In health care, the success a baccalaureate prepared professional nurse is not only dependent on the care given to the patient, but also the recovery time taken by the patient (Mailloux, 2011). It is worth mentioning that BSN nurses predominantly have an impact on the patient’s outcome. Because they have a well-established educational background and knowledge regarding patient care that in essence impacts the patient outcome positively, BSN nurses are of utmost significance when it comes to patient recovery (DeBrew, 2010). With the above said, this paper will essentially focus in BSN nurses and present how their skills and techniques in the field of nursing foster positive outcome.
Apparently, a BSN nurse through his or her accredited roles affect the patient outcome’s positively. Firstly, a BSN nurse is trained to offer both the indirect and direct care. With this role to execute, it is required of a BSN nurses always to act a patient educator and a patients advocate (DeBrew, 2010). As aforementioned, it is apparent that BSN nurses foster or rather influence the rate of patient’s recovery. In the sense that they create valuable partnerships with their patients a fact that is seen to foster good leadership in improving patient’s care and high quality care to the patient as well. Comprehensively, a BSN focuses on the individual patient, family, and community as a way of creating a good partnership helpful towards patient’s recovery.
A BSN, with a degree level education, can effectively coordinate, manage and design activities for the good of their patient’s recovery. In essence, these nurses have well-established educational background that technically enables them execute their duties in a way that exemplify professionalism. The BSN nurses can effectively integrate skills, judgement and knowledge to ensure that the patient’s condition improves as anticipated (DeBrew, 2010). Apparently, the patient’s outcome will probably turn out positive owing the fact that the BSN nurses have the aptitude to delegate duties and tasks to other heath caregivers and supervise these tasks as well. Technically, these nurses foster a positive outcome considering that these nurses can effectively coordinate, supervise and design tasks to ensure that the patient recovers within the shortest time.
Considering that BSN nurses are members of the profession, it is their duty to advocate the patient and their profession as well. Apparently, the professional community in which the BSNs belong requires that each BSN complies with the clearly stated policies and regulations formulated. In this way, it is significant to note that BSN nurses ought to be accountable and responsible for maintaining and upholding their professional image (DeBrew, 2010). By employing the use of critical reasoning, assessment skills and effective communication these nurses are predisposed to giving their patients the best of care hence a positive patient outcome (Mailloux, 2011). From a professional perspective, it is required of a BSN nurse to act as advocates for high-quality care to patients by employing the use of appropriate values and ethical framework. If a BSN nurse for any case fails to deliver as required, he or she has an obligation to inquire from other professionals with the main intent being to improve on the patient’s outcome.
In conclusion, a Baccalaureate prepared professional nurse is required to execute some duties and roles that technically foster positive patient outcome. Apparently, BSN nurses are trained in such a way that they can effectively execute duties by employing reasoning, knowledge and skills to better patient’s outcome. Apparently, their well established educational background and skills enable them foster patient safety.
References
DeBrew, J. K. (2010). Perceptions of Liberal Education of Two Types of Nursing Graduates:
The Essentials of Baccalaureate Education for Professional Nursing Practice. Journal Of General Education, 59(1), 42-62.
Mailloux, C. G. (2011). Using The Essentials of Baccalaureate Education for Professional
Nursing Practice (2008) as a framework for curriculum revision. Journal Of Professional Nursing: Official Journal Of The American Association Of Colleges Of Nursing, 27(6), 385-389. doi:10.1016/j.profnurs.2011.04.009
