NRS 430 Assignment Contemporary Nursing Practice
Grand Canyon University NRS 430 Assignment Contemporary Nursing Practice-Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NRS 430 Assignment Contemporary Nursing Practice assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NRS 430 Assignment Contemporary Nursing Practice
Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 430 Assignment Contemporary Nursing Practice depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NRS 430 Assignment Contemporary Nursing Practice
The introduction for the Grand Canyon University NRS 430 Assignment Contemporary Nursing Practice is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NRS 430 Assignment Contemporary Nursing Practice
After the introduction, move into the main part of the NRS 430 Assignment Contemporary Nursing Practice assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NRS 430 Assignment Contemporary Nursing Practice
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NRS 430 Assignment Contemporary Nursing Practice
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Sample Answer for NRS 430 Assignment Contemporary Nursing Practice
Nursing practice has changed over the decades from when nurses had minimal education to having complex nursing training programs and when nurses provided basic care to performing complex medical and nursing procedures. Nursing was initially a woman’s work where women cared for the sick at home in the era where there were no hospitals (Egenes, 2017). Modern nursing is attributed to Florence Nightingale, who developed nursing practices that created new standards for nursing practice. In this regard, this paper will discuss the evolution of nursing practice, the differences between ADN and BSN nurses, and the significance of evidence-based practice in nursing.
Findings show that religious engagement among students declines during college, but their spirituality shows substantial growth. “Students become more caring, more tolerant, more connected with others, and more actively engaged in a spiritual quest.” (“Cultivating the Spirit – Spirituality in Higher Education”) The authors also found that spiritual growth enhances other outcomes, such as academic performance, psychological well-being, leadership development, and satisfaction with college. The study also identified a number of college activities that contribute to students’ spiritual growth. Some of these–study abroad, interdisciplinary studies, and service learning–appear to be effective because they expose students to new and diverse people, cultures, and ideas. Spiritual development is also enhanced if students engage in “inner work” through activities such as meditation or self-reflection, or if their professors actively encourage them to explore questions of meaning and purpose. (“Cultivating the Spirit – Spirituality in Higher (Alexander W, 2010)”). By raising public awareness of the key role that spirituality plays in student learning and development, by alerting academic administrators, faculty, and curriculum committees to the importance of spiritual development, and by identifying strategies for enhancing that development, this work encourages institutions to give greater priority to these spiritual aspects of students’ educational and professional development.
Evolution of Nursing Practice
Previously, nurses were not given formal nursing education but were instead given on-the-job training on how to provide basic care such as cleaning and dressing wounds. They had no autonomy and were dictated to by physicians. Women began receiving nursing training in small to medium-sized hospital systems as nursing practice evolved and more hospitals were established (Egenes, 2017). However, the training was observation-based and took two to three years, with no emphasis on the scientific rationale for interventions.
As medicine and technology advanced, there was a greater demand for complex and specialized nursing education. As a result, nursing education moved away from hospital observation and toward the classroom. Certification programs have been developed, which has altered the scope of nursing practice (Egenes, 2017). Nurses can also obtain Master’s and Doctorate degrees, which expand their scope of practice to include duties similar to those of physicians, such as taking histories and physical exams, making diagnoses, interpreting diagnostic results, and initiating treatment plans. Furthermore, nursing practice standards have been developed to ensure quality nursing care, and nurses are educated on ethical practice and culturally sensitive care.
Practice Competencies between an Associate and Baccalaureate Education in Nursing
Nurses with an Associate Degree in Nursing (ADN) and with a Baccalaureate Degree (BSN) are both registered nurses (RNs). Both BSN and ADN programs prepare nursing students to deliver patient care that meets the set standards. Besides, both programs equip the future RN with nursing skills and ensure they attain the clinical practice competencies necessary for nursing practice (Northrup-Snyder et al., 2017). However, the BSN program emphasizes more on areas of informatics and research. It also has courses not offered in the ADN program, such as nursing theories, social sciences, public health, leadership, and management. The differences in the ADN and BSN training result in differences in the scope of practice. ADN RNs are generally more focused on technical, clinical duties and everyday direct patient care, including monitoring patients, administering treatment, performing basic nursing procedures, and updating charts (Ghaffari, 2017). On the other hand, the scope of BSN nurses includes nursing educator, research, public health, administrative, leadership, management roles, and direct patient care.
Nursing practice involve wide range of health care activities. This paper seeks advance various key areas of contemporary nursing practice. In particular, the paper will discuss the evolution of nursing practice overtime, comparison and contrast of the differentiated practice competencies between an associate and baccalaureate education in nursing, identify a patient care situation that portrays how nursing care differs between the BSN prepared nurse and the ADN nurse, discussion of the essence of applying evidence-based practice to nursing and how RNBSN supports its application, and illustration of interdisciplinary team collaboration and communication among nurses and how it supports patient outcomes.
Evolution of Nursing Practice
Nursing practice has gradually changed overtime. According to Ranard, (2015), nursing was initiated when it did not require formal medical training but it was based on the gender and eagerness for the job. At that time, women would learn medical skills from their mothers or other women in nursing. Women were regarded as caretakers and nursing was perceived as extension of their job as care takers. Nurses used to deal with minor ailments and help patients who were unable to perform activities of daily living. However, the nursing profession started changing after the creation of council of nurses in different countries which brought the rules, standards, and regulations which turned the nursing into a profession (Ranard, 2015). Today, nursing profession has drastically changed and is characterized by extensive training programs, more responsibilities, better hospitals, focus on patient care, and more diversified staff. Moreover, the current nurses are more about leading change, promoting teamwork and consistency, prioritizing, and organizing, which have in turn changed the scope of practice and approach to treat an individual by increasing efficiency in health care, saved lives, and led to generations of devoted medical professionals. Essentially, the current nurses act as bridge that binds team of health care professionals and other disciplines together.
