NUR 502 Grand Canyon Week 3 Discussion 2

Read the AACN documents for essentials of baccalaureate versus master’s education and identify the competencies that reflect use of theory and knowledge. Compare and contrast the competencies for baccalaureate and master’s level.

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AACN’s essentials of baccalaureate

Introduction

The Association of American Colleges and Universities (AACN) is the largest national association representing higher education in the United States. Founded in 1936, AAC&U’s mission is to promote quality educational experiences for all students. The AACN’s work has focused on assessment and accreditation, student support services and financial aid, institutional research capacity building, faculty development initiatives and more.

Nursing education

• Clinical knowledge. The nurse’s ability to apply and synthesize the nursing process requires that she or he possess a foundation of clinical knowledge, which is defined as an understanding of how best to provide health care services.

• Evidence-based practice. The nurse must use evidence-based care when making decisions about patient care, treatment plans and procedures, diagnostic tests and interventions, medications used in practice settings (including their indications), screening tests for potential disease states or disabilities that may require additional monitoring during hospitalization or outpatient treatment visits by physicians, nurses’ roles in educating family members about disease prevention strategies such as regular screenings for breast cancer early detection through mammograms; Pap smears; colorectal cancer screening tests such as fecal occult blood testing; prostate specific antigen (PSA) testings that detect prostate enlargement but do not detect prostate cancers which need immediate treatment if detected early enough

Clinical knowledge

Clinical knowledge is the knowledge that enables nurses to provide safe, quality care for patients across the lifespan. Clinical knowledge is based on current best evidence and continually evolving. It isn’t just about knowing what to do; it’s also about knowing why you’re doing it, so that you can make informed decisions when caring for your patients.

You’ll need clinical knowledge if:

• You want to become a nurse practitioner or physician’s assistant (PA). In these roles, your job will involve leading teams of health professionals in order to deliver high-quality patient care at various levels of complexity—from acute hospital settings all the way up through chronic care facilities such as long-term rehabilitation centers or home health agencies. To succeed at this level of nursing practice while maintaining excellent communication skills with both physicians and other medical professionals involved in patient care plans (such as nurse practitioners), consider going back over an area where there might still be some gaps in your education before applying yourself fully towards earning your degree!

Evidence-based practice

Evidence-based practice (EBP) is a process for improving the quality and effectiveness of healthcare through the use of research findings. EBP can be thought of as a “canary in a coal mine”, because it’s an indicator that something may be wrong with your practice or system.

EBP has been used by many different professions and organizations over the past few decades, including hospitals, nursing homes, schools and universities. In fact, many AACN Essentials courses include some form of application or discussion about evidence-based practices in order to give students an understanding of how they might apply these concepts in their own settings

Quality improvement

Quality improvement is a process for identifying and addressing problems in patient care, nursing education, or both. Quality improvement is not simply an end in itself; it’s also a way to improve the quality of what we do as nurses. The goal of quality improvement is to use data from clinical trials, best practices surveys, or other sources to improve the appropriate care you give patients by reducing errors and increasing efficiency.

In addition to improving patient outcomes through better management techniques (e.g., medication administration), quality improvement also aims at improving learning environments so that learners can gain expertise as well as develop their interpersonal skills through mentoring relationships with colleagues across disciplines (e.g., medicine-nursing teams). By working together on these initiatives across multiple settings—from local hospitals through large teaching hospitals—we can achieve even greater success than if we worked alone!

Safety

In your baccalaureate, you’ll learn about the importance of safety in nursing. Nurses are responsible for patient safety, so learning how to keep patients safe is an important part of becoming a nurse.

Nurses must be aware of the hazards and risks involved with their profession and follow protocols to ensure proper patient care. If you want to become a nurse, this knowledge is something that can help prepare you for what lies ahead!

Informatics

Informatics is the discipline that studies the uses of information processing and communication technologies in healthcare. Informatics is a key component of nursing practice, and it’s an essential part of nursing education.

Informatics is also considered a core competency for nurses, because it provides them with the tools necessary to help patients with their health problems.

Interprofessional communication and collaboration for improving patient health outcomes

Interprofessional communication and collaboration is an essential component of the AACN curriculum. It provides students with a foundation for understanding the importance of interprofessional relationships in patient care and health outcomes, while also providing opportunities to apply this knowledge through critical thinking and active engagement. Through collaborative projects, students can simulate real-life situations that necessitate multidisciplinary teamwork while exploring various healthcare settings such as hospital wards or emergency rooms.

In addition to learning how to effectively communicate across disciplines within their own discipline(s), students will have an opportunity to develop new skills needed for future careers within a variety of health care settings. For example:

• Students who choose nursing may learn how best practices should be implemented when caring for older adults or those suffering from dementia; alternatively they might apply these same techniques when caring for children who have suffered injuries at school (i.e., play area accidents).

Assessment of the learner

Assessment is the process of gathering information about the learning and development of students. Assessment can be done at any point in a student’s education, but it must be done throughout their entire career. The AACN recommends that assessments occur at least every six months to monitor progress toward goals established by teachers or administrators.

AACN also says that assessment should be based on standards that are relevant to the learner’s needs, not just those set by teachers or administrators (see below). This means that tests should measure what they’re supposed to measure—not what they know you want them to know! And if there aren’t enough opportunities available for students with disabilities who need extra time because they have limited English proficiency skills (LEP), then it might make sense for schools plan ahead so this doesn’t happen again next year when everyone else takes more standardized tests than ever before.”

Curriculum design, implementation, and evaluation

Curriculum design, implementation, and evaluation

The curriculum design for a baccalaureate program in nursing must be consistent with the AACN standards for baccalaureate programs in nursing. The process of developing an undergraduate nursing curriculum includes:

• Defining what students will learn (core competencies) and how they will learn it (curricular goals).

• Designing learning experiences that promote student success as defined by these goals.

• Creating an environment where nurses can develop their personal knowledge and skills through classroom activities, clinical practice experiences, mentoring relationships with faculty members or mentors within the institution and outside collaborations with other institutions.

Curriculum development, implementation, and evaluation

Curriculum development, implementation, and evaluation are the three pillars of AACN’s baccalaureate program. The curriculum is developed to provide a thorough understanding of the field. It also aims to prepare nurses for practice through a variety of courses, including nonacademic electives such as nursing informatics or clinical reasoning.

Theory and practice are two core components that connect theory with experience in nursing practice. Theory provides knowledge about how things work; it consists of facts about the human body that can be empirically verified through research studies or clinical observations. Practice involves applying this knowledge in real-world situations like patient care; it requires drawing upon experience gained outside academia while working under supervision within an institution’s setting (this may include either formal training settings such as hospitals or clinics).

Conclusion

AACN is committed to advancing the scientific and clinical knowledge base for nurses and allied health professionals. We recognize that our graduates are prepared for a lifetime of learning and working in a changing healthcare environment. This blog post explores five areas of AACN Essential Knowledge (EK) curriculum development: nursing education, clinical knowledge, evidence-based practice, quality improvement, and safety.

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