Impact in the 21st Century (ANSWERED)

QUESTION

Purpose:

The purpose of this discussion is for learners to consider one 21^st century person or event significantly impacted nursing and healthcare.

Course Outcomes:

This discussion enables the student to meet the following course outcome:

CO3: Identify persons and events in nursing history impacting evidence-based practice from the 20^th century and 21^st century. (PO8)

Due Date

During the assigned week (Sunday the start of the assigned week through Sunday the end of the assigned week):
- Posts in the discussion at least two times, and
- Posts in the discussion on two different days

Points Possible

50 points

Directions

Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students:
- Demonstrate understanding of concepts for the week
- Integrate outside scholarly sources when required
- Engage in meaningful dialogue with classmates and/or instructor
- Express opinions clearly and logically, in a professional manner
Use the rubric on this page as you compose your answers.
Best Practices include:
- Participation early in the week is encouraged to stimulate meaningful discussion among classmates and instructor.
- Enter the discussion often during the week to read and learn from posts.
- Select different classmates for your reply each week.

Discussion

Select one person or event in 21^st century nursing that had the greatest impact on evidence in professional nursing practice. Explain your choice and the impact on healthcare.

ANSWER

Impact in the 21^st Century

An event that impacted evidence-based practice in the 21st Century was “The Future of Nursing: Leading Change, Advancing Health. “ The report indicated that nurses needed to achieve higher education or they would not meet the transforming healthcare demands. The IOM recommended that at least 80% of the nursing workforce need to attain a Bachelor of Science in Nursing (BSN) or higher by 2020 (Morris, 2019). The report also suggested that nurses must attain the necessary EBP competencies and health policy, leadership, research, and system improvement skills to deliver high-quality care and meet 21st-century healthcare needs.

This recommendation contributed to the current highly educated nursing workforce. The National Council State Boards of Nursing reported that 65% of the RNs in 2020 were prepared at the baccalaureate level, 37.7% at the associate level, and only 11.1% at the diploma level (Morris, 2019). Between 2010 and 2018, the American Association of Colleges of Nursing reports that the number of BSN graduates increased from 22 089 to 58 541, accounting for a 165% increase in BSN graduates (Morris, 2019). The number of nurses with higher education level has increased, thanks to the IOM report.

The IOM report also assumed that nurses with higher education levels were more competent, hence, more qualified to improve care delivery and patient outcomes. Since then, evidence has emerged linking nurses with baccalaureate degrees or higher with decreased costs, decreased mortality, and improved patient outcomes (Morris, 2019).

The IOM recommendation also indirectly affected evidence-based nursing practice. Higher education levels necessitates new competencies. Baccalaureate and BSN programs equip nurses with competencies such as knowledge utilization in clinical decision-making and integrating the best available research evidence with clinical expertise and intervention use. Also, nursing education has integrated EBP competencies into the curriculum, meaning nurses with higher education levels acquire the knowledge, skills, and competencies required to lead evidence-based practice in their respective organizations. For example, a recent study indicated that “Baccalaureate-prepared nurses are ideally positioned to advance EBP given the emphasis on leadership, critical thinking, and communication in the BSN curricula” (Llasus et al., 2014). This study showed that the IOM report advanced evidence-based nursing by encouraging nurses to go to higher education levels where EBP is integrated into the curriculum. These education levels allowed nurses to acquire the skills and competencies required to lead EBP in their organizations.

References

Llasus, L., Angosta, A. D., & Clark, M. (2014). Graduating Baccalaureate Students’ Evidence-Based Practice Knowledge, Readiness, and Implementation. Journal of Nursing Education, 53(9), S82–S89. https://doi.org/10.3928/01484834-20140806-05

Morris, T. (2019). The Landscape of Nursing Education in the United States. https://files.eric.ed.gov/fulltext/EJ1245875.pdf