NSG 5000 Nova Southeastern University Advanced Practiced Nurses Research Paper

NSG 5000 Nova Southeastern University Advanced Practiced Nurses Research Paper NSG 5000 Nova Southeastern University Advanced Practiced Nurses Research Paper This assignment relates to the role of the advanced practice nurse. Students will develop a scholarly paper utilizing the American Psychological Association (APA) 7th edition format. In review, when developing a scholarly APA paper, begin with an introductory paragraph that includes the purpose statement. The body of the paper should include levels of heading that keep the writer focused and on track. For example, this paper would have three level one headings not including the introductory paragraph or conclusion. The paper would then have a conclusion to summarize the main points of the paper. The last page would be the reference page. Assignment Criteria : 1. Describe the role of the advanced practice nurseand the reason for pursuing an advanced degree.2. Discuss how a masters level nursing education makes a difference inpatient-centered care and decision-making. NSG 5000 Nova Southeastern University Advanced Practiced Nurses Research Paper3. Discuss how the selected advanced practice role can impact career advancement. a. Utilize the Institute of Medicine (IOM) report: The Future of Nursing Leading Change, Advancing Health (found in Modules/Week 3) in the discussion. 4. The scholarly paper should be in narrative format and 3 to 4 pages excluding the title and reference page. 5. Include an introductory paragraph, purpose statement, and a conclusion. 6. Include level 1 headings to organize the paper. 7. Write the paper in third person, not first person (meaning do not use ‘we’ or ‘I’) and in a scholarly manner. To clarify I, we, you, me, our may not be used. In addition, describing yourself as the researcher or the author should not be used. 8. Include three professional peer-reviewed scholarly journal references to support the paper (review in Ulrich Periodical Directory) and be less than five years old. 9. APA format is required (attention to spelling/grammar, a title page, a reference page, and in-text citations). 10. Submit the assignment to Turnitin prior to the final submission, review the originality report, and make any needed changes. _564__1_.pdf ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS THE NATIONAL ACADEMIES PRESS This PDF is available at http://nap.edu/12956 SHARE ? ? ? ? The Future of Nursing: Leading Change, Advancing Health (2011) DETAILS 700 pages | 6 x 9 | HARDBACK ISBN 978-0-309-15823-7 | DOI 10.17226/12956 CONTRIBUTORS GET THIS BOOK Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine; Institute of Medicine FIND RELATED TITLES SUGGESTED CITATION Institute of Medicine 2011. The Future of Nursing: Leading Change, Advancing Health. Washington, DC: The National Academies Press. https://doi.org/10.17226/12956. Visit the National Academies Press at NAP.edu and login or register to get: – Access to free PDF downloads of thousands of scienti?c reports – 10% off the price of print titles – Email or social media noti?cations of new titles related to your interests – Special offers and discounts ?? ? Distribution, posting, or copying of this PDF is strictly prohibited without written permission of the National Academies Press. (Request Permission) Unless otherwise indicated, all materials in this PDF are copyrighted by the National Academy of Sciences. Copyright © National Academy of Sciences. All rights reserved. The Future of Nursing: Leading Change, Advancing Health I The Future of Nursing Education Edited by Linda R. Cronenwett, Ph.D, R.N., FAAN University of North Carolina at Chapel Hill School of Nursing SUMMARY AND CONCLUSIONS “Learn the past, watch the present, and create the future.” In October 2009, Don Berwick and I were out of the country when we received invitations from Susan Hassmiller to co-author a background paper on the future of nursing education for the Robert Wood Johnson Foundation/Institute of Medicine (RWJF/IOM) Committee on the Future of Nursing. Initial conversations led to long lists of potential topics to be covered. Inevitably, we kept coming back to the question: What would be useful to committee members who deserved a base for their deliberations that was focused and helpful? In the end, we decided that detailed descriptions of the current challenges and recommendations for the future of nursing education from two people were not the answer. Instead, we requested and received permission to challenge five leaders, in addition to ourselves, to write short papers focused on recommendations addressing the most important three issues from each of their perspectives. With input from the RWJF/IOM Committee members and staff, we chose five esteemed (and busy) leaders and asked them to rise to this challenge within 10 weeks. Each person agreed, and each met the deadline. There were no group discussions, and, since each of us submitted our papers at the same time (no one finished early!), no one altered his or her content based on reading someone else’s contributions. The responsibility for the content of this article rests with the authors and does not necessarily represent the views of the Institute of Medicine or its committees and convening bodies. 