Adn vs Bsn – Differences

Adn vs Bsn Differences Raven Masters University of Phoenix kinfolk 24, 2010 Adn vs Bsn Differences In the deep 1850s Florence Nightingale started her give school to train comforts and developed standards by which concords performed their duties. She whitethorn never have envisioned that one day in that location would be different educational tracks resulting in multiple degrees and disciplines in nursing, severally having their own set of criteria for excellence.Associate degree apply (ADN) and baccalaureate degree nurse (BSN) ar the two most common entree level nursing positions. An ADN send word be drawed in two or three historic period whereas the BSN takes quartette years of education to complete due to additional courses. Differences between the degrees contract with education and mature as the nurse gains go. Raines and Taglairenis (2008) article states ADN and BSN nurses get wind the same basic liberal humanistic discipline and general education courses such as English, literature, history, math, humanities, and arts.Both have basic nursing courses, the same technical accomplishment sets are taught, and nurses must pass the same National Council Licensing Examination for RNs (NCLEX-RN) which measures token(prenominal) technical competency for entry-level nursing place. Colleges will differ in the involve requirements for each degree but the community college ADN program consists of approximately 75 course credits of which 38 are science and liberal arts prerequisites, and 37 credits are in the nursing major.The four-year college and university BSN program consists of approximately 124 credit minutes of which 62 are in liberal arts and sciences prerequisites, and 62 are in the nursing major. BSN course perish has much(prenominal) in depth find out for nursing research, informatics, management, and technology. These additional courses put more emphasis on possibility, developing critical thinking skills, and leadership skills. T he increased emphasis on theory and communication builds collaborative decision-making skills. In ADN courses nurses learn how to do tolerant concern nursing t take ins but not as much time is spent on the why of nursing nterventions. have gots, regardless of educational background, must take care nursing care, perform nursing tasks, and conduct themselves professionally. These competencies are measurable or observable knowledge, skills, abilities, and behaviors critical to successful job performance. When first entering the workforce differences in ADN and BSN competencies are not readily seen. According to the secondary psychoanalysis of the 1999 RN Practice Analysis by the National Council of State Boards of care for differences in the averages between ADN and BSN educate nurses were negligible (Smith, 2002).Pay rates are comm alone even when the nurses first enter the workforce but as experience is obtained BSN nurses earn high salaries, usually when they move into le adership positions. Based on a personal experience, in one magnet infirmary ADN nurses were only able to have Registered Nurse II status regardless of years of experience. After only one year of working experience BSN educated nurses were able to become Registered Nurse III status, which paid five dollars an hour more.With that extra pay came other responsibilities such as setting up educational programs for the rung meetings and developing evidence-based research trials on the nursing unit. As the nurse gains experience and strives towards upward mobility in the organization, the differences become evident as hospitals and governing agencies are demanding BSN educated nurses. BSN is becoming the minimum requirement for administrative, research, consulting, and article of belief positions. Also, for a nurse to achieve advanced practice nursing effectiveness a nurse must first have a BSN originally being admitted to a masters program.This means the ADN educated nurse will not ach ieve the same level of pay, responsibilities or opportunities as a BSN educated nurse. People are admitted to the hospital with more labyrinthine health conditions and co-morbidities than ever before. Hospitals are looking for ways to decrease ominous patient role outcomes and increase patient safety. McHugh and Lake cited a 2003 study where researchers found that staff nurses with a BSN degree to be significant predictors of patient outcomes. It is thought that the more educated nurses used critical thinking skills and disclose pattern, which in charm provided higher patient care (McHugh et al. 2010). Assessment skills must be very sharp and nurses with knowledge in theory are able to ask patient questions that hone in on the patients problems. As a result better clinical decisions are made regarding patient care plans. On some hospital units every nurse takes a turn at being a charge nurse and on other units only the BSN-educated nurses are charge nurses. Personal experience has shown there is a difference in patient assignments. The BSN charge nurses used more discernment when judging the acuity of patients and the skills of the nurses on the unit.Patient assignments were more evenly distributed to nurses thereby providing higher step of patient care. A recent study showed BSN inclined(p) nurses had an impact on lower surgical patient mortality and bereavement to rescue because those nurses used better critical thinking skills and clinical judgment (McHugh et al. , 2010). According to Ward-Smith (2012), a 10% increase in BSN-educated nurses decreased the betting odds of patients dying by 4%. McHugh et al. (2010) also noted that nurses learned from each other and having nurses on staff that attained a BSN or higher education resulted in more expertise among all staff.Staff nurses desire an environment that allows them to have more autonomy in decision-making, a voice in how the unit and hospital are governed, and participative management. When hosp itals made advances in these three areas, nurse retention was improved (Gormley, 2011). Magnet hospital criteria demands more BSN nurses and studies show where the majority of staff nurses are BSN-prepared, they viewed their work environment as positive and quality of patient care higher. Nurse Managers with higher education are better equipped with interpersonal skills and the educational knowledge to create positive work environments for staff RNs.Nurses in positive work environments may be in a better position to deliver high quality, safe patient care (Zori, Nosek, & Musil, 2010). Healthcare is continually evolving with advancements in technology and political agendas so nursing organizations, such as the American Nurses Association, are encouraging nurses to obtain higher degrees (American Nurses Association, 2011). Programs such as Grand Canyon Universitys RN to BSN program are evidence that ADN nurses are taking up that challenge. References ANA reaffirms committal to BSN f or entry level into practice Press Release.? American Nurses Association, Nursing Education. Nursingworld. org Retrieved September 16, 2011, http//www. niiringwor1fl,nrg/MainMpniiratpgnrip. /ANAPnlitiralPnwpr/. Stat p/. StatpT. ppislativpAgenda/NiirsingRducatinn l. a. spx Gormley, D. (2011) Are we on the same page? Staff nurse and manager perceptions of work environment, quality of care and anticipated nurse turnover. journal Of Nursing Management serial online. 19(1)33-40. McHugh, M. , & Lake, E. (2010). Understanding clinical expertise nurse education, experience, and the hospital context. Research In Nursing & Health, 33(4), 276-287. doi10. 1002/nur. 20388 Raines, C. , & Taglaireni, M. (2008).Career pathways in nursing entry points and academic progression. Online daybook Of Issues In Nursing, 13(3). Smith, J. (2002). Analysis of differences in entry-level RN practice by educational preparation. Journal Of Nursing Education, 41(11), 491-494. Ward-Smith, P. (2012). Effects of Nu rse Staffing and Nurse Education on Patient Deaths in Hospitals with Different Nurse nominate Environment. Urologic Nursing, 32(2), 93. Zori, S. , Nosek, L. , & Musil, C. (2010). Critical Thinking of Nurse Managers Related to Staff RNs Perceptions of the Practice Environment. Journal Of Nursing Scholarship, 42(3), 305-313.