Knowledge and skills in information management and patient care technology are critical for delivering quality patient care according to the document. The document discusses how these skills were developed during the nursing program, including applying technologies to coordinate care for diverse populations. It emphasizes that information management and technology competencies are outlined in Essential IV and are important for nursing practice.
1 The Essentials of Baccalaureate Education for ProfTatianaMajor22
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc ...
1 The Essentials of Baccalaureate Education for Prof.docxjesusamckone
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc.
1 The Essentials of Baccalaureate Education for Prof.docxlorainedeserre
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc ...
1 The Essentials of Baccalaureate Education for Prof.docxRAJU852744
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc.
1 The Essentials of Baccalaureate Education for Prof.docxherminaprocter
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc.
Please explain what each of the following courses mean to me withiisbelsejx0m
Please explain what each of the following courses mean to me within my nursing career and how I was able to apply the various BSN essentials through the completion of various course assignments and clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 2 pages in length, reflecting on each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many BSN essential as possible for each course reflection.
2 pages minimum
12 Point Font (Times New Roman)
Semester 2
Care Management II
Nursing care management of diverse adult and elderly acute care populations experiencing physiologic and psychological illnesses. Proficiency is acquired in the classroom and in clinical experiences across conditions that have a significant effect on quality of life, are highly preventable, and/or economically inefficient. Emphasis is placed on interprofessional collaboration and advocacy to achieve optimal outcomes.
Ethical and Legal issues in health care
The course introduces contemporary bioethical and legal issues confronting healthcare providers in a variety of settings. Topics focus on identification of legal and ethical principles underlying the decision-making process in nursing and healthcare.
Information Technology for Nursing
Information management and patient care technology skills, including analysis of various applications of information systems within the context of the healthcare system. Elements covered include theoretical models; data acquisition and data representation; nursing vocabularies and nursing knowledge representation; managing organizational change; ethical and social issues in healthcare and consumer information technology.
Nursing Pharmacotherapeutics
Pre-licensure BSN course. Essential concepts and principles of pharmacology as applied to baccalaureate level nursing practice. Imparts knowledge and skills required for safe, effective administration of therapeutic drugs (including herbal and complementary medications). The course covers critical skills related to dosage calculation and medication administration that. must be performed without error to achieve a passing grade for the course.
The BSN Essentials
Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
A solid base in liberal education provides the cornerstone for the practice and
education of nurses.
Essential II: Basic Organizational and Systems Leadership for Quality Care and
Patient Safety
Knowledge and skills in leadership, quality improvement, and patient safety are
necessary to provide high quality health care.
Essential III: Scholarship for Evidence Based Practice
Professional nursing practice is grounded in the translation of current evidence
into one’s practice.
Essential IV: Information Management and Application of Patient Care Technology
Knowledge and skills in information management and pa ...
1 The Essentials of Baccalaureate Education for ProfTatianaMajor22
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc ...
1 The Essentials of Baccalaureate Education for Prof.docxjesusamckone
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc.
1 The Essentials of Baccalaureate Education for Prof.docxlorainedeserre
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc ...
1 The Essentials of Baccalaureate Education for Prof.docxRAJU852744
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc.
1 The Essentials of Baccalaureate Education for Prof.docxherminaprocter
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc.
Please explain what each of the following courses mean to me withiisbelsejx0m
Please explain what each of the following courses mean to me within my nursing career and how I was able to apply the various BSN essentials through the completion of various course assignments and clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 2 pages in length, reflecting on each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many BSN essential as possible for each course reflection.
2 pages minimum
12 Point Font (Times New Roman)
Semester 2
Care Management II
Nursing care management of diverse adult and elderly acute care populations experiencing physiologic and psychological illnesses. Proficiency is acquired in the classroom and in clinical experiences across conditions that have a significant effect on quality of life, are highly preventable, and/or economically inefficient. Emphasis is placed on interprofessional collaboration and advocacy to achieve optimal outcomes.
Ethical and Legal issues in health care
The course introduces contemporary bioethical and legal issues confronting healthcare providers in a variety of settings. Topics focus on identification of legal and ethical principles underlying the decision-making process in nursing and healthcare.
Information Technology for Nursing
Information management and patient care technology skills, including analysis of various applications of information systems within the context of the healthcare system. Elements covered include theoretical models; data acquisition and data representation; nursing vocabularies and nursing knowledge representation; managing organizational change; ethical and social issues in healthcare and consumer information technology.
Nursing Pharmacotherapeutics
Pre-licensure BSN course. Essential concepts and principles of pharmacology as applied to baccalaureate level nursing practice. Imparts knowledge and skills required for safe, effective administration of therapeutic drugs (including herbal and complementary medications). The course covers critical skills related to dosage calculation and medication administration that. must be performed without error to achieve a passing grade for the course.
The BSN Essentials
Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
A solid base in liberal education provides the cornerstone for the practice and
education of nurses.
Essential II: Basic Organizational and Systems Leadership for Quality Care and
Patient Safety
Knowledge and skills in leadership, quality improvement, and patient safety are
necessary to provide high quality health care.
Essential III: Scholarship for Evidence Based Practice
Professional nursing practice is grounded in the translation of current evidence
into one’s practice.
Essential IV: Information Management and Application of Patient Care Technology
Knowledge and skills in information management and pa ...
CS547 Wireless Networking and Security Exam 2 Questio.docxrichardnorman90310
CS547 Wireless Networking and Security
Exam 2
Question 1 (10 pts):
Prove that, if every user code is orthogonal to every other user code in CDMA, unwanted signals
can easily be filtered out. Note: you have to show me a generalize proof. Showing me examples of
three or more instances or examples is NOT a proof!
Question 2 (10 pts):
A message needs to be fragmented into 12 frames with each frame having a probability of 92%
of arriving error free. Calculate the probability of the entire message getting through.
Question 3 (10 pts):
Using the Hamming algorithm, determine whether the received 24-bit Hamming code 0x616FB3
is error-free. If it is not error-free and assuming that there is no error masking, fix the error.
Note: read the binary values from left to right, i.e. the leftmost bit is bit # 1.