477 Copyright National Academy of Sciences. All rights reserved. The Future of Nursing: Leading Change, Advancing Health 478 THE FUTURE OF NURSING The seven papers are reprinted below, followed by a summary of the themes that emerged across papers. How does it match what you would have written? SUMMARY The authors of the preceding papers came from the Northeast, South, Midwest, and Western parts of the country. One is a distinguished physician colleague, and the nursing educators are comprised of three professors (one a dean emeritus) and three current deans. Each has exerted leadership—in science, teaching, practice, and policy—for multiple decades. Each leads initiatives that extend beyond the boundaries of their places of employment. One is the current president of the American Academy of Nursing. What can we learn across the issues each chose to raise? The style of the papers differed, so what was called a recommendation, conclusion, or issue varies. I extracted each major point, regardless of label. These major points from all authors are included in the categories below. NSG 5000 Nova Southeastern University Advanced Practiced Nurses Research Paper Following each theme, authors for whom this was a major point are listed in regular font. Some additional authors mentioned the same point but not at the level of recommendations, conclusions, or major issues, and their names are listed in italics. Finally, I organized themes using categories that the RWJF/IOM committee chose for panel presentations at their upcoming meeting (what to teach, how to teach, where to teach), adding a few remaining categories so that all major points were included. What to Teach (or What Students Should Learn) • • • • • Competencies necessary for continuous improvement of the quality and safety of health care systems—patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics (Berwick, Cronenwett, Tanner) ? Mastery of knowledge of systems, interpretations of variation, human psychology in complex systems, and approaches to gaining knowledge in real-world, local contexts (Berwick) ? Skills and methods for leadership and management of continual improvement, for nurse-teachers and nurse-executives (Berwick) Competencies needed in new care delivery models ? Population health and population-based care management (Tanner) ? Care coordination (Tilden) Knowledge based on standardized science prerequisites (Dracup, Tanner) Health policy knowledge, skills, and attitudes (Tilden) Competencies related to emerging health needs—e.g., geriatrics (Tanner) Copyright National Academy of Sciences. All rights reserved. The Future of Nursing: Leading Change, Advancing Health 479 APPENDIX I How to Teach • • • • • Guide students in integrating knowledge from clinical, social, and behavioral sciences with the practice of nursing to enhance development of clinical reasoning skills (Cronenwett, Dracup, Tanner, Tilden) Enhance opportunities for interprofessional education (Cronenwett, ­Dracup, Gilliss, Tilden, Tanner) ? Evaluate and test models of interprofessional education, including timing, determination of what levels of students should learn together, and what content is most effectively delivered with interprofessional learners (Tilden) Develop and test new approaches to pre-licensure clinical education, including use of simulation (Dracup, Tanner) Involve students in interprofessional quality improvement projects (­Berwick, Gilliss, Cronenwett) Develop model pre-licensure curricula that incorporate best practices in teaching and learning and can be used as a framework for community college–university partnerships (Tanner) Where to Teach • • • • In baccalaureate and higher degree programs (Aiken, Cronenwett, ­ racup, Gilliss, Tanner, Tilden) D ? Significantly increase the number and proportion of new registered nurses who graduate from basic pre-licensure education with a baccalaureate or higher degree in nursing (Aiken, Cronenwett) ? Require the BSN for entry into practice (Dracup, Tilden) ? Support community college/university partnerships that increase the number of associate degree graduates that complete the baccalaureate degree (Dracup, Tanner) ? A llow community colleges to provide baccalaureate degrees (Dracup) In post-graduate residency programs ? Develop and test clinical education models that include post-graduate residency programs (Tanner) ? Implement requirement of post-graduate residency for initial re­licensure (Cronenwett, Tanner) In health care settings that foster day-to-day change and improvement (Berwick) In programs built on strong academic–practice setting partnerships (Cronenwett, Gilliss) ? At Academic Health Centers, promote governance structures that combine the strategic, rather than operational, oversight for nursing (Gilliss) Copyright National Academy of Sciences. All rights reserved. The Future of Nursing: Leading Change, Advancing Health 480 THE FUTURE OF NURSING • In settings that are models of integrated care where care coordination skills can be developed (Tilden) Who Teaches (Characteristics of Desired Faculty Members of the Future) Increase the number of faculty members: • • • • • • Whose criteria for appointment and advancement include recognition of practice-based accomplishments, including engagement in the work of improving health care (Berwick, Gilliss, Dracup, Cronenwett) Who can move easily during careers between practice and academe (Gilliss) Who shorten their career paths from BSN to doctoral degree (Aiken, Dracup) Who maintain professional certification and/or clinical competence (Gilliss) Who build alliances with faculty in other disciplines (medicine, engineering, business, public health, law) (Gilliss) Who are capable of leading efforts to advance