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Differences in Competencies between Nurses Prepared at the Associate-Degree Level versus the Baccalaureate-Degree Level
In some cases, it may be challenging (especially for a non-professional) to differentiate between the baccalaureate- and the associate-degree levels of nursing preparation. This difficulty is aggravated by the fact that both programs require passing the same professional exam to be able to practice. Yet, there are still certain points that are non-similar in the course of education. The key differences are in the competences of care and the educational curriculum.
The Associate-Degree Level
The Associate Degree was first introduced by Dr. Mildred Montag in 1950s. During this post-war period, there was a considerable shortage of nurses. The problem was resolved by cutting the length of nursing education to 2 years, providing future professionals with a minimum sufficient educational background (O’Neal, Zomorodi, & Wagner, 2015). The program was a success since its graduates managed to pass the NCLEX exam and prove their knowledge and skills in practice.
Today, the degree is still earned after 2 years of education at a community or junior college; the current curriculum consists of nursing and Liberal Arts. Due to the shortage of time, the degree refers exclusively to applied science. Upon completion, the NCLEX-RN exam must be passed to be able to work as a nurse (Fisher, 2014). The fact that the exam is the same for any degree does not imply that all nurses are prepared equally as it is not designed to differentiate between the programs or assess all the acquired knowledge and skills (that are more numerous in the baccalaureate curriculum).
During two years, future nurses are mainly exposed to various aspects of practice, including bedside nursing, disease management, safety provision, etc. with almost no research work. This accounts for the fact that nurses with the associate-degree level are often more competent in clinical settings since their training is technically-oriented (Fisher, 2014). Yet, the majority of hospitals tend to downsize the number of ADNs owing to their limited theoretical knowledge of the profession.
The Baccalaureate-Degree Level
Baccalaureate Nursing was introduced in 1946 when GI Bill of Rights was passed to allow veterans to receive a college education and vocational training, which was highly popular among nurses returning from the war. The enrollment increased dramatically and led to the appearance of the Collegiate Nursing programs (Brandt, Boellaard, & Zorn, 2015).
The education for the degree lasts 4 years at college or university and encompasses both practical and theoretical preparation in a number of sciences. The goal of the curriculum is to prepare future professionals for working in the context of the complex and ever-changing healthcare environment. 2 years are devoted to general education to provide students with a rich theoretical background. The last 2 years prepare them for various experiences and professional roles by teaching core nursing courses (Brandt et al., 2015). Students are also supposed to passs NCLEX to be become registered nurses.
The curriculum covers a wide range of liberal arts courses, which provide high-quaity training and theoretical knoweldge. As compared to nurses with an associate degree, baccalaureate gratuates have to be competent in different fields, including public health, outpatient care, mental health, etc. According to the Grand Canyon University mission statement, baccalaureate nursing practice incorporates the roles of critical thinking, assessing, providing care, communicating, leading, and teaching. This makes it possible for BSN professionals to deliver care in clinics, private homes, and outpatient centers. The demand for their services is always on the rise since such nurses are more competent in clinical, leadership, humanistic, scientific, and problem-solving areas of practice (Fisher, 2014). Moreover, they are responsible for patient education, community health programs, and staff management.
Patient Care Situation Based on Decision Making of Educational Preparation of Nursing (Baccalaureate Degree Nursing versus Association Degree Nursing)
The most demonstrative way to illustrate the difference of the approach to decision-making is to provide an example of a particular patient care situation. For instance, the task is to discharge a patient suffering from diabetes who is new on insulin. The problem is that the patient is 62, myopic and lives alone in quite a big house. In this situation, an ADN specialist is likely to discharge the patient providing all the necessary follow-up instruction concerning changes of lifestyle and frequency of visits to the doctor. At the same time, a nurse having a baccalaureate degree will inevitably pay attention to the fact that the patient feels scared and uneasy to return home alone.
A BSN professional is likely to instruct the patient how to recognize sings of hypo-hyperglycemia and answer all his questions. He/she will call home health to make sure that insulin is properly administered and diabetic education is provided to the patient. Then, a BSN will ask the patient whether it is necessary to arrange cleaning services to keep the house in order. He/she will also pay attention to the fact that the patient has problems with eye-sight, which implies that it will not be an easy task for him to get home. That is why he/she will arrange transportation and ensure that the patient is delivered safely to his house. Such close attention to the problem and sincere involvement are sure to make the patient appreciative and more confident concerning the follow-up actions. He will no longer be afraid to stay home and will have a clear plan of treatment.
References
Brandt, C. L., Boellaard, M. R., & Zorn, C. R. (2015). The faculty voice: Teaching in accelerated second baccalaureate degree nursing programs. Journal of Nursing Education, 54(5), 241-247.
Fisher, M. (2014). A Comparison of professional value development among pre‐licensure nursing students in associate degree, diploma, and bachelor of science in nursing programs. Nursing Education Perspectives, 35(1), 37-42.
O’Neal, D., Zomorodi, M., & Wagner, J. (2015). Nursing education progression: Associate degree nursing faculty perspective. Nurse Educator, 40(3), 129-133.
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