Question 4 (10 pts):
Using CRC, calculate the transmitted data for a message M = 1011011101001010 and a dividing
polynomial P = x5 + x3 + x2 + 1.
Question 5 (15 pts):
Briefly describe five ways of increasing the capacity of cellular systems.
Question 6 (5 pts):
Explain why a 2-cell or a 5-cell reuse pattern does not exist in symmetrical cellular arrangements.
Question 7 (10 pts):
In satellite communications that follows the free space law, which option will provide more
received power: doubling the effective area of both antennas or doubling the transmission
frequency? Justify your answer.
Question 8 (10 pts):
Choose between FHSS and DSSS and justify your choice with a convincing argument!.
Question 9 (20 points):
Write a two-page research report on “Jamming Satellite Communications.”
For research problems, you are expected to provide a reference section and properly cite your
sources.
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revis.
Please explain how you have met various Bachelor of Science in Nur.docxcherry686017
Please explain how you have met various Bachelor of Science in Nursing (BSN) Essentials for each course listed below based on the completion of various course assignments and/ or clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 4 pages discussing a bit about each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many essential key point as possible for each course listed. USING APA FORMAT AND PROVIDE PLAGIARISM CHECK.
4 pages minimum
12 Point Font (Times New Roman)
Care Management I (Fundamentals of Nursing)
Course Description: This course introduces classic nursing principles that underpin future clinical practice. Principles include such things as comfort measures, assistance with daily living activities, environmental concerns, positioning and transporting, asepsis and sterile technique, medication administration, intrusive therapies and use of the nursing process with particular emphasis on the intervention component. The majority of the theoretical information is provided through an online environment. Concepts related to nursing fundamentals and nursing care is integrated throughout the course. The campus laboratory and clinical settings will afford practical experience in application of the principles and skills taught in the theory portion of this class.
Professional Nursing I&II
Course Description: The course focuses on nursing as a caring profession, nurse's roles and functions, ethics, standards, legal aspects, holism, wellness, health care delivery, communication, teaching/learning, critical thinking, and the nursing process (ADPIE) -Assessment, Diagnosis, Planning, Intervention, and Evaluation.
Quality and Safety
Course Description and Objectives: A. Analyze quality initiatives to improve health outcomes in healthcare settings. B. Compare and contrast quality improvement models appropriate for advanced nursing roles in healthcare settings. C. Use principles of a just culture and high reliability to analyze errors in healthcare delivery. D. Select appropriate evidence-based plans using trend analysis and quantification of quality and safety outcomes. E. Promote a professional environment to include accountability and high-level communication skills when participating in peer review, advocating for patients and families, reporting errors, and writing for the nursing profession. F. Encourage the integration of health care services within healthcare settings to affect safety and quality of care by improving patient outcomes and reducing fragmentation of care.
Pathophysiology
Course Description: This course focuses on the pathophysiology of common disease conditions affecting human beings across the lifespan. Content builds on basic anatomy and physiology, microbiology, and chemistry content obtained from earlier courses.
Physical Assessment
Course Description: This course build.
Please explain how you have met various Bachelor of Science in Nur.docxARIV4
Please explain how you have met various Bachelor of Science in Nursing (BSN) Essentials for each course listed below based on the completion of various course assignments and/ or clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 1.5 pages discussing a bit about each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many essential key point as possible for each course listed. USING APA FORMAT AND PROVIDE PLAGIARISM CHECK.
1.5 pages
12 Point Font (Times New Roman)
Care Management I (Fundamentals of Nursing)
Course Description: This course introduces classic nursing principles that underpin future clinical practice. Principles include such things as comfort measures, assistance with daily living activities, environmental concerns, positioning and transporting, asepsis and sterile technique, medication administration, intrusive therapies and use of the nursing process with particular emphasis on the intervention component. The majority of the theoretical information is provided through an online environment. Concepts related to nursing fundamentals and nursing care is integrated throughout the course. The campus laboratory and clinical settings will afford practical experience in application of the principles and skills taught in the theory portion of this class.
Professional Nursing I&II
Course Description: The course focuses on nursing as a caring profession, nurse's roles and functions, ethics, standards, legal aspects, holism, wellness, health care delivery, communication, teaching/learning, critical thinking, and the nursing process (ADPIE) -Assessment, Diagnosis, Planning, Intervention, and Evaluation.
Quality and Safety
Course Description and Objectives: A. Analyze quality initiatives to improve health outcomes in healthcare settings. B. Compare and contrast quality improvement models appropriate for advanced nursing roles in healthcare settings. C. Use principles of a just culture and high reliability to analyze errors in healthcare delivery. D. Select appropriate evidence-based plans using trend analysis and quantification of quality and safety outcomes. E. Promote a professional environment to include accountability and high-level communication skills when participating in peer review, advocating for patients and families, reporting errors, and writing for the nursing profession. F. Encourage the integration of health care services within healthcare settings to affect safety and quality of care by improving patient outcomes and reducing fragmentation of care.
Pathophysiology
Course Description: This course focuses on the pathophysiology of common disease conditions affecting human beings across the lifespan. Content builds on basic anatomy and physiology, microbiology, and chemistry content obtained from earlier courses.
Physical Assessment
Course Description: This course builds fro.
Please explain how you have met various BSN Essentials for each co.docxstilliegeorgiana
Please explain how you have met various BSN Essentials for each course listed below based on the completion of various course assignments and/ or clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 3-5 pages discussing a bit about each class.
3 pages minimum-5 pages
12 Point Font (Times New Roman)
Care Management IV
Course Description: Nursing care management of patients with chronic and complex physiological and/or psychological health issues, as well as conditions associated with selected high risk, high cost, and emergent conditions that are treated in intensive care, emergency, and/or trauma settings. Proficiency is acquired in the classroom and while working in various settings that may include acute care, long-term care, home health, hospice, and substance abuse/mental health settings. Prioritization of access to care and available resources is emphasized, as is development of the nurse as a leader of the interprofessional care management team.
