NRS 430 The Future of Nursing: Leading Change, Advancing Health

NRS 430 The Future of Nursing: Leading Change, Advancing Health

NRS 430 The Future of Nursing: Leading Change, Advancing Health

Nursing is a dynamic profession as it entails art and science components in practice for the healthcare providers. In its 2010 report titled “The Future of Nursing: Leading Change and Advancing Health,” the Institute of Medicine (IOM) was categorical that nurses should be prepared to take new roles because of the evolving and transforming healthcare sector. The IOM report is essential in preparing nurses for future roles, especially with an aging and diverse population (Feller, 2018). The essence of this paper is to demonstrate the influence of the IOM report on nurse practitioners and the profession, especially on education and leadership as well as the evolving healthcare sector.

Four Messages of the Report & Significance

The IOM report was based on findings made in partnership with the Robert Wood Johnson Foundation (RWJF) about a vision for a transformed health care system where nurses play a critical role in its realization. The IOM’s four key message include nurses being allowed to practice to full level of their training and education. The message is essential to nursing as it ensures that they have full scope of practice, especially as primary care providers (Kovner et al., 2018). Secondly, the IOM report was categorical that nurses need to have seamless and lifelong learning to get higher degrees based on an improved education model. The message is important as it implores nurses to ensure that they attain lifelong learning and progression to offer quality care.

Thank you for your response. This brings to mind King James Bible/New Living Translation 2005, Luke 8:17; For all that is secret will eventually turn to light. I was in Nursing school and happen to be tutoring a nursing student that was a class or two behind me. The student was prepared to take her med-surgical exam; we had reviewed the pathophysiology so that she would be able to look at, for example, be given a scenario regarding a patient’s lab values and know if the patient was in metabolic acidosis. We reviewed the ability to think critically. Prior to her taking the test we, both felt confident that she would pass. Day later she called and asked to come over and when she arrived, she was distraught. I was dumb founded; she explained that she had taken the exam, but it did not go very well because she decided to cheat. A couple of her classmates reassured her that they had the answers to the exam; She did not even read the exam to use anything that we had reviewed as far a critically thinking and using pathophysiology, lab values, and so on to arrive at the answers. I was upset that she had taken up hours and days of my time to prepare for an exam and she just totally threw everything out the window and just put down answers.

The class prior to hers had aced the exam, but the instructor and the Director of the Nursing department reviewed the class trends and knew that the class prior to her class should not have scored that many A’s. Therefore, the test was changed and the test that my friend took was different from the one the prior class had taken. On top of that she had to speak with the Director of the Nursing department and was expelled from the program. She needed to at least pass with a C to remain in the program. The class prior had students that were also expelled as well as the students that were in her class. I only knew about this as she confided in me regarding the situation; otherwise, the was emphasis in my class to make sure that all the concepts were understood; if not ask questions during/after lecture and because in clinical we were taking care of patients and need to know why we were administering some as simple as a vitamin E and the side effects. In my practice I have been conscientious regarding patient care. In the Neonatal Intensive Care everything we gave during the time I worked in the unit was doubled checked. If it did not fit into a 1cc syringe it was triple checked.

The report’s third message is that nurse practitioners should be equal partners alongside doctors and other health providers to reshape healthcare in the country. The message is important for nurses as it means that they should be recognized as primary care providers and partners based on well-grounded knowledge, experience and perspectives. The fourth message is the need to have workforce planning and policymaking based on data collection and improved health information system or infrastructure (Feller, 2018). The message is essential to nurses as it means that they should be positioned better to leverage new trends in healthcare technology and information to deliver quality results.

Details:

Review the Institute of Medicine (IOM) report: “The Future of Nursing: Leading Change, Advancing Health,” focusing on the following sections: Transforming Practice, Transforming Education, and Transforming Leadership.

Write a paper of 750-1,000 words about the impact on nursing of the 2010 IOM report on the Future of Nursing. In your paper, include:

1. The impact of the IOM report on nursing education.
2. The impact of the IOM report on nursing practice, particularly in primary care, and how you would change your practice to meet the goals of the IOM report.
3. The impact of the IOM report on the nurse’s role as a leader.

