Assistance

Nursing Essentials

Emmy Jay

School

NURS 497

Professor

May 28, 2023

Nursing Essentials

According to the American Association of Colleges of Nursing (AACN), 2008, the nursing basics define the critical services that newly graduated nurses must have in order to efficiently provide high-quality care with an emphasis on outcomes improvement. The many educational programs, such as graduate entrance and baccalaureate education, should give nurses the ability to provide the results indicated in the nine elements. Graduates of Essential are expected to employ information from several subjects in their clinical work. As an illustration, holistic care could be provided utilizing the wisdom gained from performing arts, such as music (Sonke et al., 2015).

In order to provide high-quality care and increase patient safety, Essential II recognizes the necessity of system and organizational leadership. For instance, constructing powerful connections with other providers to assist care coordination would require the leadership abilities acquired through this education program (Joseph & Huber, 2015).

The importance of Essential III is on the application of evidence-based practice to nursing care. The bachelor program, for instance, helps students recognize how to use the most recent research information to inform clinical judgements and enhance patient outcomes. To enhance clinical outcomes, nurses must have the experience and abilities to utilize evidence-based results in their practice (Black et al., 2015).

Essential IV understands the responsibility for graduate nurses to have technological expertise in order to use patient care technology in their practice. For instance, it is suggested that new nurses understand how to gather and use patient data legally utilizing computers and other information technology systems. According to Anderberg et al. (2019), numeral learning is the way of the future for the nursing industry.

Essential V graduates must comprehend the policies and regulatory laws that affect nursing practice. Nurses can comprehend their area of practice, for instance, by knowing the state licensing conditions. Understanding health policies enables nurses to fulfill their advocacy role successfully (Arabi et al., 2014).

Essential VI acknowledges the value of multidisciplinary healthcare professionals’ good communication and collaboration in enhancing patient outcomes. For instance, interprofessional communication abilities acquired throughout baccalaureate education aid nurses to encourage trust and collegiality among healthcare team members. In order to plan and implement collaborative patient care strategies, interprofessional communication skills are crucial (Busari et al., 2017).

The focus of Essential VII is clinical preventive and public health promotion. For instance, a bachelor’s degree permits scholars to obtain the abilities to evaluate patients’ health principles and outlooks that influence their performances and risk for health issues, which is significant in the inhibition of illnesses as well as the upgrade of health (Ferrer & Klein, 2015).

The relevance of expert ethics and experience in nursing practice is emphasized in Essential VIII. For instance, baccalaureate education enables nurses to comprehend the professional principles, such as integrity, autonomy, social justice, and human dignity, that support them to ensure that ethical behaviors are uphold. Professional norms enable nurses to uphold patient confidentiality and privacy while resolving moral challenges (Epstein & Turner, 2015).

Lastly, essential, IX, highlights the effects of realizing elements I through VIII by joining the capabilities and data from each essential. For instance, graduates of the education program can achieve thorough patient judgments and complete holistic treatment based on patients’ ideas and attitudes thanks to the skills they obtained in the program. In order to develop patient-centered relationships and improve patient results, nurses must communicate essentially (Molina-Mula & Gallo-Estrada, 2020).

References

American Association of Colleges of Nursing (AACN). (2008).  The essentials of baccalaureate education for professional nursing practice. https://www.aacnnursing.org/portals/42/publications/baccessentials08.pdf

Anderberg, P., Björling, G., Stjernberg, L., & Bohman, D. (2019). Analyzing nursing students' relation to electronic health and technology as individuals and students and in their future career (the enursed study): Protocol for a longitudinal study. JMIR Research Protocols, 8(10), e14643. https://doi.org/10.2196/14643

Arabi, A., Rafii, F., Cheraghi, M. A., & Ghiyasvandian, S. (2014). Nurses' policy influence: A concept analysis. Iranian Journal of Nursing and Midwifery Research, 19(3), 315–322. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4061635/

Black, A. T., Balneaves, L. G., Garossino, C., Puyat, J. H., & Qian, H. (2015). Promoting evidence-based practice through a research training program for point-of-care clinicians. The Journal of Nursing Administration, 45(1), 14–20. https://doi.org/10.1097/NNA.0000000000000151

Busari, J. O., Moll, F. M., & Duits, A. J. (2017). Understanding the impact of interprofessional collaboration on the quality of care: a case report from a small-scale resource limited health care environment. Journal of Multidisciplinary Healthcare, 10, 227–234. https://doi.org/10.2147/JMDH.S140042

Epstein, B., & Turner, M. (2015). The nursing code of ethics: Its value, its history. The Online Journal of Issues in Nursing, 20(2), Manuscript 4. https://doi.org/10.3912/OJIN.Vol20No02Man04

Ferrer, R., & Klein, W. M. (2015). Risk perceptions and health behavior. Current Opinion in Psychology, 5, 85–89. https://doi.org/10.1016/j.copsyc.2015.03.012

Joseph, M. L., & Huber, D. L. (2015). Clinical leadership development and education for nurses: prospects and opportunities. Journal of Healthcare Leadership, 7, 55–64. https://doi.org/10.2147/JHL.S68071

Molina-Mula, J., & Gallo-Estrada, J. (2020). Impact of nurse-patient relationship on quality of care and patient autonomy in decision-making. International Journal of Environmental Research and Public Health, 17(3), 835. https://doi.org/10.3390/ijerph17030835

Sonke, J., Pesata, V., Arce, L., Carytsas, F. P., Zemina, K., & Jokisch, C. (2015). The effects of arts-in-medicine programming on the medical-surgical work environment. Arts & Health, 7(1), 27–41. https://doi.org/10.1080/17533015.2014.966313