Professional Nursing III
This course introduces the development of a professional nurse. Subject matter will include nursing history, nursing theories, models of practice, various venues of practice, and roles of a professional nurse. Effective communication as a professional nurse will be addressed. Pre-licensure BSN course
Leadership
Focuses on concepts, principles, and theories of leadership, management, role development and administration in a variety of culturally diverse health care delivery systems at local, regional, national and global levels. Skills required b the professional nurse leader, including delegation of responsibilities, networking, facilitation of groups, conflict resolution, case management, collaboration, budgeting, cost effectiveness and resource allocation, risk management, quality and performance indicators, teaching and professional development are emphasized and applied in relevant settings.
Mental Health
This course evaluates the biological-behavioral concepts, therapeutic communication, and standards of practice for the care of psychiatric mental health nursing situations. Critical thinking and evidenced-based practice guides nursing responses toward effective stabilization and long-term maintenance strategies for an improved quality of life within the community. Legal, ethical, cultural, and developmental considerations are integrated into patient and family-centered care.
The BSN Essentials
Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
A solid base in liberal education provides the cornerstone for the practice and
education of nurses.
Essential II: Basic Organizational and Systems Leadership for Quality Care and
Patient Safety
Knowledge and skills in leadership, quality improvement, and patient safety are
necessary to provide high quality health care.
Essential III: Scholarship for Evidence Based Practice
Professional nursing practic ...
Please explain what each of the following courses mean to me wit.docxcherry686017
Please explain what each of the following courses mean to me within my nursing career and how I was able to apply the various BSN essentials through the completion of various course assignments and clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 2 pages in length, reflecting on each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many BSN essential as possible for each course reflection.
USING APA FORMAT AND PROVIDE PLAGIARISM CHECK.
2 pages minimum
12 Point Font (Times New Roman)
Care Management I (Fundamentals of Nursing)
Course Description: This course introduces classic nursing principles that underpin future clinical practice. Principles include such things as comfort measures, assistance with daily living activities, environmental concerns, positioning and transporting, asepsis and sterile technique, medication administration, intrusive therapies and use of the nursing process with particular emphasis on the intervention component. The majority of the theoretical information is provided through an online environment. Concepts related to nursing fundamentals and nursing care is integrated throughout the course. The campus laboratory and clinical settings will afford practical experience in application of the principles and skills taught in the theory portion of this class.
Professional Nursing I&II
Course Description: The course focuses on nursing as a caring profession, nurse's roles and functions, ethics, standards, legal aspects, holism, wellness, health care delivery, communication, teaching/learning, critical thinking, and the nursing process (ADPIE) -
A
ssessment,
D
iagnosis,
P
lanning,
I
ntervention, and
E
valuation.
Quality and Safety
Course Description and Objectives: A. Analyze quality initiatives to improve health outcomes in healthcare settings. B. Compare and contrast quality improvement models appropriate for advanced nursing roles in healthcare settings. C. Use principles of a just culture and high reliability to analyze errors in healthcare delivery. D. Select appropriate evidence-based plans using trend analysis and quantification of quality and safety outcomes. E. Promote a professional environment to include accountability and high-level communication skills when participating in peer review, advocating for patients and families, reporting errors, and writing for the nursing profession. F. Encourage the integration of health care services within healthcare settings to affect safety and quality of care by improving patient outcomes and reducing fragmentation of care.
Pathophysiology
Course Description: This course focuses on the pathophysiology of common disease conditions affecting human beings across the lifespan. Content builds on basic anatomy and physiology, microbiology, and chemistry content obtained from earlier courses.
Physical Assess.
Please explain what each of the following courses mean to me within .docxcherry686017
Please explain what each of the following courses mean to me within my nursing career and how I was able to apply the various BSN essentials through the completion of various course assignments and clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 2 pages in length, reflecting on each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many BSN essential as possible for each course reflection.
2 pages minimum
12 Point Font (Times New Roman)
Care Management II
Nursing care management of diverse adult and elderly acute care populations experiencing physiologic and psychological illnesses. Proficiency is acquired in the classroom and in clinical experiences across conditions that have a significant effect on quality of life, are highly preventable, and/or economically inefficient. Emphasis is placed on interprofessional collaboration and advocacy to achieve optimal outcomes.
Ethical and Legal issues in health care
The course introduces contemporary bioethical and legal issues confronting healthcare providers in a variety of settings. Topics focus on identification of legal and ethical principles underlying the decision-making process in nursing and healthcare.
Information Technology for Nursing
Information management and patient care technology skills, including analysis of various applications of information systems within the context of the healthcare system. Elements covered include theoretical models; data acquisition and data representation; nursing vocabularies and nursing knowledge representation; managing organizational change; ethical and social issues in healthcare and consumer information technology.
Nursing Pharmacotherapeutics
Pre-licensure BSN course. Essential concepts and principles of pharmacology as applied to baccalaureate level nursing practice. Imparts knowledge and skills required for safe, effective administration of therapeutic drugs (including herbal and complementary medications). The course covers critical skills related to dosage calculation and medication administration that. must be performed without error to achieve a passing grade for the course.
The BSN Essentials
Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
A solid base in liberal education provides the cornerstone for the practice and
education of nurses.
Essential II: Basic Organizational and Systems Leadership for Quality Care and
Patient Safety
Knowledge and skills in leadership, quality improvement, and patient safety are
necessary to provide high quality health care.
Essential III: Scholarship for Evidence Based Practice
Professional nursing practice is grounded in the translation of current evidence
into one’s practice.
Essential IV: Information Management and Application of Patient Care Technology
Knowledge and skills in .
