NSG6103 SU Week 3 The Essentials of Baccalaureate Education Project As part of your course project for Week 3 though Week 5, Part 1 will consist of researc

NSG6103 SU Week 3 The Essentials of Baccalaureate Education Project As part of your course project for Week 3 though Week 5, Part 1 will consist of researching the national standards of Baccalaureate Education set by the American Association of Colleges of Nursing. This information can be found in The Essentials of Baccalaureate Education (AACN, 2008).
Using this table template, align these national standards with your USS CON goals for your fictitious nursing program. Map your goals to these national standards. In the table, ensure that you align each core competency to each of your goals.
Submit the table/template of comparisons in a Word document including a title and reference page to the Submissions Area by the due date assigned. As you create the template, be sure that you follow APA guidelines for writing style, spelling and grammar, and citation of sources for the title and reference page. 

I have attached The Essentials of Baccalaureate Education, the Template to use.  This is what the teacher sent us for the goals:  
Your goals need to align with cof Colleges of Nursing, Essentials of Baccalaureate Education (AACN, 2008).
Remember, goals are not objectives and should not be written on the smaller scale that objectives are written on. Goals are broad and need to be written as student behavioral outcomes according to Bloom’s Taxonomy(especially at the 4–6 levels). If you are not familiar with Bloom’s Taxonomy (or Bloom’s Revised Taxonomy) there is an abundance of information available online. Be sure to take time to acquaint yourself with this valuable instructional design tool. Comparison of AACN Essentials of Baccalaureate Education (AACN, 2008) to College of Nursing Goals
AACN Essential
I. Liberal Education for Baccalaureate Generalist Nursing
Practice
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety
III. Scholarship for Evidence Based
Practice
IV. Information Management and Application of Patient
Care Technology
V. Healthcare Policy, Finance, and Regulatory
Environments
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes
College of Nursing Goal
VII. Clinical Prevention and Population Health
VIII. Professionalism and Professional Values
IX. Baccalaureate Generalist Nursing Practice
American Association of Colleges of Nursing. (2008).Essentials of baccalaureate education. Retrieved from
http://www.aacn.nche.edu/education/pdf/BaccEssentials08.pdf
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary
3
Background
Nursing Education
The Discipline of Nursing
Assumptions
Roles for the Baccalaureate Generalist Nurse
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials
5
6
7
8
8
The Essentials of Baccalaureate Education for Professional Nursing Practice
I.
Liberal Education for Baccalaureate Generalist Nursing Practice
II.
Basic Organizational and Systems Leadership for
Quality Care and Patient Safety
10
10
13
III. Scholarship for Evidence­Based Practice
15
IV. Information Management and Application of Patient
Care Technology
17
V.
20
Healthcare Policy, Finance, and Regulatory Environments
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes
22
VII. Clinical Prevention and Population Health
23
VIII. Professionalism and Professional Values
26
IX. Baccalaureate Generalist Nursing Practice
29
Expectations for Clinical Experiences within the Baccalaureate Program
33
1
Summary
35
Glossary
36
References
40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice
45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate
Education for Professional Nursing Practice
46
Appendix C: Participants who Attended Stakeholder Meetings
47
Appendix D: Schools of Nursing that Participated in the Regional Meetings
49
Appendix E: Professional Organizations that Participated in the Regional Meetings
60
Appendix F: Healthcare Systems that Participated in the Regional Meetings
61
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Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patient­centered
care, interprofessional teams, evidence­based practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an ever­changing and complex healthcare
environment
Essentials I­IX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care? designer/manager/coordinator of
care? and member of a profession. Essential IX describes generalist nursing practice at the
completion of baccalaureate nursing education. This Essential includes practice­focused
outcomes that integrate the knowledge, skills, and attitudes delineated in Essentials I – VIII.
The time needed to accomplish each Essential will vary, and each Essential does not require a
separate course for achievement of the outcomes.
The nine Essentials are:
· Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
o A solid base in liberal education provides the cornerstone for the practice and
education of nurses.
