The future of baccalaureate degrees for nurses

PROBLEM. Unlike other professional healthcare disciplines, the profession of nursing has multiple levels of entry. Recently, several states have proposed legislation to mandate completion of baccalaureate education after 10 years of nursing licensure. METHODS. This article examines the proposals, statistics, strategies, and other relevant literature on baccalaureate education for nurses and the positive outcomes associated with a more highly educated nursing workforce. FINDINGS. The proposal recognizes the entry level preparation provided by associate degree nurses and is an innovative solution that offers a balance between multiple entry levels into practice and continued educational preparation. CONCLUSIONS. Through a combination of the entry level preparation of associate degree nurses and baccalaureate education, a stronger nursing workforce can be created and patient outcomes and quality of care improved.     

Exploratory study of mental health consultation-liaison nursing in Australia: Part 2. Preparation, support and role satisfaction

Mental health Consultation-Liaison (CL) nursing continues to develop and gain recognition as a subspecialty of mental health nursing. CL roles are particularly important given the significant number of people experiencing mental illness and other mental health problems within the general health-care settings. However, despite the potential value of these roles, the literature provides little information about these roles and about the nurses who work in these roles. This is the second part of a two-part paper describing a survey of CL nurses in Australia. Part 1 describes demographic data and characteristics of the CL role. Part 2 provides an exploration of the following factors: educational preparation, support, and work satisfaction. The findings identified specific educational needs in preparation and ongoing support for the role. However, overall the participants expressed a high level of satisfaction with their work. Given the current recruitment problems in mental health nursing, the promotion of the CL nursing role might enhance a more positive view of this branch of nursing.     

Social reform versus education reform: university nursing education in Canada, 1919–1960

Nurses' struggle to attain educational parity with other professional groups is closely aligned with the struggle of women for social equality within Canadian institutions. The attempts of nursing educators to shift their perspective from social reform to educational reform and to develop nursing scholarship has been restricted by the cultural views of women. Consequently, nurses' gains in attaining higher education have been realized by reforms in social and health care policies thought suitable for women. With advancement in university nursing education closely tied to social reform, nurses were not expected, nor did they expect, to pursue scholarly enquiry or develop research endeavours. This paper suggests that the feminist movement offers nurses a social and psychological basis from which to complete the educational reform of nursing.     

Occupational health nurses' educational needs: what do they want?

Educational preferences, impediments to obtaining an education, and the needs of occupational health nurses are not well understood. The purposes of this regional study were to determine the graduate and continuing educational preferences, impediments, and needs of occupational health nurses in the states of Texas, New Mexico, Arkansas, Louisiana, and Oklahoma. Questionnaires (1,172) were mailed to all occupational health nurses identified by the respective state boards of nursing (N = 5). Results from 256 (response rate of 21.8%) returned questionnaires show 43.8% were interested in obtaining a graduate degree in occupational health nursing while only 48.8% of employers encourage them to obtain a higher degree. Only 33.2% reported the company for which they work provides rewards for obtaining an advanced degree or certification as an occupational health nurse. The two greatest impediments to obtaining a graduate degree as an occupational health nurse were a long distance from campus (56.3%) and lack of money (37.9%).     

Mission possible: getting a BSN

In the past several issues of The American Nurse, the editorial pages have carried discussions on educational preparation in the nursing profession. Specifically, many letter-writers shared concerns about the difficulty in obtaining a bachelor of science in nursing (BSN) degree and the lack of credit afforded by many universities to nurses for their diplomas and, often, years of experience. Here, five nurses share why they earned a BSN and what they've gained from it, and offer tips on how to overcome hurdles to obtain the degree.     

Development of a postbasic critical care program for registered nurses: a collaborative venture between education and practice

This article describes a collaborative venture between nursing education and nursing practice focused on continuing education. A province-wide assessment of the educational needs of registered nurses identified the need to create a critical care education program. A critical care project team was established to develop a Postbasic Critical Care Program for registered nurses. The development of the project team, initiation of the program, and the mutual benefits and challenges posed by this collaborative venture are presented.     