Description:
The field of nursing has changed over time. In a 7501,000 word paper, discuss nursing practice today by addressing the following:
1. Explain how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual.
2. Compare and contrast the differentiated practice competencies between an associate and baccalaureate education in nursing. Explain how scope of practice changes between an associate and baccalaureate nurse.
3. Identify a patient care situation and describe how nursing care, or approaches to decisionmaking, differ between the BSNprepared nurse and the ADN nurse.
4. Discuss the significance of applying evidencebased practice to nursing care and explain how the academic preparation of the RNBSN nurse supports its application.
5. Discuss how nurses today communicate and collaborate with interdisciplinary teams and how this supports safer and more effective patient outcomes.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to theLopesWrite Technical Support articles for assistance.
Topic 2 DQ 1
Description:
Define critical thinking and evidence-based practice. Discuss what critical thinking in nursing practice entails and explain why it is important. Discuss the role of critical thinking and evidence-based practice as they relate to patient outcomes.
Topic 2 DQ 2
Description:
Describe how the nursing profession is viewed by the general public. Discuss factors that influence the public’s perception of nursing? Describe ways to educate the general public on the professional nurse’s role and scope of nursing within a changing health care system.
Topic 2 Participation
Description:
Read Chapter 3 in Dynamics in Nursing: Art and Science of Professional Practice.
Creating a More Highly Qualified Nursing Workforce
Description:
Read “Creating a More Highly Qualified Nursing Workforce,” by Rosseter (2015), located on the American Association of Colleges of Nursing (AACN) website.
The Impact of Education on Nursing Practice
Description:
Read “The Impact of Education on Nursing Practice,” by Rosseter (2017), located on the American Association of Colleges of Nursing (AACN) website.
Scope of Practice
Description:
Read “Scope of Practice,” located on the American Nurses Association (ANA) website.
Initial Course Survey
Description:
In an effort for continuous improvement, Grand Canyon University would like you to take this opportunity to provide feedback about your experience with the university. Your participation is appreciated.
What Is Nursing?
Description:
Read “What is Nursing,” located on the American Nurses Association (ANA) website.
Assessment Description
The field of nursing has changed over time. In a 750‐1,000 word paper, discuss nursing practice today by addressing the following:
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Explain how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual.
-
Compare and contrast the differentiated practice competencies between an associate and baccalaureate education in nursing. Explain how scope of practice changes between an associate and baccalaureate nurse.
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Identify a patient care situation and describe how nursing care, or approaches to decision‐making, differ between the BSN‐prepared nurse and the ADN nurse.
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Discuss the significance of applying evidence‐based practice to nursing care and explain how the academic preparation of the RN‐BSN nurse supports its application.
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Discuss how nurses today communicate and collaborate with interdisciplinary teams and how this supports safer and more effective patient outcomes.
You are required to cite a minimum of three sources to complete this assignment. Sources must be appropriate for the assignment and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Sample Answer 2 for NRS 430 Assignment Contemporary Nursing Practice
Compare and Contrast the Differentiated Practice Competencies between an Associate and Baccalaureate Education in Nursing
Nurses with Associate Degree in Nursing (ADN) and Bachelor of Science in Nursing (BSN) both practice as registered nurses. However, their competencies in practice vary significantly depending the variation in nursing education. The education of ADN takes a period of three years and it’s mostly technical. Moreover, it focuses on the clinical skills intended to enhance patient health status. The ADN scope of practice is usually task oriented and nurses are held responsible for their actions. ADNs are expected to have the ability of evaluating, planning, and executing proper patient care from the time patient visits to the triage until admission or discharge. On the other hand, BSN connotes a four-year program that involves various nursing issues such as nursing roles, critical thinking, patient care, supervision, management, and community health. Regarding the scope of practice, BSN nurses should portray independent decision-making and ability of problem solving. The scope of practice also involves integration of intellectual, emotional, physical, and social competencies to improve patient outcomes (Rosseter, 2014). Overall, BSN-prepared nurses provide more holistic care as opposed to ADN-prepared nurses because they take care of patients in the entire time of patient care, which begins from pre-admission to post-discharge.
Identification of a Patient Care Situation that Highlights the Difference in Nursing Care between the BSN Prepared Nurse and the ADN Nurse
In patient care situations, there are fundamental differences in approaches to decision-making between BSN-prepared nurses and ADN-prepared nurses. For instance, in a patient c are situation where the patient needs intubation in emergency room, the ADNs and BSN nurses are likely to portray differences in decision making approaches. The BSNs approach to decision is likely to be anchored on the management of the patient after intubation while ADNs approach to decision is directly focused on patient treatment since they have authority to intubate the patient and prescribe drugs to the patient. Likewise, in the decision making approaches involving end of life care, the BSNs will focus on various aspects such as the rights of the patient, legal, and palliative aspects, which the ADNs are not trained to focus on (Loversidge et al., 2018).
Significance of EBP to Nursing and How Academic Preparation of the RNBSN Nurse Supports EBP Application
Evidence-based practice (EBP) in nursing connotes application of best available evidence, patient inclinations, and clinical expertise to clinical practice. EBP is important in the nursing practice of care because it avails scientific research to nurses to guide their decision. Moreover, EBP helps nurses to be updated about the new medical guidelines for patient care. By relying on the best current documented interventions that matches the health care needs of the patients, nurses tend to increase recovery chances for the patients (Dang &Dearholt,2017). Overall, the implementation of EBP in health care is associated with better patient-outcomes, which can ultimately reduce the demand for health care resources. The EBP models of care are applied in healthcare organizations in a bid to standardize and deliver more reliable and quality patient care. On the other hand, the academic preparation of the RNBSN nurse supports EBP application because it sharpens RNBSN nurses’ skills on research. RNBSN nurse students learn how to incorporate nursing evidence, theories, clinical judgment, and patient preferences. As health care is increasingly becoming complex, EBP knowledge of EBP is crucial for the success of nurses. RNBSN-prepared nurses know how and where to pursue evidence-based guidelines and the manner of executing such guidelines in the routine nursing practice.
