Dimensions of Professional Nursing Readings Reflection

Name RNBS Discussions with replies (25 points) Description Discussion questions are intended to answer, extend, integrate, and reflect on students’ knowledge of the course content. Faculty expect students to actively participate in discussions to share and critique ideas, and to pursue the goal of constructing new knowledge. See course syllabus for late assignment policy. Rubric Detail Levels of Achievement Criteria Exemplary Proficient Emerging Developing Content (initital post) 5 to 5 points 4 to 4.5 points 3 to 3.5 points 0 to 2 points Post is well developed and fully addresses all aspects of the assignment. Content is meaningful, accurate and relevant. Content provides insight beyond provided resources into the topic being studied. Post fully addresses all aspects of the assignment. Content is meaningful, accurate and relevant, but lacks insight. Post addresses most aspects of the assignment. Content is relevant, but lacks sufficient detail and insight. Post addresses some aspects of the assignment. Content lacks sufficient detail and insight. Reflection (initial post) 5 to 5 points 4 to 4.5 points 3 to 3.5 points 0 to 2 points Topic(s) fully analyzed and done so within the context of the nursing profession. Conclusions drawn are logical and FULLY supported with: a) evidence (citations) AND b) examples drawn from personal/professional experience. Topic(s) analyzed within the context of the nursing profession. Conclusions drawn are linked to evidence (citations) and/or examples drawn from personal/professional experience. Topic(s) analyzed but lacks context and conclusion is not supported by evidence. Dimensions of Professional Nursing Readings Reflection

Topic(s) not fully explored, and conclusion not supported by evidence. Mechanics (initial post and replies) 5 to 5 points 4 to 4.5 points 3 to 3.5 points 0 to 2 points Skillfully conveys meaning using college level writing. Meets minimum word count of 250 words for initial post and 150 words for each formal reply posts. Language is clear, consistent and appropriate. Transitions are effective, smooth, and logical. All in-text citations/references follow APA format. Communications have very few to zero errors. Uses language that generally conveys meaning (length may not meet specs). Transitions are logical. Most in-text citations/references follow APA format. Communications have a few errors. Uses language that generally conveys meaning, but the tone, transitions and/or errors often detract from the message. Omission of references/citations. Uses language that impedes meaning because of errors in usage. Learning Community (replies) 10 to 10 points 8 to 9.5 points 6 to 7.5 points 0 to 5 points Replies to two peers with evidence. Provides thoughtful, respectful feedback that incorporates evidence from course resources AND/OR other scholarly sources to support replies: promotes further discussion by asking peers thoughtful and insightful questions. (4 pt each) Follows up on comments and questions to one’s own post. (2 pts) Replies to two peers with evidence. Provides thoughtful, respectful feedback along with evidence to support message; tries to promote further discussion by asking peers questions. Follow up on comments and questions to one’s own post may be missing or incomplete. Interactions are thoughtful and respectful, but not always supported with evidence. Does not interact with others in a way that respects the community or does not add to the discussion. Please reference this unit reading using the APA format, as follows: Non-Traditional Nursing Department. (2015). Unit one reading. Unpublished manuscript, Non-Traditional Nursing Department, The College of St. Scholastica, Duluth, MN. Journey to Professionalism There are many factors in society and within the nursing profession itself that help RNs decide to return to school to further their nursing education. For instance, there are changing perceptions of roles in society, and over the years, education required for entry into the profession of nursing has changed. In addition, more community and specialty roles are available for nurses. Finally, specialty certifications and advanced practice roles provide recognition by employers and peers. Socialization to Professional Nursing Roles “Socialization to professional nursing is an interactive process that begins in the educational setting and continues throughout one’s nursing career” (Saewert, 2011, p. 44). As you journey through the online RN/BS courses toward your BS in nursing, you will be experiencing new content, and share your experiences, along with your colleagues, through discussion board items and by submitting assignments to your different faculty members. Dimensions of Professional Nursing Readings Reflection