项目管理在军队医院护理备战练兵活动中的应用研究

目的探讨项目管理在军队医院护理备战练兵活动的应用效果。方法2018年8月至2019年4月,运用项目管理的“项目启动-项目计划-项目实施-项目控制-项目收尾”5个基本过程,开展军队医院护理备战练兵活动。在项目开展前及项目开展10个月后,分别对60名护士进行军事理论知识及技能水平考核。结果在项目管理开展前后,护理人员军事护理知识掌握情况及技能水平的总分分别为(44.35±1.72)分和(86.32±2.24)分,差异有统计学意义(t=4.50,P<0.01)。与项目开展前相比,项目开展后护士在患者满意度、患者护理质量、急救毒麻药物器材、护理安全、消毒隔离、护理文书等方面都有不同程度的提高,差异均有统计学意义(均P<0.01)。结论项目管理为医院管理者提供了科学的管理方法,对护理训练进行严格的过程控制和质量管理,全面夯实了卫勤保障基础,提升了全院护理质量水平。     

不同初始学历本科护士职业生涯规划现状的调查分析

目的了解不同初始学历的临床本科学历护士职业生涯规划的现状,为护理教育者及管理者采取有效措施提供方法和依据。方法采用自制问卷,对台州市816名临床本科学历护士进行调查。结果 816名不同初始学历的本科学历护士职业生涯规划情况总体上处于中等水平,问卷总得分（158.04±22.11）分。初始学历为中专的本科护士生涯规划总得分高于全日制本科和初始学历为大专的护士（P〈0.01）。不同初始学历护士在认识自我和环境、护理职业认知、继续从事护理职业的信心、职业生涯规划实施与管理、职业发展5个维度得分差异有统计学意义（P〈0.05）;本科学历取得途径不同其生涯规划得分差异有统计学意义（P〈0.01）。结论护理教育者及管理者需结合不同初始学历本科护士职业生涯规划的现状,建立护士职业生涯管理机制,采取职业生涯辅导与管理措施,促进护士职业与护理学科的发展。     

Differences in the performances of baccalaureate, associate degree, and diploma nurses: a meta-analysis

The findings of 139 studies of nurses educated in one of three basic nursing education programs (associate degree, diploma, and baccalaureate degree) were synthesized using meta-analysis. The results indicated significant differences between professional (BSN) and technical (AD and diploma) nurses on measures of nurse performance. Measures resulting in larger effects for professional nurses included communication skills, knowledge, problem-solving, and professional role. No differences resulted from studies of nurses from the two technical programs, AD and diploma. Further analyses indicated that the effects could not be solely attributed to substantive and methodological features of the studies. However, the hospital setting where a study was conducted and years of nursing experience decreased the size of the effect. The results of the meta-analysis have implications for policy development about educational preparation and for service expectations of professional and technical nurses.     

Nurses on-line: career mobility for registered nurses.

The demands of a dynamic health care environment have altered the roles and responsibilities of nurses, creating employment situations where distinctions across educational levels are becoming increasingly important. The 1995 Pew Foundation Report projected that, in the next decade, there would exist a shortage of registered nurses with baccalaureate and higher degree preparation. This deficit creates a unique opportunity to provide innovative approaches to career mobility for registered nurses. Constraints related to juggling the demands of home life, child rearing, and employment have been obstacles for diploma and associate degree nurses wishing to continue their education. Web-based instruction offers exciting possibilities for a new paradigm in nursing education that takes advantage of both the interactivity and substantial resources of the internet. On-line registered nurse completion programs offer flexible, cost-effective, and easily accessible alternatives to traditional education. This article describes the application of adult learning theory for use in re-engineering courses for on-line instruction. Hardware and software needs, technical support, development of an instructional model, teaching-learning considerations, and program evaluation also are discussed.     

Post-registration degrees in nursing: a time for evaluation

There is a steadily growing number of post-registration degrees for registered nurses being offered by universities and polytechnics. Despite this fact, there is little published research-based literature which investigates the career paths and plans of these graduates and the value and function of this type of degree course. This paper reviews the literature relating to post-registration degrees in nursing and discusses the reasons registered nurses may decide to undertake a post-registration degree, the possible benefits of studying for and attaining a post-registration degree and highlights the present position of master's degrees in nursing. Reasons are suggested as to why a comprehensive evaluation of post-registration degree courses in nursing is required.     