Challenges before Nursing Educators An OverviewYogeshIJTSRD
Trends in health care suggest changes in nursing practice and implications for nursing education. Changing demographics, emphasis on health promotion, health care costs, movement toward community based care, and expanding technology are factors that shape the health care system of the future and educational preparation of nurses. This article examines these trends and implications for nursing education. Faculty are faced with preparing students for future practice that will be more complex and specialized than it now is will be provided in multiple settings and will require extensive knowledge, critical thinking and other cognitive skills, technologic and psychomotor skills, and a valve system for making ethical decisions. Other outcomes of nursing education program include learning to learn, handling ambiguity, thinking like a professional, and accepting responsibility for decisions made in practice. For nursing to assume a central role in the health care system of tomorrow, reform in nursing education is needed today. Mr. Manu Chacko "Challenges before Nursing Educators: An Overview" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41234.pdf Paper URL: https://www.ijtsrd.commedicine/nursing/41234/challenges-before-nursing-educators-an-overview/mr-manu-chacko
CS547 Wireless Networking and Security Exam 2 Questio.docxrichardnorman90310
CS547 Wireless Networking and Security
Exam 2
Question 1 (10 pts):
Prove that, if every user code is orthogonal to every other user code in CDMA, unwanted signals
can easily be filtered out. Note: you have to show me a generalize proof. Showing me examples of
three or more instances or examples is NOT a proof!
Question 2 (10 pts):
A message needs to be fragmented into 12 frames with each frame having a probability of 92%
of arriving error free. Calculate the probability of the entire message getting through.
Question 3 (10 pts):
Using the Hamming algorithm, determine whether the received 24-bit Hamming code 0x616FB3
is error-free. If it is not error-free and assuming that there is no error masking, fix the error.
Note: read the binary values from left to right, i.e. the leftmost bit is bit # 1.
Question 4 (10 pts):
Using CRC, calculate the transmitted data for a message M = 1011011101001010 and a dividing
polynomial P = x5 + x3 + x2 + 1.
Question 5 (15 pts):
Briefly describe five ways of increasing the capacity of cellular systems.
Question 6 (5 pts):
Explain why a 2-cell or a 5-cell reuse pattern does not exist in symmetrical cellular arrangements.
Question 7 (10 pts):
In satellite communications that follows the free space law, which option will provide more
received power: doubling the effective area of both antennas or doubling the transmission
frequency? Justify your answer.
Question 8 (10 pts):
Choose between FHSS and DSSS and justify your choice with a convincing argument!.
Question 9 (20 points):
Write a two-page research report on “Jamming Satellite Communications.”
For research problems, you are expected to provide a reference section and properly cite your
sources.
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revis.
Please explain how you have met various Bachelor of Science in Nur.docxcherry686017
Please explain how you have met various Bachelor of Science in Nursing (BSN) Essentials for each course listed below based on the completion of various course assignments and/ or clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 4 pages discussing a bit about each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many essential key point as possible for each course listed. USING APA FORMAT AND PROVIDE PLAGIARISM CHECK.
4 pages minimum
12 Point Font (Times New Roman)
Care Management I (Fundamentals of Nursing)
Course Description: This course introduces classic nursing principles that underpin future clinical practice. Principles include such things as comfort measures, assistance with daily living activities, environmental concerns, positioning and transporting, asepsis and sterile technique, medication administration, intrusive therapies and use of the nursing process with particular emphasis on the intervention component. The majority of the theoretical information is provided through an online environment. Concepts related to nursing fundamentals and nursing care is integrated throughout the course. The campus laboratory and clinical settings will afford practical experience in application of the principles and skills taught in the theory portion of this class.
Professional Nursing I&II
Course Description: The course focuses on nursing as a caring profession, nurse's roles and functions, ethics, standards, legal aspects, holism, wellness, health care delivery, communication, teaching/learning, critical thinking, and the nursing process (ADPIE) -Assessment, Diagnosis, Planning, Intervention, and Evaluation.
Quality and Safety
Course Description and Objectives: A. Analyze quality initiatives to improve health outcomes in healthcare settings. B. Compare and contrast quality improvement models appropriate for advanced nursing roles in healthcare settings. C. Use principles of a just culture and high reliability to analyze errors in healthcare delivery. D. Select appropriate evidence-based plans using trend analysis and quantification of quality and safety outcomes. E. Promote a professional environment to include accountability and high-level communication skills when participating in peer review, advocating for patients and families, reporting errors, and writing for the nursing profession. F. Encourage the integration of health care services within healthcare settings to affect safety and quality of care by improving patient outcomes and reducing fragmentation of care.
Pathophysiology
Course Description: This course focuses on the pathophysiology of common disease conditions affecting human beings across the lifespan. Content builds on basic anatomy and physiology, microbiology, and chemistry content obtained from earlier courses.
Physical Assessment
Course Description: This course build.
Please explain how you have met various Bachelor of Science in Nur.docxARIV4
Please explain how you have met various Bachelor of Science in Nursing (BSN) Essentials for each course listed below based on the completion of various course assignments and/ or clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 1.5 pages discussing a bit about each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many essential key point as possible for each course listed. USING APA FORMAT AND PROVIDE PLAGIARISM CHECK.
1.5 pages
12 Point Font (Times New Roman)
Care Management I (Fundamentals of Nursing)
Course Description: This course introduces classic nursing principles that underpin future clinical practice. Principles include such things as comfort measures, assistance with daily living activities, environmental concerns, positioning and transporting, asepsis and sterile technique, medication administration, intrusive therapies and use of the nursing process with particular emphasis on the intervention component. The majority of the theoretical information is provided through an online environment. Concepts related to nursing fundamentals and nursing care is integrated throughout the course. The campus laboratory and clinical settings will afford practical experience in application of the principles and skills taught in the theory portion of this class.
Professional Nursing I&II
Course Description: The course focuses on nursing as a caring profession, nurse's roles and functions, ethics, standards, legal aspects, holism, wellness, health care delivery, communication, teaching/learning, critical thinking, and the nursing process (ADPIE) -Assessment, Diagnosis, Planning, Intervention, and Evaluation.
Quality and Safety
Course Description and Objectives: A. Analyze quality initiatives to improve health outcomes in healthcare settings. B. Compare and contrast quality improvement models appropriate for advanced nursing roles in healthcare settings. C. Use principles of a just culture and high reliability to analyze errors in healthcare delivery. D. Select appropriate evidence-based plans using trend analysis and quantification of quality and safety outcomes. E. Promote a professional environment to include accountability and high-level communication skills when participating in peer review, advocating for patients and families, reporting errors, and writing for the nursing profession. F. Encourage the integration of health care services within healthcare settings to affect safety and quality of care by improving patient outcomes and reducing fragmentation of care.
