Adn vs Bsn Approaches to Patient Care
ADN vs. BSN Approaches to Patient Care
ADN vs. BSN Approaches to Patient Care Associates prepared nurses are able to sit for the NCLEX as well as bachelors prepared nurses. They are both able to practice and perform many of the same skills and procedures. Their differences in clinical competencies are few, but their differences in critical thinking, decision making, communication, leadership, and management techniques and abilities, are many. The bachelors prepared nurse has received a higher and more in depth level of education in their field. This additional study and preparedness gives the bachelors prepared nurse the ability to understand not only the “what” and “how” of their clinical procedures, but also the “why.” Increasing the number of bachelors prepared nurses in practice will provide safer care for patients. The Grand Canyon University College of Nursing Philosophy states that nursing education is built upon theories and research. “Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading” ("Nursing Philosophy," 2011). The associates prepared nurse is very learned in procedures, steps, and memorization of signs, symptoms, and anatomy and physiology. This allows the associates prepared nurse to perform at a competent level. The associates prepared nurse can accurately assess a patient and troubleshoot. An ADN can assess a patient experiencing fluid status excess and correctly determine they need a diuretic, and possible fluid restrictions. A bachelors prepared nurse can certainly come to the same conclusion, but they also have the ability to understand the “why” of the situation by utilizing critical thinking. The BSN not only treats the issue, but helps themselves and the patient understand why it occurred and how to prevent it from occurring again through good communication, assessment and patient education. Ultimately the BSN is
ADN vs. BSN Approaches to Patient Care Associates prepared nurses are able to sit for the NCLEX as well as bachelors prepared nurses. They are both able to practice and perform many of the same skills and procedures. Their differences in clinical competencies are few, but their differences in critical thinking, decision making, communication, leadership, and management techniques and abilities, are many. The bachelors prepared nurse has received a higher and more in depth level of education in their field. This additional study and preparedness gives the bachelors prepared nurse the ability to understand not only the “what” and “how” of their clinical procedures, but also the “why.” Increasing the number of bachelors prepared nurses in practice will provide safer care for patients. The Grand Canyon University College of Nursing Philosophy states that nursing education is built upon theories and research. “Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading” ("Nursing Philosophy," 2011). The associates prepared nurse is very learned in procedures, steps, and memorization of signs, symptoms, and anatomy and physiology. This allows the associates prepared nurse to perform at a competent level. The associates prepared nurse can accurately assess a patient and troubleshoot. An ADN can assess a patient experiencing fluid status excess and correctly determine they need a diuretic, and possible fluid restrictions. A bachelors prepared nurse can certainly come to the same conclusion, but they also have the ability to understand the “why” of the situation by utilizing critical thinking. The BSN not only treats the issue, but helps themselves and the patient understand why it occurred and how to prevent it from occurring again through good communication, assessment and patient education. Ultimately the BSN is
References: American Association of Colleges of Nursing Fact Sheet: Creating a More Highly Qualified Nursing Workforce. (2012, October 24). Grand Canyon University College of Nursing Philosophy. (2011). Retrieved from http://www.gcu.edu/College-of-Nursing-and-Health-Care-Professions/Philosophy.php Haggerty, L. A. (1987, July 1). An analysis of senior nursing students’ immediate responses to distressed patients. Journal of Advanced Nursing, 12, 451-461. http://dx.doi.org.library.gcu.edu:2048/10.1111/j.1365-2648.1987.tb01354.x