Assignment: Contemporary Nursing Practice
Assignment: Contemporary Nursing Practice
Assignment: Contemporary Nursing Practice
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The field of nursing has changed over time. In a 750‐1,000 word paper, discuss nursing practice today by addressing the following:
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.
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.
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.
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.
Reading Materials
Read Chapter 3 in Dynamics in Nursing: Art and Science of Professional Practice.
URL:https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/dynamics-in-nursing_art-and-science-of-professional-practice_1e.php
Read “Creating a More Highly Qualified Nursing Workforce,” by Rosseter (2015), located on the American Association of Colleges of Nursing (AACN) website.
URL:http://www.aacnnursing.org/News-Information/Fact-Sheets/Nursing-Workforce
Read “The Impact of Education on Nursing Practice,” by Rosseter (2017), located on the American Association of Colleges of Nursing (AACN) website.
URL:http://www.aacnnursing.org/News-Information/Fact-Sheets/Impact-of-Education
Read “Scope of Practice,” located on the American Nurses Association (ANA) website.
URL:https://www.nursingworld.org/practice-policy/scope-of-practice/
Read “What is Nursing,” located on the American Nurses Association (ANA) website.
URL:https://www.nursingworld.org/practice-policy/workforce/what-is-nursing/
Course Code Class Code Assignment Title Total Points
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.
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.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
- Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
- Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
- One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
- I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
- Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
- In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
- Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
- Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
- Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
- Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
- I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
- I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
- As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
- It is best to paraphrase content and cite your source.
LopesWrite Policy
- For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
- Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
- Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
- Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
- The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
- Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
- If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
- I do not accept assignments that are two or more weeks late unless we have worked out an extension.
- As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
- Communication is so very important. There are multiple ways to communicate with me:
- Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
- Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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.
Nursing Practice Changes, Scope of Practice, and Approach to Client Care
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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
You brought up a very important point about the value of EBP in nursing communication. This is especially important because nurses need to be effective communicators to collaborate with other disciples and centralize patient care. Effective nursing communication is also vital to understanding individual patient concerns and needs and establishing an effective nurse-patient relationship (University of Saint Augustine for Health Sciences, 2020). Ineffective communication in a healthcare setting can lead to medical errors, and failure to follow procedures which compromise patient safety. In fact, the Joint Commission found that ineffective communication during patient transfers contributed to 80% of serious medical errors (University of Saint Augustine for Health Sciences, 2020). To help reduce miscommunication healthcare settings have introduced communication tools such as AIDET and SBAR. SBAR was first utilized in 2002 by rapid response teams at Kaiser Permanente to facilitate prompt and effective exchanges of information. Since then, SBAR has become an evidence-based strategy for effective communication in healthcare settings worldwide (Achrekar et al., 2016).
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