Registered nurse leadership style and confidence in delegation

Saccomano S.J. & Pinto- Zipp G. (2011) Journal of Nursing Management 19 , 522–533
Registered nurse leadership style and confidence in delegation Background and aims Leadership and confidence in delegation are two important explanatory constructs of nursing practice. The relationship between these constructs, however, is not clearly understood. To be successful in their roles as leaders, regardless of their experience, registered nurses (RNs) need to understand how to best delegate. The present study explored and described the relationship between RN leadership styles, demographic variables and confidence in delegation in a community teaching hospital. Methods Utilizing a cross-sectional survey design, RNs employed in one acute care hospital completed questionnaires that measured leadership style [Path-Goal Leadership Questionnaire (PGLQ)] and confidence in delegating patient care tasks [Confidence and Intent to Delegate Scale (CIDS)]. Results Contrary to expectations, the data did not confirm a relationship between confidence in delegating tasks to unlicensed assistive personnel (UAPs) and leadership style. Nurses who were diploma or associate degree prepared were initially less confident in delegating tasks to UAPs as compared with RNs holding a bachelor’s degree or higher. Further, after 5 years of clinical nursing experience, nurses with less educational experience reported more confidence in delegating tasks as compared with RNs with more educational experience. Conclusions The lack of a relationship between leadership style and confidence in delegating patient care tasks were discussed in terms of the PGLQ classification criteria and hospital unit differences. As suggested by the significant two-way interaction between educational preparation and clinical nursing experience, changes in the nurse’s confidence in delegating patient care tasks to UAPs was a dynamic changing variable that resulted from the interplay between amount of educational preparation and years of clinical nursing experience in this population of nurses. Clearly, generalizability of these findings to nurses outside the US is questionable, thus nurse managers must be familiar with the Nurse Practice Act in their country in order to ensure proper delegation of tasks to appropriate assistive personnel. Implications for nurse managers It is imperative that nurse managers provide nurses with the educational opportunities necessary to develop delegation and supervision strategies to adapt to the changing RN role while adhering to differences in scope of practice. Globally, RNs are caring for increasing numbers of acutely ill patients with scarce resources ensuring an adequately trained RN/UAP team can help support optimal patient care.     

Education, empowerment, and elderly adults--enhancing nursing expertise in the long-term care setting

The rapidly emerging changes in health care needs of elderly individuals have prompted many articles and public policy proposals in support of the advancement of gerontological nursing education. Although more financial support for gerontological expertise is necessary, nurses have begun to move ahead with innovative programs to enhance their own geriatric practice. In this article, the author describes a collaboration among a long-term care facility and local universities created to provide an advanced practice degree program for working nurses interested in gerontology. A needs assessment survey, program planning, and implementation are outlined. The end result is 20 RNs graduating from a master's level program who anecdotally identify increased confidence, critical thinking, and use of research and evidenced-based practice as a result of their graduate studies. The author concludes that more programs accommodating the complex needs of working nurses are needed to develop nursing expertise in gerontology.     

'Back to the bedside': graduate level education in critical care

The need for post registration education for nurses practising at specialty level in critical care environments is widely acknowledged in nursing and educational literature. There is also clear consensus that the ultimate aim of educational preparation and practice development is to improve the delivery of nursing care to patients who are critically ill and provide support for their families. Yet the 'right' approach to educational delivery and evaluation is less clear and stimulates considerable debate amongst nursing educators, care providers, learners and regulatory bodies. The need for critical care nurses to apply advanced knowledge and technical skills to complex and dynamic practice situations necessitates the development of critical thinking and a problem-solving approach to clinical practice that can be fostered through education and experience. This paper explores the relationships within teaching, learning and practice development in critical care nursing and questions the popular assumption that 'post graduate (Master's level) education fits all'. Discussion focuses on the successful development and implementation of graduate level education for critical care nurses in the South Island of New Zealand and how this development is challenging existing approaches to the provision and evaluation of formal critical care education in New Zealand.     

The educational preparation: of nurses in Ireland

The history and evolution of nurse education in Ireland has been similar to that of other countries. Initially conducted under the apprenticeship model established by Nightingale, it continued under this model for more than a century because the educational needs of nurses were seen as subordinate to the needs of the health service. The necessity for reform in nursing education was identified in a number of Irish government policy documents. One of the strongest arguments put forward for the future educational preparation of nurses stemmed from the Report of the Commission on Nursing in 1998. The recommendations of the report, implemented with the launch of the preregistration nursing degree program in 2002, set the stage for a new era in the education of nurses.