Cheap essays, research papers, dissertations.Week 1: The Value of a Master’s-Prepared Nurse
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Week 1 The Value of a Masters-Prepared Nurse
A Sample Answer For the Assignment: Week 1: The Value of a Master’s-Prepared Nurse
Title: Week 1: The Value of a Master’s-Prepared Nurse
I completely agree with your conclusion statement regarding the value of master’s of science degrees in nursing (MSN) and that further research is needed. I have found in my own research for this assignment, that there is an underlying theme regarding lack of research on the value of MSN significance. It’s easy as nurses to see the value in a degree that not only furthers our expertise and knowledge, but our profession as a whole. It is the medical community, government, and public’s knowledge of MSN significance that needs to be raised. I believe that when a nurse is recognized as a valuable member of the healthcare community at the undergraduate and graduate level, then positive changes can and do occur. Advanced practice nurses ability to function to the full scope of their educated and science based practice is when the MSN’s value comes to light. Massimi, A., et al. (2017), suggests that master’s prepared nurses show improved confidence and cognitive abilities in their practice. Being able to attain advanced knowledge and critical thinking skills not only betters current practice but future practice as well. In my 20 years in the nursing profession, I know that my own confidence and ability to handle stressful situations at work has grown tremendously. The ability to problem solve, think outside of the box, and communicate clearly but effectively are valuable qualities that I believe an MSN can enhance for myself and nurses alike. MSN programs offer vital skill sets in education, administration, research, and advanced clinical practice at the nurse practitioner, midwife, and anesthetist level (Massimi, A., et al. 2017). I feel that this supports your discussion response that nurses with advanced degrees improve in clinical judgement with decision making and improvement of sometimes less than par current practices. Leadership skills introduced at the advanced academia level in nursing will continue to advance the profession as a whole.
Week 1: The Value of a Master’s-Prepared Nurse Reference
Massimi, A., Marzuillo, C., Muzio, M., Vaccio, M., D’Andrea, E., Villari, P., De Vito, C. (2017). Quality and relevance of master degree education for the professional development of nurses and midwives. Nurse Education Today, 53(2017), 54-60. doi:10.1016/j.nedt.2017.04.012
A Sample Answer 2 For the Assignment: Week 1: The Value of a Master’s-Prepared Nurse
Title: Week 1: The Value of a Master’s-Prepared Nurse
The American Association of Colleges of Nursing (AACN), the Institute of Medicine, the Robert Wood Johnson Foundation, the Tri-Council for Nursing, and the Carnegie Foundation for the Advancement of Teaching all agree: Nurses must strive for higher levels of education to enhance the quality of care available to our nation’s varied patient population groups and to make skilled healthcare services more accessible.
In as much as every competency is as important as the other, i found leadership competency as the most important. Leadership competency is able to assume advanced leadership roles, advocate for improved healthcare access and quality, and provide/demonstrate leadership. Leadership competency is useful in the identification of possible areas for growth. Aspiring nurse leaders can use them in planning personal preparation for their careers. Health care organizations may utilize them as a guideline for job descriptions, expectations and evaluations of nurse leaders. Nurse educators can utilize them as a curriculum guideline for the educational preparation of nurses seeking expertise and knowledge in executive practice. Effective nursing leadership competency, creates a positive work environment where others are motivated, inspired, and supported to achieve organizational goals.
New AACN Data Confirm that More Nurses Are Advancing Their Education – a Trend that Enhances Patient Safety and Healthcare Quality. (2013). Dakota Nurse Connection, 11(3), 28.
Schub, E. B., & Balderrama, D. M. (2017). Effective Nursing Leadership: Performing. CINAHL Nursing Guide,
A Sample Answer 3 For the Assignment: Week 1: The Value of a Master’s-Prepared Nurse
Title: Week 1: The Value of a Master’s-Prepared Nurse
I agree with you regarding leadership being an essential competency for the masters prepared nurse to ascertain. The knowledge and clinical experience that the masters prepared nurse acquires during their education will provide them with the characteristics to become an effective leader. The masters prepared nurse will also have to incorporate different leadership styles according to the task that need to be done. It is also to consider that individuals learn differently, therefore creating an environment that will facilitate learning is also important. I concur with you in the leadership in nursing should be able to identify areas for growth. The masters prepared nurse should have the ability to understand the big picture of the organization and ensure that patients experience positive health outcomes. “Thus it becomes important to educate nurses for emerging roles in health care delivery and designed with the knowledge and skill sets needed to lead change, promote health, and elevate care in various roles and settings” (Gerard, Kazer, Babington, & Quell, 2014). The masters prepared nurse must demonstrate an understanding of the operations of the healthcare organization including the financial aspect. An effective leader in the health organization will provide the organization with positive outcomes.