Cite a minimum of three references.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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This assignment uses a rubric. Students should review the rubric prior to beginning the assignment to become familiar with the criteria and expectations for successful completion.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

Refer to the American Association of Colleges of Nursing (AACN) Fact Sheet: Creating a More Highly Qualified Nursing Workforce as a resource.

Refer to the assigned readings for concepts that help support your main points.

Refer to “Grand Canyon University College of Nursing Philosophy.” This is an informational resource to assist in completing the assignment.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Students should review the rubric prior to beginning the assignment to become familiar with the criteria and expectations for successful completion.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

Scope of practice denotes services that a qualified health professional considered competence to execute, and allowed to undertake based on the terms of their professional license. The nursing standards of practice differ in each state across the United States due to the differences in scope of practice authority legislations (Huynh & Haddad, 2021). As defined by the American Nurses’ Association (ANA), (n.d.) standards of nursing practice comprise of three critical components that include professional standards of care, professional performance standards, and specialty practice guidelines as protocols of care for certain populations.

In Illinois, the Illinois State Board of Nursing is responsible for setting standards of practice for all cadres of nurses. The board uses laws formulated by the state assembly and the Nursing Practice Act (NPA). The nursing board interprets the NPA into regulations based on the state’s authority to practice as a nurse. The implication is that the state board of nursing assists state legislators in developing rules and regulations to make the laws specific and clear for nurses (Illinois Nursing Workforce Center, n.d). The board of nursing in Illinois recognizes nurses as an integral part of healthcare delivery and categorizes them into three groups; licensed practice nurse (LPN), registered nurse (RN), and advanced practice registered nurse (APRN). For instance, an APRN is licensed as both a registered professional nurses and as an APRN and should possess a graduate degree and certification before licensure as an advanced registered nurse. The practice standards of an APRN include caring for patients through deployment of advanced diagnostic skills, and can order for diagnostic tests and procedures. APRN can also practice as a physician assistant, a podiatrist, and physician while making professional judgment to initiate and coordinate patient care (IHHA, 2017). An APRN can also prescribe medications and drugs and also administer them by following state regulations on scope of practice authority.

The standards of practice influence specialty of all nurses, from licensed practice nurse (LPN) to APRN as one cannot practice without following the set regulations. As mentioned, to practice as an APRN requires one to have the right qualifications and training as stated by the Illinois nursing board. Practicing in the specialty requires one to ensure that they follow the practice standards in care provision.

References

American Nurses Association (ANA) (n.d.). Scope of Practice.

https://www.nursingworld.org/practice-policy/scope-of-practice/

Huynh, A. P. & Haddad, L. M. (2021). Nursing Practice Act. StatPearls [Internet].

https://www.ncbi.nlm.nih.gov/books/NBK559012/

Illinois Nursing Workforce Center (n.d.). Nursing in Illinois.

http://nursing.illinois.gov/nursinginillinois.asp

Illinois Health and Hospital Association (IHHA) (2017). HB 313 – Nurse Practice Act (225 ILCS

           65/) Public Act 100-0513. https://www.team-iha.org/files/non-gated/quality/hb313.aspx

Nursing practice is regulated by rules in every state and territory in the United States. The Nursing Practice Act defines these laws (NPA). Each state and territorial nursing board with the jurisdiction to govern the practice of nursing care and the power to implement the laws interprets the NPA into regulations. Fifty states, the District of Columbia, and four US regions have state boards of nursing (BONs) in charge of regulating their respective NPAs.  The boards are responsible for implementing the laws enacted by their respective state or territorial legislatures. The board of nursing has the authority to sanction nurses who break nursing laws and regulations, according to the legislative body.   Only the BON has the authority to punish a person who might be a threat to the public.

The NPA was established to regulate and protect the public from practitioners who pose a threat to the people’ health, safety, or welfare within the state board’s jurisdiction. This principle of protection is enforced by evaluating competence at the point of first license and throughout the nurse’s career. License standards are established both at the time of initial licensure and at the time of renewal. The National Park Service defines and preserves licenses and titles for public use. After graduating from authorized nursing training programs, passing professional board examinations, passing background checks, and paying necessary fees, they are privileged and given by the BON.