Interdisciplinary Team Collaboration and Communication among Nurses and How it Supports Safe and Effective Patient Outcomes
Multidisciplinary teams connote health care team members drawn from different areas of specialty with complementary skills, experience, and profession. For patients to receive better health care under the interdisciplinary team, nurses should communicate with pertinent experts concerning the treatment plan for their patient while acknowledging the responsibilities of each team member. Mostly, nurses serve a bridge between the health care organization, physicians, and patients. As such teamwork is crucial for nursing role. Therefore, it is imperative to facilitate open communication. Effective communication in multidisciplinary team ensures safe and more effective patient outcomes by ensuring quality patient-oriented care. It also ensures reduction in medical errors and enhances patient experience with health care. Ultimately, this will reduce the health care cost (American Association of Colleges of Nursing, 2015).
Conclusion
The nursing profession has evolved from a situation where it did not require formal medical training to the present practice where nursing is considered as a valuable profession extensive training programs and more patient health care responsibilities. On the other hand, the practice competencies between ADN and BSN prepared nurses varies significantly. BSN-prepared nurses provide more holistic care as opposed to ADN-prepared nurses because they take care of patients in the entire time of patient care, which begins from pre-admission to post-discharge. It has also been established that the implementation of EBP in health care is associated with better patient-outcomes. Finally, interdisciplinary team collaboration is crucial in ensuring safe and effective health care services, which leads to positive patient outcomes and satisfaction with health care services.
References
American Association of Colleges of Nursing. (2015). Creating a more highly qualified nursing workforce. Retrieved September, 30.
Dang, D., &Dearholt, S. L. (2017). Johns Hopkins nursing evidence-based practice: Model and guidelines. Sigma Theta Tau.
Loversidge, J., Yen, P. Y., Chipps, E., Gallagher-Ford, L., Genter, L., & Buck, J. (2018). Top-of-license nursing practice, part 2: differentiating BSN and ADN perceptions of top-of-license activities. JONA: The Journal of Nursing Administration, 48(6), 329-334.
Ranard, C. (2015). How Nursing Has Changed Over Time – Minority Nurse. Minority Nurse. Retrieved 29 September 2020, from https://minoritynurse.com/how-nursing-has-changed-over-time/.
Rosseter, R. J. (2014). The impact of education on nursing practice. American Association of Colleges of Nursing Fact Sheet.
NRS-430V NRS-430V-O503 Contemporary Nursing Practice 150.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%)
Content 80.0%
Evolution of Nursing Practice Over Time and Resulting Changes to Scope of Practice and Approach to Patient Care 10.0% Explanation of how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual is not presented. Explanation of how nursing practice has changed over time is incomplete. A partial summary of how scope of practice and approach to treating the individual have changed over time is presented. There are major inaccuracies. More information is needed. A general explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is summarized. There are some minor inaccuracies. Some information is needed for clarity. An explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is discussed. Minor detail is needed for clarity. The explanation is accurate and captures all significant aspects. A thorough explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is discussed in detail. An insightful account of the evolution of nursing practice and its influence on scope of practice and patient care is presented. NRS 430 Contemporary Nursing Practice Assignment
Comparison of Differentiated Practice Competencies of ADN and BSN 15.0% The differentiated practice competencies of the ADN and BSN are not compared. An incomplete comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice is unclear.
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There are significant inaccuracies. More information is needed. A general comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice are summarized. Some information is needed for clarity or support. A comparison of the differentiated practice competencies of the ADN and BSN is nursing is presented. Differences between ADN and BSN scope of practice are described. Minor detail or rationale is needed for clarity or support. A comparison of the differentiated practice competencies of the ADN and BSN is clearly presented. Differences between ADN and BSN scope of practice are described in detail. The narrative demonstrates a strong understanding of differentiated competencies and scope of practice for the ADN and BSN.
Use of Patient Care Situation to Describe Differences in Approach to Nursing Care Based Upon ADN and BSN Education 20.0% A patient care situation illustrating the difference between ADN and BSN in decision making and approaches to patient care is not presented. Summary of patient care situation is incomplete or is not relevant to illustrating the differences in decision making or approach to nursing care based upon ADN and BSN education. Summary of relevant patient care situation is presented. Differences in decision making and approach to nursing care based upon ADN and BSN education are generally described. Difference between ADN and BSN scope of practice is summarized. More detail is needed for clarity and support. Relevant patient care situation is described, including differences in decision making and approach to nursing care based upon ADN and BSN education. Difference between ADN and BSN scope of practice is described. Minor detail is needed for clarity. Relevant patient care situation is thoroughly described. The differences in approach to nursing care and scope of practice based upon ADN and BSN education are described in detail. Narrative demonstrates insight into patient care, decision making, and differing approaches between ADN and BSN.
NRS 430 Contemporary Nursing Practice Assignment
Topic 1 DQ 1
It has been my desire to return to school to earn my bachelor’s degree in nursing since I graduated as an RN but have not been able to enroll due to a couple of challenges hindering me. Fortunately, I ran across an old friend who told me that she has her Bachelors degree and back again for her masters. She gave me the reason to leave my comfort zone to this wake up call.
To advance my nursing career, continuing education is necessary to attain my goal in a managerial position. Obviously, many hospitals and other healthcare facilities have preferences for nurses with a Bachelors degree. Also, there are more job opportunities in different fields of nursing. The desire to be enlightened and current with evidence-based practice will improve my competency.
