A Review of the Institute of Medicine’s 2010 report “The Future of Nursing: Leading Change, Advancing Health.” And its influence in healthcare.
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The Institute of Medicine (IOM), in collaboration with the Robert Wood Johnson Foundation (RWJF), released the report “The Future of Nursing: Leading Change, Advancing Health.” in 2010. The report underscores the important role that nurses being among the majority players, have to play in the healthcare industry. It encourages Nurses to undertake more professional development and attain the different qualification levels required, such as Bachelor of Science in Nursing (BSN- Prepared Nurses). It has encouraged nurses to take up leadership roles in solving problems in the health sector. The report has provided a basis for collaboration among interdisciplinary fronts. We have health organizations such as the tri-council for nursing working with the various states towards policy-making and workforce planning. Challenges due to diversity in gender, race, and ethnicity are being handled. It has caused many technology integrations to the quality of care and patient safety (“The Future of Nursing,” 2011).
The IOM’s report focuses on four main messages. The first is about the responsibilities and roles that the nursing practice has been accorded. It advocates for changes in legislation and regulations to clearly define and increase the nurses’ scope of practice, especially the Advanced Practice Registered Nurses (APRNS). The report also focuses on Nursing Education. It looks to ensure more nurses attain the Bachelor of Science in Nursing Standard and encourages them to move from the basic qualification and attain higher levels. The report encourages leadership training, which boosts the nurses’ abilities to lead in healthcare related programs and hence positive changes.
Third, in the line, is the enhancement of partnerships and collaboration for healthcare reforms. Professional associations led by the nurses should exert high leadership skills. They should partner and equally contribute to making health reforms. Lastly is transformation through technology. The central role is played by information technology, where data collection and information processing infrastructure is used for decision making. Training in modern technologies and innovations is also expected to help ease nurses’ work and increase their efficiency.
The IOM report recommended that the teaching offered to nurses be advanced, and more provisions are made for further studies after licensing. Such provisions would include interprofessional education and competency-based education. Also, the percentage of nurses with a Bachelor of Science in Nursing increased to increase highly qualified nurses. The IOM’s Report wanted to promote BSN prepared nurses instead of the Diploma or associate degree Program nurses. Even though both three do the same exam for licensure, The BSN prepared nurses are better because they have experience in various care settings like in community care and long-term care settings. They are also trained in leadership, and policy development hence better positioned to manage patients and other work teams. They have more knowledge about research and financial management. This knowledge puts them in a better position to take up leadership positions, which are critical if the nurses are to be accorded an equal position in health policies’ decisions. Being a BSN nurse also means better patient outcomes and more credibility. It also opens up more choices in terms of job opportunities, work environment, and remuneration.
Life expectancy is high, and people are expected to live longer. The need for old-age care and the rising issue of chronic diseases make nurses’ burden increase (Grady, 2011). Age also increases the number of disability cases. The nurses require more training to build the geriatric nursing capacity. Nurses must do More research on promoting wellness, whether it be lifestyle monitoring or health promotion during the early stage of life. Also, there is an increase in cultural and racial diversity, with older people now requiring culturally customized interventions. Nurses are also tasked with researching how to best cater to each diverse group to ensure they provide equity in their service.
Professional development through Continuous curriculum development, provision of resources, and creation of learning programs will help prepare the nursing workforce for new roles that the changing health care system wants them to adopt (Ryan, 2003). It will help to prevent disease and promote wellness maintaining the health-illness continuum across the lifespan. It will help care for the different diverse populations, either based on age, gender, ethnicity, or race. It will also update the nurses on the technology that is being used to improve care provision. The nurses will gain more skills and knowledge required to handle the diverse population they encounter.
Nurses can assist manage patient care if they work as a team with multiple care providers to get a more patient-centered approach towards patients with different needs (Smith 2007). They can replicate the vast experience and knowledge base acquired from treating other patients in new cases. Nurses can provide insight into policies and guidelines that they feel would best improve their practice. More technology use will also help to cater to the new needs of the population. The nurses can channel their energy in innovations and research to get more sustainable solutions to the primary patient care challenges they encounter.
REFERENCES
Grady, P. (2011). Advancing the health of our aging population: A lead role for nursing science. Nursing Outlook, 59(4), 207-209. https://doi.org/10.1016/j.outlook.2011.05.017
Smith G. R. (2007). Health disparities: what can nursing do?. Policy, politics & nursing practice, 8(4), 285–291. https://doi.org/10.1177/1527154408314600
Institute of Medicine (US) Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine. (2011). The Future of Nursing: Leading Change, Advancing Health. National Academies Press (US). https://doi.org/10.17226/12956
Ryan, J. (2003). Continuous professional development along the continuum of lifelong learning. Nurse Education Today, 23(7), 498-508. https://doi.org/10.1016/s0260-6917(03)00074-1