Degree Level in Nursing Versus the Baccalaureate

The affiliate-Degree train in treat Versus the Baccalaureate-Degree train in nurse The Associate-Degree train of nursing Versus the Baccalaureate-Degree Level in Nursing Multiple nerve tracts exist today for an individual deciding to seek a cargoner in the treat profession. It potbelly be intimidating to an individual nerve-wracking to decipher the various informational programs and the birth of each program to the future nursing class period (Creasia, J. L. & Friberg, E. , 2011). Programs at both take aims yield these multiple pathways that can lead an individual to one or more nursing credentials (Creasia, J. L. & Friberg, E. , 2011).The historical overview of the various programs avail subject can help in building a greater examineing of the factors that argon influencing nursing command (Creasia, J. L. & Friberg, E. , 2011). The associate- item and the baccalaureate- tier levels of nursing both provide contri stillions towards the contemporary wellness guard ianship system, advancement of the nursing profession, and promotion of a profession sacred to lifelong learning. In 1965, the educational entry point into the passe-partout practice of nursing was designated to be the baccalaureate degree by the American Nurses familiarity (ANA) (Creasia, J. L. & Friberg, E. 2011). triple educational pathways for the registered make (RN) still exist more than 45 years later. These educational pathways include the diploma programs, associate degree, and baccalaureate. For an individual trying to choose the best pathway to enter the nursing profession, it can be confusing with the existence of the various program types that still exist today. Associate-Degree Level of Nursing In 1952, the Associate Degree in Nursing was knowing by Mildred Montag in to assist in the shortage of nurses caused by ground War II. These programs were an alternative to the collegiate preparation of practiced nurses (Creasia, J. L. amp Friberg, E. , 2011). A pilot pr oject funded by the W. K. Kellogg debut in 1958 successfully light-emitting diode to a large increase in the numbers of associate degree programs in the United States (Creasia, J. L. & Friberg, E. , 2011). association colleges started offering the associate degree programs, along with quaternary-year colleges and the universities. By 1973, approximately 600 associate degree programs existed in the United States (Creasia, J. L. & Friberg, E. , 2011). more or less 1,000 state-approved associate-degree nursing programs now exist today according to the National conference for Nursing Accrediting Commission (NLNAC) (Creasia, J.L. & Friberg, E. , 2011). Out of these 1,000 programs, 652 of them atomic number 18 accredited (Creasia, J. L. & Friberg, E. , 2011). Designed to be two years in length, the associate degree programs provide academician credit and consist of a balance between general education and courses in clinical nursing (Creasia, J. L. & Friberg, E. , 2011). The purpose s of the ADN programs are to tog out competent technical bedside nurses for financial aid settings that included community hospitals and long-term health- carry on facilities (Creasia, J. L. & Friberg, E. , 2011).The intent Montag had towards associate degrees was that the ADN nurse would work under the direction of a baccalaureate level registered professional (Creasia, J. L. & Friberg, E. , 2011). This caused some confusion about the roles and relationships among the levels of nursing. According to the Maricopa Community Colleges in Arizona, their Associate in Applied Science (AAS) Degree in Nursing programs devise the registered nurse (RN) as a generalist who provides health plow to invitees and family groups. Their competencies revive to the art and science of nursing (Maricopa Community Colleges, 2011).Graduates from the Maricopa Community Colleges are able to utilizing therapeutic communication and caring to create an environment that achieves desired lymph node outcom es, stage verbal, behavior, and written communication skills that are effective with health team up member, and can care to a diverse population because they are culturally competent (Maricopa Community Colleges, 2011). They gain competencies to be able to utilize explore and recommend evidence-based nursing care to meet individualized needs crossways the care continuum (Maricopa Community Colleges, 2011).An ADN RN can demonstrate coordination of nursing care for multiple clients in collaboration with health team members (Maricopa Community Colleges, 2011). They demonstrate legal and ethical behaviors in all nursing activities, along with behaviors that stir the image and integrity of the nursing profession (Maricopa Community Colleges, 2011). The ADN RN exit competently apply the nursing process to provide safe client care and produce positive client outcomes through the use of inform and learning activities (Maricopa Community Colleges, 2011).Maricopa Community Colleges nur sing programs allow the RN to be able to safely provide evidence-based clinically competent care inwardly the current healthcare environment by applying clinical reasoning and scientific principles (Maricopa Community Colleges, 2011). Last, but not least, the ADN graduate can demonstrate obligation for quality improvement in the health care system and provide safe, effective client care by integrating technology (Maricopa Community Colleges, 2011).Graduates of the AAS Degree in Nursing programs are provided with an educational foundation for voice communication into the university setting (Maricopa Community Colleges, 2011). I am an ADN graduate from the Maricopa Community Colleges. Baccalaureate-Degree Level of Nursing The University of Michigan established the first baccalaureate of science in nursing program in the United States in 1909 (Creasia, J. L. & Friberg, E. , 2011). Baccalaureate programs consisted of volt years of education until the mid-1950s (Creasia, J. L. & Frib erg, E. 2011). Today, most baccalaureate programs are now four years in length (Creasia, J. L. & Friberg, E. , 2011). Compared to the ADN graduates who are educated as generalists delivering health care to clients and family groups and their competencies are related to the art and science of nursing, baccalaureate graduates are prepared as generalists to practice nursing in beginning lead positions in a variety of settings (Creasia, J. L. & Friberg, E. , 2011). Several components are essential to prepare nurses for this complex role.Quality and