specialty education occurs at the doctorial level in Doctor of Nursing Practice (DNP) or research ­focused degree programs (PhD, DNS, or DNSc). End­ of­ program outcomes for the baccalaureate, master’s, and doctoral nursing programs build on each other.The Discipline of NursingRoles for the baccalaureate generalist nurse are derived from the theatre of nursing. The roles of the baccalaureate generalist include: provider of care,  designer/ theatre director/coordinator of care, and  member of a profession.Nursing generalist practice includes both direct and indirect care for patients, which includes individuals, families, groups, communities, and populations. Nursing practice is built on nursing knowledge, theory, and resea rch. In addition, nursing practice derives knowledge from a wide host of other fields and professions, adapting and applying this knowledge as give up to professional practice.In the senior college and university setting, every academic discipline is grounded in discrete inquiry­-based applications that are characteristic to that discipline. Scientific advances, (particularly in the area of genetics and genomics), changing demographics of patient populations, new care technologies, and patient access to health care information call for new ways of thinking and doing in the provision of health care. The academic setting provides a forum for contemplating physical, psychological, social, cultural, behavioral, ethical, and religious problems within and across disciplines.Faculty have a office to facilitate the translation of knowledge from a gratis(p) education base into the practice of nursing. Nursing strength introduce nursing science and theories, and guide the student in developing an understanding of the discipline of nursing’s dist inctive perspective.\r\n'