Pathophysiology
Course Description: This course focuses on the pathophysiology of common disease conditions affecting human beings across the lifespan. Content builds on basic anatomy and physiology, microbiology, and chemistry content obtained from earlier courses.
Physical Assessment
Course Description: This course builds fro.
Please explain how you have met various BSN Essentials for each co.docxstilliegeorgiana
Please explain how you have met various BSN Essentials for each course listed below based on the completion of various course assignments and/ or clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 3-5 pages discussing a bit about each class.
3 pages minimum-5 pages
12 Point Font (Times New Roman)
Care Management IV
Course Description: Nursing care management of patients with chronic and complex physiological and/or psychological health issues, as well as conditions associated with selected high risk, high cost, and emergent conditions that are treated in intensive care, emergency, and/or trauma settings. Proficiency is acquired in the classroom and while working in various settings that may include acute care, long-term care, home health, hospice, and substance abuse/mental health settings. Prioritization of access to care and available resources is emphasized, as is development of the nurse as a leader of the interprofessional care management team.
Professional Nursing III
This course introduces the development of a professional nurse. Subject matter will include nursing history, nursing theories, models of practice, various venues of practice, and roles of a professional nurse. Effective communication as a professional nurse will be addressed. Pre-licensure BSN course
Leadership
Focuses on concepts, principles, and theories of leadership, management, role development and administration in a variety of culturally diverse health care delivery systems at local, regional, national and global levels. Skills required b the professional nurse leader, including delegation of responsibilities, networking, facilitation of groups, conflict resolution, case management, collaboration, budgeting, cost effectiveness and resource allocation, risk management, quality and performance indicators, teaching and professional development are emphasized and applied in relevant settings.
Mental Health
This course evaluates the biological-behavioral concepts, therapeutic communication, and standards of practice for the care of psychiatric mental health nursing situations. Critical thinking and evidenced-based practice guides nursing responses toward effective stabilization and long-term maintenance strategies for an improved quality of life within the community. Legal, ethical, cultural, and developmental considerations are integrated into patient and family-centered care.
The BSN Essentials
Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
A solid base in liberal education provides the cornerstone for the practice and
education of nurses.
Essential II: Basic Organizational and Systems Leadership for Quality Care and
Patient Safety
Knowledge and skills in leadership, quality improvement, and patient safety are
necessary to provide high quality health care.
Essential III: Scholarship for Evidence Based Practice
Professional nursing practic ...
Please explain what each of the following courses mean to me wit.docxcherry686017
Please explain what each of the following courses mean to me within my nursing career and how I was able to apply the various BSN essentials through the completion of various course assignments and clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 2 pages in length, reflecting on each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many BSN essential as possible for each course reflection.
USING APA FORMAT AND PROVIDE PLAGIARISM CHECK.
2 pages minimum
12 Point Font (Times New Roman)
Care Management I (Fundamentals of Nursing)
Course Description: This course introduces classic nursing principles that underpin future clinical practice. Principles include such things as comfort measures, assistance with daily living activities, environmental concerns, positioning and transporting, asepsis and sterile technique, medication administration, intrusive therapies and use of the nursing process with particular emphasis on the intervention component. The majority of the theoretical information is provided through an online environment. Concepts related to nursing fundamentals and nursing care is integrated throughout the course. The campus laboratory and clinical settings will afford practical experience in application of the principles and skills taught in the theory portion of this class.
Professional Nursing I&II
Course Description: The course focuses on nursing as a caring profession, nurse's roles and functions, ethics, standards, legal aspects, holism, wellness, health care delivery, communication, teaching/learning, critical thinking, and the nursing process (ADPIE) -
A
ssessment,
D
iagnosis,
P
lanning,
I
ntervention, and
E
valuation.
Quality and Safety
Course Description and Objectives: A. Analyze quality initiatives to improve health outcomes in healthcare settings. B. Compare and contrast quality improvement models appropriate for advanced nursing roles in healthcare settings. C. Use principles of a just culture and high reliability to analyze errors in healthcare delivery. D. Select appropriate evidence-based plans using trend analysis and quantification of quality and safety outcomes. E. Promote a professional environment to include accountability and high-level communication skills when participating in peer review, advocating for patients and families, reporting errors, and writing for the nursing profession. F. Encourage the integration of health care services within healthcare settings to affect safety and quality of care by improving patient outcomes and reducing fragmentation of care.
Pathophysiology
Course Description: This course focuses on the pathophysiology of common disease conditions affecting human beings across the lifespan. Content builds on basic anatomy and physiology, microbiology, and chemistry content obtained from earlier courses.
Physical Assess.
Please explain what each of the following courses mean to me within .docxcherry686017
Please explain what each of the following courses mean to me within my nursing career and how I was able to apply the various BSN essentials through the completion of various course assignments and clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 2 pages in length, reflecting on each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many BSN essential as possible for each course reflection.
2 pages minimum
12 Point Font (Times New Roman)
Care Management II
Nursing care management of diverse adult and elderly acute care populations experiencing physiologic and psychological illnesses. Proficiency is acquired in the classroom and in clinical experiences across conditions that have a significant effect on quality of life, are highly preventable, and/or economically inefficient. Emphasis is placed on interprofessional collaboration and advocacy to achieve optimal outcomes.
Ethical and Legal issues in health care
The course introduces contemporary bioethical and legal issues confronting healthcare providers in a variety of settings. Topics focus on identification of legal and ethical principles underlying the decision-making process in nursing and healthcare.
Information Technology for Nursing
Information management and patient care technology skills, including analysis of various applications of information systems within the context of the healthcare system. Elements covered include theoretical models; data acquisition and data representation; nursing vocabularies and nursing knowledge representation; managing organizational change; ethical and social issues in healthcare and consumer information technology.
Nursing Pharmacotherapeutics
Pre-licensure BSN course. Essential concepts and principles of pharmacology as applied to baccalaureate level nursing practice. Imparts knowledge and skills required for safe, effective administration of therapeutic drugs (including herbal and complementary medications). The course covers critical skills related to dosage calculation and medication administration that. must be performed without error to achieve a passing grade for the course.
