Nursing Education and Competency Essay Example for Free

Nursing Education and Competency Essay Nursing Education and Competency The purpose of this paper is to explore the different paths of education to become a registered nurse. Specially, to examine the educational tracks of the Associate Degree nurse and the Baccalaureate Degree nurse. The question at hand is how do these educational paths differ in the level of competency? First, I will show the difference in educational structure and then examine how these relate to the competency of the nurse following completion of each program. The Associate Degree in nursing came about during the 1950s in an effort to combat a nursing shortage in the Unites States following World War II. An Associate Degree nursing program is a two-year program that is typically affordable and offered at a junior or community college. The focus of this program is â€Å"on the basic sciences and theoretical and clinical courses related to the practice of nursing† (Potter Perry, 2005, p. 16). It prepares the student for â€Å"competent technical bedside† nursing in â€Å"secondary care settings† (Cresia Friberg, 2011, p. 33). Following completion of the two-year program, the student is eligible to take the NCLEX-RN (National Council Licensure Examination) and can achieve a license as a registered nurse. The first Baccalaureate Degree in nursing was â€Å"established in the United States at the University of Minnesota in 1909† (Cresia Friberg, 2011, p. 25). It consists of a four-year program on a university or college campus with a larger financial attachment. There are typically two years of general education requirements followed by two years of upper-level nursing education courses. In addition to the basic science, theory and clinical education the program â€Å"include courses in community and public health, beginning research, management and leadership (Cherry Jacob, 2005, p. 81). It prepares the student to become a â€Å"professional nurse generalists for acute care settings, community-based practice, and beginning leadership/management positions† (Cresia Friberg, 2011, p. 33). Following the completion of the program, the student is also eligible to take the NCLEX-RN to receive licensure. Do these two years of additional education make a more competent nurse? â€Å"Over the past several years, policy makers, researchers, and practice leaders have identified that education does make a difference in how nurses practice† (Johnston, 2009). The University of Pennsylvania in an issue of Medical Care released one such  study that supports this in October, 2012 (American Association of Colleges of Nursing, 2012). It states that: surgical patients in Magnet hospitals had 14% lower odds of inpatient death within 30 days and 12% lower odds of failure-to-rescue compared with patients cared for in non-Magnet hospitals. The study authors conclude that these better outcomes were attributed in large part to investments in highly qualified and educated nurses, including a higher proportion of baccalaureate prepared nurses. (American Association of Colleges of Nursing, 2012) The current healthcare environment is changing through federal policy, technological advancements, and a growing global multicultural population. These additional years of education are believed to â€Å"enhance the students professional development, prepares the new nurse for a broader scope of practice, and provides the nurse with a better understanding of the cultural, political, economic, and social issues that affect patients and influence† (American Association of Colleges of Nursing, 2012). The four-year baccalaureate program offers more education to develop these skills giving the nurse the ability to adapt and contribute to these continual changes. Let us now use the following patient care situation of a newly diagnosed patient with Diabetes Mellitus Type II to explore the differences of an Associate Degree nurse (ADN) and Baccalaureate Degree nurse (BNS). A newly diagnosed diabetic needs teaching, the focus of this example will be on how the AND verses a BSN would approach teaching. As stated previously the ADN is prepared at a more technical level, although they share the same basic science and theory as a BSN. After explaining the basics of disease process to the patient, the ADN primary focus may be on the methods of testing blood glucose levels, the correct techniques for drawing up insulin and administration. This is due to the fact that the bulk of their educational training encompassed technical nursing. They would consider proper aseptic techniques for finger stick testing while teaching. Interrupting the results and applying it to a sliding scale of insulin related to food intake and activity. Then teaching the method of drawing up insulin, administration, and sharps disposal. A BSN nurse would teach the basics of the disease process taking the patient’s learning modality into consideration before starting. What is the patient’s ability to learn? Is the patient ready to learn? What is the best method for teaching (audio, visual, written material, or discussion)? What is the  family dynamic and should the family be involved in the teaching? Are there any cultural considerations? The BSN nurse might be inclined to research the topic of teaching new diabetics and find some current evidence based literature to assist in providing the best possible care for this patient. All of these items would have to be taken into consideration before moving onto the task of blood glucose testing, interpreting results and administering insulin. The example above is just a brief look into the thought process that comes with the different tracks of nursing education. A BNS nurse has a larger knowledge base to work from applying critical thinking, evidence based research and cultural consideration into their daily practice. They also possess some of the qualifications to move toward nursing positions in leadership and management. Research is leaning toward the idea that a nurse that has received a Baccalaureate Degree makes for a more competent nurse. National nursing associations support this thought. Policy makers are privy to this information as well. What seems to be a topic of debate now could soon become a reality and change how we educate future nurses. References American Association of Colleges of Nursing (2012, October 24). The impact of education on nursing practice. Retrieved from http://www.aacn.nche.edu/media-relations/fact-sheets/impact-of-education. Cherry, B., Jacob, S. R. (2005). Contemporary Nursing: Issues, Trends, and Management (3 rd ed.). St. Louis, Missouri: Elsevier, Inc. Cresia, J. L., Friberg, E. (2011). Conceptual Foundations: The Bridge to Professional Nursing Practice, (5 th ed.). http://dx.doi.org/. Johnston, K. A. (2009). The Importance of Baccalaureate Degree in Nursing Education. Retrieved October 2, 2013, from http://www.peoriamagazines.com/ibi/2009/apr/importance-baccalaureate-degree-nursing-education Potter, P. A., Perry, A. G. (2005). Fundementals of Nursing (6 th ed.). St. Louis, Missouri: Mosby, Inc.