The nursing practice act in the commonwealth of Virginia helps to develop the following regulations;

1. Laws governing nursing
2. Regulations governing nursing
3. Proposed regulations
4. Emergency regulations
5. Laws governing all health professionals

Using the language in the NPA, the BON of Virginia  has the jurisdiction and capacity to regulate nursing practice. The BON is also responsible for protecting the health, safety, and welfare of US citizens against inadequate nursing care. The governor or senators usually nominate members to the BON based on proposals from various professional organizations in the state or territory. Nurses, physicians, attorneys, and members of the general public may all be members of the BON. Nurses, attorneys, and administrative personnel who are not members of the BON may work in the BON office and have investigative obligations. The BON’s tasks are as follows:

-Create, amend and enforce guidelines

-Developing nursing education standards

-Establishing fees for licensure

-Ensure that a criminal history check is performed before licensure.

-Providing applicants with a license

-Keeping nurses up to date with continuous education

-Data about the nursing workforce is being collected and analyzed.

-Executing disciplinary procedures

Furthermore, the purpose of establishing set standards of practice is to ensure that the profession is consistent in all specialties. If a nurse has specialized knowledge or skills, the criterion is to judge her against a nurse with equivalent ability and knowledge in similar conditions.

National Library of Medicine(2021). Nursing Practice Act by Annie P. Huynh; Lisa M. Haddad.

Retrieved from;

https://www.ncbi.nlm.nih.gov/books/NBK559012/#:~:text=The%20NPA%20exists%20to%20regulate,within%20its%20state%20board%20jurisdiction.

Virginia department of health professions Board of Nursing. Laws and Regulations 2021

Retrieved from

http://www.dhp.virginia.gov/Boards/Nursing/PractitionerResources/LawsRegulations/

People inhabit different socioeconomic backgrounds with varying resources, values, and cultures. These variations prompt considerable health-related differences, including access to care, people’s perception of health, and health promotion activities. Since variations in resources and geographical locations are the primary cause of health disparities, interventions to reduce them should be intensified at the local and national levels. Nurses should also embrace their role as health equity promoters and ensure all populations get the deserved healthcare services. The purpose of this paper is to analyze the significance of health equity in the National Academy of Medicine 2021 report, the impacts of social determinants of health, nurses’ role in equity promotion, and the significance of self-care.

The Significance of Healthy Equity in the National Academy of Medicine 2021 Report

Nurses play a pivotal role in advancing health by combining skills, expertise, and passion. Addressing health inequities to improve people’s health is among the highly stressed nurses’ roles. The National Academy of Medicine 2021 report explores nurses’ work in reducing health disparities and promoting equity into 2030 (National Academies of Sciences, Engineering, and Medicine, 2023). Other focus areas include nurses’ role in cost reduction and technology utilization to achieve the best possible care for patients and populations. To achieve these goals, the current healthcare system should educate, remunerate and employ adequate nurses to remove barriers to care, diversify the workforce, and empower nurses to address health equity issues (Wakefield et al., 2021). As the report underlines, achieving health equity ensures all populations live the healthiest life possible irrespective of where they live, income levels, and race, among other factors. In collaboration with the government and partners, the healthcare system should also prepare the next generation of nurses to promote health equity and ensure all populations receive quality healthcare services. A suitable way of achieving this goal is to revamp nursing education to ensure nurses understand all the social and environmental factors that cause disparities, how to collaborate with colleagues to address health equity issues, and care provision to diverse populations.

Social Determinants of Health

Social determinants of health (SDOH) significantly influence health outcomes across populations. The Centers for Disease Control and Prevention (2022) described SDOH as the conditions where people are born, live, and work and other wider systems that shape daily life. Largely, SDOH are the nonmedical factors influencing population health outcomes. They include education, healthcare access and quality, social and community contexts, access to nutritious foods and safe housing. Economic and social policies are among the wider forces impacting people’s health. Regarding their impacts on health equity, access to healthy foods increases health disparities in the affected communities. People’s geographical locations, cultural norms, and income levels affect access to healthy foods. Lack of access to healthy foods implies poor nutrition, increasing the risk of obesity and diabetes (Office of Disease Prevention and Health Promotion, 2023). Life expectancy also reduces in populations with poor access to healthy foods.

