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Carol J. Burns Product Manager: Paula C. All rights reserved. This book is protected by copyright. No part of this book may be reproduced or transmitted in any form or by any means, including as photocopies or scanned-in or other electronic copies, or utilized by any information storage and retrieval system without written permission from the copyright owner, except for brief quotations embodied in critical articles and reviews.
Materials appearing in this book prepared by individuals as part of their official duties as U. Includes bibliographical references. ISBN I. NursingtrendsUnited States. Ethics, NursingUnited States. Nurses RoleUnited States. NursingmanpowerUnited States. Professional CompetenceUnited States. WY 16]. However, the authors, editors, and publisher are not responsible for errors or omissions or for any consequences from application of the information in this book and make no warranty, expressed or implied, with respect to the currency, completeness, or accuracy of the contents of the publication.
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Thank you for being an amazing father and role model. A s a nursing educator for more than 30years, I have taught many courses dealing with the significant issues s upplement for a typical two- to three-unit professional issues course. It would also be appropriate for most RN which impact the nursing profession. In addition, while many of the existing profes- room and in online courses because the discussion ques- sional issues books dealt with the enduring issues of the tion format works well for both small and large groups profession, it was difficult to find a book for my students onsite as well as in bulletin board and chat room venues.
The third edition maintains The book is divided into five units, representing con- this precedent with content updates as well as the addi- temporary and enduring issues in professional nursing.
Each unit has four to six as a transition to practice. The implications of health care chapters. Features This book continues, however, to be first and fore- Each chapter begins with Learning Objectives and most a professional issues book. While an effort has an overview of the professional issue being discussed.
This book is also directed at varied professional nursing and health care organiza- what I and my expert nursing colleagues have identified tions. Discussion Points encourage readers to pause and as both enduring professional issues and the most press- reflect on specific questions individually or in groups , ing contemporary issues facing the profession.
It is my and Consider This features encourage active learning, hope, then, that this book fills an unmet need in the cur- critical thinking, and values clarification by the users. It has an undiluted In addition, at least one research study is profiled in focus on professional issues in nursing and includes every chapter in Research Study Fuels the C ontroversy many timely issues not addressed in other professional an effort to promote evidence-based analysis of the issue.
The book is edited with the primary author Each chapter concludes with Conclusions about the contributing 14 chapters and guest contributors with ex- issues discussed, questions For Additional D iscussion, pertise in the specific subject material, contributing the a comprehensive and current reference list, and an remaining 10 chapters.
It is envisioned that Each chapter also includes multiple displays, boxes, and this book will be used as a primary textbook or as a tables to help the user visualize important concepts. See Leading Change, Advancing Health; workforce pro- inside the front cover of this text for more details, in- jections and changing population demographics; and cluding the passcode you will need to gain access to the the challenges and opportunities which accompany website.
Huston Carol J. Prevost Much? How Often? Huston II. Huston Registered Nurse, Carol J. Analyze how having one NCLEX for entry into The learner will be able to: practice, regardless of educational entry level, impacts the entry-into-practice dilemma.
Differentiate between technical and professional nurses as outlined in Esther Lucille Browns classic 6. Identify key driving and restraining forces Nursing for the Future. Identify what if any progress has been made on in- creasing the educational entry level for professional 7. Analyze the potential impacts of raising the registered nursing since publication of the educational entry level on the current nursing position paper of the American Nurses Association shortage, workforce diversity, and intraprofession on entry into practice.
Identify similarities and differences between 8. Examine current evidence-based research that contemporary associate and baccalaureate degree explores the impact of registered nurse educational nursing programs.
Describe basic components of associate degree edu- 9. Explore how shifting health care delivery sites and cational programs as outlined by Mildred Montag increasing registered nursing competency require- and compare those with typical associate degree ments are impacting employer preferences for hir- programs in the 21st century. Compare the nursing professions educational r egarding the appropriate educational level for entry standards with that of the other health entry into practice for professional nursing.
Explore personal values, beliefs, and feelings regarding Identify positions taken by specific professional whether the educational entry level in nursing should organizations, certifying bodies and employers be increased to a baccalaureate or higher degree.
F ew issues have been as long-standing or as con- tentious in nursing as the entry-into-practice debate. Taylor agrees, suggesting that the issues sur- rounding entry into practice have been a rock in the shoe of nursing for many years p. Although the entry-into-practice debate dates back to the s with the publication of Esther Lucille Browns classic Nursing for the Future, the debate came to the forefront with a position paper by the American Nurses Association ANA, a, b.
