Nursing Education
This paper will address the issue of nursing education in a 3-pronged manner. Firstly, it will delineate the changes required in current nursing education to enable nurses acquire the competencies required for the future. Secondly, it will identify the changes in nursing practice and healthcare environments that are compelling qualified nurses to pursue baccalaureate degrees. Lastly, it will identify the additional knowledge, skills, and abilities nurses returning to school to pursue baccalaureate degrees acquire.
Every profession is based on a unique body of knowledge (Matthews, 2012). Professional nursing practice is also based on a unique body of knowledge. In particular, it relies on the utilization of evidence-based knowledge in practice. The evidence-base in support of nursing practice is dynamic as it keeps changing as new knowledge emerges (Dragan, 2009). Another characteristic of a profession is that it must have specialized competencies as well as practitioners who are effective in carrying out their professional role (Matthews, 2012). One of the weaknesses of current nursing education programs is the lack of consensus on the essential competencies required of all nurse practitioners (Massachusetts Department for Higher Education, 2010). Contemporary health care systems are plagued by numerous challenges. These challenges include changes in patient demographics, inadequate staffing, variations in disease patterns, and emergence of new diseases (VanWyngeeren & Stuart, 2010). The educational preparation of nurses needs to equip nurses with the competencies required to function effectively in such healthcare systems (American Association of Colleges of Nursing, 2012).
Based on the foregoing discussion, a host of changes are required in the curricula of nursing education. These changes will help nurses acquire the skills and competencies needed for the future. The changes include identification of a uniform criterion for the licensing of all nurses and accreditation of nursing education programs. The other change needed is the identification of the essential competencies (knowledge, skills, and attitudes) required for nurses to practice effectively within contemporary healthcare environments. These competencies should then be included in nursing curricula. The third change required is the utilization of evidence-based curricula and teaching strategies in the educational preparation of nurses. The other change required is a change in the focus of nursing education which currently emphasizes on the care of individuals. Nursing education should address the complexities of current healthcare systems (Institute of Medicine (IOM), 2011).
A number of changes in nursing practice and healthcare environments are compelling nurses to go back to school for a baccalaureate degree in nursing. These changes include the increased complexity of healthcare systems. The latter includes regulatory changes and increased emphasis on quality of care as well as patient safety in the background of limited resources (VanWyngeeren & Stuart, 2010). These changes have compelled employers to hire nurses with skills that much their practice environments (National Advisory Council on Nursing Education, 2010). The other change is increased emphasis on evidence-based practice. This emphasis on evidence-based practice is compelling nurses to acquire the skills and knowledge required to utilize and apply evidence-based knowledge (IOM, 2011). Evidence from some studies further suggests that nurses with higher educational preparation function more effectively than their counterparts with lower educational preparation. This has put pressure on nurses without baccalaureate degrees to pursue further education. Another change is improvements in science and technology for instance, the increased adoption of medical technologies in medical practice. Pressure for nurses to have higher educational preparation is also coming from professional bodies such as the IOM (American Association of Colleges of Nursing, n. d.).
The additional knowledge, abilities, and skills I expect to possess after completing this educational program include more in-depth knowledge of physical and social sciences, the humanities, public and community health, nursing research, and nursing management. The additional course work will also equip me with the knowledge and skills required for a broader practice. Further, it will help me pursue professional development. It will also provide me with a foundation for progression to advanced nursing practice roles (Raines & Taglaireni, 2008).
In summary, this paper has identified the changes required in nursing education to enable nurses acquire the competencies required for the future. Further, it has outlined the reasons compelling nurses to return to school to pursue baccalaureate degrees. Lastly, it has identified the additional knowledge and skills to be acquired from pursuing a baccalaureate degree.
References
American Association of Colleges of Nursing (n. d.). The future of nursing: Leading change and advancing health. Retrieved from http://www.aacn.nche.edu/governmentaffairs/IOMFactSheet.pdf
Dragan, I. (2009). Assessing competency in evidence-based practice: Strengths and limitations of current tools in practice. BMJ, 9, 53.
IOM (2011). The future of nursing: Focus on education. Retrieved from http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing- Health/Report-Brief-Education.aspx
Massachusetts Department of Higher Education (2010). Nursing of the future: Nursing core competencies. Retrieved from http://www.umfk.edu/pdfs/academics/nursing/NurseofFuture.pdf
Matthews, J. H. (2012). Role of professional nursing organizations in advocating the nursing profession. The Online Journal of Issues in Nursing, 17(1).
National Advisory Council on Nurse Education and Practice (2010). Addressing new challenges facing nursing education: Solutions for transforming healthcare environment. Retrieved from http://www.hrsa.gov/advisorycommittees/bhpradvisory/nacnep/Reports/eighthreport.pdf
Raines, C. F. & Taglaireni, M. E. (2008). Career pathways in nursing: Entry points and academic progression. The Online Journal of Issues in Nursing, 13.
VanWyngeeren K, Stuart T. 2010; Increasing new graduate nurse retention from a student nurse
perspective. RN Journal.