Role of the Nurse in Improving Health Equity and Impacting Social Needs

Nurses can use their position and influence to improve health equity and effectively address people’s multidimensional needs. In agreement with Oruche and Zapolski (2020), nurses can reduce health disparities by being increasingly committed to diversity, inclusion and breaking down barriers to health. In this case, they should ensure health resources are fairly distributed according to people’s diverse needs and that all patients are assisted to achieve their full health potential. The other critical nurse’s role is advocacy, which entails protecting patients’ rights and acting as their voice (Nsiah et al., 2019). While serving this role, nurses ensure no one faces discrimination when seeking care and that all patients can comfortably and safely interact with healthcare professionals. Importantly, nurses should partner with political and health stakeholders to advance health in the communities through education, screening, and other health-related activities. Such activities enable people to understand their health and social needs, advocate for them, and seek timely interventions to live healthily and productively.

Significance of Self-Care for Nursing Burnout and Strategies for Personal and Spiritual Health

Nurse burnout is prevalent in current settings and impedes nurses’ ability to provide high-quality care. Practicing self-care is crucial for nurses to reduce stress, increase their energy levels, and be better positioned to provide compassionate care (Kaple, 2023; Nilsson, 2022). Self-care ensures that nurses are optimally physically, mentally, and emotionally. Self-care strategies include regulating shift schedules, avoiding a high workload, building healthy relationships with co-workers, and exercising. Mindfulness and practicing spirituality are also highly recommended for nurses experiencing or at risk of burnout. To maintain personal and spiritual health, nurses should embrace mindfulness, meditative walking, and religious practices, such as prayers and reading religious books (Nilsson, 2022). These interventions provide nurses with the much-needed psychophysical balance and wellness to practice in stressful conditions. They also improve coping, which reduces job dissatisfaction, anxiety, and fatigue.

Conclusion

Nurses work in diverse settings and encounter patients with varying needs. Irrespective of these differences, nurses must strive to provide timely and satisfactory care as professionally mandated. The endeavor to promote health equity should be universal among nurses to ensure all populations can achieve the best possible care. Besides, nurses should practice self-care through meditation, exercises, mindfulness, and spirituality. Self-care enables them to cope with nurse burnout hence high productivity and job satisfaction.

 

 

References

Centers for Disease Control and Prevention. (2022). Social determinants of health at CDC. https://www.cdc.gov/about/sdoh/index.html#:~:text=Social%20determinants%20of%20health%20(SDOH,the%20conditions%20of%20daily%20life.

Kaple, T. (2023). Top tips for nurses on dealing with burnout. NurseJournal. https://nursejournal.org/resources/tips-for-avoiding-nurse-burnout/

National Academies of Sciences, Engineering, and Medicine. (2023). The future of nursing 2020-2030. https://www.nationalacademies.org/our-work/the-future-of-nursing-2020-2030

Nilsson, H. (2022). Spiritual self-care management for nursing professionals: A holistic approach. Journal of Holistic Nursing: Official Journal of the American Holistic Nurses’ Association, 40(1), 64–73. https://doi.org/10.1177/08980101211034341

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

Office of Disease Prevention and Health Promotion. (2023). Social determinants of health. https://health.gov/healthypeople/priority-areas/social-determinants-health

Oruche, U. M., & Zapolski, T. C. (2020). The role of nurses in eliminating health disparities and achieving health equity. Journal of Psychosocial Nursing and Mental Health Services, 58(12), 2-4. https://doi.org/10.3928/02793695-20201112-01

Wakefield, M., Williams, D. R., & Le Menestrel, S. (2021). The future of nursing 2020-2030: Charting a path to achieve health equity. Nursing Outlook, (70)6, S1-S9. https://doi.org/10.1016/j.outlook.2022.05.013