interprofessional education (Dracup, Tilden) Recommendations: To Nursing Organizations • • • Ensure that schools produce ever-increasing numbers of nurse practitioners for primary care roles at a time when expanded access to health care will increase society’s need for primary care providers (Cronenwett, Gilliss) ?NSG 5000 Nova Southeastern University Advanced Practiced Nurses Research Paper Challenge current credit-heavy requirements and test teaching innovations that improve competence while reducing program credits (Gilliss) Support the faculty development necessary to bring about the magnitude of reforms in nursing education recommended in the Carnegie study, necessitated by advances in nursing science and practice and guided by advances in the science of learning (Tanner) Advance post-master’s DNP education, maintaining specialist preparation at the master’s program level (Cronenwett, Gilliss) ? Fund initiative to facilitate professional consensus that DNP programs should be launched as post-master’s program for the foreseeable future (Cronenwett) ? Clarify the expectations for nurse scientists interested in translational research—will both the DNP and the PhD be required? Will the DNP alone be sufficient for tenure-track positions in research-intensive universities? (Dracup) Copyright National Academy of Sciences. All rights reserved. The Future of Nursing: Leading Change, Advancing Health APPENDIX I • • • • • 481 Include as accreditation criteria for nursing education programs: ? Substantive nursing education–service partnerships, e.g., in shared teaching and clinical problem solving (Cronenwett, Gilliss) ? Interprofessional education (Cronenwett, Dracup, Gilliss, Tilden) ? Development of competencies in health policy (Tilden) ? Student/faculty participation in or leadership of teams that work to improve health care (Berwick, Cronenwett) ? Student competency development related to health policy (Tilden) Identify top ten areas of needed faculty development and provide public recognition for success (Gilliss) Support a learning collaborative of state boards of nursing willing to implement regulatory requirements for transition to practice residency programs as a prerequisite for initial re-licensure (Cronenwett) Require proof of a nurse’s participation in or leadership of teams that work to continuously improve the health care system for renewal of certification (Berwick) Urge testing of interprofessional teamwork and collaboration and health policy competencies in licensure exams (Tilden) Recommendations: To Government and Other Organizations • • • • • • • Increase scholarships, loan forgiveness, and institutional capacity awards to increase the number and proportion of newly licensed nurses graduating from baccalaureate and higher degree programs (Aiken, Cronenwett) Increase scholarships, loan forgiveness, and institutional capacity awards for graduate nurse education at master’s and doctoral levels (Aiken, Dracup) Redirect Medicare GME nursing education funds to support graduate nurse education (Aiken, Dracup, Tanner) Redirect Medicare GME nursing education funds from hospital-based pre-licensure programs to postgraduate residency programs (­Cronenwett, Tanner) Promote innovation and evaluation of novel approaches to improving preparation for the practice of nursing through expanded Title VIII funding (Cronenwett, Tanner) Invest in nursing education research, related particularly to the evaluation of multiple pathways to licensure (Tanner) Use CTSA or other research facilitation structures to promote knowledge development at the point of care, translation of knowledge into practice, practice improvements, and interprofessional education (­Dracup, Gilliss) Copyright National Academy of Sciences. All rights reserved. The Future of Nursing: Leading Change, Advancing Health 482 THE FUTURE OF NURSING • • • • • • • • • Create a federal health professions workforce planning and policy capacity in the Executive Branch (Aiken) Expand authorities for Title VII/VIII funds to support development and evaluation of interprofessional education innovations (Gilliss) Expand Nurse Faculty Loan Programs and other loan forgiveness/­ scholarship programs that produce more faculty (Aiken, Dracup) Encourage public and private resource investments that incentivize students and nursing programs to expedite production of qualified nurse faculty by shortening the trajectory from entry into basic nursing programs through doctoral and post-doctoral study (Aiken, Dracup) Use Perkins funds to incentivize community college nursing programs to increase the proportion of their nursing students who complete their initial education with a BSN (Aiken) Increase programs that support greater production of nurse practitioners for primary care (and remove legal barriers to interprofessional education and practice) (Aiken, Cronenwett) Fund a longitudinal study to track state-based data on number and proportion of new nurse graduates from ADN vs. BSN/higher degree programs (Cronenwett) ? Advance media attention to states that exemplify “best practices” in the distribution of new nurse graduates from ADN vs. NSG 5000 Nova Southeastern University Advanced Practiced Nurses Research Paper BSN programs (Cronenwett) Include health services research (in addition to drug and treatment intervention trials) in initiatives to enhance comparative effectiveness research (Aiken) Require universities and colleges (presidents, provosts, deans) to support infrastructures and mandates for interprofessional