· Essential II: Basic Organizational and Systems Leadership for Quality Care and
Patient Safety
o Knowledge and skills in leadership, quality improvement, and patient safety are
necessary to provide high quality health care.
· Essential III: Scholarship for Evidence Based Practice
o Professional nursing practice is grounded in the translation of current evidence
into one’s practice.
· Essential IV: Information Management and Application of Patient Care Technology
o Knowledge and skills in information management and patient care technology are
critical in the delivery of quality patient care.
· Essential V: Health Care Policy, Finance, and Regulatory Environments
o Healthcare policies, including financial and regulatory, directly and indirectly
influence the nature and functioning of the healthcare system and thereby are
important considerations in professional nursing practice.
· Essential VI: Interprofessional Communication and Collaboration for Improving
Patient Health Outcomes
o Communication and collaboration among healthcare professionals are critical to
delivering high quality and safe patient care.
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·
·
·
Essential VII: Clinical Prevention and Population Health
o Health promotion and disease prevention at the individual and population level
are necessary to improve population health and are important components of
baccalaureate generalist nursing practice.
Essential VIII: Professionalism and Professional Values
o Professionalism and the inherent values of altruism, autonomy, human dignity,
integrity, and social justice are fundamental to the discipline of nursing.
Essential IX: Baccalaureate Generalist Nursing Practice
o The baccalaureate­graduate nurse is prepared to practice with patients,
including individuals, families, groups, communities, and populations across
the lifespan and across the continuum of healthcare environments.
o The baccalaureate graduate understands and respects the variations of care,
the increased complexity, and the increased use of healthcare resources
inherent in caring for patients.
Learning opportunities, including direct clinical experiences, must be sufficient in
breadth and depth to ensure the baccalaureate graduate attains these practice­focused
outcomes and integrates the delineated knowledge and skills into the graduate’s
professional nursing practice. Clinical learning is focused on developing and refining the
knowledge and skills necessary to manage care as part of an interprofessional team.
Simulation experiences augment clinical learning and are complementary to direct care
opportunities essential to assuming the role of the professional nurse. A clinical
immersion experience provides opportunities for building clinical reasoning,
management, and evaluation skills.
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Introduction
The Essentials of Baccalaureate Education for Professional Nursing Practice provides
the educational framework for the preparation of professional nurses. This document
describes the outcomes expected of graduates of baccalaureate nursing programs.
The Essentials apply to all pre­licensure and RN completion programs, whether the
degree is baccalaureate or graduate entry. Program curricula are designed to prepare
students to meet the end­of­program outcomes delineated under each Essential.
Background
The healthcare delivery system has changed dramatically since The Essentials of
Baccalaureate Education for Professional Nursing Practice was endorsed by the
American Association of Colleges of Nursing (AACN, 1998). Building a safer
healthcare system has become the focus of all health professions following numerous
reports from the Institute of Medicine (IOM, 2000, 2001, 2004), American Hospital
Association (2002), Robert Wood Johnson Foundation (Kimball & O’Neill, 2002), the
Joint Commission (2002) and other authorities. Nursing has been identified as having the
potential for making the biggest impact on a transformation of healthcare delivery to a
safer, higher quality, and more cost­effective system. With the increasing awareness of
the need for change in the healthcare system, the clinical microsystems (small, functional
units where care is provided within the larger system) have become an important focus
for improving healthcare outcomes (Nelson, Batalden, & Godfrey, 2007).
In addition to the concern over healthcare outcomes, the United States and the global
market are experiencing a nursing shortage that is expected to intensify as the demand for
more and different nursing services grows. Buerhaus, Staiger, and Auerbach (2008)
reported that the U.S. may experience a shortage of more than 500,000 registered nurses
by the year 2025. Despite annual increases in enrollments in entry­level baccalaureate
nursing programs since 2001 (Fang, Htut, & Bednash, 2008), these increases are not
sufficient to meet the projected demand for nurses. According to Buerhaus et al. (2008),
enrollment in nursing programs would have to increase at least 40% annually to replace
the nurses expected to leave the workforce through retirement alone. Addressing the need
for an increased number of baccalaureate­prepared nurses is critical but not sufficient.
