Essentials of Bachelor Nursing Education for the Professional Nursing Practice

From a personal perspective and understanding, the nine essentials of baccalaureate education for the professional nursing practice can be used as a curriculum revision framework. It is because the revision of curriculum should take place based on the profound science changes, technology, a more complex system of health care, and other modern curriculum design models. Moreover, these nine essentials is a framework of an organization that can readily be utilized well only during the curriculum revision process of a nursing program (DeBrew, 2014). Also, just the language found in these essentials can be used in the redesigning of nursing curricula, which is more urgent and even requires in reflecting the classroom learning and clinical integration consistent with such a language.

            Besides, the nine essentials of baccalaureate education for the professional nursing practice are also helpful to make nursing students in understanding how they can make connections between practice and theory. It implies that these essentials help students in understanding in a broader context their clinical experiences as mostly it is challenging for them to change their task-oriented mindset. Importantly, these essentials help in establishing professional standards for creating a common language as well as clarifying the context of discipline (Price, Buch & Hagerty, 2015). As a result, this assists nursing students in understanding that nursing is more important to their life.

            Besides, it is also possible in relating an experience of a single-learning in nursing to all of these nine essentials. It is because such a learning experience must be completed together with a more reflection activity of traditional service learning (Spetz & Bates, 2013). As a result, this encourages students in moving past the outcomes of their personal learning towards understanding their experiences through a nursing disciplinary context.

            Additionally, a personal understanding of these nine essentials is that all of them have got their individual importance to nursing. Essential one, which is concerned with the liberal education for the practice of Baccalaureate nursing helps in fostering culture, wide-ranging science knowledge, high-level practical and intellectual skills across several fields of study (DeBrew, 2014). This increases the commitment of nurses to social and personal responsibility.

            Essential two is involved with the basic organizational as well as systems leadership for both patient safety and quality care. This essential help in emphasizing the critical and ethical decision-making, care coordination, delegation, maintaining and initiating productive working relationships, as well as establishing and implementing strategies for conflict resolution (Price, Buch & Hagerty, 2015). Besides, it helps nurses in being aware of the complex systems in addition to the guidelines of regulation to these systems.

            Essential three is concerned with the provision of scholarship for the evidence-based practice. This helps in identifying practice issues, integration, and appraisal of evidence, as well as outcome evaluation. Through scholarship, baccalaureate nurses as the point of care practitioners are positioned in a unique way for monitoring the patient outcomes as well as identifying the practice issues (Spetz & Bates, 2013).

            Essential four is concerned with the patient care technological application and the management of information. The skills and knowledge from this essential are crucial in preparing the graduates of baccalaureate nursing in delivering quality care to patients in various healthcare settings (DeBrew, 2014). Besides, it provides the graduates with basic competence in technological skills as well as other technical support for the intervention of patient care.

            Essential five is concerned with the healthcare policy, finance, as well as regulatory environments. This essential is crucial as it indirectly or directly influences the practice of nursing in addition to the functioning and nature of the healthcare system (Price, Buch & Hagerty, 2015). The policies are also critical in any discussion concerning safety and quality within the practice environment as well as shaping responses to local, organizational, global, and national issues of access, equity, social justice, and affordability in health care.

            Essential six is primarily concerned with the inter-professional communication as well as collaboration for improving the outcomes of patient health (Spetz & Bates, 2013). As a result, this helps in delivering patient-centered care as it incorporates inter-professional team, emphasis on communication, approaches to quality improvement, informatics, and evidence-based practice.

            Essential seven is concerned with the population health and clinical prevention. Besides, this essential ensure that disease, health promotion, and the prevention of injury across the lifespan are the critical elements of the baccalaureate nursing practice both at the population and the individual levels (DeBrew, 2014). It also provides these nurses with skills of helping individuals, groups, families, communities, and populations of preparing for as well as minimizing emergency health consequences, such as disasters of mass casualty.

            Essential eight is mostly concerned with professionalism and the professional values. These professional values in addition to their related behaviors are central to the nursing practice. This essential helps nurses in the understanding of the legal, contemporary context, and the history of the nursing practice (Price, Buch & Hagerty, 2015). Besides, professionalism provides nurses with the skills on how to become accountable for the nursing practice and themselves including lifelong learning and continuous professional engagement.

            Finally, essential nine is concerned with the baccalaureate generalist nursing practice. This essential is vital as it focuses on the outcomes responsible for integrating the skills, attitudes, as well as knowledge, delineated in essential 1-8 into the nursing care of families, individuals, communities, populations, and groups from various settings (Spetz & Bates, 2013).

References

DeBrew, J. K. (2014). Perceptions of Liberal Education of Two Types of Nursing Graduates:       The Essentials of Baccalaureate Education for Professional Nursing Practice. JGE: The      Journal Of General Education, 59(1), 42-62.

Price, D. M., Buch, C. L., & Hagerty, B. M. (2015). Measuring Confidence in Nursing Graduates        Within the Framework of the AACN Essentials. Nursing Education Perspectives    (National League For Nursing), 36(2), 116-117. doi:10.5480/13-1162.1

Spetz, J., & Bates, T. (2013). Is a Baccalaureate in Nursing Worth It? The Return to Education,       2000-2008. Health Services Research, 48(6pt1), 1859-1878. doi:10.1111/1475-      6773.12104