This position paper suggested an orderly transition from hospital-based diploma nursing preparation to nursing education in colleges or universities based on the following premises:.
The education of all those who are licensed to practice nursing should take place in institutions of higher education. Minimum preparation for beginning professional nursing practice should be baccalaureate education in nursing. Minimum preparation for beginning technical prac- tice should be associate education in nursing.
Education for assistants in the health care occupa- tions should be short, intensive, preservice programs in vocational education institutions rather than on- the-job training programs. Figure 1. In essence, two levels of preparation were suggested for registered nurses RNs : technical and professional.
Those interested in profes- mately half of the credits would be fulfilled by general sional nursing would enroll in 4-year programs in col- education courses such as English, anatomy, physiol- leges or universities.
Hospital-based diploma programs ogy, speech, psychology, and sociology and the other were to be phased out. The 4-year degree The curriculums for the two programs were to be very would result in a bachelor of science in nursing BSN different, as were each programs foci. The 2-year technical and would encompass coursework taught in ADN pro- degree was to result in an associate degree in nursing ADN. Louise McManus, would prepare a beginning, technical manities.
The additional course work in the BSN was. California, for example, re- health care delivery. In addition, state nursing asso- calaureate degree would be the entry level into pro- ciations or other nursing coalitions in California, New fessional nursing practice by Associate degree York, Rhode Island, and New Jersey have, over the past and diploma programs responded strongly to what few years, called for initiatives to establish the BSN as they viewed as inflammatory terminology and clearly the entry level for nursing in their respective state.
These stated that not being considered professional was initiatives have either stalled or met such resistance that unacceptable. In the end, both ADN and diploma they have been discarded. In addition, Boyd programs refused to compromise title or licensure. The end result is that almost 60years after the initial ANA resolution, entry into practice at the baccalaureate level has not been accomplished.
Even the strongest sup- Consider This Titling professional vs. Requiring a return dominant entry level for nursing practice or that this to school within 10years after graduation supports the education model would proliferate like it did in the view that nursing is constantly changing and that edu- sjust one decade after she completed her doctoral cation and knowledge are needed to appropriately care work.
The re- early s were educated in diploma schools of nurs- sponsibility for mandating and implementing this new ing, enrollment in baccalaureate programs was increas- resolution was passed on to individual states.
Just one state, however, North Dakota, became suc- By the year , diploma education had virtually dis- cessful in changing the nurse practice act so that bacca- appeared, and although BSN education had increased laureate education was necessary for RN licensure. For significantly, it was ADN education which represented 15years, it was the only state to recognize baccalaurate nearly two thirds of all nursing school graduates.
Unfortunately, however, North Dakota repealed also on the rise, increasing by 6. All of these degree and The greatest factors contribute to confusion about differentiations increase appears to be in graduate degree program en- between ADN- and BSN-prepared nurses and result in rollment with nursing schools with masters programs an inability to move forward on implementing the BSN reporting a 9.
In addition, nurses prepared at all three levels have successfully worked side by side, under the Critics of BSN as a requirement for entry into prac- same scope of practice, for more than 50years. Sexton, Hunt, Table1. It is also generally believed that ADN of the knowledge and skills developed through a BSN graduates represent greater diversity in race, gender, age, program. One must also ask why the nursing profes- and educational experiences than BSN-prepared nurses.
In addition, many employers state they are unable to differentiate roles for nurses based on education because both ADN- and BSN-prepared nurses hold the same li- D iscussion P oint cense.
Ironically, state boards of nursing have asserted their inability to develop a different licensure system given Should separate licensing examinations be the fact that employers have not developed different roles.
NCLEX examiniation pass rates. Yet many ADN-educated working students with families Moltz, How can this argument be justified? In a landmark study, baccalaureate degree. Many ADN-educated nurses argue Linda Aiken and her colleagues at the University of passionately that patients do not know or care what edu- Pennsylvania identified a clear link between higher lev- cational degree is held by their nurse as long as they re- els of nursing education and better patient outcomes ceive high-quality care by the nurse at their bedside.
Professional Issues in Nursing Challenges and Opportunities-2014-CD
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[PDF] Professional Issues in Nursing: Challenges and Opportunities unlimited
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[EBOOK] Professional Issues in Nursing: Challenges and Opportunities Full Pages
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