Difference in competencies between ADN and BSN

DIFFERENCE IN COMPETENCIES BETWEEN ADN AND BSN A nurse is a healthcare professional who is trained care for sick. The key roles in nursing are promotion of health and prevention of illness, and also education, research, advocacy, health system management and promotion of safe environment. There are two different categories of nurses based on educational level. One is an Associate Degree Nurse (ADN), a 2 year program and other a Baccalaureate Degree Nurse (BSN), a four year program. Though educational programs are different, the students of each program have to pass the same NCLEX-RN examination to practice as nurses.. The following will give a good understanding of differences in competency between ADN and BSN Nurses.
The Workforce Training and Education Coordinating Board Washington State discussed, a recommendation that was included in the Washington Center for Nursing’s draft plan for nursing education. The plan recommends that all students who complete the Associate Degree Nurse program after 2020 be required to continue into a Bachelors degree nurse program within five years in order to keep working as a registered nurse in Washington.” (Nursing Education, 2008, para. 1). Difference in education, critical thinking, communication and problem solving skill, quality of care and scope of practice makes BSN more competent.

Education ADN is a two year program mainly provided by community colleges. It is more focused on clinical and technical skills rather than critical thinking, communication and problem solving skills. Hence they are fit for bedside nursing care which is more task oriented. BSN is a four year program provided by places of higher learning such as Universities focuses on areas like critical thinking, communication and leadership skills along with bedside nursing. (Moore, June, 2008). Thus bachelor nurses have an upper level of knowledge and professional development which helps them to be more competent than ADNs.

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References: Aiken, L. H. (2003). Educational Levels of Hospital Nurses and Surgical Patient Mortality. Journal of the American Medical Association. 290(12):1617- 1623. doi:10.1001/jama 290.121617 Fact sheet (2010). In The impact of education on nursing practice. Retrieved from http://www.aacn.nche.edu/media/factsheets/impactednp.htm Friese, C. R., Lake, E. T., Aiken, L. H., Silber, J. H., & Sochalski, J. (2008). Hospital Nurse Practice Environments and Outcomes for Surgical Oncology Patients. Health Service Research. 43(4) Retrieved from http://www.hsr.org/hsr/abstract.jsp?aid=43434571354 Giger, J.N. & Davidhizar, R.E. (1990). Conceptual and theoretical approaches to patient care: Associate versus baccalaureate degree prepared nurses. Journal of Advanced Nursing, 15(9), 1009-1015. Hood, L. J. (2010). Critical Thinking. In Leddy & Pepper’s Conceptual Bases of Professional Nursing (7th ed., p. 160). : Lippincott Williams&Wilkins. Johnson, J. (1988). Differences in the performance of baccalaureate, associate degree and diploma nurses: A meta-analysis. Research in Nursing and Health, 11, 183-197. Moore, D. S. (2008). The differences between Associate Degree Nurses and the Baccalaureate Degree Nurses. Retrieved from http://www.westcoastuniversity.edu/content.aspx?id=331 Reams, S. & Stricklin, S. M. (2006 -). Bachelor of Science in Nursing Completion: A Matter of Patient Safety. The Journal of Nursing Administration, 36(7-8) pp 354-356 Retrieved from http://journals.lww.com/jonajournal/Citation/2006/07000/Bachelor_of_ Science_in_Nursing_Completion__A.6.aspx Washington State Workforce Training and Education Coordinating Board. (2008). Nursing Education (Meeting No. 124). Retrieved from http://www.wtb.wa.gov/Documents/Tab4-Nursing.doc