Nursing must educate future professionals to deliver patient­centered care as members of
an interprofessional team, emphasizing evidence­based practice, quality improvement
approaches, and informatics (IOM, 2003b). Nursing education and practice must work
together to better align education with practice environments (Joint Commission, 2002,
Kimball & O’Neill, 2002?).
The environments in which professional nurses practice have become more diverse and
more global in nature. Scientific advances, particularly in the areas of genetics and
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genomics, have had and will continue to have a growing and significant impact on
prevention, diagnosis, and treatment of diseases, illnesses, and conditions. The increased
prevalence of chronic illness is a result of an increasingly older adult population,
environmental threats, lifestyles that increase risk of disease, and enhanced technological
and therapeutic interventions that prolong life. Increases in longevity of life have made
the older adult the fastest growing segment of the population. In 2003, 12 % of the
population was older than 65 years of age. By 2030, this population will increase to 20%,
with a large majority older than 80 years of age (He, Sengupta, Velkoff, & DeBarros,
2005). Those older than 65 years of age had almost four times the number of
hospitalization days than those younger than 65 years of age (Centers for Disease
Control, 2007)
Education for the baccalaureate generalist must include content and experiences across
the lifespan, including the very young who are especially vulnerable. The percentage of
the population under 18 years of age is 24.6% (U.S. Census Bureau, 2008). U.S. infant
mortality in 2006 ranked 38th in the world (World Health Organization, 2008).
Prevention is critical in addressing both acute and chronic conditions across the lifespan.
The role of the nurse in prevention continues to be of utmost importance.
Increasing globalization of healthcare and the diversity of this nation’s population
mandates an attention to diversity in order to provide safe, high quality care. The
professional nurse practices in a multicultural environment and must possess the skills to
provide culturally appropriate care. According to the U.S. Census Bureau (2008), the
nation’s minority population totaled 102 million or 34% of the U.S. population in 2006.
With projections pointing to even greater levels of diversity in the coming years,
professional nurses need to demonstrate a sensitivity to and understanding of a variety of
cultures to provide high quality care across settings. Liberal education, including the
study of a second language, facilitates the development of an appreciation for diversity.
Strong forces influencing the role of nurses include:
· scientific advances, particularly in the area of genetics and genomics,
· changing demographics of patient populations,
· new care technologies, and
· patient access to healthcare information.
These forces call for new ways of thinking and providing health care. Nursing is
uniquely positioned to respond to these major forces, requiring an increased emphasis on
designing and implementing patient­centered care, developing partnerships with the
patient, and a focus on customer service.
Nursing Education
In response to calls for transforming the healthcare system and how healthcare
professionals are educated, AACN has maintained an ongoing dialogue with a broad
representation of stakeholders internal and external to nursing. The dialogue has focused
on the knowledge, skills, and attitudes needed by nurses to practice effectively within this
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complex and changing environment. New innovative models of nursing education have
emerged, and AACN has taken a leadership role in crafting a preferred vision for nursing
education.
In 2004, the AACN Board of Directors reaffirmed its position that baccalaureate
education is the minimum level required for entry into professional nursing practice in
today’s complex healthcare environment. Baccalaureate generalist education, as defined
in this document, is the foundation upon which all graduate nursing education builds.
The preferred vision for nursing education includes generalist, advanced generalist, and
advanced specialty nursing education. Generalist nurse education occurs at a minimum in
baccalaureate­degree nursing programs. Advanced generalist education occurs in
master’s degree nursing programs, including the Clinical Nurse Leader (CNL®), which is
an advanced generalist nursing role. Advanced specialty education occurs at the doctoral
level in Doctor of Nursing Practice (DNP) or research­focused degree programs (PhD,
DNS, or DNSc). End­of­program outcomes for the baccalaureate, master’s, and doctoral
nursing programs build on each other.
The Discipline of Nursing
Roles for the baccalaureate generalist nurse are derived from the discipline of nursing.
The roles of the baccalaureate generalist include:
· provider of care,
· designer/manager/coordinator of care, and
· member of a profession.
