NRS 430 Topic 2 Contemporary Nursing Practice
NRS 430 Topic 2 Contemporary Nursing Practice
NRS 430 Topic 2 Contemporary Nursing Practice
Nursing practice has undergone drastic changes from when nurses had minimal training and nursing entailed women taking care of the sick. When nursing began, it was not considered a profession, nor was it respected since it was only a woman’s work and women were not considered a respectable gender (Masters, 2018). Besides, nursing was more of an extension of women’s duties at the home of taking care of their families. Nursing skills were passed down in generations without formal training. In this regard, this paper seeks to discuss the evolution of nursing and the current nursing practice and compare the practice competencies of Associate versus Baccalaureate-prepared nurses.
Nursing training has evolved, and nurses today have in-depth training with specific education qualifications to become a nurse. There are numerous nursing training programs and specialties up to Doctor of Nursing Practice (DNP) and Ph.D. programs (Masters, 2018). Additionally, nurses have different practising licenses based on their education level. In the past, the care setting for nurses was mainly in battlefields and homes, but the setting has changed to hospitals, consultation offices, home-based care, schools, and correctional facilities. Nursing duties in the past included primary care, such as cleaning patients and dressing wounds. Nurses worked strictly under physician instructions (Masters, 2018). However, nursing programs have evolved the nurses’ scope of practice over time, with duties now including conducting patient assessments, diagnosing, developing treatment plans, performing complex nursing procedures, and providing emergency care.
Practice Competencies of an Associate vs. Baccalaureate Education in Nursing
To become a registered nurse (RN), one can pursue an Associate Degree in Nursing (ADN) program or a Baccalaureate of Science in Nursing (BSN) program. Both programs include courses that train students on nursing and clinical practice competencies to equip them with skills for nursing practice (Ghaffari, 2017). However, the BSN curriculum has courses not offered in the ADN program. They include critical thinking and communication, management, leadership, social sciences, public health, nursing theories, and specialized courses (Ghaffari, 2017). ADN and BSN nurses have similar tasks in the healthcare setting, including providing direct patient care, administering treatment, and monitoring patients (Northrup-Snyder et al., 2017). However, the scope of practice varies to some degree, and the ADN nurse is not qualified for roles such as hospital unit coordinator, nurse educator, and managerial position.
Approaches to Decision-Making in a Patient Care Situation of a BSN vs. ADN
A patient care situation where nursing care would differ between the BSN and the ADN nurse is a patient with hypertension and diabetes presenting with a persistently elevated blood pressure despite being on antihypertensive therapy. A physician prescribes an IV antihypertensive drug. The ADN nurse will prescribe the drug since they are trained in clinical skills and may not provide health education (Northrup-Snyder et al., 2017). On the other hand, a BSN nurse will take a detailed patient history to identify current medications, history of hypertensive crisis, family history of chronic conditions, and social history. The history will help establish why the blood pressure is uncontrolled by antihypertensive therapy and identify the patient’s lifestyle behaviors that could exacerbate the condition. The BSN nurse will take the role of nurse educator and educate the patient on lifestyle modification to help lower blood pressure and prevent complications of hypertension.
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Significance of Applying Evidence-Based Practice to Nursing Care
Evidence-based practice (EBP) has evolved over the years to be the gold standard of care and significantly influences the BSN program. EBP entails taking into account the latest healthcare research when determining the course of patient care (Mackey & Bassendowski, 2017). EBP has helped reduce complications and morbidities associated with chronic diseases and lowered healthcare costs. The BSN program has integrated EBP into the curriculum, and it fosters the adoption of EBP by increasing students’ knowledge and professional accountability. Furthermore, the BSN program focuses on training students in scientific research, which they apply to determine the best interventions for patient care (Mackey & Bassendowski, 2017). BSN students are trained in nursing research and are familiarized with research methodologies that equip them with EBP research skills.
Interdisciplinary Communication and Collaboration in Nursing Practice
Interdisciplinary teams in healthcare settings comprise physicians, nurses, pharmacists, and other health care professionals. Nurses today are part of the interdisciplinary teams and play a major role in deciding the care of patients (Cao et al., 2018). During patient rounds, they communicate with the interdisciplinary teams using the situation, background, assessment, and recommendation (SBAR) approach. The SBAR approach briefly informs the team of a patient’s condition, assessment findings, plan of care, and recommendations (Cao et al., 2018). The SBAR improves interdisciplinary communication by bringing healthcare professionals to the patient’s bedside. Furthermore, the SBAR allows nurses to interact with the health team and give opinions on ways to improve clinical practices, thus promoting better patient outcomes. Communication and collaboration of nurses in the interdisciplinary teams minimize medical errors, improve patient outcomes, and reduce healthcare costs.
