entry level of preparation for registered nurses
TRANSCRIPT
Michelle BerryMegan Dirks
Jennifer EllifrittAnna Marshall
Entry Level of Preparation for
Registered Nurses
Problem Identification
Nationally, there is no single standard for the level of education required to be prepared for entry into professional nursing practice
Currently graduates of Diploma programs, Associate degrees (ADN), & Bachelor degrees (BSN), despite significantly different learning experiences, are eligible to take the same licensing exam (NCLEX) and are considered ‘equal’ in the nursing field
Problem Identification
This issue has been debated in nursing circles for nearly 100 years
A host of societal and educational circumstances has contributed to a long history of “straddling the fence between expedient educational programs and those that create professionalism” (Joel, 2002)
Problem Identification
Nurses are the least educated of all the healthcare professionals with whom we collaborate - Most require a baccalaureate-level education, at least, and many require a Master’s or higher
The problem is complicated as the US faces an ‘increase in demand for nursing services, an aging nursing workforce, and a shortage of nurses’ (MLC, p.85, 2007)
Background: Social
Nursing is the largest health care profession
Nurses are often considered undereducated when compared to other health care professionals
3 avenues of training are recognized to become a Registered Nurse
Nurses in the workforce in 2007: 58.4% Associate Degree Level 38.4% Baccalaureate Degree Level 3.1% Diploma Program
Background: Economic
Nursing shortage vs. the economic recession
Quicker access to a nursing degree is not the answer
The cost of a baccalaureate degree compared to an associate degree
Background: Ethical
Scrutiny of the nursing profession Retention of nurses Patient protection Making a decision, everyone from all levels
of educational pathways must be on board
Background: Legal and Political
1965 ANA position statement No significant changed has taken place
since their first proposal over 40 years ago
Veterans Administration System requirements
Association of California Nurse Leaders BSN in 2010
Issue Statement
What should be the educational requirement for entry level nurses to ensure the necessary supply of entry level nurses are prepared for the nursing shortage, while ensuring that the newly graduated nurses are well prepared for professional practice in nursing with a high level of competence?
Stakeholders
Nurses Hospitals Educational programs State boards of nursing Educational programs Patients Employers of nurses Various professional organizations.
Policy Objectives
Establishing policies nationwide that are consistent, so that high-quality nursing care is given to all recipients.
Ensuring that through policy change, an adequate number of nurses will be introduced into the work field to fill the nursing shortage.
Policy Objectives
Requiring nurses to have a higher level of education, giving nurses more of credibility in the medical field, and allowing them to be policy makers themselves.
Through public education and recruitment, explain the differences in the types of nursing education programs available and explain the importance of the baccalaureate degree and its necessity to further nursing education.
Policy Alternatives
Do Nothing Option: Continue to allow registered nurses to receive their nursing degree and practice after completing a diploma program, an associate’s degree or a baccalaureate degree.
Incremental Change Option: Continue to allow diploma and associate nursing degree education programs to graduate students. Require these graduates complete their baccalaureate degree within a set time period.
Policy Alternatives
Major Change Option: Implement a nationwide policy requiring nursing education programs to transition to all baccalaureate degree programs within a set time period, to ensure all nurses have at the minimum a bachelor’s degree in nursing.
Criterion 1:Capacity to ensure national consistency in quality of nursing care
OPTION 1: DO NOTHING OPTION
Pro: NCLEX-RN is passed by all education levels
Con: Patient outcomes are improved through higher education
OPTION 2: INCREMENTAL CHANGE OPTION
Pro: Baccalaureate earned by all leads to improved consistent outcomes
Con: Associate and Diploma still in practice
Criterion 1:Capacity to ensure national consistency in quality of nursing care
Option 3: Major change option
Pro: Only one education level practicing as registered nurses, improved quality shown with baccalaureate programs
Con: Education level does not ensure consistence
Criterion 2:Ability to meet national nursing needs
OPTION 1: DO NOTHING OPTION
Pro: All levels continue to add to nursing new grads, all levels continue to add to practicing RNs
Con: Baccalaureate programs admit at highest rate, other factors to consider such as age
OPTION 2: INCREMENTAL CHANGE OPTION
Pro: Diploma has highest NCLEX pass rates (92%), doesn’t rid nursing of highest pass rates
Con: Less people likely to go into nursing due to increased time and money
Criterion 2:Ability to meet national nursing needs
Option 3: Major change option
Pro: Questionable, some may go into nursing with higher education goals
Con: Over half new grads in 2008 were associate prepared, Cost of developing education for new nurses is astronomical
