- April 21, 2020
Competencies of the Baccalaureate Nurse
Competenciesof the Baccalaureate Nurse
Competenciesof the Baccalaureate Nurse
Aprospective nurse in Texas is expected to undergo a long process oftraining and education which is designed to ensure that one emergesto be competent and well-resourced to deal with all the nursingrequirements that may be demanded by profession (Poster, Curl &Sportsman, 2011). In this precept, the Texas Board of Nursing (BON)has put in place various approved educational categories that areconsidered appropriate in their ultimate aim of providing thenecessary preparations for an individual to be a registered nurse.For instance, Educational training for the registered nurses havetheir licensing examinations through Texas BON approved diploma,associate degree, and baccalaureate degree programs. Notably, adifferentiated set of essential competencies of graduates differs intheir outcomes as dictated by the curricular of each of the nursingprograms since the educational levels also vary. As so, this paperaims at providing an analysis of the general differences between theAssociate Degree or Diploma nurse and the Baccalaureate preparednurse about patient safety advocacy (LeFlore et al., 2016).
Consequently,keen attention shall be paid to the common occurrences at thehealthcare working places and panacea to the emerging and increasedchances of errors suggested so as to promote client safety. The usersof the review work will be in a position to make informed choiceswhile opting for better training units that match their grades,matching of skills and the changing demands of both the nursingprofession and the emerging challenges. Indeed, careful considerationis a necessity when making a choice on the level of training toundertake and the requirements needed thereof in the nursingoccupation.
Asper the Patient Safety Advocate, the degree or diploma nurse isequipped with the requisite understanding, which allows him or her tomaster and undertakes a variety of safety related mechanisms aimed atensuring complete security and sound practices in the service place.In this regard, an individual will be able to demonstrate knowledgeof the Texas Nursing Practice Act (TNPA) and the Board of NursingRules (LeFlore et al., 2016). The awareness of the set guidelinesfurther acquaints the students with the federal, state, and localgovernment safety standards and requirements needed for accreditationby given organizations. Also, the learners can implement measuresmeant to promote quality, secure a safe environment for patients,self, and other users of the healthcare facilities. Thirdly, thestudent is capable of formulating goals and particular outcomes byuse of evidence oriented data hence reducing patient risks.
Thenext competency is based on obtaining the appropriate instruction,supervision, and training needed for the proper implementation andexecution of nursing procedures and practices. The fifth point thatis proliferated by the degree or diploma nursing training levelensures that one appreciates the relevance and importance of theTexas Nursing Practice Act and complies with the laid provisionsaccordingly. The final point in this guideline is that degree ordiploma training prepares a student to accept and make assignmentsand delegate responsibilities that take into consideration patientsafety and administrative policies that are aligned to the generalgood of the workplace.
Onthe other hand, a broader perspective and understanding of nursing isoffered in colleges and universities settings and provide students atthe baccalaureate degree nursing (BSN) program. The study programintegrates a variety of both health and art related courses. Inrespect to the Patient Safety Advocate, the competencies are majorlylike those that are acquired at the degree or diploma level, thoughwith detailed insights which are aimed at boosting highlyprofessionalized care for the patients. The discernable difference isbrought about by the various art courses that are integrated with themain nursing courses thereby necessitating a comprehensive care forthe patients. For example, a slight departure from the degree ordiploma training is seen when students not only formulate goals andoutcomes using evidence-based analyses but also engage thetheoretical analysis of the available data to put the patient andcommunity risks at checked levels (Hooper, Benton, Mancini &Yoder-Wise, 2016).
Itremains highly recommendable that the Texas administration has put inplace proactive mechanisms, which are geared towards the realizationof a comprehensive healthcare regarding safety whose beneficiariesinclude both the service providers and the clients. However, thedegree or diploma level is slightly the same as the baccalaureatedegree nursing program, a fact that makes the baccalaureate look abit more duplicitous. It is also undeniable that the integrated artcourses introduced at the BSN program are useful in their function ofensuring that the students are made to be critical thinkers alongtheir duties and responsibilities (Poster, Curl & Sportsman,2011). Given this case, a distinguishing factor is absent as thestudents at both levels are designed to have and practice almostsimilar roles in their practices.
Ashas been explicated, the users of this paper are, therefore, offereda clear distinction or otherwise between the diploma or degree andthe baccalaureate programs whose common aims are to safeguard thepatients at the service delivery points. Therefore, learners arecapable of making their choices depending on their abilities and therequirements as may be prescribed by some organizations.
Hooper,J. I., Benton, K. K., Mancini, M. E., & Yoder-Wise, P. S. (2016).Optimal Clinical
Instructionin Nursing Education Programs: Recommendations From the Field.Journal of Nursing Regulation, 7(2), 53-59.
LeFlore,J., Anderson, M., Cipher, D. J., Hinojosa, E., Kim, S., &Mancini, M. E. (2016).
Universityof Texas Arlington, Competency-Focused Approach to ClinicalExperiences: Purpose, Design, and Implementation.
Poster,E., Curl, E. D., & Sportsman, S. (2011). Differentiated essentialcompetencies for
graduatesof Texas nursing programs. Journal of Nursing Regulation, 1(4),45-49.