Guiding Baccalaureate Education Discussion

Guiding Baccalaureate Education Discussion

Several organizations guide nursing education and determine the knowledge, skills, and attitudes nurses need. Developing and refining the identified skills are steps in the nurse’s lifetime learning process. This activity introduces some of those guiding principles.

QSEN

In 2003, the Health and Medicine Division* (HMD) defined nursing competencies. QSEN faculty further defined those competencies for quality and safety.

Read the QSEN Pre-licensure KSAs to familiarize yourself with them.

AACN

Based on HMD recommendations, AACN developed The Essentials of Baccalaureate Education to address the standard core knowledge required of all health care professionals.

Read The Essentials of Baccalaureate Education to understand the requirements of a BSN-prepared nurse upon graduation.

Consistent with The Essentials of Baccalaureate Education, AACN also developed cultural competencies to provide educational structure to meet the evolving needs of increasingly diverse populations.

Read Cultural Competency in Baccalaureate Nursing Education. This document presents the competencies as well as a summary and rationale for their importance in practice.

Genetic and Genomic Nursing

Endorsed by the AACN and published by the American Nurses Association, Essentials of Genetic and Genomic Nursing defines a minimum basis for preparing the nursing workforce as genetic and genomic science advances.

Read Essentials of Genetic and Genomic Nursing to understand the minimum genetic and genomic competency expected of every nurse.

*Formerly the Institute of Medicine

Baccalaureate Self-Reflection NSG/302 University of Phoenix Material Baccalaureate Self-Reflection Review the guiding entities from the Guiding Baccalaurette Education activity and reflect on the expectations for a BSN-prepared nurse. Whether you’ve been in practice for years or are just starting your career as a nurse, learning should never stop. As you remember from the School of Nursing Philosophical Framework, lifetime learning is one of the tenets of becoming a nurse leader. Identify competencies and essentials you need to develop. Select • • • two competencies from QSEN Pre-licensure KSAs, two essentials from the AACN The Essentials of Baccalaureate Education, and two competencies from Essentials of Genetic and Genomic Nursing. Complete the table. 1. In the second column, identify the compentency or essential you need to address. 2. In the third column, identifiy specific knowledge, skills, or attitudes (KSAs) you need to develop, and cite your source. a. QSEN citation hint: Per the QSEN Competencies web page, the competencies were taken from another source, which is cited in footnote 2. The page number in the example below was taken from the primary source. 3. In the fourth column, describe how you will develop yourself and give yourself a timeframe. 4. In the fifth column, explain why this improvement is important to your development as a nurse. Guiding Entity Competency/Essential Needed KSAs Improvement Plan Importance Example: Example: Example: Example: Example: QSEN Prelicensure KSAs Evidence-based practice Knowledge: “Describe reliable sources for locating evidence reports and clinical practice guidelines” (Cronenwett et al., 2007, p. 124). I will learn how to evaluate sources using the University Library’s Evaluate Sources tutorial at https://library.phoenix.edu/evalua ting_sources/ in 14 days or less. In order to base practice decisions in evidence, I have to first understand how to find good, credible information. QSEN Prelicensure KSAs QSEN Pre- Copyright © 2016 by University of Phoenix. All rights reserved. 1 Baccalaureate Self-Reflection NSG/302 licensure KSAs The Essentials of Baccalaureate Education The Essentials of Baccalaureate Education Essentials of Genetic and Genomic Nursing Essentials of Genetic and Genomic Nursing References Cronenwett, L., Sherwood, G., Barnsteiner J., Disch, J., Johnson, J., Mitchell, P., … Warren, J. (2007). Quality and safety education for nurses. Nursing Outlook, 55(3)122-131