Meanwhile, I have been a face-to-face student and have never enrolled in an online class, so I am concerned about taking my classes online and worried if I will be able to navigate the virtual learning process. Also, being a mother of six lovely children and working full time might be challenging with the school workload.
To be successful in this program, I will have to be able to manage my time effectively and efficiently. Also, by avoiding distractions and adhering to my schedule to achieve my desired goal. It is important for me to study material thoroughly to help me retain the information being passed on. I will also incorporate exercise to help me relieve stress.
Discuss the difference between a nursing conceptual model and a nursing theory.
Select a nursing theory and provide a concise summary of it. Provide an example in nursing practice where the nursing theory you selected would be effective in managing patient care.
Re: Topic 3 DQ 2
A nursing conceptual model is more of an abstract or a roadmap meant to guide researchers in their study. Meanwhile, the theory describes a specific nursing event. The theoretical framework in research is based upon existing approaches such as the theory of behavior or the theory of motivation. Meanwhile, a conceptual framework can be developed by an individual based on the theory (McKenna, 2006). In other words, a researcher may adopt a concept in the particular theory at the same time, add variables that they may feel are relevant to their study.
Dorothea Orem’s self-care deficit nursing theory is a theory based upon the philosophy that all “patients wish to care for themselves” (Hartweg, 1991). Also known as Orem’s theory, the self-care deficit nursing theory argues that patients can recover more holistically if they are allowed to perform self-care to the best of their capabilities. Therefore, Orem advocated for nurses to rate their patient’s self-care deficits to articulate the best support modality for them. Orem’s self–care deficit nursing theory can be applied to assess a patient’s condition, identify the needs of a patient, and recommend solutions to the identified needs of the patient (Kumar, 2007). this theory helps nurses provide care that is comprehensive and evidence-based, which helps improve the overall outcomes. By identifying a patient’s self-care requisites, nurses can manage and deliver patient care that is supportive and patient-centered.
References
Hartweg, D. L. (1991). Dorothea Orem: Self-care deficit theory. SAGE Publications, Inc., https://www.doi.org/10.4135/9781483325842
Kumar C. P. (2007). Application of Orem’s self-care deficit theory and standardized nursing languages in a case study of a woman with diabetes. International journal of nursing terminologies and classifications: the official journal of NANDA International, 18(3), 103–110. https://doi.org/10.1111/j.1744-618X.2007.00058.x
McKenna, H. (1997). Nursing Theories and Models (1st ed.). Routledge. https://doi.org/10.4324/9780203135440
Thank you Pepper! I do appreciate any resources I can get. It seems that online class were growing and now since COVID have become increasingly popular. There are many benefits such as learning at your own pace and being able to complete the work at any time of the day. Online learning makes it possible for many individuals to go back to school while balancing a work and personal life. Even though online learning is growing and the demand for higher education increases, we need to remember that there are risks. Plagiarism can increase with larger access to an abundance of resources. Plagiarism, intentional or unintentional, has a higher increase in probability (Falkner, 2018). Luckly we have the Student Success Center to avoid this.
Hey Carly,
I first wanted to mention that I think it is great you are getting your MSN-E to be a unit-based educator. I have worked in my current unit for almost seven years, and we have gone through five different educators. I feel it is unfortunate, and we see a constant change in learning methods, styles, and practice standards. In addition, I have seen the change in people’s skill levels coming off of orientation differ with each educator.
When you talked about not attending school in this setting, I’m with you on that! I genuinely like the in-class environment. I get to remove all the distractions from the world and soak in the knowledge the teacher exhibits. I have already been feeling a little overwhelmed with learning to navigate this virtual world.
I read Tips for Successful Students from the University of Saskatchewan from our syllabus went to the University’s website and found they have many PDF files relating to tips and tricks. “SLS Study Skills: Study Skills Tip Sheets” (Univ. of Saskatchewan, 2022). They have a great selection of strategies under the Online and Remote Learning Success section. Maybe there is something there for all of us during these online times.
I already dig the first PDF, and they are easy to read. I’m going to go put up a kitty poster that says “Hang in There” and my Rosie the Riveter Poster. It sounds cheesy, but sometimes I just need some visual reminders to tell me I can do this.
Pepper
The University of Saskatchewan Libaray. (2022, March 28). SLS Study Skills: Study Skills Tip Sheets. https://libguides.usask.ca/studyskills/wallofhandouts
Sample Answer for NRS 430 Assignment Contemporary Nursing Practice
To excel in their professional roles, nurses should acquire diverse skills and comprehensively understand practice problems and solutions. Basic clinical skills can be acquired through certificates, diplomas, or degrees. A nurse’s competence is typically higher when they acquire the highest education possible, making nurses perceive continued education positively (Thielmann et al., 2019). As nurses continue to implement their roles, the nursing practice evolves in multiple dimensions. This evolution impacts patient care outcomes, communication strategies, and care models, among other critical aspects. Nurses should understand this evolution and adapt effectively. The purpose of this paper is to describe nursing practice today while primarily focusing on its evolution and differences between associate (ADN) and baccalaureate (BSN) education in nursing.
ALSO READ: NRS 430V Assignment Professional Associations Membership
Nursing Practice Changes, Scope of Practice, and Approach to Client Care
Nursing has evolved in many aspects, profoundly impacting nursing scope and patient care approaches. One of the many changes characterizing modern practice is the evolution of care delivery models. Undeniably, remote care is increasingly dominant in the current practice as providers strive to improve access to care and reduce costs (Snoswell et al., 2020). Besides, there is an increased focus on value-based care in an attempt to improve care quality and patient satisfaction. Another significant change defining the current practice is the broadened scope of nursing. Nurses’ role is not limited to clinical care; nurses can effectively perform other roles that optimize health outcomes, including policymaking, advocacy, and health education.
