NURS325 Integrated Pathophysiology And Clinical Pharmacology

Introduction:

Nursing education enhances competency in clinical practice and quality of care delivery. Quality care of patients is largely depended on a well-educated and competent workforce of nursing professionals. Preparation of nurses at a graduate and baccalaureate degree levels is associated with low rates of morbidity and mortality, fewer errors in medication and positive patients’ outcome.  This paper will focus the differences in competencies between ADN and BSN nurses. Additionally, the paper will identify and describe a scenario of patient care and describe how nursing approaches/care and decision-making may differ for BSN vs ADN degree nurses.

Associate Degree in Nursing (ADN) level of Competency

AND is usually earned in a period of 2 years. It was introduced mainly to reduce the shortage of nurses and decrease the length of education to approximately 2 years to provide a sound educational foundation for all nurses. ADN curriculum encompasses of Liberal Arts and nursing.  As far as competency is concerned, AND nurses are often exposed to health conditions, bedside patient nursing and clinical settings (Auerbach, Buerhaus & Staiger, 2015). They are more professional since ADN mainly focuses on technical training. This category of nurses learns the basics of nursing for example; preparation of nursing care plans and performing daily skills of nursing involved in patient care. Historically, ADN and diploma nurses are formally expected by the society to deliver bedside nursing at affordable costs (Hood, 2013). 

Baccalaureate (BSN) degree in Nursing level of competency

BSN refers to an academic degree in nursing science that is granted by an institution that is accredited.  A standard program for BSN runs for a period of 4 years in a university or college that incorporates a wide variety of courses on liberal arts with professional training and education (Wu, Fox, Stokes & Adam, 2012).  BSN curriculum prepares all the learners to work in the rapidly changing and growing healthcare field/environment. Unlike the ADN program, BSN nurses have a high level of expertise in various healthcare settings (Fisher, 2014). These settings include; mental health, public health and outpatient care. A BSN nurse is considered to have a high level of competency when delivering healthcare services in neighbourhood clinics and private homes (Conner & Thielemann, 2013).

A BSN has a high level of competency in leadership and administration, scientific, nursing, humanistic, clinical and decision-making strategies and skills. Some of the tasks of a BSN nurse include; community health preparation and training, nursing administration and management and patient education.  A BSN nurse has very essential skills which are useful in making and implementing abrupt and effective decisions (De Gagne, Bisanar, Makowski & Neumann, 2012).

Patient Care Scenario

The patient care situation identified is on a new patient with diabetes. He is on insulin medication, legally blind and he is supposed to be discharged to his home where he stays alone. The ADN nurse is in charge of patient discharge. The nurse gave discharge instructions on follow up with a private physician after 2 days. The patient seems uncomfortable and anxious about being discharged home alone (Ward, Cody, Schaal & Hojat, 2012).

A BSN nurse gets involved in the scenario and notices patient discomfort and anxiety. She called home health for an arrangement of diabetic education at home, administration and management of insulin. The BSN nurse educated and enlightened the patient on how to monitor signs and symptoms associated with hypoglycemia (Altmann, 2012). The nurse spent some time talking to the patient and answering his questions. Additionally, the BSN mad arrangements for patient’s transportation to his home. Consequently, the patient appreciated and demonstrated more ease regarding the discharge. The nurse-patient interaction alleviated patient’s fears and level of anxiety. This enabled the BSN and ADN to develop a concrete treatment plan for the patient (Fisher, 2014).

Conclusion:

With the extensive theory-based nursing education and varied exposure to various nursing aspects together with an emphasis on critical thinking, the BSN was in a position to provide competent, patient-centred and complete nursing care. The BSN was not thinking about the patient’s current issues only but also his long-term confidence, comfort and security. She demonstrated proper understanding of patient’s manifestations, dangers and treatment for implementation of plans for further patient’s nursing care. Competency in nursing practice plays a key role in the delivery of nursing services and patient’s outcomes. In nursing practice, more focus and emphasis should be put on the whole being and his or her social, political, spiritual and cultural environment. Nursing education and training form the foundation of a nurse’s level of competency when it comes to nursing practice in healthcare settings.

References:

Altmann, T. K. (2012). Nurses’ attitudes toward continuing formal education: A comparison by level of education and geography. Nursing Education Perspectives, 33(2), 80-84.

Auerbach, D. I., Buerhaus, P. I., & Staiger, D. O. (2015). Do associate degree registered nurses fare differently in the nurse labor market compared to baccalaureate-prepared RNs?. Nursing Economics, 33(1), 8.

Conner, N. E., & Thielemann, P. A. (2013). RN-BSN completion programs: Equipping nurses for the future. Nursing Outlook, 61(6), 458-465.

De Gagne, J. C., Bisanar, W. A., Makowski, J. T., & Neumann, J. L. (2012). Integrating informatics into the BSN curriculum: A review of the literature. Nurse Education Today, 32(6), 675-682.

Fisher, M. (2014). A comparison of professional value development among pre-licensure nursing students in associate degree, diploma, and bachelor of science in nursing programs. Nursing education perspectives, 35(1), 37-42.

Hood, L. (2013). Leddy & Pepper’s conceptual bases of professional nursing. Lippincott Williams & Wilkins.

Ward, J., Cody, J., Schaal, M., & Hojat, M. (2012). The empathy enigma: an empirical study of decline in empathy among undergraduate nursing students. Journal of Professional Nursing, 28(1), 34-40.

Wu, T. Y., Fox, D. P., Stokes, C., & Adam, C. (2012). Work-related stress and intention to quit in newly graduated nurses. Nurse education today, 32(6), 669-674.