Bowie a Legislative Issue on An Increase in Pressure Ulcers in Hospitals Paper This is an independent activity which requires submission of a scholarly pap

Bowie a Legislative Issue on An Increase in Pressure Ulcers in Hospitals Paper This is an independent activity which requires submission of a scholarly paper, according to the
instructions below. The scholarly paper will be graded based on the Evaluation of Undergraduate
Scholarly Paper rubric, which is included in this syllabus.
Scholarly Paper: Using the PICOT process, analyze a current nursing practice-related
legislative issue and present it in a scholarly paper. The legislative issue will be of your own
choosing.
The scholarly paper should be typed, double spaced, 12 point, Times New Roman using APA
format, and limited to 6 pages including title and reference pages.
Support your position with references from at least two peer reviewed journal reference articles. Running head: ACCOUNTABILITY EDUCATION: A LEGISLATIVE ISSUE
Accountability for Continued Education: A Legislative Issue
Introduction
The United States has made efforts to develop its health care industry with a focus on
quality, affordability, and access to healthcare services. The increasing demand for health care
services over the past decade(s) and the demand for quality medical care have stimulated the
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ACCOUNTABILITY FOR EDUCATION: A LEGISLATIVE ISSUE
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growth of the nursing population. Issued in a 2010 report by the Institute of Medicine (IOM),
called The Future of Nursing: Leading Change, Advancing Health, highlighted the complexities
of care have been evolving; therefore, nursing education must also advance to meet the needs of
future healthcare requirements. The recommendation sought to increase the number of nurses to
obtain their bachelor’s degree to 80% by the year 2020. With more than 3 million members and
counting, the number of nurses embody the largest sector of healthcare industry according to the
IOM (2010). At the time of this report’s release, approximately 50% of nurses achieved their
bachelor’s degree or had their bachelor’s degree. Currently, in 2019, a 10% increase in nurses
with a BSN evolved making the total percentage to 60%. Consequently, the goal has not been
met; however, the initiative has made some strides (Schneider, 2016).
Such demand requires the federal government, state department, and other policy-related
bodies to make decisions geared toward closing the nursing educational gap. The demand has
also triggered professional training of nurses in various certified nursing institutions and
organizations. Through research, the federal government of the U.S, American Nurses
Credentialing Center (ANCC) and other legal bodies supported an increase in nurses requiring a
four plus year education to obtain a bachelorette’s degree. A push for new legislation requires
participation by state governances along with enough documented proof to convince states to
adopt this new policy. This paper aims to address the PICOT formulated question: In nursing
practice, how does clinical competence of BSNs compared to that of RNs with an associate
degree influence the rate of mortality among patients over time?
Problem
ACCOUNTABILITY FOR EDUCATION: A LEGISLATIVE ISSUE
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The pivotal work of Aiken, Clarke, Cheung, Sloane, and Silber gathered a critical finding
of evidenced based research conducted by Olga Yakusheva, researcher at the University of
Michigan. The study concluded solidly that for every 10% increase in the amount of BSN nurses
working in a hospital, patient mortality would decrease by approximately 10% as well. Another
statistic worth mentioning is a decrease of approximately 5% in a failure to rescue case. A
condensed report using these research studies provided by the Institute of Medicine offers
compelling evidence to support a larger quantity of nurses entering the workforce to pursue a
Bachelorette’s degree. Thus, legislators have been prompted even more now to make legal
discussions over the level of education required for the RN to fully practice their scope.
According to Zittel et al. (2016), the barrier to the full practice by RN nurses to the BSN’s level
is the lack of education in the following competencies: “leadership, systems reasoning, quality
improvement, community care, health policy, and health policy finances” (Zittel, 2016). The
aforementioned skills are essential to meet the exponentially increasing complexities of today’s
diverse population.
Intervention
The Scope and Standards of Practice of an RN according to ANA (2015), emphasizes the
RN’s responsibility to continue their education and competency of nursing practice, this includes
an ongoing pursuit of credentials and simply, a lifetime of learning. With consideration to the
standard of education and educational profession, an issue found by Panel members is the rather
confusing non-standardized educational requirements of an RN. A group of legislators asked a
rather compelling question, what type of examination is given to a BSN vs. an RN to determine
the difference in credentialing? A strong advocate explained that the same examination for
licensure was given to associate level nurses and bachelor level nursing. The legislators were
ACCOUNTABILITY FOR EDUCATION: A LEGISLATIVE ISSUE
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baffled by this profound indifference (Zittel et al., 2016) because the lack of clear differentiation
in the practice of an ADNs vs. a BSN is unclear to the public.
The strongest advocates that support the legislation for all nurses to require a
bachelorette’s degree were educators themselves– Faculty and deans from associate degree
programs (Zittel et al., 2016). Though, Unions of different sorts opposed the idea, stating that “a
baccalaureate of science (BS) in Nursing is not essential; that is, the bachelor’s degree could be
obtained in any major” (Zittel et al., 2016). These Unions also claim that any new legislation
include funding to RN’s with an associate degree who are required to continue their education to
earn a Bachelor’s (Zittel et al., 2016). Subsequently, Healthcare advocate, medical associations
and other healthcare professional bodies, and the federal government have the task of discussing
limiting factors to earning a BSN; cost and time. Tuition for BSN trainees is high, and the
difference in payment between a BSN and an ADN is low or equivalent (Matthias, 2015).