Criterion 3:Likelyhood of giving the nursing profession more credibility
OPTION 1: NO CHANGE OPTION
Pro: Strength in numbers
Con: Out lobbied by AMA, Low education leads to low political credibility
OPTION 2: INCREMENTAL CHANGE OPTION
Pro: Higher education leads to more credibility, Improving patient outcomes will allow for increased credibility
Con: Associate and Diploma nurses will still be practicing (no distinctions made)
Criterion 3:Likelyhood of giving the nursing profession more credibility
Option 3: Major change option
Pro: Higher education leads to higher credibility, drastic change will show commitment to credibility
Con: Credibility of NCLEX-RN will be questioned
Criterion 4: Feasibility of conforming public opinion on education requirements to a single streamlined viewOPTION 1: DO NOTHING OPTION
Pro: Feasible with no change needed
Con: No change will not allow for conformity in public view
OPTION 2: INCREMENTAL CHANGE OPTION
Pro: Shows public that level baccalaureate level is the best by requiring it
Con: Further confuses the public on how nurses become nurses, leads to more educational avenues
Criterion 4: Feasibility of conforming public opinion on education requirements to a single streamlined viewOption 3: Major change option
Pro: Public will understand single avenue to become a registered nurse
Con: May be a costly change in the beginning stages
Comparison of Policy Alternatives
Alternative PoliciesOption 1:‘Do Nothing’ Diploma, ADN, & BSN graduates can all earn RN license
Option 2: Diploma & ADN can earn RN license, but must earn BSN within set time of entering practice
Option 3: BSN is minimum required education to earn RN and enter into practice
Evaluation Criteria Capacity to ensure national consistency in quality of nursing care
(-) (+) (++)
Ability to meet national nursing needs
(++) (++) (+)
Likelihood of giving the nursing profession more credibility
(-) (+) (++)
Feasibility of conforming public opinion on education requirements to a single, streamlined view
(-) (+) (++)
Score 1(-) 5(+) 7(+)
Summary & Recommended Policy
Nursing, as a profession, must adopt a single, national standard
The BSN should be the level of education recognized as the minimum level of education required to be prepared for entry into registered nursing practice
References
American Association of Colleges of Nursing, Position Statement (2000). The Baccalaureate Degree in Nursing as the Minimal Preparation for Professional Practice. Retrieved from http://www.aacn.nche.edu/publications/positions/baccmin.htm
Barter, M. and McFarland, P. (2001). BSN by 2010: A California initiative. The Journal of Nursing Administration, 31, 141-144.
Donley, R. and Flaherty, M.J. (May 2, 2002). Revisiting the American nurses association’s first position on education for nurses. The Online Journal of Issues in Nursing, 7. Retrieved from http://cms.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume72002/No2May2002/RevisingPostiononEducation.aspx
George, S., & Young, W. (1990). Baccalaureate entry into practice: an example of political innovation and diffusion. Journal of Nursing Education, 29(8), 341-345.
Joel, L. (May 31, 2002). Education for entry into nursing practice: revisited for the 21st century. The Online Journal of Issues in Nursing, 2. Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol72002/No2May2002/EntryintoNursingPractice.aspx
Kaufman, K. (2008). Executive summary from the nursing data review academic year 2005-2006, baccalaureate, associate degree and diploma programs. Nursing Education Perspectives, 29(3), 182-184.
Long, K., Bernier, S., & Aiken, L. (2004). RN education: a matter of degrees. Nursing, 34(3), 48-51.
Mason, D.J., Leavitt, J.K., & Chaffee, M. W. (Eds.) (2007). Policy & politics in nursing and health care (5th ed.). St. Louis, MO: Saunders Elsevier.
National Council of State Board of Nursing, (2010). Retrieved from http://www.ncsbn.org/index.htm
References
Nursing Shortage. (September, 2009). American association of colleges of nursing. Retrieved from http://www.aacn.nche.edu/media/factsheets/nursingshortage.htm
Raines, C.F., & Taglaireni, M.E., (September 30, 2008) Career pathways in nursing: entry points and academic progression. The Online Journal of Issues in Nursing, 3. Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No3Sept08/CareerEntryPoints.aspx
Smith, J.E. (2002). Analysis of differences in entry-level RN practice by educational preparation. Journal of Nursing Education, 41, 491-494.
Smith, T. (Januray 1, 2010). A policy perspective on the entry into practice issue. The Online Journal of Issues in Nursing, 1. Retrieved from http://cms.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol152010/No1Jan2010/Articles-Previous-Topic/Policy-and-Entry-into-Practice.aspx
Spencer, J. (2008). Increasing RN-BSN enrollments: facilitating articulation through curriculum reform. The Journal of Continuing Education in Nursing, 39(7), 307-
313. Taylor, D.L. (2008). Should the entry into nursing practice be the baccalaureate
degree? Association of PeriOperative Registered Nurses, 87, 611-620. Thompson, P. (2005). Tomorrow's nurse. We all have a stake in the redefinition of
nursing's role and education requirements. Hospitals & Health Networks / AHA, 79(6), 106.