The BSN Essentials
Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
A solid base in liberal education provides the cornerstone for the practice and
education of nurses.
Essential II: Basic Organizational and Systems Leadership for Quality Care and
Patient Safety
Knowledge and skills in leadership, quality improvement, and patient safety are
necessary to provide high quality health care.
Essential III: Scholarship for Evidence Based Practice
Professional nursing practice is grounded in the translation of current evidence
into one’s practice.
Essential IV: Information Management and Application of Patient Care Technology
Knowledge and skills in .
Challenges before Nursing Educators An OverviewYogeshIJTSRD
Trends in health care suggest changes in nursing practice and implications for nursing education. Changing demographics, emphasis on health promotion, health care costs, movement toward community based care, and expanding technology are factors that shape the health care system of the future and educational preparation of nurses. This article examines these trends and implications for nursing education. Faculty are faced with preparing students for future practice that will be more complex and specialized than it now is will be provided in multiple settings and will require extensive knowledge, critical thinking and other cognitive skills, technologic and psychomotor skills, and a valve system for making ethical decisions. Other outcomes of nursing education program include learning to learn, handling ambiguity, thinking like a professional, and accepting responsibility for decisions made in practice. For nursing to assume a central role in the health care system of tomorrow, reform in nursing education is needed today. Mr. Manu Chacko "Challenges before Nursing Educators: An Overview" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41234.pdf Paper URL: https://www.ijtsrd.commedicine/nursing/41234/challenges-before-nursing-educators-an-overview/mr-manu-chacko
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Application of Patient Care Technology Discussion.docx
1. Application of Patient Care Technology Discussion
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PLAGIARISM-FREE PAPERS ON Application of Patient Care Technology DiscussionRead and
Review Essential IV: Information Management and Application of Patient Care
Technology.Post one paragraph addressing the following: Why are knowledge and skills in
information management and patient care technology critical in the delivery of quality
patient care?Write a second paragraph describing how you met Essential IV during the BSN
program. Provide specific examples.Be sure to use in-text citations and cite scholarly
reference(s) in APA format.Application of Patient Care Technology
Discussionattachment_1attachment_2Unformatted Attachment PreviewRunning Head:
LIBERAL EDUCATION AND NURSING PRACTICE 1 LIBERAL EDUCATION AND NURSING
PRACTICE Liberal Education and Nursing Practice Post one paragraph addressing the
following: How does a solid base in liberal education provide the cornerstone for the
practice and education of nurses? A learner’s capacity in civil leadership and work that is
socially valued is expanded through the exploration of subjects such as social sciences,
humanities, and natural sciences. When a learner’s liberal foundation in liberal arts is
healthy, then h or she is exposed to a wide variety of disciplines and knowledge methods.
Bits of the liberal arts are given as parts of the nursing major program and curriculum. Still,
the diverse and rich viewpoints present in the liberal arts are implemented through the
nursing course as they are integral to the professional nursing practice (American
Association of Colleges of Nursing, 2011). A successful merge between these two results in
comprehending various aspects playing a part in practice, such as spiritual beliefs and
culture. Along with that, understanding comes to the behavioral and biological concepts that
help in knowing others, self, and influencing the quality and safe health care and attention
(American Association of Colleges of Nursing, 2011). A robust liberal education base is the
foundation for engagement with the community at large- both globally and locally. Write a
second paragraph describing how you met Essential I during the BSN program. Provide
specific examples. The nursing career involves enormous encounters with ethical dilemmas.
Ethical thinking, while employing ethical principles such as justice, autonomy, and social
justice, provides a firm basis for moral reasoning and decision making as essential nursing
practice. For example, an elderly patient with apt cognitive functions was diagnosed with a
terminal illness 2 LIBERAL EDUCATION AND NURSING PRACTICE 3 but did not want to let
his family know of his state. This creates a rift between the family and to keep up the
patient-nurse relationship; then, no information was shared with his relatives to respect the
2. fidelity principle. Another aspect of my practice that illustrated the baccalaureate program
is applying cultural and social factors to deliver care to diverse populations. For example, an
old Irish woman felt back pains and showed it to her family and not her doctor. Application
of Patient Care Technology DiscussionAware of the Irish women’s cultural tendency to hide
the pain, I heeded to the family’s request to schedule the woman for a sooner surgery. This
cultural competence enables quality care given to diverse communities. LIBERAL
EDUCATION AND NURSING PRACTICE Reference American Association of Colleges of
Nursing. (2011). The essentials of baccalaureate education for professional nursing
practice. October 20, 2008. 4 The Essentials of Baccalaureate Education for Professional
Nursing Practice October 20, 2008 TABLE OF CONTENTS Executive Summary 3 Background
Nursing Education The Discipline of Nursing Assumptions Roles for the Baccalaureate
Generalist Nurse Preparation for the Baccalaureate Generalist Nurse: Components of the
Essentials 5 6 7 8 8 The Essentials of Baccalaureate Education for Professional Nursing
Practice I. Liberal Education for Baccalaureate Generalist Nursing Practice II. Basic
Organizational and Systems Leadership for Quality Care and Patient Safety 10 10 13 III.