Conclusion
There have been drastic changes in nursing that have significantly led to the efficient delivery of patient care. Currently, nursing is an independent profession, and education qualifications determine the scope of practice. The ADN program focuses on clinical skills, while BSN focuses on management, leadership, nursing research, in addition to clinical skills. EBP in nursing practice has promoted better health outcomes and reduced healthcare costs.
References
Cao, V., Tan, L. D., Horn, F., Bland, D., Giri, P., Maken, K., … & Nguyen, H. B. (2018). Patient-centered structured interdisciplinary bedside rounds in the medical ICU. Critical care medicine, 46(1), 85-92. https://doi.org/10.1097/CCM.0000000000002807
Ghaffari, M. (2017). Preparing Nurses for Community Health Care: A Comparative Study of the ADN and BSN Programs. International Journal, 5(2), 32-45. https://doi.org/10.18488/journal.9.2018.52.32.45
Mackey, A., & Bassendowski, S. (2017). The history of evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33(1), 51-55. https://doi.org/10.1016/j.profnurs.2016.05.009
Northrup-Snyder, K., Menkens, R. M., & Dean, M. (2017). Student competency perceptions from associate degree to bachelor degree completion. Journal of Nursing Education, 56(10), 581-590. https://doi.org/10.3928/01484834-20170918-02
Masters, K. (2018). Role development in professional nursing practice. Jones & Bartlett Learning.
The field of nursing has changed over time. In a 750?1,000 word paper, discuss nursing practice today by addressing the following:
Explain how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual.
Compare and contrast the differentiated practice competencies between an associate and baccalaureate education in nursing. Explain how scope of practice changes between an associate and baccalaureate nurse.
Identify a patient care situation and describe how nursing care, or approaches to decision making, differ between the BSN? prepared nurse and the ADN nurse.
Discuss the significance of applying evidence? based practice to nursing care and explain how the academic preparation of the RN?BSN nurse supports its application.
Discuss how nurses today communicate and collaborate with interdisciplinary teams and how this supports safer and more effective patient outcomes.
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. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
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I have decided to continue my education to further my knowledge, become more of an asset to my field, and expand my career. I am completing the bridge program for MSN in education. I currently precept new employees to my unit, I teach at education health fairs and am a part of the employee moral committee on my unit. I have grown to love teaching and would like to become more involved in education on my unit. With an MSN-E, I plan to work towards becoming the perinatal educator for the labor and delivery, NICU and post-partum units. I have just begun the program, so my plan may change; however, I know that I want to educate in the field that I am working currently. This is the perfect time for me to obtain my MSN-E because I just went part time at work in order to continue and further my education.
I am generally concerned about being in a completely online program and essay writting. I am grateful for the flexibility in the online program, but I have never attended school in this setting. Because of this, it has been an adjustment navigating and understanding the process. Working and exploring the Navigating Halo program has been very beneficial prior to starting class. This tool has been helpful by allowing me to learn how to navigate the classroom. The halo navigations system also gives me the opportunity to explore each link and learn more about them (Navigating Halo, 2021).
I plan to use the researching database, an essential tool, through the GCU library. There I can look up peer-reviewed articles by searching key concepts. I will be using the three Boolean operators AND, OR and NOT to narrow my search. Once I find articles, I will use the abstract to see if the article pertains to topic in question (Falkner, 2018). From there, I will use GCU’s writing center to reference how to formulate my papers. Using proper tools for APA formatting and citations will benefit me as well. Overall, I plan to use the proper tools to research appropriate articles, formulate a well-organized paper and avoid plagiarism in any of my work.
