Iom Report Impact on Nursing
Difference Between Nurses at the Associate vs. Baccalaureate Degree Level
To this day there are three types of programs that exist to allow an individual to practice as an RN: the diploma, the Associate degree, and the Baccalaureate degree. The diploma route is a hospital based program that prepares an individual to sit for the NCLEX-RN. It is usually a two to three year program. It prepares the student for nursing jobs for delivering direct patient care in the hospital or other inpatient setting. The associate route RN is typically a two-year program that focuses on teaching the student technical nursing skills with basic education requirements in math, science, and English. It prepares the student for entry-level nursing jobs in hospitals and inpatient facilities. The baccalaureate route RN holds the higher level of education in nursing. It is achieved through a more rigorous educational study through research and evidence-based practices that prepares them for leadership and management positions. In comparing the associate degree nurse vs. the baccalaureate degree nurse, in order to increase patient safety, the associate degree nurse should attain their baccalaureate degree for standardization in with our continually changing health care systems.
In looking back in history, the associate degree of nursing (ADN) was designed by Mildred Montag in 1952 to help the nursing shortage as a collegiate alternative (Creasia and Friberg, 2011, p. 27). It started as a pilot project at seven sites that has now grown to be very successful and desirable when compared to the 4-year baccalaureate route. The 2-year associate degree route is sought out more for its cost effectiveness while achieving the same goal of being able to take the NCLEX-RN for licensure. Especially as studies from the Committee of the American Society of Nursing Service Administration noted that they saw no difference among beginning practitioners from BSN, ADN, or diploma programs (Schank and
To this day there are three types of programs that exist to allow an individual to practice as an RN: the diploma, the Associate degree, and the Baccalaureate degree. The diploma route is a hospital based program that prepares an individual to sit for the NCLEX-RN. It is usually a two to three year program. It prepares the student for nursing jobs for delivering direct patient care in the hospital or other inpatient setting. The associate route RN is typically a two-year program that focuses on teaching the student technical nursing skills with basic education requirements in math, science, and English. It prepares the student for entry-level nursing jobs in hospitals and inpatient facilities. The baccalaureate route RN holds the higher level of education in nursing. It is achieved through a more rigorous educational study through research and evidence-based practices that prepares them for leadership and management positions. In comparing the associate degree nurse vs. the baccalaureate degree nurse, in order to increase patient safety, the associate degree nurse should attain their baccalaureate degree for standardization in with our continually changing health care systems.
In looking back in history, the associate degree of nursing (ADN) was designed by Mildred Montag in 1952 to help the nursing shortage as a collegiate alternative (Creasia and Friberg, 2011, p. 27). It started as a pilot project at seven sites that has now grown to be very successful and desirable when compared to the 4-year baccalaureate route. The 2-year associate degree route is sought out more for its cost effectiveness while achieving the same goal of being able to take the NCLEX-RN for licensure. Especially as studies from the Committee of the American Society of Nursing Service Administration noted that they saw no difference among beginning practitioners from BSN, ADN, or diploma programs (Schank and
References: American Nurses Association. (1965). A position paper. New York, NY: American Nurses Association; 1965. Creasia, J.L., & Friberg, E. (2011). Conceptual Foundations: The Bridge to Professional Nursing Practice, 5th Edition., 2011. Pageburst Online. Web. 21 February 2013 . Ridley, R. T. (2008). The Relationship Between Nurse Education Level and Patient Safety: An Integrative Review. Journal of Nursing Education, 47, 149-156. Retrieved from http://ehis.ebscohost.com.library.gcu.edu:2048/eds/pdfviewer/pdfviewer?sid=e2ae0a10-62a7-418b-ab46-32ad87faa068%40sessionmgr113&vid=4&hid=3 Schank, M. J., & Stollenwerk, R. (1988, June 1, 1988). The Leadership/Management Role: A Differentiating Factor for ADN/BSN Programs? Journal of Nursing Education, 27, 253-257. Retrieved from http://ehis.ebscohost.com.library.gcu.edu:2048/eds/detail?sid=f2a65c9b-fb18-4dd4-ba84-717a1f32bb14%40sessionmgr4&vid=5&hid=102&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=rzh&AN=1988078948 Smith, J. E. (2002). Analysis of Differences in Entry-Level RN Practice by Educational Preparation. Journal of Nursing Education, 41, 491-494. Retrieved from http://ehis.ebscohost.com.library.gcu.edu:2048/eds/pdfviewer/pdfviewer?sid=a9aecc8d-204c-4c13-b26c-12ce8475eea0%40sessionmgr111&vid=4&hid=4 Spencer, J. (2008). Increasing RN-BSN Enrollments: Facilitating Articulation Through Curriculum Reform. The Journal of Continuing Education in Nursing, 39, 307-313. Retrieved from hhttp://ehis.ebscohost.com.library.gcu.edu:2048/eds/pdfviewer/pdfviewer?vid=3&sid=337cc75a-62dd-4147-b28b-55f80b19fa69@sessionmgr15&hid=3