patient safety, liberal education, information management, evidence-based practice, communication/collaboration, health care policy and finance, professional values, and clinical prevention/population health are all essential components for all baccalaureate programs (Creasia, J. L. & Friberg, E. , 2011). According to Grand canyon University College of Nursings philosophy, the nursing programs prepare graduates to provide excellent, holistic care while encouraging a passion for achievement, a lifelong speciality for knowledge, and pursuit of advanced professional degree (GCU, 2011).Transitioning to the Baccalaureate-Degree Level of Nursing The drive to increase the number of baccalaureate-prepared nurses in the workforce is accelerating due to the release of edge reports from the Carnegie Foundation for the patterned advance of Teaching (2009) and the Institute of Medicine (2011) (AACN, 2013). These reports have tie in nursing education to enhanced patient outcomes. The need to advance education is also being recognized by registered nurses.In order to transition nurses to the baccalaureate level of proficiency, competencies must include the several essential components as listed in the baccalaureate-degree level of nursing section (AACN, 2013). The AACN Essentials of Baccalaureate reproduction for Professional Nursing Practice guides the curriculum for Grand canyon Universitys College of Nursing (GCU, 2011). Thr ee dimensions of nursing education and formation were examined in the Carnegie National Nursing Education Study (Carnegie Foundation for the Advancement of Teaching, 2009).The study showed a major purpose that due to the demands of nursing practice, todays nurses are undereducated (Carnegie Foundation for the Advancement of Teaching, 2009). To meet the demands of an evolving health care system and meet the ever-changing needs of patients, nurses must achieve higher level of education, states the expert charge charged with preparing the evidence-based recommendations contained in the landmark report on The Future of Nursing released by the Institute of Medicine (IOM) in October 2010 (AACN, 2013).Education has strongly impacted a nurses ability to practice (AACN, 2013). AACN also believes that patients deserve the nursing workforce to be the highest educated possible and the nursing profession should get through to be able to give that to their patients. Research reinforces these b eliefs. For example, Dr. Linda Aiken and her colleagues at the University of Pennsylvania showed a clear link between higher levels of nursing education and damp patient outcomes in their study published in the Journal of the American Medical Association in 2003 (AACN, 2013).It was an extensive study on operative patients and how their survival rate advantage was substantial if treated at a hospital with higher percentage of nurses with degrees at a baccalaureate level or higher (AACN, 2013). The study showed that a 10% increase in the proportion of nurses holding BSN degrees decreased the risk of patient death and disaster to rescue by 5% (AACN, 2013). The IOM is recommending that by 2020, the workforce should contain 80% baccalaureate prepared RNs (AACN, 2013). The educational preparation of a BSN nurse versus a diploma or and ADN degree does improve patient care.An example of a patient situation I have experienced that supports this statement is when I witnessed my preceptor w ho is a BSN nurse educate a family on their pincers condition and hospital care. Having the background of performing evidence-based research, the BSN RN understood the reasoning behind current practices and was able to educate the family on the patients political platform of care. Being a recent ADN graduate nurse, I felt undereducated and knew that my preceptor was better educated to assist the family with this task.I know my clinical skills, but I am continuing my education to be able to understand the reasons behind our nursing practices. BSN nurses also tend to take a touchstone back and look at the whole picture of patient care before jumping into a situation. This is extremely important when it comes to being on a Rapid Response Team or a psychic trauma Team. In these situations, I have seen the difference in approach with ADN nurses versus the BSN nurses. I look forward to continuing my education to becoming a baccalaureate-degree nursing professional and providing an ev en higher level of care to my patients.According to Conceptual Foundations The keep going to Professional Nursing Practice, the demands placed on nursing in the uphill health care system are likely to require a greater proportion of RNs who are prepared beyond the associate degree or diploma level no matter which type of pathway one takes in the theatre of operations of nursing (Creasia, J. L. Friberg, E. , 2011). I look at the pathway I have chosen in the nursing field and I feel that its not where you start, but where you finish that counts (Dr.Tim Porter-OGrady). References American Association of College of Nursing (AACN). (2013). Creating a More Highly Qualified Nursing Workforce. Retrieved on February 15, 2013 from http//www. aacn. nche. edu/media-relations/fact-sheets/nursing-worforce American Association of College of Nursing (AACN). (2013). White Paper on Expectations for Practice Experiences in the RN to Baccalaureate Curriculum. Retrieved on February 15, 2013 from htt p//www. aacn. nche. edu Carnegie Foundation for the Advancement of Teaching. 2009). Book Highlights from Educating Nurses A Call for Radical Transformation. Retrieved on February 15, 2013 from www. carnegiefoundation. org/elibrary/educating-nurses-highlights Creasia, J. L. Friberg, E. (2011). Conceptual Foundations The twosome to Professional Nursing (5th Ed. ). St. Louis, MO Mosby, Inc. Grand Canyon University (GCU). (2011). Grand Canyon University College of Nursing Philosophy. Retrieved on February 15, 2013 from https//lc. gcu. edu/learningPlatform/user/users. hypertext mark-up language? oken=oxZQCy8VMjQpm14sIn3jTa0SXVNp6bLCdTzhVnvsNXrt%2bE4%2fDNAR1q2VJGlolDMGoperation=homeclassId=707215/learningPlatform/loudBooks/loudbooks. html? operation=landingPage Institute of Medicine (IOM). (2011). The Future of Nursing Leading Change, go Health. Retrieved on February 15, 2013 from http//www. iom. edu//media/Files/Activity%20Files/Workforce/Nursing/Future%20of%20Nursing%20Education. pd f Maricopa Community Colleges. (2013). Nursing. Retrieved on February 15, 2013 from www. maricopa. edu/programs/index/show/id3812