You will be encouraged to e-mail each other or to communicate in chat rooms. Socialization into a professional role is something all of you have experienced already, when you moved from nursing student to graduate nurse to registered nurse. Some of you have a lot of experience; some of you are new graduates and are experiencing socialization into your new role of RN, as well as making the transition from associate degree or diploma RN to baccalaureate nurse. There are many experts from many fields of study who have described socialization into a profession, so it is not unique to nursing. Historical Foundations of Professional Nursing Nursing has been in existence for as long as the human race has. We do not have historical records to indicate the presence of nursing in primitive societies, but roles such as medicine man/herbal woman, as well as roles that imply the care and nurturing of others have always existed. The earliest documentation of laws related to “medicine” dates to 1900 B.C. with the Code of Hammurabi. The oldest known medical text seems to be from around 1550 B.C. from Egypt. Greek and Roman cultures recognized nurses and physicians. Some of the first public sanitation activities took place in the Roman Empire. Religion played an important role in nursing based on the principle of caring. Groups of men provided nursing care for many centuries. Hospitals were built; usually related to religious orders. Islamic culture also provided roles for nurses. In 1633, a Catholic order of sisters was formed that was solely devoted to caring for the sick. From this grew nursing providers and nursing training schools. With the advances in science in the 18th and 19th centuries, many changes in medicine and nursing took place. While understanding was increasing, situations that promoted communicable illness and unhealthy working conditions were prevalent (Dickens described these well in his novels). The Deaconess Institute at Kaiserwerth, Germany (of which Florence Nightingale was a graduate) developed a training program (for women) to provide care for sick, poor, children, and female prisoners. The time was right, and this movement spread to North America, North Africa, Asia, and Australia from Europe. Florence Nightingale became famous for her care of wounded soldiers during the Crimean War, but also for her contributions to improving public health by improving cleanliness practices. Nightingale developed a Training School for Nurses in 1860. It served as a model for other training schools, including the first one in the United States. Wars have had a huge influence on nursing. World War I promoted the development of nursing schools; World War II increased the demand for nurses, and also the need for additional schools (that would produce nurses quickly). Many hospital schools of nursing were developed at this time to respond to this need. Minimum nursing education standards were identified and mandatory licensure for nurses was developed at this time. Think about the changes in nursing that were the result of the Vietnam era (ICUs, triage, etc.) and the changes that are still occurring as a result of recent wars (rehabilitation services) and social demands. Nurses are becoming more politically active to create policies which promote nursing and advocate for patient rights. You will spend more time examining social and political aspects of nursing in future classes in this program. Professional nursing organizations have existed for over a hundred years in the US. Several professional organizations related to nursing education developed at the same time, to guide curriculum development in the preparation of nurses. Many professional nursing organizations exist to represent nurses of different ethnic backgrounds or different specialty areas. These organizations represent the issues and concerns of constituent nurses and the populations they serve. Is Nursing a Profession? In examining nursing as a profession, it is important to consider what many scholars have described as criteria of a profession. Flexner (1915) developed the earliest description of the criteria of a true profession: Basically intellectual, with high responsibility. Based on a body of knowledge that can be learned. Activities are practical rather than theoretical. Can be taught through the process of professional education. Has a strong internal organization of members. Practitioners are motivated by altruism. Saewert (2011) summarizes several authors’ (Joel, Houle, Bixler & Bixler, and Greenwood) views of the characteristics of a profession in a chart on p. 46 of the Creasia text. The different characteristics of a profession may be viewed as being on a continuum, with each aspect being rated from low to high. Nursing, as a profession, can be ranked high on the areas related to the existence of a body of nursing knowledge (this area is still in development–some areas are not unique to nursing), value of work to the public and society, strong professional organization in place, and code of ethics identified. The profession of nursing probably falls somewhere less than high for autonomy and self-regulation, research development (although this area is greatly improving through evidence-based practice activities and guideline development) and system of rewards (while monetary rewards have improved, other types of rewards are not always present). Dimensions of Professional Nursing Readings Reflection