Gerard, S. O., Kazer, M. W., Babington, L., & Quell, T. T. (2014). Original Article: Past, Present, and Future Trends of Master’s Education in Nursing. Journal Of Professional Nursing, 30326-332. doi:10.1016/j.profnurs.2014.01.005.
A Sample Answer 4 For the Assignment: Week 1: The Value of a Master’s-Prepared Nurse
Title: Week 1: The Value of a Master’s-Prepared Nurse
Modern or current healthcare delivery models in today’s practice settings are ones that are driven by a patient and family centered, interdisciplinary approach to healthcare. Long ago are the days where one medical practitioner is determining the plan of care. Professionals from all disciplines joining together in collaboration are the center of modern approaches to medicine. Advanced practice, communication, collaboration through advancing technologies, and working to the full extent of disciplines are proving successful in managing and improving patient outcomes. Team approaches to patient care are crucial in today’s medical fields where aging populations and advancing life expectancies are evident. The nursing profession has evolved over centuries, and in more recent decades, that it is a workforce to be reckoned with. Nurses play an integral part in the ever evolving, interdisciplinary approach to healthcare. Pursuing Master’s of Science degrees in nursing (MSN) have opened the door to advanced practice roles for nurses. These roles have shown to improve patient outcomes, provide more efficient, effective, and affordable care to 21stcentury populations. The basis of strong academia in the nursing profession has implemented evidence based practices in primary care settings and empowered nurses to question and improve standards that have been in place for years. MSN degrees hold a tremendous amount of value and the pursuit of them gives the nursing profession a bright outlook for generations to come.
MSN SIGNIFICANCE
Advanced degrees beyond the Bachelor’s of Science in Nursing (BSN) are crucial for the advancement of the nursing profession as a whole. The growth of advanced practice registered nurses (APRN’s), clinicians, educators, and administrators in the discipline of nursing not only strengthens the profession but further grows the support, respect, and trust of the healthcare community and public. It is vitally important that nurses looking to attain a graduate degree do so by seeking out accredited graduate programs in nursing and not other disciplines. For example, one might argue that a nurse administrator should obtain a Master’s in Business Administration (MBA) to acquire the proper job skills to manage a budget for a hospital department. However, an MBA leaves out a huge piece of the puzzle, the model of nursing. Upon further examination of MSN with nurse executive tracks, many of these programs encompass an MBA in their curriculum while they are taught by nurses who have the education and skills needed in the field (Gaberson & Chappy, 2006, p.723). Nurse looking to become nurse educators whether at the bedside or in the academic setting will benefit from an MSN program that is geared to educate the nurse on how to teach adult learners, design practice based curriculums, and support the education of nurses with the necessary skills for success (Gaberson & Chappy, 2006, p. 723). A generic master’s degree in education would simply be unable to provide the graduate nurse with the skills needed to aid in the education and the further advancement of the nursing profession. Therefore, in regards to the matter of degrees, the MSN graduate studies hold great value as they are geared towards truly preparing the nurse for advanced practice roles that benefit and strengthen the profession as a
Week 1 The Value of a Masters-Prepared Nurse
whole.
Barriers to the Value of an MSN
The great value of an MSN degree can only be highlighted when nurses are able to practice to their fullest potential. Unfortunately, barriers do exist in modern healthcare that limit nurses from practicing at full capacity. Transformation of nursing practice in today’s health care models are a much-needed consideration to further the nursing profession and advanced practice nursing roles (Kunic & Jackson, 2013, p. 236). The Institute of Medicine (IOM) 2010 publication also suggests that nurses should apply their practice to the full extent of their education and training (Kunic and Jackson, 2012, p.236). Challenges that potentially hinder an MSN’s value include barrier to scopes of practices like resistance from state legislatures and the medical community for prescriptive authority to nurse practitioners and restrictions with credentialing. There are also reimbursement inconsistencies from insurance companies as in cases where an RN First Assist is often unable to bill and be paid individually for the service provided but is rather paid a salary (Kunic and Jackson, 2012, p.236). I have personally worked with an RN First assist who has experienced these struggles. This nurse has even gone unpaid for the skill set he provided for certain cases. For nurses to practice at these advanced levels, graduate education is a requirement and is thus a necessary means to obtain the licensure required. Furthering public awareness of the rigorous academics and training required to obtain an MSN for advanced nursing practice will help raise the community’s knowledge of the services nurses can provide. This ultimately aids in disease prevention, health education, and access to efficient and often times more cost-effective healthcare.