Scholarship for Evidence-Based Practice 15 IV. Information Management and Application of
Patient Care Technology 17 V. 20 Healthcare Policy, Finance, and Regulatory Environments
VI. Interprofessional Communication and Collaboration for Improving Patient Health
Outcomes 22 VII. Clinical Prevention and Population Health 23 VIII. Professionalism and
Professional Values 26 IX. Baccalaureate Generalist Nursing Practice 29 Expectations for
Clinical Experiences within the Baccalaureate Program 33 1 Summary 35 Glossary 36
References 40 Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45 Appendix B: Consensus Process to Revise
the Essentials of Baccalaureate Education for Professional Nursing Practice 46 Appendix C:
Participants who Attended Stakeholder Meetings 47 Appendix D: Schools of Nursing that
Participated in the Regional Meetings 49 Appendix E: Professional Organizations that
Participated in the Regional Meetings 60 Appendix F: Healthcare Systems that Participated
in the Regional Meetings 61 2 Executive Summary The Essentials of Baccalaureate
Education for Professional Nursing Practice (2008) This Essentials document serves to
transform baccalaureate nursing education by providing the curricular elements and
framework for building the baccalaureate nursing curriculum for the 21st century. These
Essentials address the key stakeholders’ recommendations and landmark documents such
as the IOM’s recommendations for the core knowledge required of all healthcare
professionals. Application of Patient Care Technology DiscussionThis document emphasizes
such concepts as patient-centered care, interprofessional teams, evidence-based practice,
quality improvement, patient safety, informatics, clinical reasoning/critical thinking,
genetics and genomics, cultural sensitivity, professionalism, and practice across the lifespan
in an ever-changing and complex healthcare environment Essentials I-IX delineate the
outcomes expected of graduates of baccalaureate nursing programs. Achievement of these
outcomes will enable graduates to practice within complex healthcare systems and assume
the roles: provider of care; designer/manager/coordinator of care; and member of a
profession. Essential IX describes generalist nursing practice at the completion of
baccalaureate nursing education. This Essential includes practice-focused outcomes that
3. integrate the knowledge, skills, and attitudes delineated in Essentials I – VIII. The time
needed to accomplish each Essential will vary, and each Essential does not require a
separate course for achievement of the outcomes. The nine Essentials are: · Essential I:
Liberal Education for Baccalaureate Generalist Nursing Practice o A solid base in liberal
education provides the cornerstone for the practice and education of nurses. · Essential II:
Basic Organizational and Systems Leadership for Quality Care and Patient Safety o
Knowledge and skills in leadership, quality improvement, and patient safety are necessary
to provide high quality health care. · Essential III: Scholarship for Evidence Based Practice o
Professional nursing practice is grounded in the translation of current evidence into one’s
practice. · Essential IV: Information Management and Application of Patient Care
Technology o Knowledge and skills in information management and patient care technology
are critical in the delivery of quality patient care. · Essential V: Health Care Policy, Finance,
and Regulatory Environments o Healthcare policies, including financial and regulatory,
directly and indirectly influence the nature and functioning of the healthcare system and
thereby are important considerations in professional nursing practice. · Essential VI:
Interprofessional Communication and Collaboration for Improving Patient Health Outcomes
o Communication and collaboration among healthcare professionals are critical to
delivering high quality and safe patient care. 3 · · · Essential VII: Clinical Prevention and
Population Health o Health promotion and disease prevention at the individual and
population level are necessary to improve population health and are important components
of baccalaureate generalist nursing practice. Essential VIII: Professionalism and
Professional Values o Professionalism and the inherent values of altruism, autonomy,
human dignity, integrity, and social justice are fundamental to the discipline of nursing.
Essential IX: Baccalaureate Generalist Nursing Practice o The baccalaureate-graduate nurse
is prepared to practice with patients, including individuals, families, groups, communities,
and populations across the lifespan and across the continuum of healthcare environments. o
The baccalaureate graduate understands and respects the variations of care, the increased
complexity, and the increased use of healthcare resources inherent in caring for patients.
Application of Patient Care Technology DiscussionLearning opportunities, including direct
clinical experiences, must be sufficient in breadth and depth to ensure the baccalaureate
graduate attains these practice-focused outcomes and integrates the delineated knowledge
and skills into the graduate’s professional nursing practice. Clinical learning is focused on
developing and refining the knowledge and skills necessary to manage care as part of an
interprofessional team. Simulation experiences augment clinical learning and are
complementary to direct care opportunities essential to assuming the role of the
professional nurse. A clinical immersion experience provides opportunities for building
clinical reasoning, management, and evaluation skills. 4 Introduction The Essentials of
Baccalaureate Education for Professional Nursing Practice provides the educational
framework for the preparation of professional nurses. This document describes the
outcomes expected of graduates of baccalaureate nursing programs. The Essentials apply to
all pre-licensure and RN completion programs, whether the degree is baccalaureate or
graduate entry. Program curricula are designed to prepare students to meet the
end-of-program outcomes delineated under each Essential. Background The healthcare
4. delivery system has changed dramatically since The Essentials of Baccalaureate Education
for Professional Nursing Practice was endorsed by the American Association of Colleges of
Nursing (AACN, 1998). Building a safer healthcare system has become the focus of all health
professions following numerous reports from the Institute of Medicine (IOM, 2000, 2001,
2004), American Hospital Association (2002), Robert Wood Johnson Foundation (Kimball &
O’Neill, 2002), the Joint Commission (2002) and other authorities. Nursing has been
identified as having the potential for making the biggest impact on a transformation of
healthcare delivery to a safer, higher quality, and more cost-effective system. With the
increasing awareness of the need for change in the healthcare system, the clinical
microsystems (small, functional units where care is provided within the larger system) have
become an important focus for improving healthcare outcomes (Nelson, Batalden, &
Godfrey, 2007). In addition to the concern over healthcare outcomes, the United States and
the global market are experiencing a nursing shortage that is expected to intensify as the
demand for more and different nursing services grows. Buerhaus, Staiger, and Auerbach
(2008) reported that the U.S. may experience a shortage of more than 500,000 registered
nurses by the year 2025. Despite annual increases in enrollments in entry-level
baccalaureate nursing programs since 2001 (Fang, Htut, & Bednash, 2008), these increases
are not sufficient to meet the projected demand for nurses. According to Buerhaus et al.
(2008), enrollment in nursing programs would have to increase at least 40% annually to
replace the nurses expected to leave the workforce through retirement alone. Addressing
the need for an increased number of baccalaureate-prepared nurses is critical but not
sufficient. Nursing must educate future professionals to deliver patient-centered care as
members of an interprofessional team, emphasizing evidence-based practice, quality
improvement approaches, and informatics (IOM, 2003b). Nursing education and practice
must work together to better align education with practice environments (Joint
Commission, 2002, Kimball & O’Neill, 2002;). The environments in which professional
nurses practice have become more diverse and more global in nature. Scientific advances,
particularly in the areas of genetics and 5 genomics, have had and will continue to have a
growing and significant impact on prevention, diagnosis, and treatment of diseases,
illnesses, and conditions. The increased prevalence of chronic illness is a result of an
increasingly older adult population, environmental threats, lifestyles that increase risk of
disease, and enhanced technological and therapeutic interventions that prolong life.