The progressive changes in nursing practice have broadened nursing practice not to be limited to patient care. As the push for higher patient outcomes continues, nurses are currently playing a pivotal role in creating safer environments and promoting patient rights. This role typifies patient advocacy, where nurses serve as the voice of patients (Nsiah et al., 2019). Regarding the approach to treating the individual, there is an increased focus on patient-centeredness and patient engagement. In such approaches, healthcare providers are not the sole decision-makers. Patients should understand the treatment processes and consent to them as nurses tailor care according to patient needs.
Comparison of Practice Competencies and Scope of Practice
Nurses’ competencies impact their ability to implement comprehensive patient care and other roles. An ADN is a two-year degree that prepares students to be registered nurses (RNs). However, since it takes a short time, an ADN focuses primarily on the technical skills that prepare nurses as clinicians. As Deering (2023) stated, BSN-prepared nurses are more skilled in clinical roles and other practice areas such as research, nursing leadership, and public health. The four-year program provides BSN nurses with a larger base of knowledge than AND-prepared nurses. The BSN further provides expanded skills in critical thinking and administration. Regarding the scope of practice, BSN nurses have broader roles than ADN nurses due to more competence and a more comprehensive understanding of patient care. Research further confirms a positive link between BSN nurses’ expanded skills and higher patient outcomes, which underlines the need for more such nursing professionals (Anbari, 2019; American Association of Colleges of Nursing, n.d.). As ADN nurses concentrate on the clinical role, BSN nurses conduct research, engage in leadership, and implement change in routine practice. Importantly, BSN nurses also enjoy more independence in decision-making than ADN nurses.
Nursing Care or Approaches to Decision Making
The differences in skills level between ADN and BSN-prepared nurses affect how they approach client care situations. A suitable scenario is where a patient presents to the healthcare setting with a persistent headache. An ADN will likely have a somatic approach to relieve symptoms while trying to calm and comfort the patient. The genesis of the headache could be established through a routine diagnosis to determine an effective treatment. On the other hand, as Kim and Sim (2020) suggested, BSN-prepared nurses are more skilled in critical thinking, communication, and decision-making. Therefore, they will likely take a more holistic approach in the assessment process to determine the potential cause of the illness. Their higher communication and assessment skills would enable them to communicate with the patient, establish a healthy nurse-patient relationship, and develop a treatment plan that integrates the patient to foster adherence.
Significance of Applying Evidence-Based Practice to Nursing Care
The current nursing practice stresses evidence-based practice (EBP) and encourages nurses to apply it to address simple and complex health matters. EBP is primarily about blending current research evidence with clinical expertise and patient values for higher patient outcomes (Abu-Baker et al., 2021). It ensures that multiple components are considered during decision-making to address patient needs comprehensively. The academic preparation of the RN-BSN nurse supports EBP application by expanding nurses’ research and leadership skills. Research skills enable nurses to explore, analyze, and critique current, peer-reviewed research. Leadership skills prepare nurses to lead change whose positive outcomes are achieved by implementing EBP.
Nursing Communication and Collaboration
Nurses work in different settings and need a shared approach to decision-making to achieve enhanced, consistent outcomes. They communicate and collaborate with interdisciplinary teams by sharing information and approaching common issues as a team. Technologies have also allowed timely data sharing and analysis for better communication and collaboration. According to Walton et al. (2019), collaboration across disciplines supports safer and more effective practices by reducing errors and improving care coordination. Health care practitioners within the interdisciplinary team benefit from shared roles and diverse perspectives that enhance their understanding of patient care and interventions as situations obligate.
Conclusion
Nursing is an evolving practice characterized by many changes in patient care approaches occurring over time. Nurses should be competent multi-dimensionally to address patient needs comprehensively and adapt as the practice evolves. As discussed in this paper, the competency differences between ADN and BSN-prepared nurses affect how they respond to situations. Although both sets of nurses are skilled in clinical roles, BSN nurses have expanded knowledge of research, leadership, and critical thinking skills. Research skills prepare BSN nurses for a higher role in implementing evidence-based practice.
References
Abu-Baker, N. N., AbuAlrub, S., Obeidat, R. F., & Assmairan, K. (2021). Evidence-based practice beliefs and implementations: a cross-sectional study among undergraduate nursing students. BMC Nursing, 20(1), 1-8. https://doi.org/10.1186/s12912-020-00522-x
Anbari, A. B. (2019). What makes a BSN a BSN? Western Journal of Nursing Research, 41(2), 167–170. https://doi.org/10.1177/0193945918803683
American Association of Colleges of Nursing. (n.d.). Fact sheet: the impact of education on
nursing practice. https://www.aacnnursing.org/Portals/42/News/Factsheets/Education-Impact-Fact-Sheet.pdf
Deering, M. (2023). RN Diploma vs. ADN vs. BSN degree: what’s the difference? NurseJournal. https://nursejournal.org/degrees/bsn/rn-and-bsn-degree-differences/#:~:text=A%20BSN%20degree%20and%20an,school%20and%20your%20career%20goals.
Kim, A. Y., & Sim, I. O. (2020). Communication skills, problem-solving ability, understanding of patients’ conditions, and nurse’s perception of professionalism among clinical nurses: a structural equation model analysis. International Journal of Environmental Research and Public Health, 17(13), 4896. https://doi.org/10.3390/ijerph17134896
Nsiah, C., Siakwa, M., & Ninnoni, J. P. K. (2019). Registered Nurses’ description of patient advocacy in the clinical setting. Nursing Open, 6(3), 1124–1132. https://doi.org/10.1002/nop2.307
Snoswell, C. L., Taylor, M. L., Comans, T. A., Smith, A. C., Gray, L. C., & Caffery, L. J. (2020). Determining if telehealth can reduce health system costs: Scoping review. Journal of Medical Internet Research, 22(10), e17298. https://doi.org/10.2196/17298
Thielmann, B., Parker, K., Post, J., & Abraham, S. (2019). Factors influencing nurses’ perceptions of the Baccalaureate Degree in Nursing as minimum requirement for Professional Practice. Nursing Education Perspectives, 40 (1), 25-29. doi: 10.1097/01.NEP.0000000000000391.
