The Differences in Competencies
The Differences in Competencies
The Differences in Competencies: Associate-Degree Level and Baccalaureate-Degree Nursing The difference competencies between nurses prepared at the associate-degree level nursing versus the baccalaureate-degree level will be discussed in the following manner to inform the reader and the audience of particular subjects.
First, the difference in curriculum in education among the two nursing degrees; second, the length of each program degree with career opportunities discussed; third, pay rate scale based on the national survey, and finally a patient care situation in which will describe how nursing care approaches to decision making may differ upon education preparation of the nurse (BSN versus a diploma or ADN degree). With an increasing number of students acquiring to learn a degree of nursing that can be compatible with their everyday work life and family.
These forthcoming scholars offer strong skills that can enhance their classroom proficiency: such as everyday life experience, devotion and personal goals and motivation to achieve an accomplishment in life. They are inspired by the relatively short duration and time that can be managed by their busy everyday live. Associate degree nursing program is estimated two years. One discouraging disadvantage aspect that will lengthen the program will be the required prerequisites at your choice of a local or junior college.
At the associate degree level of nursing the education is directed towards the student to apprehend a professional attitude, knowledge, skills and behaviors necessary for the ethical practice in nursing. The devoted hard working college student continues building the pyramid of principle of nurse provider which incorporates the education, patient advocate, and a team member of the health care system. The responsibility of the associate degree nurse includes physical assessment, drug administration, and blood sampling the use of medical equipment.
The graduate is only involved in a selected number of patients in the health care setting which contributes with the team in support and maintains health and wellness. At the entry-level nursing graduate with an associate’s degree and no experience is estimated by the U. S. Bureau of Labor Statistics to earn a starting salary range of $19. 53 an hour, while baccalaureate-degree level salary rate $20. 96-$35. 75 an hour. Associate degree nursing will lay the foundation for all the nursing education to follow.
While the demand for registered nurses continues to increase, so too has the foundation of accelerated baccalaureate nursing programs for second-degree students. The standard of obtaining a baccalaureate degree is at least 124 credit hours in nursing which varies from university to university. One advantage is that, the nurses will be educated in a wide variety of nursing education that will incorporate the care of the client in the hospital, home and community. Furthermore, the baccalaureate-degree nurse continues to achieve higher levels of ongoing concurrent evaluations with the readiness to take leadership.
One very effective remedy of success in achieving this outcome is created by the intense highly interactive learning apprehension, nursing theory, and nursing research. The baccalaureate nursing program focuses on active collaboration, case studies, and application-oriented small group assignments. All remain the essential key components that differentiate the BSN program’s success. Increased patients in hospitals create a problematic situation which reflects patient care and decision thought effectives among the varying nurses education background.
In one patient care situation that proved that BSN versus ADN patient care and quality of patient were different. In a survey of 44 hospitals conducted in the late 1990s, chief nursing officers reported a staff of mix 51% baccalaureate, 28% ADN, 12% diploma, 8% master’s, and 1% doctorate nurses said they preferred a 71% skill mix baccalaureate-prepared nurses (Goode et al. , 2001). Teaching the ADN to incorporate the skills of communication with not only the patient but also the family members increases the risk for the safety concerns caring for acuity of ill individuals, particularly in telemetry unit.
The aspect displays how each level of degree nurse responds to the immediate response or the course of action at the immediate situation at hand. Relating their actions to patient outcomes and interpreting laboratory test results enables ADN to realize the interconnectedness of all these factors. It is evident, with the associate-degree nursing that the nurse has developed the basic information about the client as person, the family and the community that will give you theory base on which to build nursing knowledge and confidence.
BSN nurses have the medical skills of a registered nurse; they demonstrate their focus on critical thinking, clinical decision making, psychomotor skills, laboratory work, and health care management which benefit the individual, family, community and populations to translate principles of patient safety and improvement into the delivery of high quality of care to patients. (Reams & Stricklin, 2006) stated that “many nurse leaders and nursing organizations are linking the need for BSN-level education for nursing practice to patient safety as a result of these studies”.
The future holds a great promise for nursing education. Students may start the exciting and challenging journey by electing an associate-degree program not only to obtain an entry level academic degree, but also for continuing education towards the baccalaureate-degree program. The habits you develop now are important to the rest of your education and your life as a professional registered nurse. References Abel, W. M. & Freeze, M. (2006). Evaluation of concept mapping in an associate degree nursing program. Journal of nursing education, 45(9), 356-364. Bureau of Labor Statistics. (2012-13) edition.
Occupational outlook handbook, Registered Nurses, retrieved from http://www. bls. gov. htm Giddens J, Morton N. (2010). Report card: an evaluation of a concept-based curriculum. Nursing Education Perspectives. 31(6): 372-377. Goode, C. J. , Pinkerton, S. , McCausland, M. P. , Southard, P. , Graham, R. , & Kresek, C. (2001). Documenting chief nursing officers’ preference for BSN-prepared nurses. Journal of nursing administration, 31(2), 55-59. Reams, S. , Stricklin, S. M. (2006). Bachelor of science in nursing completion: A matter of patient safety. Journal of nursing administration, 36, 354-356.
University/College: University of Chicago
Type of paper: Thesis/Dissertation Chapter
Date: 25 September 2016
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