Nursing generalist practice includes both direct and indirect care for patients, which
includes individuals, families, groups, communities, and populations. Nursing practice is
built on nursing knowledge, theory, and research. In addition, nursing practice derives
knowledge from a wide array of other fields and professions, adapting and applying this
knowledge as appropriate to professional practice.
In the senior college and university setting, every academic discipline is grounded in
discrete inquiry­based applications that are distinctive to that discipline. Scientific
advances, (particularly in the area of genetics and genomics), changing demographics of
patient populations, new care technologies, and patient access to health care information
call for new ways of thinking and doing in the provision of health care. The academic
setting provides a forum for contemplating physical, psychological, social, cultural,
behavioral, ethical, and spiritual problems within and across disciplines. Faculty have a
responsibility to facilitate the translation of knowledge from a liberal education base into
the practice of nursing. Nursing faculty introduce nursing science and theories, and guide
the student in developing an understanding of the discipline of nursing’s distinctive
perspective.
Baccalaureate­prepared nurses provide patient­centered care that identifies, respects, and
addresses patients’ differences, values, preferences, and expressed needs (IOM, 2003a).
Patient­centered care also involves the coordination of continuous care, listening to,
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communicating with, and educating patients and caregivers regarding health, wellness,
and disease management and prevention. The generalist nurse provides the human link
between the healthcare system and the patient by translating the plan of care to the
patient. A broad­based skill set is required to fill this human interface role. Patient­
centered care also requires the development of a nurse­patient partnership. Patients, as
consumers of healthcare services, and as integral members of the healthcare team, have
an increasing role and responsibility for the mutual planning of care and healthcare
decision making.
The fundamental aspects of generalist nursing practice are: direct care of the sick in and
across all environments, health promotion and clinical prevention, and population­based
health care. A defining feature of professional nursing practice is the focus on health
promotion and risk reduction. Advances in science and technology will continue to
emerge, which will help to predict future health problems. Nurses will design and
implement measures to modify risk factors and promote healthy lifestyles. These same
advances in science and technology also have allowed individuals to live longer and often
with increasing numbers of chronic illnesses and conditions. With an increasing emphasis
on cost­savings and cost­benefits, nurses will play a leading role in the provision of care.
Assumptions
The baccalaureate generalist graduate is prepared to:
· practice from a holistic, caring framework?
· practice from an evidence base?
· promote safe, quality patient care?
· use clinical/critical reasoning to address simple to complex situations?
· assume accountability for one’s own and delegated nursing care?
· practice in a variety of healthcare settings?
· care for patients across the health­illness continuum?
· care for patients across the lifespan?
· care for diverse populations?
· engage in care of self in order to care for others? and
· engage in continuous professional development.
Roles for the Baccalaureate Generalist Nurse
Baccalaureate Generalist nurses are providers of direct and indirect care. In this role,
nurses are patient advocates and educators. Historically, the nursing role has emphasized
partnerships with patients – whether individuals, families, groups, communities, or
populations – in order to foster and support the patient’s active participation in
determining healthcare decisions. Patient advocacy is a hallmark of the professional
nursing role and requires that nurses deliver high quality care, evaluate care outcomes,
and provide leadership in improving care.
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Changing demographics and ongoing advances in science and technology are a reality of
healthcare practice. The generalist nurse provides evidence­based care to patients within
this changing environment. This clinician uses research findings and other evidence in
designing and implementing care that is multi­dimensional, high quality, and cost­
effective. The generalist nurse also is prepared for the ethical dilemmas that arise in
practice and will be able to make and assist others in making decisions within a
professional ethical framework. Understanding advances in science and technology and
the influence these advances have on health care and individual well­being is essential.
Understanding patients and the values they bring to the healthcare relationship is equally
important.
The generalist nurse practices from a holistic, caring framework. Holistic nursing care is
comprehensive and focuses on the mind, body, and spirit, as well as emotions. The
generalist nurse recognizes the important distinction between disease and the individual’s
illness experience. Assisting patients to understand this distinction is an important aspect
of nursing. In addition, nurses re…
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