Walton, V., Hogden, A., Long, J. C., Johnson, J. K., & Greenfield, D. (2019). How do interprofessional healthcare teams perceive the benefits and challenges of interdisciplinary ward rounds. Journal of Multidisciplinary Healthcare, 12, 1023–1032. https://doi.org/10.2147/JMDH.S226330
Sample Answer 3 for NRS 430 Assignment Contemporary Nursing Practice
Nurses remain at the core of effective care provision and a growing profession because of its evolution. The need for advanced education and training, ensures that nurses are well positioned to deliver care in a transforming health industry. Today, professional nursing entails specialization and scopes of practice based on one’s clinical skills, capabilities, and competencies. The use of innovative care models and evidence-based practice implores nurses to advance their education, focus on patient care, and work in teams to enhance quality and delivery of patient care (Graebe & Chappell, 2019). The purpose of this essay is to evaluate contemporary nursing practice and evaluate how it has changed over time and its position today in health care system.
Changing Nursing Practice and The Effect of the Evolution On Scope of Practice & Patient Treatment
The nursing profession has witnessed several changes since its establishment. Originally, nursing was about caretaking and caregiving roles that were assigned to women. The women did not have formal training or nursing education. In most instances, they were housewives and possess skills and knowledge transferred from family members who had the desire to care for the sick. The scope of their practice was not limited (Salmond & Echevarria, 2017). These women treated patients as guests in their homes. However, things changed and have been transforming since the Crimean War when Nightingale made nursing a distinct model to care for the wounded soldiers by writing “Notes on Nursing in 1854. The Civil War of 1861 also demonstrated the increased role of nurses based on women who followed their husbands, brothers, and fathers to care for them. The main responsibilities of these women included ensuring that the patients were comfortable and reported any issue to physicians.
The initial concept of nursing emanated from these two critical events as physicians wanted trained women who became nurses. Hospitals began programs to train nurses as caregivers. These programs defined the scope of practice for the nurses. By end of 19th century, many hospitals had their nurse training programs but were not standardized (Graebe & Chappell, 2019). Over the next century, nursing practice evolved and changed leading to a contemporary nurse who is expected to use evidence-based practice (EBP) interventions, be a critical thinkers and highly trained and educated. Nurses are today better equipped and have increased scope of practice based on their specialties. The provision of advanced education has enhanced their training and allowed them to think more critically and enabled them to conduct more role in clinical setting. Nurses are not primary care providers in certain regions, have better skills and control the treatment process while advocating for patients to enhance overall care outcomes.
Differentiated Practice Competences Between Associate and Baccalaureate Nursing Education
In comparing the practice competencies of associate and baccalaureate nursing education, the BSN-prepared nurses are considered as professional nurses while associate-degree trained nurses are technical nurses. Further, ANDs are trained primarily on clinical skills while BSN have more focus on nursing research, clinical skills, and management. Both qualifications equip nurses with essential skills focused on meeting accepted patient care standards. However, BSN nurses are more focused on disease prevent, advocacy, research, community health, and execution of best practices.
They also examine or evaluate data and informatics and generating effective solutions to patient outcomes based on their scope of practice (Salas et al., 2018). On their part, the scope of ADNs include basic nursing care that includes recording patient’s history, recoding symptoms, and utilizing simple medical equipment as well as provision of patent education on disease prevention, healthy living and respecting physician appointments and medical reviews. In summary BSN-trained and prepared nurses have more varied differentiated practice competencies and expanded scope of practice compared to those with AND qualifications.
Patient Care Coordination
BSN-trained or prepared nurses have a different approach to nursing care and decision making when dealing with patients in care situations (Salas et al., 2018). For instance, a patient presenting with chronic conditions like diabetes may implore on the BSN-trained nurse to make better decisions and take effective actions compared to the ADN nurse. A patient with type II diabetes may experience chest pain and shortness of breath. The patient has an NPO directive as he is scheduled for surgery at 9 am the following morning for catherization of heart. The patient takes Eliquis twice daily since getting a stent in the heart. He also takes Clonidine for chronic hypertension. The vitals show elevated blood pressure of 108/60. The patient should be given insulin per sliding scale ACHS. However, at 7am, the patient experience a FSBS of 150mg/dL. In this case, the ADN nurse may give Eliquis which is an anticoagulant medication at 9pm since she may not be aware that research evidence shows that having anticoagulant medication 12 hours or more before surgery reduces the risk of fatal bleeding. The implication is that a BSN nurse is likely to handle the situation differently by not giving these medication and insulin because of the risk they portend for the patient.
Evidence-Based Practice
The deployment of evidence-based practice is important in delivery of quality health care to patients since it is founded on knowledge and research evidence as well as clinical trials. Through EBPs, hospitals offer more reliable and high-quality patient care. Nurses enhance their critical thinking skills, enhance their observation and procession of information while practicing and brainstorming ideas to make necessary improvements in care delivery (Verot et al., 2021). The academic preparation of the RN-BSN nurse supports the application of EBP as it prepares nurses to use evidence coming from research to make better care decisions and apply their critical thinking skills in different patient situations. The BSN also supports EBP in nursing by training nurses on leadership, management and effective communication as well as having scientific research skills.
Communication and Collaboration with Interdisciplinary Teams
Nurses are effective communicators and collaborators in care delivery. Nurses communicate and collaborate with interdisciplinary teams using different approaches. These include using electronic approaches, handwritten notes, texts and emails (McMenamin et al., 2019). Further, the integration of health information technologies has improved communication and collaboration among these teams as nurses can use electronic health records, telehealth and telemedicine means and teleconference to communicate not just with professionals but also patients and deliver quality care.