The profession of nursing ranks low on the continuum due to the confusion (in the public and with nurses themselves) related to the multiple routes of education and educational requirements leading to entry into professional nursing. Nurses have the lowest educational requirements for entry into practice among professional health care providers. In fact, nursing is the only profession within the healthcare arena that has historically lowered its educational standards to meet demand (PT, OT, psychologists, physicians, and pharmacists all have or are moving toward doctoral level preparation for entry into practice). The difference in educational pathways is closely related to the history of nursing itself and the politics of nursing. The Institute of Medicine published the report, “The Future of Nursing: Leading Change, Advancing Health,” in 2010. This report made several recommendations to be used as a blueprint for the future of the profession of nursing. These recommendations include: Nurses should practice to the full extent of their education and training. Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression. Nurses should be full partners, with physicians and other healthcare professionals, in redesigning health care in the United States. Effective workforce planning and policy making require better data collection and information infrastructure. The nursing profession is currently working on an action plan to implement these recommendations through Action Coalitions in many states (including Minnesota). A description of the Action Coalitions’ missions and initiatives can be found here. References Flexner, A. (1915). Is social work a profession? Proceedings of the National Conference of Charities and Correction. New York: New York School of Philanthropy. Saewert, K.J. (2011). Socialization to professional nursing. In Creasia, J.L., & Friberg,E.E. (Eds.), Conceptual foundations: The bridge to professional nursing practice, (5th ed.), (pp.42-70). St. Louis, MO: Elsevier/Mosby. The future of nursing: Leading change, advancing health. (2010). Retrieved from http://www.iom.edu/Reports/2010/The-future-of-nursing-leading-change-advancing-health.asp 5 CONTACT: Robert Rosseter AACN Chief Communications Officer (202) 463-6930, ext.231 rrosseter@aacnnursing.org Fact Sheet: The Impact of Education on Nursing Practice The American Association of Colleges of Nursing (AACN), the national voice for academic nursing, believes that education has a significant impact on the knowledge and competencies of the nurse clinician, as it does for all healthcare providers. Clinicians with Bachelor of Science in Nursing (BSN) degrees are well-prepared to meet the demands placed on today’s nurse. BSN nurses are prized for their skills in critical thinking, leadership, case management, and health promotion, and for their ability to practice across a variety of inpatient and outpatient settings. Nurse executives, federal agencies, the military, leading nursing organizations, healthcare foundations, magnet hospitals, and minority nurse advocacy groups all recognize the unique value that baccalaureate-prepared nurses bring to the practice setting. AACN encourages employers to foster practice environments that embrace lifelong learning and offer incentives for registered nurses (RNs) seeking to advance their education to the baccalaureate and higher degree levels. We also encourage BSN graduates to seek out employers who value their level of education and distinct competencies. Different Approaches to Nursing Education There are three routes to becoming a registered nurse: a 3-year diploma program typically administered in hospitals; a 3-year associate degree usually offered at community colleges; and the 4-year baccalaureate degree offered at senior colleges and universities. Graduates of all three programs sit for the same NCLEX-RN© licensing examination. Baccalaureate nursing programs encompass all of the course work taught in associate degree and diploma programs plus a more in-depth treatment of the physical and social sciences, nursing research, public and community health, nursing management, and the humanities. The additional course work enhances the student’s professional development, prepares the new nurse for a broader scope of practice, and provides the nurse with a better understanding of the cultural, political, economic, and social issues that affect patients and influence healthcare delivery. For more than a decade, policymakers, healthcare authorities, and practice leaders have recognized that education makes a difference when it comes to nursing practice. • Dimensions of Professional Nursing Readings Reflection

