Nursingis an important career since the professionals attend to peoplesuffering from diverse medical needs. The desire to ensure deliveryof quality nursing care services necessitated development of the “TheEssentials of Master’s Education for Advanced Practice nursing”and “The Essentials of Baccalaureate Education for ProfessionalNursing Practice” respectively. The guides are intended tostandardize quality of skills nurses acquire after completing therespective courses. The objective of the following essay is analyzinghow the education guidelines hinder or promote the provision ofquality healthcare services (The Essentials of Master’s Educationfor Advanced Practice nursing, 2011).
The“Essentials of Master’s Education for Advanced Practice nursing”emphasizes on improved quality and safety of the treatment. Theprocess of improving healthcare quality is a process that undergoesseveral stages. Nurses with Master’s qualifications are savvy witharticulating performance measures, methods, tools, quality standardsand safety principles that ensure patients receive high-qualitytreatment service. The course enhances development in nursing throughensuring patients are safer in hospital beds than they are at theirhomes. The nurses have vast skills that enable them to work in a widerange of services. Furthermore, it encourages professionalenvironment that features high-level accountability and communicationskills (The Essentials of Master’s Education for Advanced Practicenursing, 2011).
Althoughthe Master’s program does enhance development of quality and safetyof healthcare services, it does hinder curriculum development innursing through subjecting an individual to excess work. Since theMaster’s graduates have skills applicable in diverse health andsafety fields, individuals may overwork themselves. Overworkingresults into fatigue, which compromises the safety and quality ofcare (The Essentials of Baccalaureate Education for ProfessionalNursing Practice, 2008).
TheEssentials of Baccalaureate Education for Professional NursingPractice (2008) promotes patient safety and quality care throughusing effective organizational and systems leadership. The managementapproach encourages critical and ethical decision-making, sustainingand initiating good working relationships. Baccalaureate graduatesthat are members of healthcare teams fathom and utilize qualityimprovement outcome, concepts, and processes measures. Either theprofessionals can offer healthcare services individually or they cansupervise other healthcare service workers in providing services (TheEssentials of Baccalaureate Education for Professional NursingPractice, 2008).
However,Baccalaureate Education guide may hinder provision of qualityhealthcare services since an individual is supposed to monitor andderive data from the observed data. Besides, the guide requiresstrict adherence to ethical values as the nurses are supposed toobserve the health status of patients, and then develop effectiveresponse plan for similar conditions. In case a nurse has prospectiveor actual conflict of interest, patients are at risk of sufferingharm (McCoy & Anema, 2012).
Inboth educational guides, their objective is expanding the call fortransformative thinking, imagination and evolution of education. Thecurriculum is designed to match the increasing diversity,technologies, and global health challenges. Effective application ofthese medical guides would result into educational and healthorganizational skills (McCoy & Anema, 2012).
Inboth curriculums, the guides provide nursing students with documentsthat offer educational framework for preparing professional nurses.Besides, they outline the expected outcomes of the nursing programgraduates. The document covers all courses integrated with thecurriculum and provides students with essential information regardingbasic nursing concepts and processes (McCoy & Anema, 2012). Forexample, it guides experts on navigating and integrating healthcareservices in diverse healthcare systems. Besides, they assist indesigning inventive nursing methods and transform evidence intopractice.
Theguides are significant as they encourage students to come up withideas that can bring progressive change in nursing education. Theyadvocate additional research in nursing that can easily translateknowledge into improvement of health care. This is because coursesare designed in a way that propositions within theory can be turnedinto testable hypotheses that in turn can be essential in thedevelopment of the nursing curriculum. Specifically, the Essentialsof Masters Education in Nursing document contain continuous qualityimprovement and safety at every level, and thus nurses can apply thequality principles taught to bring change (Keating, 2011).
Inboth guides, they recommend that the documents demand that bothstudents and teachers can learn new working methods, and this can bea hindrance to curriculum development. On the contrary, a poorlyplanned curriculum with various modules interrelated systems causesfragmentation of learning (Keating, 2011). Finally, the outcome-basedapproach demonstrated in these documents shows that broadeningaspects of education might be neglected if the curriculum becomesoverspecialized.
TheEssentials of Master’s Education for Advanced Practice nursing,(2011). American Association of Colleges of Nursing. Retrieved fromhttp://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf
TheEssentials of Baccalaureate Education for Professional NursingPractice, (2008). American Association of Colleges of Nursing.Retrieved fromhttp://www.aacn.nche.edu/education-resources/BaccEssentials08.pdf
Keating,S. B. (2011). Curriculumdevelopment and evaluation in nursing.New York: Springer Pub. Co.
McCoy,J. L., & Anema, M. G. (2012). Fastfacts for curriculum development in nursing: How to develop &evaluate educational programs in a nutshell.New York: Springer Pub. Co.