Currently, disease-focused curricular care delivery approaches are no longer efficient in nurses preparation for the intricacy of the continually developing nursing practice fields. In 2011, it was reported by the IOM that the BSN percentage in the nursing environment was 50%, and suggested to increase it up to 80% by 2020s (Carissimi 7 Burger, 2017). Today, nursing education leaders explore the strategies of implementing academic pathways for bridging the gap between diploma baccalaureate-degree programs and associate degree programs. Such strategies focus on eliminating curricular redundancy to make the programs attractive to RNs seeking this degree.
Article 1 Summary
The authors conducted a study exploring the state of pre-licensure in 2017. Additionally, they addressed RN-to-Bachelor of BSN online educational programs in terms of primary care content implementation in the curricula. They invited 1409 schools and colleges from across the U.S. to take part in that online survey, and a total response rate was 37,5% as around 530 questionnaires were returned (Wojnar & Whelah, 2016). The finding showed that most respondents implemented specific primary care content, while others considered it challenging, whereas others disagreed from incorporating it all together.
Article 2 Summary
Carissimi and Burger (2017) addressed the initiative of State Action Coalition to educate stakeholders in terms of fostering seamless progressive pathways. Initially, the authors presented their strategy for those changes – a competency-based model (Carissimi 7 Burger, 2017). Further, they discuss how this strategy unfolded, paid attention to the project outcomes, and, finally, addressed the project’s risks. The conclusion was that nursing service and education leaders needed to collaborate in support of non-redundant pathways leading to the baccalaureate degree.
Conclusion
RNs with training and education in primary care are able to assist in managing the primary care complex population efficiently. Forward-thinking nurses and faculty leaders in academia should establish cooperation with clinical partners. This collaboration will emphasize the clinical learning experiences and educational content in primary care, particularly in the pre-licensure and BSN-to-RN programs. Respectively, the pathways supporting the efficient movement to obtaining BSN degrees should be comprehensively increased.
References
Carissimi, K., & Burger, J. (2017). Bridging the gap: Seamless RN to BSN degree transitions. The Online Journal of Issues in Nursing, 22(2).
Wojnar, D. M., & Whelan, E. M. (2017). Preparing nursing students for enhanced roles in primary care: The current state of prelicensure and RN-to-BSN education. Nursing Outlook, 65(2), 222-232. Web.