In February 2019, the Campaign for Nursing’s Future, an initiative of the Center to Champion Nursing in America, published a series of state maps showcasing the progress being made by nurses in attaining baccalaureate degrees. The percentage of RNs with a BSN or higher degree is now at an all-time high with a national average of approximately 56%, up from 49% in 2010 when the Institute of Medicine’s report on the Future of Nursing was released. The BSN maps 2 are based on data compiled in the American Community Survey. • In December 2017, New York Governor Andrew Cuomo signed legislation into law requiring future registered nurses graduating from associate degree or diploma nursing programs in the state to obtain a baccalaureate in nursing within 10 years of initial licensure. The legislators found that given “the increasing complexity of the American healthcare system and rapidly expanding technology, the educational preparation of the registered professional nurse must be expanded.” • In the September-October 2014 issue of Nurse Educator, a research team led by Sharon Kumm from the University of Kansas published findings from a statewide study, which showed clear differences in outcomes from BSN and ADN programs. The study showed that 42 of 109 baccalaureate outcomes were reported met in ADN programs. The 67 outcomes that were not met were in the categories of liberal education, organizational and systems leadership, evidence-based practice, healthcare policy, finance and regulatory environments, interprofessional collaboration, and population health. • In September 2013, the Robert Wood Johnson Foundation (RWJF) released an issue of its Charting Nursing’s Future newsletter titled The Case for Academic Progression, which outlined how patients, employers, and the profession benefits when nurses advance their education. Articles focus on the evidence linking better outcomes to baccalaureate and higher degree nurses, educational pathways, and promising strategies for facilitating academic progression at the school, state, and national levels. See • In September 2012, the Joint Statement on Academic Progression for Nursing Students and Graduates was endorsed by the American Association of Colleges of Nursing, American Association of Community Colleges, Association of Community Colleges Trustees, National League for Nursing, and the Organization for Associate Degree Nursing. This historic agreement represents the first time leaders from the major national organizations representing community college presidents, boards, and program administrators have joined with representatives from nursing education associations to promote academic progression in nursing. With the common goal of preparing a well-educated, diverse nursing workforce, this statement represents the shared view that nursing students and practicing nurses should be supported in their efforts to pursue higher levels of education. • In October 2010, the Institute of Medicine released its landmark report on The Future of Nursing: Leading Change, Advancing Health, initiated by the Robert Wood Johnson Foundation, which called for increasing the number of baccalaureate-prepared nurses in the workforce to 80% by 2020. The expert committee charged with preparing the evidence-based recommendations in this report state that to respond “to the demands of an evolving health care system and meet the changing needs of patients, nurses must achieve higher levels of education.” 5 • In May 2010, the Tri-Council for Nursing (AACN, ANA, AONE, and NLN) issued a consensus statement calling for all RNs to advance their education in the interest of enhancing quality and safety across healthcare settings. In the statement titled Education Advancement of Registered Nurses, the Tri-Council organizations present a united view that a more highly educated nursing workforce is critical to meeting the nation’s nursing needs and delivering safe, effective patient care. In the policy statement, the Tri-Council finds that “without a more educated nursing workforce, the nation’s health will be further at risk.” • In December 2009, Dr. Patricia Benner and her team at the Carnegie Foundation for the Advancement of Teaching released a new study titled Educating Nurses: A Call for Radical Transformation, which recommended preparing all entry-level registered nurses at the baccalaureate level and requiring all RNs to earn a master’s degree within 10 years of initial licensure. The authors found that many of today’s new nurses are “undereducated” to meet practice demands across settings. Their strong support for high quality baccalaureate degree programs as the appropriate pathway for RNs entering the profession is consistent with the views of many leading nursing organizations, including AACN. • In February 2007, the Council on Physician and Nurse Supply released a statement calling for a national effort to substantially expand baccalaureate nursing programs. Chaired by Richard “Buz” Cooper, MD and Linda Aiken, PhD, RN, the Council is based at the Universi …