Future of Nursing

Despite challenges like nursing shortage and burnout that nurses experience in their work and efforts to deliver care to patients and health populations, they remain a vital part of the healthcare system and reforms, especially in the attainment of health equity. From the Institute of Medicine’s report on the future of nursing, the National Academies of Sciences, Engineering and Medicine’s “Future of Nursing 2020-30: Charting a Path to Achieve Health Equity,” emphasizes the role of nurses and the nursing profession in helping stakeholders attain better health outcomes (Hassmiller, 2021). Again, working within state-based action coalitions, nurses play a crucial role in ensuring that health populations get better and equitable care to meet their needs and concerns. The purpose of this paper is to discuss the influence of the report by the National Academies of Sciences, Engineering, and Medicine on nursing practice, nursing education, and the development of the nursing workforce as well as the continual advancement of the nursing profession’s goals.

Work of the National Academies of Science, Engineering and Medicine

The National Academies of Sciences, Engineering, and Medicine (NASEM) offers objective, and impartial assessment and evaluation as well as guidance to government entities at state and federal levels, the public and the private sector, on how to improve different aspects of healthcare and related fields like sciences and even engineering. The organization is motivated by its commitment to serve the public good through better health for all Americans. NASEM issued its report on May 11, 2021, on the future of nursing from 2020 to 2030. The committee’s work was sponsored by the Robert Wood Johnson Foundation and builds on the 2011 Institute of Medicine report, The Future of Nursing: Leading Change, Advancing Health (Hassmiller, 2021). Before developing its report, the NASEM committee carried out studies investigating the interaction between social determinants of health (SDOH) and health. Through these studies, the committee’s findings revealed that SDOHs were a major cause of health inequity and disparities across the nation. As such, the NASEM report focuses on nurses and what nursing professionals can do to help solve social factors that impact health (NASEM, 2021). The committee also carried out site investigations to evaluate the readiness of the nursing faculty to address health disparities across the nation.

Through evaluation of the IOM 2010 report on the future of nursing, the committee realized that the nursing workforce and nurses had not attained the goals set earlier and were not adequately prepared for the future. Therefore, the core work of the NASEM committee was to develop a report to help the nursing professionals better prepare to care for diverse populations meet their needs despite the disparities, and attain health equity (NASEM, 2021). The committee also organized meetings and sessions with stakeholders in the sector and the public to discuss nurse-associated issues leading to the identification of areas that require improvement in nursing to promote and attain health equity.

Trends in the Nursing Workforce and Nursing Roles

The nursing workforce continues to encounter inherent challenges and trends with substantial effects on healthcare provision and quality of care. These include a chronic shortage, increased workload leading to burnout, and high turnover rates in organizations as nurses leave the profession (Murray, 2019). Nursing shortage is a trend affecting the nursing workforce with more nurses asserting their intention to leave the profession altogether. Existing evidence at the federal level through agencies like the Bureau of Labor Statistics shows that there will be more jobs for nurses through 2030 compared to other professions (Murray, 2019). The American Nurses Association (2023) is also categorical that more nurses are leaving the profession due to retirement, increased workload, and pursuit of other career options due to better pay, benefits, and workplace conditions like incivility and bullying, lack of experienced leadership and aging like the baby boomers’ generation. This trend means that nurses will continue to play many roles since they are few yet patient needs and demands continue to rise because of increasing diversity, aging, and high rates of chronic yet preventable diseases like hypertension and diabetes.

Nursing education is evolving to meet these needs through increased enrollment and tailoring programs to suit the dynamic nature of the changes. The nursing education system is admitting more students to pursue professional courses and specialize in different areas to meet diverse healthcare needs through better competencies, skills, and knowledge (Murray, 2019). Diversity and inclusion are at the core of healthcare delivery and nursing education is addressing this through increased focus on culturally competent development of nurses to integrate well with patients in their care and practice settings.

Nurses are change leaders and play a critical part as they influence others to embrace transformation. For instance, as change agents, nurses implement evidence-based practice (EBP) interventions to improve patient care. Nurses work collaboratively with other healthcare professionals to implement change by influencing them on the benefits of the transformation (Azar, 2021). Nurses also advocate policies to improve patient care and the nursing profession as well as engaging in decision-making. They also propose and implement concepts, initiatives, and interventions to improve the performance of the healthcare system. Further, they engage in leadership by promoting health equity and serving diverse populations and patients which increases health equity.