Increases in longevity of life have made the older adult the fastest growing segment of the
population. In 2003, 12 % of the population was older than 65 years of age. By 2030, this
population will increase to 20%, with a large majority older than 80 years of age (He,
Sengupta, Velkoff, & DeBarros, 2005). Those older than 65 years of age had almost four
times the number of hospitalization days than those younger than 65 years of age (Centers
for Disease Control, 2007) Education for the baccalaureate generalist must include content
and experiences across the lifespan, including the very young who are especially vulnerable.
The percentage of the population under 18 years of age is 24.6% (U.S. Census Bureau,
2008). Application of Patient Care Technology DiscussionU.S. infant mortality in 2006
ranked 38th in the world (World Health Organization, 2008). Prevention is critical in
addressing both acute and chronic conditions across the lifespan. The role of the nurse in
5. prevention continues to be of utmost importance. Increasing globalization of healthcare and
the diversity of this nation’s population mandates an attention to diversity in order to
provide safe, high quality care. The professional nurse practices in a multicultural
environment and must possess the skills to provide culturally appropriate care. According
to the U.S. Census Bureau (2008), the nation’s minority population totaled 102 million or
34% of the U.S. population in 2006. With projections pointing to even greater levels of
diversity in the coming years, professional nurses need to demonstrate a sensitivity to and
understanding of a variety of cultures to provide high quality care across settings. Liberal
education, including the study of a second language, facilitates the development of an
appreciation for diversity. Strong forces influencing the role of nurses include: · scientific
advances, particularly in the area of genetics and genomics, · changing demographics of
patient populations, · new care technologies, and · patient access to healthcare information.
These forces call for new ways of thinking and providing health care. Nursing is uniquely
positioned to respond to these major forces, requiring an increased emphasis on designing
and implementing patient-centered care, developing partnerships with the patient, and a
focus on customer service. Nursing Education In response to calls for transforming the
healthcare system and how healthcare professionals are educated, AACN has maintained an
ongoing dialogue with a broad representation of stakeholders internal and external to
nursing. The dialogue has focused on the knowledge, skills, and attitudes needed by nurses
to practice effectively within this 6 complex and changing environment. New innovative
models of nursing education have emerged, and AACN has taken a leadership role in
crafting a preferred vision for nursing education. In 2004, the AACN Board of Directors
reaffirmed its position that baccalaureate education is the minimum level required for entry
into professional nursing practice in today’s complex healthcare environment.
Baccalaureate generalist education, as defined in this document, is the foundation upon
which all graduate nursing education builds. The preferred vision for nursing education
includes generalist, advanced generalist, and advanced specialty nursing education.
Generalist nurse education occurs at a minimum in baccalaureate-degree nursing programs.
Advanced generalist education occurs in master’s degree nursing programs, including the
Clinical Nurse Leader (CNL®), which is an advanced generalist nursing role. Advanced
specialty education occurs at the doctoral level in Doctor of Nursing Practice (DNP) or
research-focused degree programs (PhD, DNS, or DNSc). End-of-program outcomes for the
baccalaureate, master’s, and doctoral nursing programs build on each other. The Discipline
of Nursing Roles for the baccalaureate generalist nurse are derived from the discipline of
nursing. The roles of the baccalaureate generalist include: · provider of care, ·
designer/manager/coordinator of care, and · member of a profession. Nursing generalist
practice includes both direct and indirect care for patients, which includes individuals,
families, groups, communities, and populations. Nursing practice is built on nursing
knowledge, theory, and research. In addition, nursing practice derives knowledge from a
wide array of other fields and professions, adapting and applying this knowledge as
appropriate to professional practice. In the senior college and university setting, every
academic discipline is grounded in discrete inquiry-based applications that are distinctive
to that discipline. Scientific advances, (particularly in the area of genetics and genomics),
6. changing demographics of patient populations, new care technologies, and patient access to
health care information call for new ways of thinking and doing in the provision of health
care. The academic setting provides a forum for contemplating physical, psychological,
social, cultural, behavioral, ethical, and spiritual problems within and across disciplines.
Faculty have a responsibility to facilitate the translation of knowledge from a liberal
education base into the practice of nursing. Nursing faculty introduce nursing science and
theories, and guide the student in developing an understanding of the discipline of nursing’s
distinctive perspective. Baccalaureate-prepared nurses provide patient-centered care that
identifies, respects, and addresses patients’ differences, values, preferences, and expressed
needs (IOM, 2003a). Patient-centered care also involves the coordination of continuous
care, listening to, 7 communicating with, and educating patients and caregivers regarding
health, wellness, and disease management and prevention. Application of Patient Care
Technology DiscussionThe generalist nurse provides the human link between the
healthcare system and the patient by translating the plan of care to the patient. A
broad-based skill set is required to fill this human interface role. Patient- centered care also
requires the development of a nurse-patient partnership. Patients, as consumers of
healthcare services, and as integral members of the healthcare team, have an increasing role
and responsibility for the mutual planning of care and healthcare decision making. The
fundamental aspects of generalist nursing practice are: direct care of the sick in and across
all environments, health promotion and clinical prevention, and population-based health
care. A defining feature of professional nursing practice is the focus on health promotion
and risk reduction. Advances in science and technology will continue to emerge, which will
help to predict future health problems. Nurses will design and implement measures to
modify risk factors and promote healthy lifestyles. These same advances in science and
technology also have allowed individuals to live longer and often with increasing numbers
of chronic illnesses and conditions. With an increasing emphasis on cost-savings and
cost-benefits, nurses will play a leading role in the provision of care. Assumptions The
baccalaureate generalist graduate is prepared to: · practice from a holistic, caring
framework; · practice from an evidence base; · promote safe, quality patient care; · use
clinical/critical reasoning to address simple to complex situations; · assume accountability
for one’s own and delegated nursing care; · practice in a variety of healthcare settings; · care
for patients across the healthillness continuum; · care for patients …Application of Patient
Care Technology Discussion