Angel Falkner (2018). Dynamics in Nursing: Art and Science of Professional Practice. CCC web books by AWS & CDD. Grand Canyon University (Ed.). https://lc.gcumedia.com/nrs430v/dynamics-in-nursing-art-and-science-of-professional-practice/v1.1/#/chapter/1
Navigating Halo (2021). Grand Canyon University Technical support. Library. Student Success Center. https://lc.gcumedia.com/nrs430v/dynamics-in-nursing-art-and-science-of-professional-practice/v1.1/#/chapter/1
Rubric Criteria
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Criterion |
1. Unsatisfactory |
2. Less than Satisfactory |
3. Satisfactory |
4. Good |
5. Excellent |
|---|---|---|---|---|---|
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Argument Logic and Construction Argument Logic and Construction |
0 points Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. |
5.63 points Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. |
5.93 points Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. |
6.68 points Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. |
7.5 points Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |
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Comparison of Differentiated Practice Competencies of ADN and BSN Comparison of Differentiated Practice Competencies of ADN and BSN |
0 points The differentiated practice competencies of the ADN and BSN are not compared. |
16.88 points An incomplete comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice is unclear. There are significant inaccuracies. More information is needed. |
17.78 points A general comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice are summarized. Some information is needed for clarity or support. |
20.03 points A comparison of the differentiated practice competencies of the ADN and BSN is nursing is presented. Differences between ADN and BSN scope of practice are described. Minor detail or rationale is needed for clarity or support. |
22.5 points A comparison of the differentiated practice competencies of the ADN and BSN is clearly presented. Differences between ADN and BSN scope of practice are described in detail. The narrative demonstrates a strong understanding of differentiated competencies and scope of practice for the ADN and BSN. |
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Mechanics of Writing (includes spelling, punctuation, grammar, language use) Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
0 points Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. |
5.63 points Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. |
5.93 points Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. |
6.68 points Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. |
7.5 points Writer is clearly in command of standard, written, academic English. |
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Paper Format (use of appropriate style for the major and assignment) Paper Format (use of appropriate style for the major and assignment) |
0 points Template is not used appropriately or documentation format is rarely followed correctly. |
2.25 points Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. |
2.37 points Template is used, and formatting is correct, although some minor errors may be present. |
2.67 points Template is fully used; There are virtually no errors in formatting style. |
3 points All format elements are correct. |
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Communication and Collaboration With Interdisciplinary Teams to Support Patient Outcomes Communication and Collaboration With Interdisciplinary Teams to Support Patient Outcomes |
0 points A discussion of how nurses today communicate and collaborate with interdisciplinary teams, and how this supports safer and more effective patient outcomes, is not presented. |
16.88 points An incomplete discussion of how nurses today communicate and collaborate with interdisciplinary teams, and how this supports safer and more effective patient outcomes, is presented. The discussion contains inaccuracies and fails to demonstrate the importance of working with interdisciplinary teams. |
17.78 points A summary of how nurses today communicate and collaborate with interdisciplinary teams, and how this supports safer and more effective patient outcomes, is presented. The summary generally illustrates the importance of working with interdisciplinary teams. Some information is needed for accuracy or to support claims. |
20.03 points A discussion of how nurses today communicate and collaborate with interdisciplinary teams, and how this supports safer and more effective patient outcomes, is presented. Overall, the discussion illustrates the importance of working with interdisciplinary teams. |
22.5 points A detailed discussion of how nurses today communicate and collaborate with interdisciplinary teams, and how this supports safer and more effective patient outcomes, is clearly presented. The discussion is well supported and strongly illustrates the importance of working with interdisciplinary teams. |
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Application of Evidence-Based Practice and RN-BSN Education in Nursing Care Application of Evidence-Based Practice and RN-BSN Education in Nursing Care |
0 points Significance of evidence-based practice to nursing care and how the BSN supports its application is not discussed. |
22.5 points The significance of evidence-based practice to nursing care and how the BSN supports the application of evidence-based practice is partially discussed. The discussion contains significant inaccuracies. |
23.7 points A summary of the significance of evidence-based practice to nursing care and how the BSN supports the application of evidence-based practice is presented. The discussion contains minor inaccuracies; or, more evidence or rationale is needed to support claims. |
26.7 points A discussion on the significance of evidence-based practice to nursing care and how the BSN supports the application of evidence-based practice is presented. Some evidence or rationale is needed to support claims. |
30 points A discussion of the significance of evidence-based practice to nursing care and how the BSN supports the application of evidence-based practice is thoroughly presented. Strong evidence and rationale is provided to support claims. |
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Use of Patient Care Situation to Describe Differences in Approach to Nursing Care Use of Patient Care Situation to Describe Differences in Approach to Nursing Care Based Upon ADN and BSN Education |
0 points A patient care situation illustrating the difference between ADN and BSN in decision making and approaches to patient care is not presented. |
22.5 points Summary of patient care situation is incomplete or is not relevant to illustrating the differences in decision making or approach to nursing care based upon ADN and BSN education. |
23.7 points Summary of relevant patient care situation is presented. Differences in decision making and approach to nursing care based upon ADN and BSN education are generally described. Difference between ADN and BSN scope of practice is summarized. More detail is needed for clarity and support. |
26.7 points Relevant patient care situation is described, including differences in decision making and approach to nursing care based upon ADN and BSN education. Difference between ADN and BSN scope of practice is described. Minor detail is needed for clarity. |
30 points Relevant patient care situation is thoroughly described. The differences in approach to nursing care and scope of practice based upon ADN and BSN education are described in detail. Narrative demonstrates insight into patient care, decision making, and differing approaches between ADN and BSN. |
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Thesis Development and Purpose Thesis Development and Purpose |
0 points Paper lacks any discernible overall purpose or organizing claim. |
5.63 points Thesis is insufficiently developed or vague. Purpose is not clear. |
5.93 points Thesis is apparent and appropriate to purpose. |
6.68 points Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. |
7.5 points Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. |
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Documentation of Sources Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) |
0 points Sources are not documented. |
3.38 points Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. PLACE THIS ORDER OR A SIMILAR ORDER WITH SUPERIOR NURSING PAPERS TODAY AND GET AN AMAZING DISCOUNT
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