State-Based Action Coalitions

The Robert Wood Johnson Foundation established action coalitions to drive changes locally through nurses working with all stakeholders, from state to local government officials and other vital stakeholders. State action coalitions work with communities, individuals, organizations, and healthcare stakeholders to enhance nursing practice and delivery of healthcare in their respective states (Canales et al., 2020). These coalitions promote health equity by ensuring that communities and their members can access quality health care. These coalitions also enhance diversity in nursing as they include nurses from minority communities. Action coalitions develop initiatives at local levels aimed at addressing inequities in health care like racism in health care institutions to attain better access and quality.

Illinois State-Based Action Coalition

The Illinois Healthcare Action Coalition (IHAC) focuses on implementing solutions to healthcare issues that impact population health and the nursing profession. The coalition asserts that it is a driving force in healthcare transformation through nursing in Illinois. The state-based coalition continues to work on numerous initiatives aimed at improving the nursing profession (Illinois Action Coalition, 2023). These include an annual emerging nurse leader recognition event that recognizes the work and efforts of forty nurses who are 40 years and below, supporting the advanced practice nurses (APNs) working to the full extent of their education and training and working on improving the diversity of the APNs as well as better education curricula for nurses at all levels.

The initiatives by the Illinois state-based action coalition advance the nursing profession by increasing nurses’ level of education to provide quality care and preparing nurses to work in diverse practice environments and patients. The initiatives also imply that nurses should embrace diversity and inclusion in their education and professional development to meet diverse patient needs (Murray, 2019). The initiatives also advance the profession as they lead to nurses specializing in different areas to attain expected outcomes.

Barriers to Advancement and Overcoming Them

Nurses in Illinois want to advance in their careers and health care delivery. However, barriers impede this noble commitment including limiting restrictions on full practice authority, allocation of sufficient funds and resources to improve nursing practice, and inclusion and diversity, especially for minority nurses to offer care in rural parts of the state. These barriers limit the scope of practice for nurses at all levels (Canales et al., 2020). As such, nurse advocates in Illinois are working through the state-based coalition to solve these issues and advance the profession. Nurse advocates are developing legislation to amend the Nursing Practice Act (NPA) of the state to reduce these barriers.

Conclusion

The report by NASEM is critical in advancing the nursing profession. The report is categorical that nurses can work collaboratively with other providers to improve access to health care and reduce the current disparities and inequities. Through state-based action coalitions, nurses can advance the profession by developing interventions or strategies to overcome any barriers that they encounter in the practice setting and their work.

 

 

 

 

 

 

References

American Nurses Association (ANA) (2023). Why Nurses Quit and Leave the Profession.

https://www.nursingworld.org/practice-policy/nurse-staffing/why-nurses-quit/

Azar, K. M. (2021). The evolving role of nurse leadership in the fight for health equity. Nurse

            Leader, 19(6), 571-575. https://pubmed.ncbi.nlm.nih.gov/34539261/

Canales, M. K., Drevdahl, D. J., & Kneipp, S. M. (2020, November). RWJF’s future of nursing’s

campaign for action: a content analysis of social determinants of health activities. Nursing Forum, 55(4): 645-653. https://doi.org/10.1111/nuf.12481

Hassmiller, S. B. (2021). The future of nursing 2020-2030. AJN The American Journal of

            Nursing, 121(5), 7. https://pubmed.ncbi.nlm.nih.gov/33872239/

Illinois Action Coalition (2023). News Posts by: Illinois Action Coalition.

https://campaignforaction.org/state/illinois/

Murray, T. A. (2019). The future of nursing 2020–2030: Educating the workforce. Journal of

            Nursing Education, 58(9), 499-500. https://pubmed.ncbi.nlm.nih.gov/31461516/

National Academies of Science, Engineering, and Medicine (NASEM). (2021). The future of

nursing2020-2030: Charting a path to achieve health equity(2021). http://ebookcentral.proquest.com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=6697061&ppg=92