education (Tilden) CONCLUSION The recommendations of seven leaders committed to the development of future generations of health professionals included some expected diversity of views. Nonetheless, given the long list of issues that would have been covered had we chosen to write one comprehensive paper, a remarkably small number of themes emerged. Hopefully, these rich ideas and themes can be used to inform the deliberations of the RWJF/IOM Committee on the Future of Nursing. Even more hopefully, a collective national response to these important issues will create a future that meets nursing’s obligations to the society it serves. Copyright National Academy of Sciences. All rights reserved. The Future of Nursing: Leading Change, Advancing Health 483 APPENDIX I NURSING EDUCATION POLICY PRIORITIES Linda H. Aiken, Ph.D., FAAN, FRCN, R.N. University of Pennsylvania Nursing is one of the most versatile occupations within the health care workforce. In the 150 some years since Nightingale developed and promoted the concept of an educated workforce of caregivers for the sick, modern nursing has reinvented itself a number of times as health care has advanced and changed (Lynaugh, 2008). As a result of nursing’s versatility, new career pathways for nurses have evolved attracting a larger and more diverse applicant pool and a broader scope of practice and responsibilities. Nursing, because of its versatility, has been an enabling force for change in health care along many dimensions including but not limited to the evolution of the high-technology hospital, the possibility for physicians to combine office and hospital practice, length of hospital stay among the shortest in the world, reductions in the work hours of resident physicians to improve patient safety, extending national primary care capacity, improving access to care for the poor and rural residents, and contributing to much needed care coordination for the chronically ill and frail (Aiken et al., 2009). Indeed, with every passing decade, nursing has become a more integral part of health care services to the extent that a future without large numbers of nurses is impossible to envision. A POLICY CHALLENGE From a policy perspective, nursing’s versatility is important to note for the simple reason that nursing has evolved faster than public policies affecting the profession. The result is that nursing’s forward progress to better serve the public is hampered by the constraints of outdated public policies involving government education subsidies, workforce priorities, scope of practice limitations and regulations, and payment policies. An important priority in national health care reform is achieving better value for the expenditures made on health services. Since health care is labor intensive, getting more value will depend in large part on enhancing productivity and effectiveness of the workforce. Nurses represent a large and unexploited opportunity to achieve greater value. The purpose of this paper is to identify and discuss several key changes in nursing education policy that are critically needed to shape the nurse workforce to best serve the health care needs of the American public in the years ahead. It is written with the assumption that nurse scope of practice and payment policy reforms will take place over the near term to remove some of the existing barriers to nurses practicing to the full extent of their education and expertise. This assumption is based on steady progress in removing barriers to nursing practice at the state level and language in current national health reform legislation show- Copyright National Academy of Sciences. All rights reserved. The Future of Nursing: Leading Change, Advancing Health 484 THE FUTURE OF NURSING ing greater neutrality in the designation of types of health professionals who can participate in and lead new initiatives in primary care and chronic care coordination. Changes in nursing education policies are needed to ensure that the nurse workforce of the future is appropriately educated for anticipated role expansions and changing population needs. Five priority recommendations regarding the future of nursing education are advanced for consideration by the RWJF Committee on the Future of Nursing at the IOM: • • • • • Increase and target new federal and state subsidies in the form of scholarships, loan forgiveness, and institutional capacity awards to significantly increase the number and proportion of new registered nurses who graduate from basic pre-licensure education with a baccalaureate or higher degree in nursing. Increase federal and state subsidies for graduate nurse education at the master’s and doctoral levels in the form of scholarships, loan forgiveness, and institutional capacity with a priority on producing more nurse faculty. NSG 5000 Nova Southeastern University Advanced Practiced Nurses Research Paper Encourage public and private resource investments to incentivize students and nursing programs to expedite production of qualified nurse faculty by shortening the trajectory from entry into basic nursing education through doctoral and post-doctoral study by expedited bachelor of science in nursing (BSN) to PhD programs and comparable innovations. Create a federal health professions workforce planning and policy capacity in the Executive Branch with authority to recommend to the President and the Congress health workforce policy priorities across federal agencies and departments. 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