The Essentials of Baccalaureate Education.

Introduction

The Essentials of Baccalaureate Education for Professional Nursing Practice offers nursing students a framework to study healthcare promotion and disease prevention. To become a registered nurse, the student must establish an Associate Degree in Nursing in the United States of America. Nevertheless, registered nurses are pushed by the nursing associate’s associated degree to acquire a Bachelor of Science in Nursing. In the AACN Essentials, Essential VII: Clinical Prevention and Population Health, a Community Health and Population-Focused Health Promotion Activity should be obtained for all the trained registered nurses in Bachelor of Science in Nursing. This paper will discuss how such specifications should be met to allow graduates to nurture the understanding and skills of health promotion, public health, and disease prevention at a personal and public level. A Community Health and Population-Focused, Health Promotion Activity is needed to achieve a BSN within the AACN Essentials, Essential VII: Clinical Prevention and Population Health. The paper will also describe a creative way to fulfill this necessity that helps the students to improve awareness and skills at the individual and community level using the campus community on health promotion and disease prevention.

The criteria for transforming an ADN trained RN to a BSN trained RN are carried out from the Essentials of Baccalaureate Education for Clinical Prevention and Community Health of Professional Nursing Practice (AACN Essentials) of the American Association of Colleges of Nursing (AACN). Most ADN trained RNs to need to fulfill the Essential VII: Clinical Prevention and Population Health to achieve the BSN specifications. Essential VII improves the graduates’ abilities and knowledge at the personal and community level about health promotion and disease prevention. A curriculum was developed to accomplish Essential VII, referred to as Population and Global Health, with didactic and clinical components.

Curriculum Description

The effect of population and global problems on the health of individuals, families, and societies is discussed in this curriculum. Utilizing concepts of epidemiology, cross-cultural interaction, environmental issues, health care management, and resource distribution, the community health nurse’s function was analyzed. Also, to direct evidence-based nursing clinical care to patients, families, and communities in a community setting, addressing degrees of preventive, community assessment, environmental, epidemiological, reform, government policy, and case management frameworks are used. The goals of the population and Global Health Path were to:

  1. Establish a strategy to perform a health evaluation of the community.
  2. Exemplify the role of the nurse in the provision of community, public, and international health care.
  3. Protect the administration of health care and recommendations on resource distribution to affect the delivery of care.
  4. Integrate epidemiological, trans-professional, and cross-cultural communication concepts to affect the delivery of global healthcare.
  5. Define best practices for diverse communities with dynamic needs to maximize health outcomes.

In a hybrid layout, the didactic portion was carried out. To achieve the course goals, a fusion of conventional aspects of online and class discussions, demonstrations, and structured evaluations were developed. The School of Nursing’s goal was to include graduates in a practice that would indulge them in a local community and make them understand the broader view of health and make the clinical aspect versatile to meet the skilled nurse’s requirements.

Given the many clinical learning limitations (regional and national) and the structured arrangement with other healthcare organizations, and the opportunities left to this category of full-time students (as RNs), it was appropriate to seek a creative way of providing the practice. As illustrated in the ACCN Suggested Baccalaureate Competencies and Curricular Guidance for Public Health Nursing, the response was to incorporate a Community Health and Population-Focused Health Promotion Operation. In collaboration with the University Department of Health Promotion, this activity was formed.

Population-Focused activity for health promotion

Attention is given to addressing the medical needs of the group with which the graduates will engage while planning BSN qualified RNs to meet the criteria for Essential VII. The team integrates activities with the Health Promotion Unit, student healthcare services, and ancillary services to organize and execute a Health Promotion Activity (HPA) from the RN to BSN on the university campus. A Community Health and Population-Focused Health Promotion Activity for the campus community was needed as a section of the plan to study, create, introduce, and assess the graduates.

Using National Health Programs, Policies & management strategies as a reference, the students selected subjects like Texting and Driving Health Risks, Suicide Prevention, Tobacco Control, Health Inequalities, Addiction, Heart, and Stroke Disease, Antibiotic Resistance, Obesity, Sexually Infected Disease, and Influenza. An HPA for the university campus was created from diverse health issues by student groups (two). The HPA needed the graduates to examine the subject in detail at the regional (university and state level), state, federal, and global levels by accessing relevant federal health databases and analysis to discover the importance of the selected topics to each stage and to determine what is currently being done against the recommended practice to resolve this issue.

In addition, learners were allowed to do an abbreviated group evaluation (the university group) about how to communicate and involve fellow university students with the health promotion event challenge. An assessment of the practice of health promotion has been established. To obtain or produce their own written material about the subject or services to be delivered during the HPA, learners approached local (university, state, and county), regional, and foreign organizations. In a poster of their selected topic, such information was outlined to focus on their coordinated activity for health promotion.

The Health Promotion Practice

To enable certain campus community representatives to come and see their HPA, the learners were required to create a table and present their flyer. The RN to BSN graduate’s function during the HPA activities was to communicate with campus students, faculty, and staff and inform those who participated on the subject of health. Related tools were distributed with attendees for both physical handouts, posters, and internet materials. The curriculum’s focus was on how it applies to the university community and how it affects the population locally, nationally, and the existing approaches are recommended practice. Clinical faculty oversaw these experiences and analyzed them for precision and suitability.

Conclusion

Students should be well acquainted with broader issues related to delivering local health care to training ADN trained RNs in becoming BSN graduates. As shown, the practice mentioned coincides with the Population-Focused Health Promotion Activity and RN to BSN Community Health, a prerequisite for the ACCN. The Essentials of Baccalaureate Education for Professional Nursing Practice. It helps students have practical knowledge of how it can achieve public health and health promotion by being still locally focused, but still providing a perception of the larger and broader sense of the challenges experienced by people, families, and societies. Although it can be challenging to coordinate clinical practice to meet course requirements, imaginative ways to approach this can be accomplished by inventive thinking and awareness of the essentials of ACCN.


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