National Council of State Boards of Nursing (NCSBN) (2023 April 13). NCSBN Research

Projects Significant Nursing Workforce Shortages and Crisis. https://www.ncsbn.org/news/ncsbn-research-projects-significant-nursing-workforce-shortages-and-crisis

Course Code Class Code Assignment Title Total Points
NRS-430V NRS-430V-O503 Professional Development of Nursing Professionals 250.0

Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%)
Content 80.0%
IOM Summary of Four Messages and Significance to Nursing Practice 16.0% Summary of the four messages outlined in the IOM report and explanation of why these are significant to nursing practice is omitted. Summary of the four messages outlined in the IOM report is partially presented. Explanation of why these are significant to nursing practice is incomplete. There are significant inaccuracies. Summary of the four messages outlined in the IOM report is presented. Explanation of why these are significant to nursing practice is generally presented. There are some inaccuracies. Some information or rationale is needed to fully support summary. Summary of the four messages outlined in the IOM report is presented. Explanation of why these are significant to nursing practice is presented. Minor detail is needed for clarity. Summary of the four messages outlined in the IOM report is clearly presented. A detailed explanation of why these are significant to nursing practice is presented. A strong understanding of the IOM report and its influence on nursing practice is demonstrated.

Influence of IOM on Education, Leadership, Benefits and Opportunities for BSN-Prepared Nurses 16.0% The direct influence of the IOM report on nursing education, nursing leadership, and the benefits and opportunities for BSN-prepared nurses is not discussed. The direct influence of the IOM report on nursing education and nursing leadership is partially presented. Some benefits and opportunities for BSN-prepared nurses resulting from the IOM report are summarized. There are inaccuracies. The direct influence of the IOM report on nursing education and nursing leadership is summarized. Some benefits and opportunities for BSN-prepared nurses resulting from the IOM report are generally described. Overall, a general understanding of the IOM report and its influence on nursing is demonstrated. The direct influence of the IOM report on nursing education and nursing leadership is discussed. The benefits and opportunities for BSN-prepared nurses resulting from the IOM report are described. Overall, an understanding of the IOM report and its influence on nursing is demonstrated. The direct influence of the IOM report on nursing education and nursing leadership is thoroughly discussed. The benefits and opportunities for BSN-prepared nurses resulting from the IOM report are described in detail. Overall, an in-depth understanding of the IOM report and its influence on nursing is demonstrated.

Importance of the Evolution of the Education and Role of the Nurse to Meet the Needs of an Aging and Diverse Population 16.0% The importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population is not presented. A partial explanation the importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population is presented. There major are inaccuracies. A summary of the importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population is presented. Some information is needed to fully support explanation. An explanation of the importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population is presented. Some detail is needed for clarity. A thorough explanation the importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population is presented. The explanation demonstrates a clear understanding of the role of the nurse in meeting the needs of an aging and diverse population.

Significance of Professional Development, Lifelong Learning, in Relation to Diverse Populations Across the Life Span and Health-Illness Continuum 16.0% The significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum is not discussed. The significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum is incomplete. There are major inaccuracies The significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum is summarized. Some rationale or evidence is needed for support. The significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum is discussed. Some detail is needed for clarity. The significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum is discussed in detail. The relevance of professional development in caring for diverse populations across the life span and within the health-illness continuum is demonstrated.

Effectiveness of Nurses Managing Patient Care Within an Evolving Health Care System 16.0% A discussion of how nurses can assist in effectively managing patient care within an evolving health care system is omitted. A partial discussion of how nurses can assist in effectively managing patient care within an evolving health care system is presented. There are major inaccuracies. A general discussion of how nurses can assist in effectively managing patient care within an evolving health care system is presented. Some rationale or evidence is needed for support. A discussion of how nurses can assist in effectively managing patient care within an evolving health care system is presented. Minor detail or rationale is needed. A through discussion of how nurses can assist in effectively managing patient care within an evolving health care system is presented. The discussion offers compelling rationale and demonstrates insight into managing patient care within contemporary health care.

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.