Transformation in Nursing
Part I
There was little formal medical training at the outset of nursing, and it was linked with women. It was deemed an extension of women being caretakers and not viewed as a respectable trade. During this period, the training was rudimentary because it was not necessary, and more so, was not organized. Women obtained medical skills from their mothers or women in the same occupation. The sick individuals were taken care of by their family members, particularly their mothers. At the end of 1800, Florence Nightdale, a nurse, started offering organized training of nursing education. The healthcare setting for a significant number of women in the nursing field was at home or on the battleground. However, during the Civil War, hospitals began to offer training, which attracted many women. With time, nursing has evolved into a well-respected field and a cornerstone of the healthcare industry.
Foremost, the training of nurses has become more formal and comprehensive. Several educational pathways have emerged: associate degree, bachelor’s degree, and a master’s degree. More so, there is a national exam – NCLEX – that nurses have to pass to be certified RN (Registered Nurse). Secondly, nurses have taken more responsibility for the patient, like making diagnoses and administering medication (Carrick, 2011). Thirdly, through educational training, the nurses have more positions and possibilities. They can work beyond hospitals, for instance, in schools and medical offices. By pursuing advanced nurse training, nurses can increase their scope of practice. They can become radiology nurses, geriatric nurses, among others.
The current nursing education system has enhanced patient care by making nurses more accurate and efficient.
Part II
As seen above, nursing education has different pathways that lead to distinct degrees. The most basic is the associate degree (ADN). Students pursuing this degree undergo two years of Nursing education. There are primarily exposed to the clinical setting, bedside nursing, and disease conditions. The other degree is the Bachelor’s or Baccalaureate (BSN) that habitually takes four years and encompasses a myriad of liberal art programs. Unlike associate nurses, baccalaureate nurses are mostly situated in healthcare settings – public health, outpatient care, and mental health (Thomson, 2011).
The competencies in the two degrees mainly look similar, although several differences do exist, notably in the levels. In a simple term, BSN is more of a professional nurse, while an ADN nurse is a technical nurse (Carrick, 2011). This difference is because ADN training mostly deals with clinical skills, whereas BSN preparation focuses on nursing research, leadership, management, and clinical skills. Other studies reveal that nurses trained under BSN education have enhanced capabilities of articulating and deciphering problems and more proficient in conducting diagnoses and evaluating interventions.
Part III
ADN and BSN nurses tend to handle differently patient care situations due to the Nursing Education received. From reports, BSN nurses are better-suited for patient care than their counterparts. For example, in a study conducted at the University of Pennsylvania, procedural mistakes and medical errors were highly linked with ADN nurses as compared to the BSN (Thomson, 2011). In addition, the authors declare that over 1,700 deaths could have been saved if the healthcare had a substantial number of BSN nurses. This difference in professionalism is best-highlighted in the following case (Thomson, 2011). The case revolves around a diabetic patient who started insulin therapy and is to be discharged. When an ADN nurse handled this situation, the patient was instructed to follow up with his doctor. Nonetheless, when the case was dedicated to the BSN nurse, the patient care changed. This nurse made arrangements for the patient to receive diabetic teachings and insulin administration at home. He was versed in the signs and symptoms to watch out for hypo- or hyperglycemia. Further, the nurse answered all the patient’s questions and arranged a means of transportation.
Part IV
Another modern aspect of nursing is the utilization and incorporation of evidence-based practices (EBP). The significance of this practice is that it improves the outcomes of patients, reduces the costs of care, and advocates for superior nursing skills. The patient’s outcome is enhanced because contemporary research offers insights into the treatment and prevention strategies. Alternative economic treatment methods could be identified that lower costs of care. Finally, EVP makes nurses have superior skills – utilizing informatics, adapting to situations, and working in interdisciplinary teams (Stevens, 2013).
Students adding their knowledge through an RN-BSN program that has integrated EPB learn not only the significance of professional accountability but also critical thinking skills. The program also advocates for the learners to pay attention to the patient’s religion, culture, and socioeconomic background (Stevens, 2013).
Part V
Collaboration or communication of nurses with interdisciplinary teams is a complex process due to that a massive number of professions play a role in the holistic care of a patient. Because of this limitation, client care conferences are an effective avenue for allowing the interactions of the interdisciplinary professions. These conferences make it possible to discuss and unravel sophisticated concerns of patient care, thus contributing to high-quality outcomes (Registered Nursing, 2020).
For example, the collaboration of RNs with vendors, nurse informaticists, and information technologists leads to the development of health recording approaches that, in turn, make it efficient and easy to document patient care. Also, collaborative efforts amongst nurses and specialists offer additional opportunities to the RNs; therefore, influencing process improvements and subsequently, the outcomes (Moss et al., 2016).
References
Carrick, J. A. (2011). Student achievement and NCLEX-RN success: Problems that persist. Nursing Education Perspectives, 32(2), 78-83. https://journals.lww.com/neponline/Abstract/2011/03000/Student_Achievement_and_NCLEX_RN_Success__Problems.5.aspx
Moss, E., Seifert, P. C., & O’Sullivan, A. (2016). Registered nurses as interprofessional collaborative partners: Creating value-based outcomes. OJIN: The Online Journal of Issues in Nursing, 21(3). DOI: 10.3912/OJIN.Vol21No03Man04
Registered Nursing. (2020, January 15). Collaboration with interdisciplinary team: NCLEX-RN. https://www.registerednursing.org/nclex/collaboration-interdisciplinary-team/
Stevens, K. (2013). The impact of evidence-based practice in nursing and the next big ideas. The Online Journal of Issues in Nursing, 18(2). http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-18-2013/No2-May-2013/Impact-of-Evidence-Based-Practice.html
Thomson, S. (2011). Transition into practice: A comparison of outcomes between associate-and baccalaureate-prepared nurses participating in a nurse residency program. Journal for Nurses in Professional Development, 27(6), 266-271. doi: 10.1097/NND.0b013e3182309914