A Review of Responses to the National Endowment for the Arts Report, “R

During the past twenty years there has been much debate over topics regarding literacy and literature in America. In June 2004, based on their comparison of literary reading surveys from 1982, 1992, and 2002, the National Endowment for the Arts released the following statement. The accelerating declines in literary reading among all demographic groups of American adults indicate an imminent cultural crisis. The trends among younger adults warrant special concern, suggesting that – unless some effective solution is found – literary culture, and literacy in general, will continue to worsen. Indeed, at the current rate of loss, literary reading as a leisure activity will virtually disappear in half a century. (NEA, â€Å"Reading at Risk†) In recent years, access to the Internet has become available to Americans of all ages and cultural backgrounds. Some authority figures in academia see this as a threat to the perpetuation of printed literature. Other authorities view the Internet as an additional medium for advancing literacy. Another problem authorities face is one of definition. Some authorities want a broader definition of what constitutes literature while others insist on a standard of quality for literary works. What follows are some thoughts and opinions on these related topics and others. Some critics feel the NEA survey’s narrow definition of â€Å"literary reading† is the NEA’s feeble attempt to designate genres of literary importance. The â€Å"Reading at Risk† study defines literary readers as those who read short stories, poetry, and plays in their leisure time, excluding any reading done for work or school or on the Internet (NEA, â€Å"Reading at Risk†). Stuart Moulthrop, co-author of the online dialogue, â€Å"New Literacies ... ...orum Blog. 29 Sept. 2004. . Rachel. â€Å"More on Reading at Risk†. Online Posting. 23 August 2004. Banana Republican. 19 Sept. 2004 . Schwartz, Nomi. â€Å"NEA’s Reading at Risk Elicits Strong, Varied Responses.† American Booksellers Association Online. 15 July 2004. 19 Sept. 2004. . Solomon, Andrew. â€Å"Reading at Risk: Lack of Interest in Literature is a Crisis.† Commentary – Columbia Daily Tribune. 8 Aug. 2004. 19 Sept. 2004. . Wood, Peter. â€Å"Literature at Risk: The State of Our Reading Habits.† National Review Online. 19 July 2004. 19 Sept. 2004 .

Gender Socialization Essay

The term, gender, refers to the socially learned expectations and behaviors associated with being male or female. Gender affects socialization in many ways, and begins primarily at birth. Gender affects how parents treat their children, how the work field treats males and females, and how each gender chooses friends. The gender of a child is extremely important to the parent. The gender will guide the parent on how to raise and treat the child. Parents are more likely to be more stern and rough with a baby boy rather than a baby girl. Parents of a girl are likely to be more gentle, soft, and patient with the new baby. This gender socialization example is due to our masculine and feminine culture. The most important and obvious gender socialization example is in the work field. Gender greatly affects the socialization process between males and females. Males are considered to be strong and powerful, while females are thought to be weak and secondary. From the beginning of time, men were to work hard and provide for the family, while females were to take care of the home and children. Today, men are still more likely to be powerful leaders, CEO’s, etc†¦ however; many women are top executives and are very capable of being so. Finally, gender affects the way people choose friends and social activities. Men are more likely to choose other men as friends, and same with women. Humans enjoy spending time with people that are similar to themselves. Men will also engage in masculine activities such as hunting, fishing, and running, while women engage in feminine activities such as shopping, tanning, and reading. Gender subconsciously helps make our daily decisions. I’ve never thought about gender being such an important aspect in our daily lives. Gender affects socialization in so many different ways; parents raising their children, the work environment, and choosing friends. Gender socialization is extremely important in today’s society.

Debating History Atomic Age - 947 Words

Rickey Nelson Core 145 Professor Culpepper May 1, 2015 Debating History – Atomic Age Towards the end of World War II, the belief that Americans had of the war was one of invading Japan and ending the war in traditional style and in traditional surrender. However, to the efforts of J. Robert Oppenheimer and fellow associates changed the course of warfare and history by creating the atomic bomb. The Manhattan Project The Manhattan project was a very key point in history that involved the production of the bomb and of course the plan on attacking Japan. When World War II started, J Robert Oppenheimer, who was a professor at the University of California, Berkley was the guy who oversaw the whole Manhattan project Plan. Now since the plan†¦show more content†¦On August 6, 1945, President Harry Truman informed the world that an atomic weapon had been detonated on the Japanese city of Hiroshima. The first atom bomb caused major damage to Hiroshima. â€Å"An estimated 130,000 people were killed during this bombing. Two days later, the Soviet Union declared war on Japan. On August 9, a second atomic bomb was dropped on Nagasaki, where 80,000 Japanese people perished. After the two horrific bombings, Japan has had enough. Japan finally surrenders on August 14, 1945. The Decision to Bomb Japan After the first ever atomic bomb was successfully tested, President Truman wanted to end the war as quickly as possible. However he did not want the ending of the war to be a major hurt to the United States. After President Truman consulted with his cabinet, he decided that he wanted to Bomb Japan without completely taking it off the map. Truman knew that an assault on the island would result in devastation to the country of Japan and to United States soldiers. He also knew the cost of funding a war for at least another two years we be unbearable on the United States economy. Something else that persuaded Truman to drop a bomb on Japan was â€Å"Japan s fanatical defense of Okinawa, including its kamikaze attacks, which claimed more than 12,000 US lives. There was every reason to expect a great number of US casualties in any invasion of Japan.† So since President Truman gained all of that information, he came to the