Educating Nursing Students for Practice in the 21St Century Jennifer Mannino* and Elizabeth Cotter

Mannino and Cotter. Int Arch Nurs Health Care 2016, 2:026 Volume 2 | Issue 1 International Archives of ISSN: 2469-5823 Nursing and Health Care Review Article: Open Access Educating Nursing Students for Practice in the 21st Century Jennifer Mannino* and Elizabeth Cotter Molloy College, Division of Nursing, Rockville Centre, NY, USA *Corresponding author: Jennifer Mannino, PhD, RN, Molloy College, Division of Nursing, 1000 Hempstead Avenue, Rockville Centre, NY 11571, USA, E-mail: [email protected] practice. Nurses also need to consider the big picture, such that they Abstract look towards system improvement and influencing health policy Nurses face a number of challenges in the 21st century. One major specifically on issues of cost of care, quality of care, and access to challenge pertains to nursing education, specifically to the entry care [3]. To respond to these increasing demands, the IOM suggests into practice preparation of undergraduate nursing students. Not future nurses be educated in ways that better prepare them to meet only do nurses need to be adequately prepared to care for an the complex needs of the population. The committee calls for existing ever increasing complex patient population, but they are called upon to be leaders in healthcare. The ways in which nurses were nurses to achieve higher levels of education and that entry into educated during the 20th century are no longer adequate for dealing practice be at least at the baccalaureate level [3]. with the realities of health care today; and having a baccalaureate Entry into practice requirements for nurses varies from state degree alone does not always prepare new graduate nurses for to state. Specific criteria are determined by each state’s State Board the complexities of today’s health care environment and regulatory oversight. Academia and service alike, play a vital role in the future of Nursing. However, all U.S. states and the District of Colombia of nursing in the U.S. and globally. Together they are responsible agree that licensure is granted upon the successful completion of to provide aspiring nurses with the tools necessary to not only an approved nursing program and achieving a passing score on meet today’s, but tomorrow’s complexities of health care and to the National Council Licensure Examination for Registered Nurse demand the knowledge, skills and attitudes that are consistent (NCLEX-RN) [4]. Currently there are four different educational with professional practice. Academia and service areas must work paths that prepare nursing students for licensure: diploma, associate together to improve the educational preparation of nursing students degree, baccalaureate degree and master’s degree programs [1]. today. According to the 2008 National Sample Survey of Registered Nurses, 34.2% of the 3.1 million nurses were initially educated at Introduction the bachelor’s level or higher, 45.5% at the associate level, and the remaining 20.4% at the diploma level [5]. Nurses face a number of challenges in the 21st century. One major Because diploma programs make up less than 10% of all basic challenge pertains to nursing education, specifically to the entry into nursing education programs today [6] and the entry to practice at practice preparation of undergraduate nursing students. Nursing the master level is intended for persons who already hold a bachelor’s educational programs in the past prepared nurses to practice for degree [7] the focus here is on the two most popular entry level paths the day, but did not plan for their practice in the future [1]. Nurses to becoming a registered nurse today, the associate and baccalaureate today still need to provide safe, competent and effective patient care; programs. Both the Associate Degree in Nursing (ADN) and however, the care of yesterday does not meet the needs of today’s the Bachelor’s Degree in Nursing (BSN) are awarded through patient population. The patient population is aging and becoming institutions of higher education. ADN programs typically require 72 increasingly complex, as a result, competencies necessary for today’s credits and are often based in community and/or vocational colleges. health care environment go beyond hands-on practical skill [2]. The th BSN programs typically require 125 credits and are exclusive to ways in which nurses were educated during the 20 century are no college and/or university settings. If attending full-time, associate longer adequate for dealing with the realities of health care today. programs usually take an average of three years to complete, while Nursing students may benefit from an academic curriculum with the baccalaureate program typically takes four years to complete. a greater emphasis on the development both critical and clinical In addition to nursing requirements, both programs require core thinking. requirements in the natural sciences (i.e. anatomy and physiology, Background microbiology, chemistry), social sciences (i.e. psychology, sociology), liberal arts (i.e. english, philosophy, music) [4]. Nursing courses Challenges for nurses are no longer bound by hospital walls. in both programs are offered through a combination of faculty The Institute of Medicine, 2011 Future of Nursing document calls led lectures, laboratory practice, and clinical training in a variety upon nurses to be leaders in health care. As leaders, nurses are of clinical settings. Unlike the ADN, the BSN program requires urged to incorporate teamwork and collaboration into everyday courses in research and statistics, additional courses in liberal arts practice and to be involved in research and integrate evidence-based and the sciences, as well as population-specific nursing courses Citation: Mannino J, Cotter E (2016) Educating Nursing Students for Practice in the 21st Century. Int Arch Nurs Health Care 2:026 ClinMed Received: November 29, 2015: Accepted: January 07, 2016: Published: January 09, 2016 International Library Copyright: © 2016 Mannino J, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. and leadership. The addition of these courses is essential in the Although some hospitals support the notion that a baccalaureate development of that nurse to provide quality care to an increasingly degree be entry into practice, having a baccalaureate degree alone complex patient population and to be a future nursing leader. does not always prepare new graduate nurses for the complexities of today’s health care environment and regulatory oversight. Academia Call to Action produces knowledgeable and skilled individuals; however, some have The literature presented here compels patient care centers in the difficulty transitioning into the multifaceted role of the nurse. New U.S. and globally to look not only at the number of nurses they have graduates have the knowledge and skills to deliver safe effective care, caring for patients, but also at the educational preparation of those but in general, struggle when attempting to connect theory to practice nurses. Initially, within the first 6 months to one year, new graduate [32] particularly in situations where they are required to think on nurses of ADN and BSN programs tend to share the same hands- their feet [33]. Academia must get creative in teaching undergraduate on practical skill in acute care settings [8,9] however; BSN student’s, nursing students to think critically and clinically. especially after the first year, demonstrated superior capabilities in Preparation of Undergraduate Nursing Students critical thinking, clinical judgment and leadership [10-12]. Giger and Davidhizar (1990) revealed that the ADN students had lower Academia may consider a blended approach to educating levels of conceptual and theoretical thinking, leadership ability and undergraduate nursing students. While humanities and sciences serve proficiency in the use of the nursing process i.e. making nursing in the development of the student’s ability to think critically, nursing diagnoses, implementing nursing interventions and evaluating the courses serve in developing the student’s ability to think clinically. As effects of those nursing interventions as compared to the BSN students explained by Tanner (2005), critical thinking, is demonstrated by “the [10]. A population-specific study by Rosen (2000) revealed that ADN capability to analyze assumptions, challenge the status quo, recognize students had lower perceptions of self-efficacy when surveyed about limitations …and take action to improve it” (p.48); clinical thinking, working with communities as compared to their perceptions of self- on the other hand, involves “skills of clinical judgment and decision efficacy when surveyed about working with individuals and families; making, [clinical thinking] require[s] solid theoretical knowledge the BSN students’ perceptions of self-efficacy were consistently high and the ability to notice clinical signs, interpret observations, respond among all three groups [13]. These findings are expected given that appropriately, and reflect on actions taken” (p. 48) [34]. Tanner ADN prepared nurses do not receive the same population-specific (2005) suggests critical thinking be part of the liberal arts curricula content as does the BSN prepared nurse. while nursing education should focus on clinical thinking [34]. Linda Aiken PhD, RN, pioneer, and leading advocate for quality

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