Introduction
The field of nursing has changed significantly throughout its history. This results from changes in treatment approaches, evidentiary practices, and new competencies. This paper will examine essential changes in the field of medicine, compare competencies between bachelor’s degree (BSN) and junior (ADN) education in nursing, and the differences in care between nurses with different levels of education. The discussion focused on the importance of evidence-based practice in the field, cooperation, and interdisciplinary communication.
Evolution of Nursing Practice
The nursing practice took years of evolution to become what modern society wants it to be. More and more professionals apply a holistic approach to treating people (Borgès da Silva et al., 2018). Contemporary nursing theory falls into the category of midrange theories, as it focuses on a specific phenomenon in nursing. The proof is that this theory explores the differentiated competencies between the training of BSN and ADN nurses and deepens into specific concepts of the level of education of professionals. It does not address global concepts, such as helping nurses fight pandemics.
The nursing theory includes four concepts of metaparadigm: human, health, care, and the environment. It recognizes the link between all indicators and their importance in providing care to the patient. A person must have a holistic approach to care, which should be qualified, and promoting patient health should be an important place for the specialist. In addition, the patient’s district should be provided with an enabling environment for early recovery. It is now essential to promote disease prevention and strengthen patients’ immunity. These changes have led to a significant expansion of nurses’ activities.
Differentiated Nursing Competencies
It can now be argued that a bachelor’s education in nursing allows future professionals to get the best skills. They include the development of critical thinking, communication skills, and leadership (Fukada, 2018). However, these benefits cannot be attributed to ADN education, after which nurses leave schools less competent and prepared to work. BSN specialists are often involved in managing and coordinating care in medical institutions, including participation in medical research (Schlunegger et al., 2021). Nurses with a bachelor’s degree have a broader base of knowledge. Therefore, they can apply the evidence in practice and fully assess the processes in which they are involved.
Differences in Patient Care Between ADN and BSN Professionals
When comparing the work of BSN and ADN nurses in caring for patients, it is possible to draw attention to the fact that their approaches to patient decision-making are different. An example of a particular patient care case is the control of bedsores when the BSN-prepared specialist can provide assistance based on the evidence learned during training. The decision-making process can rely on the results of research and studied evidence (Borgès da Silva et al., 2018). These specialists are considered more reliable and qualified, as they can assess the situation more comprehensively, even if it is critical. ADN nurses focus on direct patient care based on pre-defined protocols and basic nursing skills (Chaska, 1978). Thus, BSN specialists consider various psychosocial aspects of patient care, using holistic care, while ADN nurses specialize mainly in providing care for immediate physiological needs.
Evidence Practice in Nursing
Nurses who receive a bachelor’s degree have academic training that allows them to introduce advanced research experience into their practice and develop nursing knowledge during work (Fukada, 2018). The educational training of RN-BSN nurses supports this application, as specialists have an extended knowledge base and a high level of critical thinking. The quality of care provided to patients can thus be significantly improved rapidly, and the patient will have positive emotions after a good treatment experience.
Nursing theory can be integrated through three practices. The first is using recommendations, for example, when nursing patients when a bachelor can define prevention strategies. The second theory is the leadership initiative, as nurses with a high level of education can hold managerial positions. Finally, the third theory is that interdisciplinary communication and collaboration among nurses are crucial in modern nursing practice.
Interdisciplinary Cooperation
Today, specialists in this field are actively involved in this kind of communication, providing patient-oriented care and coordinating rapid recovery. In this area, it is necessary to work closely with nurses in other fields of medicine, such as pharmacists, direct doctors, and social workers who care for those who need help (Schlunegger et al., 2021). Professionals can achieve more effective and safe patient outcomes by creating an environment of effective teamwork between people from different disciplines. Thus, each team member’s experience can be used to the maximum, and the approach to care for the sick will be holistic.
Conclusion
In conclusion, nursing has continuously developed, transformed, and expanded in its sphere of activity. Approaches to patient care have changed regularly and continue to do so as progress has continued. Knowledge gaps demonstrate the differences between ADN and BSN education, where the latter provides broader competencies and a range of nursing practices. Today’s professionals, who continue their training, can apply evidentiary practice in their work, which contributes to improving the results of the treatment of patients. In addition, the importance of communication and collaboration with specialists in related disciplines to ensure the continuous exchange of knowledge across disciplines is gaining popularity.
References
Borgès Da Silva, R., Brault, I., Pineault, R., Chouinard, M.-C., Prud’homme, A., & D’Amour, D. (2018). Nursing practice in primary care and patient’s experience of care. Journal of Primary Care & Community Health, 9. Web.
Chaska, N. L. (1978). Nursing Profession. McGraw Hill Higher Education.
Fukada, M. (2018). Nursing competency: Definition, structure, and development. Yonago Acta Medica, 61(1), 1–7. Web.
Schlunegger, M. C., Aeschlimann, S., Palm, R., & Zumstein-Shaha, M. (2021). Competencies and scope of practice of nurse practitioners in primary health care: a scoping review protocol: A scoping review protocol. JBI Evidence Synthesis, 19(4), 899–905. Web.