Conclusion
Nursing remains the foundation of patient care. The profession has transformed and continues its transformation for better care delivery. Nurses are at the forefront of care provision and advanced education allows them to be primary care providers in different care settings. ADNs and BSN-prepared nurses have different approaches to care provision for patients in diverse situations. therefore, by leveraging on EBP interventions, the contemporary nurse is well-positioned to offer quality care in a transforming healthcare system.
References
Graebe, J., & Chappell, K. (2019). Looking back and leaping forward—a reflection on the
evolution of nursing continuing professional development credentialing. The Journal of Continuing Education in Nursing, 50(12), 531-533. DOI: 10.3928/00220124-20191115-01.
McMenamin, A., Sun, C., Prufeta, P., & Raso, R. (2019). The evolution of evidence-based
practice. Nursing Management, 50(9), 14-19.
DOI: 10.1097/01.NUMA.0000579000.09987.b0.
Salmond, S. W., & Echevarria, M. (2017). Healthcare transformation and changing roles for
nursing. Orthopedic nursing, 36(1), 12. doi: 10.1097/NOR.0000000000000308
Salas, E., Zajac, S., & Marlow, S. L. (2018). Transforming health care one team at a time: ten
observations and the trail ahead. Group & Organization Management, 43(3), 357-381. https://doi.org/10.1177/1059601118756554
Verot, E., Denois, V. R., & Chauvin, F. (2021). Current perceptions of cancer nurses in France
about their role and the evolution of nursing practices: Findings and perspectives. Social Science & Medicine, 277, 113896. DOI: 10.1016/j.socscimed.2021.113896.
Rubic_Print_Format
| Course Code | Class Code | |||||||
| NRS-430V | NRS-430V-O102 | Contemporary Nursing Practice | 150.0 | |||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (75.00%) | Satisfactory (79.00%) | Good (89.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 80.0% | |||||||
| Evolution of Nursing Practice Over Time and Resulting Changes to Scope of Practice and Approach to Patient Care | 10.0% | Explanation of how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual is not presented. | Explanation of how nursing practice has changed over time is incomplete. A partial summary of how scope of practice and approach to treating the individual have changed over time is presented. There are major inaccuracies. More information is needed. | A general explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is summarized. There are some minor inaccuracies. Some information is needed for clarity. | An explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is discussed. Minor detail is needed for clarity. The explanation is accurate and captures all significant aspects. | A thorough explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is discussed in detail. An insightful account of the evolution of nursing practice and its influence on scope of practice and patient care is presented. | ||
| Comparison of Differentiated Practice Competencies of ADN and BSN | 15.0% | The differentiated practice competencies of the ADN and BSN are not compared. | An incomplete comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice is unclear. There are significant inaccuracies. More information is needed. | A general comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice are summarized. Some information is needed for clarity or support. | A comparison of the differentiated practice competencies of the ADN and BSN is nursing is presented. Differences between ADN and BSN scope of practice are described. Minor detail or rationale is needed for clarity or support. | A comparison of the differentiated practice competencies of the ADN and BSN is clearly presented. Differences between ADN and BSN scope of practice are described in detail. The narrative demonstrates a strong understanding of differentiated competencies and scope of practice for the ADN and BSN. | ||
| Use of Patient Care Situation to Describe Differences in Approach to Nursing Care Based Upon ADN and BSN Education | 20.0% | A patient care situation illustrating the difference between ADN and BSN in decision making and approaches to patient care is not presented. | Summary of patient care situation is incomplete or is not relevant to illustrating the differences in decision making or approach to nursing care based upon ADN and BSN education. | Summary of relevant patient care situation is presented. Differences in decision making and approach to nursing care based upon ADN and BSN education are generally described. Difference between ADN and BSN scope of practice is summarized. More detail is needed for clarity and support. | Relevant patient care situation is described, including differences in decision making and approach to nursing care based upon ADN and BSN education. Difference between ADN and BSN scope of practice is described. Minor detail is needed for clarity. | Relevant patient care situation is thoroughly described. The differences in approach to nursing care and scope of practice based upon ADN and BSN education are described in detail. Narrative demonstrates insight into patient care, decision making, and differing approaches between ADN and BSN. | ||
| Application of Evidence-Based Practice and RN-BSN Education in Nursing Care | 20.0% | Significance of evidence-based practice to nursing care and how the BSN supports its application is not discussed. | The significance of evidence-based practice to nursing care and how the BSN supports the application of evidence-based practice is partially discussed. The discussion contains significant inaccuracies. | A summary of the significance of evidence-based practice to nursing care and how the BSN supports the application of evidence-based practice is presented. The discussion contains minor inaccuracies; or, more evidence or rationale is needed to support claims. | A discussion on the significance of evidence-based practice to nursing care and how the BSN supports the application of evidence-based practice is presented. Some evidence or rationale is needed to support claims. | A discussion of the significance of evidence-based practice to nursing care and how the BSN supports the application of evidence-based practice is thoroughly presented. Strong evidence and rationale is provided to support claims. | ||
| Communication and Collaboration With Interdisciplinary Teams to Support Patient Outcomes | 15.0% | A discussion of how nurses today communicate and collaborate with interdisciplinary teams, and how this supports safer and more effective patient outcomes, is not presented. | An incomplete discussion of how nurses today communicate and collaborate with interdisciplinary teams, and how this supports safer and more effective patient outcomes, is presented. The discussion contains inaccuracies and fails to demonstrate the importance of working with interdisciplinary teams. | A summary of how nurses today communicate and collaborate with interdisciplinary teams, and how this supports safer and more effective patient outcomes, is presented. The summary generally illustrates the importance of working with interdisciplinary teams. Some information is needed for accuracy or to support claims. | A discussion of how nurses today communicate and collaborate with interdisciplinary teams, and how this supports safer and more effective patient outcomes, is presented. Overall, the discussion illustrates the importance of working with interdisciplinary teams. | A detailed discussion of how nurses today communicate and collaborate with interdisciplinary teams, and how this supports safer and more effective patient outcomes, is clearly presented. The discussion is well supported and strongly illustrates the importance of working with interdisciplinary teams. | ||
| Organization and Effectiveness | 15.0% | |||||||
| Thesis Development and Purpose | 5.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | ||
| Argument Logic and Construction | 5.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | ||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | ||
| Format | 5.0% | |||||||
| Paper Format (use of appropriate style for the major and assignment) | 2.0% | Template is not used appropriately or documentation format is rarely followed correctly. | Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Template is used, and formatting is correct, although some minor errors may be present. | Template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | ||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 3.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | ||
| Total Weightage | 100% |
Welcome to class
Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to.