Nonetheless, AACN now requires hospitals hoping to earn Magnet status to provide proof of
plans to meet the 80% recommendation (2014) and some facilities like the VA (Veterans
Administration) enacted a policy to increase the entry level pay for BSN nurses as an incentive
(Schnieder, 2016). Furthermore, states with combined interests known as compact states allow
BSN nurses to qualify to practice in those states without additional licensing requirements (The
College for the People, 2017). These nurses can simply move to another state with a transferable,
‘universal’ license.
Comparison
The nursing practice or a BSN and an ADN both practice within the same scope. There is
no clinical difference and licensure; but the education requirements/credentials for the BSN are
ACCOUNTABILITY FOR EDUCATION: A LEGISLATIVE ISSUE
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practically doubled in comparison. A nurse with a BSN performs in more complex procedures,
utilizing critical thinking skills while under the doctor’s supervision; along with obtaining a
leadership position as a charge nurse in most facilities (The College for the People, 2017). Olga
Yakusheva, researcher at the University of Michigan, mentioned above found an alarming
correlation between patient mortality and educational preparedness. A decrease of 5% failure to
rescue scenarios and a 10% reduction of deaths. This is a significant percentage, last updated
four years ago so one could assume the percentage has increased.
Outcome/Time
After a 14-year struggle, lobbyists succeeded. New York State finally passed their “BSN
in 10” law. This means that a Baccalaureate Degree in nursing is a mandatory requirement within
a 10-year window after receiving their initial license (Maracrac, 2017). Though, New York is
just one state out of 50. Noteworthy, it took approximately 120 organizations to write letters in
support of this new legislation including the “medical society, the healthcare association
representing acute and long-term care facilities, and from the councils for both the associate
degree and baccalaureate degree and higher programs” (Maracrac, 2017). Strong advocates
contested that the only way to ensure that every RN will earn a BSN is to make it a mandatory
requirement. This can only be accomplished in some jurisdictions though passing a bill by the
state (Zittel et al., 2016). A new prediction forecasts that by the year 2025, the 80% benchmark
will be reached.
Conclusion
This paper aimed to address the PICOT formulated question: In nursing practice, how
does clinical competence of BSNs compared to that of RNs with an associate degree influence
ACCOUNTABILITY FOR EDUCATION: A LEGISLATIVE ISSUE
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the rate of mortality among patients over time? The study concluded solidly that for every 10%
increase in the amount of BSN nurses working in a hospital, patient mortality would decrease by
approximately 10% as well. Another statistic worth mentioning is a decrease of approximately
5% in a failure to rescue case. After a 14-year struggle, lobbyists succeeded. New York State
finally passed their “BSN in 10” law. This means that a Baccalaureate Degree in nursing is a
mandatory requirement within a 10-year window after receiving their initial license (Maracrac,
2017). Though, New York is just one state out of 50. Perhaps, more states will follow the trend
and mandate this requirement, especially when people’s lives are at stake.
References
Aiken, L. H., Clarke, S., Cheung, R., Sloane, D., & Silber, J. (2003). Educational levels of
hospital nurses and surgical patient mortality. Journal of the American Medical
Association, 290(12), 1617-1623.
ACCOUNTABILITY FOR EDUCATION: A LEGISLATIVE ISSUE
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American Association of Colleges of Nursing (AACN), (2014). Fact sheet: The Impact of
Education on Nursing Practice. Retrieved from http://www.aacn.nche.edu/mediarelations/fact-sheets/impact-of-education
American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.).
Washington, DC: Author.
Institute of Medicine (IOM), (2010). The future of nursing, leading change, advancing health.
Retrieved from
http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Futureof-Nursing/Future%20of%20Nursing%202010%20Report%20Brief.pdf
Maracrac, M. (2017, December 30). New York’s ‘BSN in 10’ Law And The Push For 80% Of
Nurses To Hold BSN By 2020. Retrieved from https://nurse.org/articles/BSN-initiative80-2020/
Matthias, A. D. (2015, February 6). Making the case for differentiation of registered nurse
practice: Historical perspectives meet contemporary efforts. Journal of Nursing
Education and Practice, 5(4), 108-114.
Schneider, A. (2016). Driving Factors Behind the 80% BSN by 2020 Initiative. Retrieved from
https://www.rn.com/headlines-in-health/driving-factors-behind-the-80-percent-bsn-by2020-initiative/
The College for People. (2017, January 31). The Real Differences between ADN and BSN
Nurses … Retrieved from https://nightingale.edu/blog/adn-vs-bsn-differences/
Zittel, B., Moss, E., O’Sullivan, A., & Siek, T. (2016, September 30). Registered Nurses as
Professionals: Accountability for Education and Practice. The Online Journal of Issues in
Nursing, 21(3).
ACCOUNTABILITY FOR EDUCATION: A LEGISLATIVE ISSUE
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D
CRITERIA
Thai
COMMENTS
when the
1
3
1
Abshed
Sective
Organisation Secure
1 Incheoreom
11
Paper is logically arranged with moducten, body
and summary:
3
Subsections and paragraplis reflect the mainides
4
Transitions occur between thoughts
Literacy and style
2 Uses professional vocabulary
15
2.
Uses correct grammar, spelling, punctuation, and
capitalization
3
Maintains economy of expression
APA
Title page is correct
10
Page numbering is accurate
3.
Page header is appropriate.
LO
XIII. Additional Rubrics (optional)

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