Graduate nursing education plays a key role in health care reform and transformation. Use of best, evidenced base practice, informatics, patient driven and patient centered care with holistic approaches are the core of an MSN education (Finkelman, 2012, p.256) It is the utilization of these acquired skills and knowledge after the MSN is attained that truly affects its value while bringing about positive change to healthcare. Advanced practice nurses working in a variety of care settings within the communities, are able to implement the expertise and knowledge acquired from their MSN degree and, will display positive improvement in healthcare today. Nurses working to support the growth of the profession and their education will not only gain the respect of the medical community but the public as well. The ability to obtain a graduate degree in nursing online over the past decade has tremendously added value and accessibility to the nursing profession. As time continues to pass, nurses and the education of nurses from undergraduate to graduate will continue to be recognized as a factor that positively affects practice today and in the future.
Week 1: The Value of a Master’s-Prepared Nurse References
Finkelman, A. (2012). The movement to improve care, the institute of medicine quality reports and implications for the advanced practice registered nurse. Nursing Clinics, 47, 251-260. doi:10.1016/j.cnur.2012.02.006
Gaberson, K., & Chappy, S. (2006). A matter of degree. AORN Journal, 83(3), 723-725. doi:10.1016/S0001-2092(06)60199-3
Kunic, R., & Jackson, D. (2013). Transforming nursing practice: barriers and solutions. AORN Journal, 98(3), 246-245. doi: 10.1016/j.aorn.2013.07.003
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A Sample Answer 5 For the Assignment: Week 1: The Value of a Master’s-Prepared Nurse
Title: Week 1: The Value of a Master’s-Prepared Nurse
As defined by the American Associations of Colleges of Nursing (2011), “nursing-practice interventions include both direct and indirect care components.” The baccalaureate or master’s prepared nurse serves the healthcare continuum in many different ways and in many different settings. The baccalaureate-prepared nurse is the stepping stone required for advanced studies. As mentioned in the CCN Nursing Conceptual Framework (2016), “the BSN degree program provides the foundation for graduate study… and supports the concept of lifelong learning.” Whereas, the master’s-prepared nurse is an advanced healthcare professional that is able to provide essential duties through advanced education. Despite the roles or setting they provide their services, they are able to help lead the future of practice through knowledge, theory and evidence-based research (American Associations of Colleges of Nursing, 2011).
I believe the value of a master’s degree-prepared nurse is unique from any other healthcare professional in the setting. Aside from attaining a higher level of education, nursing is still the fundamental component to everything we do. According to King and Kornusky (2016), Jean Watson’s theory is the basis in which nursing education is founded upon, we are all connected in one way or another in this universe. As a result of the education pathway, we are introduced into the field with basic theory and knowledge with a key component that no other profession can teach, we are introduced into the caring and compassionate approach in our nursing careers at a very early stage. Call it a milestone if you will. “When Watson’s theory is applied in clinical practice, its impact is evident in specific nursing actions that aim to promote a harmonious, healing environment that preserves human dignity” (King and Kornusky, 2016).
I believe the most essential professional competency for a master’s-prepared nurse practicing in the 21st century is one that is able and capable of mastering all basic and essential needs required to achieve a positive end result for the present and into the future. Time will continue to pass, technology trends will continue to advance and hospitals will continue to change their approach and the population will continue to grow ever complex and just as everything does indeed change, the essence of nursing remains the same. Therefore, the heart of nursing is to care. When an individual possesses care in what he or she does, this will guide their practice further no matter the ever-growing changes that exist today and in the future that awaits.
Week 1: The Value of a Master’s-Prepared Nurse References
Chamberlain College of nursing masters of Science in nursing conceptual framework. (2016). Chamberlain College of Nursing. Retrieved from https://www.chamberlain.edu/docs/default-source/academics-admissions/catalog.pdf.
King, J. B., & Kornusky, J. M. (2016). Watson’s Theory of Caring: Integration into Practice. CINAHL Nursing Guide. Retrieved from http://eds.b.ebscohost.com.proxy.chamberlain.edu:8080/eds/pdfviewer/pdfviewer?vid=1&sid=1361a9f5-26f2-40be-b5bd-0e87195dee12%40sessionmgr102
The essentials of master’s education in nursing. (2011). American Associations of Colleges of Nursing. Retrieved from http://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf
A Sample Answer 6 For the Assignment: Week 1: The Value of a Master’s-Prepared Nurse
Title: Week 1: The Value of a Master’s-Prepared Nurse
This is a great discussion on the differences between a BSN and an MSN-prepared nurse. I agree that the level of formal education and the clinical field differentiate MSN nurses from BSN nurses. I have learned that MSN-prepared nurses have a higher level of autonomy in practice than BSN nurses, which can be attributed to the differences in the scope of practice. Indeed, the increased involvement of MSN-prepared nurses has led to improved delivery of care and patient outcomes (Padilha et al., 2020). Thus, it is crucial to train more MSN nurses, and this evidence should encourage healthcare organizations to increase the employment of MSN nurses due to their specialized knowledge and skills to improve healthcare delivery.
