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The ultimate goal of nursing is to ensure more individuals in every corner of the globe get quality care. Nursing education prepares and equips learners with adequate competencies in order to provide the best health support. Every educational level is defined by unique skills and competencies (Russell, 2012). Individuals pursuing a specific degree will acquire various competencies. Advanced academic levels in nursing equip learners with new concepts and skills. This discussion examines how academic levels dictate the care delivery models and competencies of different practitioners.
Differences in Competencies
Marquis and Huston (2015) indicate that the associate-degree nurse (ADN) is expected to practice the stipulated framework of the eight core competencies and components (p. 38). That being the case, ADNs should possess specific competencies in order to deliver quality medical support to their clients. The first critical skill is the possession of professional behaviors. They should be able to make proper clinical decisions, assess patents needs, and communicate effectively.
They should also teach, collaborate, and provide adequate care to their patients. ADNs should also demonstrate the highest level of accountability and professionalism. They should be committed to the health outcomes of their patients. The practitioners should also be able to promote the concept of continuity of care (Russell, 2012, p. 38). The possession of these competencies makes it possible for ADNs to provide quality care in different clinics and healthcare organizations.
On the other hand, a number of competencies and skills are possessed by nurses who have a baccalaureate degree. Nurses who have completed this degree will be able to assess patients and determine the diseases affecting them. As well, such caregivers acquire powerful competencies that can make it easier for them to provide evidence-based medical support to their patients (Sharmil, 2011).
Some of these competencies include positive communication, critical thinking, decision-making, and problem solving (Sharmil, 2011, p. 203). Such professionals also acquire leadership and teaching skills. These skills support their nursing philosophies and career objectives. The degree also equips the students with various values that are needed in nursing. Such values include altruism, social justice, dignity, autonomy, and equality in patient care (Reinhard & Hassmiller, 2014).
The caregivers also understand how to promote positive health practices, prevent diseases, treat patients, and deliver compassionate care to near-death clients (Chiarella & McInnes, 2012). The most outstanding fact is that a baccalaureate degree is founded on the eight core competencies and components of nursing (Chiarella & McInnes, 2012, p. 79). However, a practitioner with a baccalaureate degree will have diverse roles and obligations in the medical field.
Educational Preparation: Nursing Care and Decision-Making
The type of nursing care provided to a given patient is greatly influenced by the competencies possessed by the healthcare worker. The identified health care situation involves a patient who has diabetes. This patient should receive the best support and care in order to have a better life. A practitioner with an associate-degree in nursing (ADN) will assess the patient in order to understand the issues associated with the condition.
The caregiver will then provide the best medications. The nurse will also communicate with the client and inform him or her about the issues associated with the condition. In an attempt to achieve the best results, the ADN practitioner can collaborate with other workers in the healthcare facility (American Nursing Association, 2010). The nurse might also seek guidance from advanced-level practitioners in order to provide evidence-based support to the targeted patient.
The caregiver will also be required to make critical health care decisions. Such decisions should be guided by his or her competencies and the patients health needs. During the healthcare delivery process, the practitioner can decide to collaborate with different professionals. This strategy can produce the best health results. The caregiver can also be guided by a Nurse Manager (NM) in an attempt to offer quality care to the patient.
A baccalaureate-prepared nurse can also use his or her competencies to provide adequate care to a patient with diabetes. This practitioner will be able to assess the condition and make the best inferences. The next thing will be to provide quality treatment and care to the client (Reinhard & Hassmiller, 2014). The practitioner should use the best cultural competencies to ensure the patients needs are met. After providing the required care, the nurse can create a multidisciplinary team to support the patient. This team will include the patient, family members, and competent health workers. The team will be aimed at providing compassionate care because diabetes is a long-term medical condition.
The health promotion model will ensure the patient leads a better life. The caregiver can also make appropriate decisions and promote the best disease management practices. For instance, the practitioner can decide to use the insulin pump therapy because it has been observed to deliver positive results (Sharmil, 2011). The method will make it easier for the patient to achieve the best health results. These decisions and caring approaches show clearly that lifelong learning is necessary in nursing. The practice empowers nurses to undertake greater roles in health practice.
Reference List
American Nursing Association. (2010). Nursing: Guide to the Code of Ethics for Nurses. Silver Springs, MD: Nurse-Books.
Chiarella, M., & McInnes, E. (2012). Legality, Morality and Reality: The Role of the Nurse in Maintaining Standards of Care. Australian Journal of Advanced Nursing, 26(1), 77-83.
Marquis, B., & Huston, C. (2015). Leadership Roles and Management Functions in Nursing: Theory and Application. Philadelphia, PA: Wolters Kluwer Health.
Reinhard, S., & Hassmiller, S. (2014). The Future of Nursing: Transforming Health Care. The AARP International Journal, 1(2), 1-12.
Russell, K. (2012). Nurse Practice Acts Guide and Govern Nursing Practice. Journal of Nursing Regulation, 3(3), 36-42.
Sharmil, H. (2011). Awareness of Community Health Nurses on Legal Aspects of Health Care. International Journal of Public Health Research Special Issue, 1(1), 199-218.
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