I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.
Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.
If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.
Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.
Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.
I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!
Sincerely,
Contemporary Nursing Practice – Rubric
Criteria Description
Evolution of Nursing Practice Over Time and Resulting Changes to Scope of Practice and Approach to Patient Care
Criteria Description
Comparison of Differentiated Practice Competencies of ADN and BSN
Criteria Description
Use of Patient Care Situation to Describe Differences in Approach to Nursing Care Based Upon ADN and BSN Education
Criteria Description
Application of Evidence-Based Practice and RN-BSN Education in Nursing Care
Criteria Description
Communication and Collaboration With Interdisciplinary Teams to Support Patient Outcomes
Criteria Description
Thesis Development and Purpose
Criteria Description
Argument Logic and Construction
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Criteria Description
Paper Format (use of appropriate style for the major and assignment)
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Grand Canyon University College of Nursing and Health Care Professions Philosophy
In concert with the mission of the University, the College of Nursing and Health Care Professions faculty affirms our belief in educating nurses within a dedicated and supportive community of Christian nurse scholars. The nursing programs prepare graduates to provide excellent, holistic care while encouraging a passion for achievement, a lifelong curiosity for knowledge, and pursuit of advanced professional degrees.
The AACN Essentials of Baccalaureate Education for Professional Nursing Practice guides the curriculum for the baccalaureate program. The AACN’s The Essentials of Master’s Education for Advanced Nursing Practice, Advanced Nursing Practice: Curriculum Guidelines and Program Standards for Nurse Practitioner Education, NONPF and AACN Nursing Practitioner Primary Care Competencies in Specialty Areas, NONPF Domains and Competencies of Nurse Practitioner Practice, and NACNS Statement on Clinical Nurse Specialist Practice and incorporatesEducation provide structure for the curriculum content of the master’s program. The College of Nursing and Health Care Professions curriculum is designed to facilitate the students’ abilities to creatively respond to continuously changing health care systems throughout the world. Educational experiences are planned to meet the needs of and to empower both students and clients. Professionalism, ethical decision making, accountability, critical thinking, and effective communication are emphasized. This is achieved through the application of liberal arts constructs, science, health and nursing theories, and the values of the Christian faith within the scope of nursing knowledge and evidence-based practice. Nursing practice promotes human dignity through compassionate caring for all human beings, without consideration of their gender, age, color, creed, lifestyle, cultural background, and other visible or invisible boundaries between students, faculty, and clients.
The faculty of the College of Nursing and Health Care Professions is accountable for the quality of the educational programs and for the promotion of safe and effective nursing through teaching, service, and collaboration with other professionals and consumers of care. The following statements reflect the philosophical beliefs of the faculty in relation to the concepts of health, environment, person, and nursing:
HEALTH
Health is the central focus of nursing. Health is a dynamic aspect of being that incorporates physical, emotional, intellectual, spiritual, and social dimensions.
ENVIRONMENT
All humans interact with the physical, emotional, intellectual, spiritual, and social environments in which they work, play, and live. The nursing role is to help provide healthy and safe environments so that persons may live in optimal health.
PERSON
We believe that all people are accepted and loved unconditionally as children of God. In the baccalaureate program, clients are considered to be individuals, families, groups, communities, and populations. In the master’s program, clients include in addition organizations/systems. Human diversity is cherished. Spirituality is conceived as vertical and horizontal relationships with God and humanity. These relationships give hope and meaning to life now and in the future.
NURSING
Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading. The caring professional approach includes the values of autonomy, altruism, human dignity, integrity, and social justice with unconditional regard for all people. Nursing practice includes health promotion, disease prevention, early detection of health deviations, prompt and adequate treatment of the human response to acute and chronic illness, and compassionate care for those experiencing death.
Master’s nursing practice expands upon baccalaureate nursing concepts to include clinical practice knowledge, coaching/mentoring/teaching, consulting/collaborating, advanced leadership, and nursing education with a focus on research and quality assurance, critical thinking, spirituality, diversity, caring, and life-long learning. The advanced professional nursing role relies on best practices and evidence-based research with a focus on evaluation of health, outcomes, and processes.
Nursing education is theory driven. Theories are derived from the humanities, sciences, and Biblical concepts. Nursing knowledge, theory, research, and health promotion are influenced by spiritual perspectives, and ethical, legal, political, historical, and social influences. The faculty values excellence in teaching with an individual focus on the learner. Teaching includes a variety of methods, learning modalities, and practice situations. Faculty provide opportunities for students to give comprehensive care to diverse client populations, and the learning environment is created and arranged to meet individual learning outcomes that are consistent with the College of Nursing and Health Care Professions program outcomes. The College of Nursing and Health Care Professions supports life-long learning endeavors and fosters an appreciation of diversity among traditional and nontraditional learners. Students are educated to provide, direct, and evaluate client-centered care while focusing on the person as an integrated whole.