Master’s in nursing programs prepares graduates to optimize safe, quality care delivery to diverse populations in various healthcare settings and roles. The MSN nurse practicing in any setting or role must demonstrate insight into the foundations of care and the art and science of nursing practice in relation to individuals, families, and clinical populations (Shatto et al., 2019). I have learned that the MSN degree prepares nurses to carry out comprehensive and systematic assessments, which act as the basis for decision-making. MSN nurses are valuable to clinical practice since they are trained to apply the best available evidence from nursing and other sciences as the basis for practice. In addition, MSN-nurse uses their advocacy skills to advocate for patients, families, caregivers, communities, and other healthcare professionals (Padilha et al., 2020). The MSN nurse is equipped with informatics skills and thus uses information and communication technologies to improve patient education, accessibility of care, analyze practice patterns, and enhance health care outcomes.
Week 1: The Value of a Master’s-Prepared Nurse References
Padilha, M. I., Maliska, I. A., Costa, R., Benedet, S. A., Gelbcke, F. L., & Anders, J. C. (2020). Professional master program: Preparing the nurse of the future. Revista Brasileira de Enfermagem, 73(suppl 5), e20200007. https://doi.org/10.1590/0034-7167-2020-0007
Shatto, B., L’Ecuyer, K., Meyer, G., Shagavah, A., & Mooney, E. (2019). Experiences of master’s prepared clinical nurse leaders at three years post-graduation. Journal of Professional Nursing, 35(1), 51-56. https://doi.org/10.1016/j.profnurs.2018.06.001
Week 1: The Value of a Master’s-Prepared Nurse Grading Rubric
Performance Category 100% or highest level of performance
100%
16 points
Very good or high level of performance
88%
14 points
Acceptable level of performance
81%
13 points
Inadequate demonstration of expectations
68%
11 points
Deficient level of performance
56%
9 points
Failing level
of performance
55% or less
0 points
Total Points Possible= 50 16 Points 14 Points 13 Points 11 Points 9 Points 0 Points
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics.
Presentation of information was exceptional and included all of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was good, but was superficial in places and included all of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was minimally demonstrated in all of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in one of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in two of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in three or more of the following elements
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
16 Points 14 Points 13 Points 11 Points 9 Points 0 Points
Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations
Presentation of information was exceptional and included all of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information was good, but was superficial in places and included all of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information was minimally demonstrated in the all of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in one of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in two of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in three of the following elements
Applies principles, knowledge and information and scholarly resources to the required topic.
Applies facts, principles or concepts learned scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
10 Points 9 Points 6 Points 0 Points
Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count)
The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)
Responses are substantive and relate to the topic.
Demonstrated all of the following:
Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.
Demonstrated 3 of the following:
Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.
Demonstrated 2 of the following:
Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.
Demonstrated 1 or less of the following:
Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.
8 Points 7 Points 6 Points 5 Points 4 Points 0 Points
Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition
Error is defined to be a unique APA error. Same type of error is only counted as one error.
The following was present:
0-3 errors in APA format
AND
Responses have 0-3 grammatical, spelling or punctuation errors
AND
Writing style is generally clear, focused on topic,and facilitates communication.
The following was present:
4-6 errors in APA format.
AND/OR
Responses have 4-5 grammatical, spelling or punctuation errors
AND/OR
Writing style is somewhat focused on topic.
The following was present:
7-9 errors in APA format.
AND/OR
Responses have 6-7 grammatical, spelling or punctuation errors
AND/OR
Writing style is slightly focused on topic making discussion difficult to understand.
The following was present:
10- 12 errors in APA format
AND/OR
Responses have 8-9 grammatical, spelling and punctuation errors
AND/OR
Writing style is not focused on topic, making discussion difficult to understand.
The following was present:
13 – 15 errors in APA format
AND/OR
Responses have 8-10 grammatical, spelling or punctuation errors
AND/OR
Writing style is not focused on topic, making discussion difficult to understand.
AND/OR
The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
The following was present:
16 to greater errors in APA format.
AND/OR
Responses have more than 10 grammatical, spelling or punctuation errors.
AND/OR
Writing style does not facilitate communication
0 Points Deducted 5 Points Lost
Participation
Requirements
Demonstrated the following:
Initial, peer, and faculty postings were made on 3 separate days
Failed to demonstrate the following:
Initial, peer, and faculty postings were made on 3 separate days
0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:
The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.
Demonstrates one or less of the following.
The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.
