With a view to standardizing the quality of practice in the Nursing profession and developing a safe, high quality and improved healthcare system, the American Association of Colleges of Nursing came up with quasi-regulatory measures. These measures would provide equal standards of education in Colleges of Nursing in America. To this effect, the association developed nine essentials to lay the bedrock upon which the standards of nursing education should be founded (Davis & Kimble, 2011).
The first essential establishes a basis upon which the graduates are well equipped with liberal education and skills that they may incorporate in their practice (Davis & Kimble, 2011). Further, the other essential is about basic organizational and systems leadership for quality care and patient safety. This is meant to impart in the graduates leadership skills and other interactive skills with patients that improve the quality of healthcare they deliver in their practice (Davis & Kimble, 2011). The third essential on Scholarship for Evidence Based Practice is meant to prepare graduates to reconcile the theory with practice and research. Additionally, students can integrate evidence and comprehend the relationship between nursing and healthcare (Davis & Kimble, 2011).
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Whereas the fourth essential encourages information management and integration of technology in patient care, the fifth essential emphasizes on the critical influence healthcare policies have on professional practice in nursing directly and indirectly. Further the sixth essential encourages unity in operation between nurses and experts in other professions, objectively to improve patient care. On the other hand, the seventh essential advocates for imparting preventive actions in public health to mitigate acceleration of emerging health conditions, hence deploying preventive rather than curative mechanisms. Further the eighth and ninth essentials encourage professionalism and objective general approach in the nursing profession.
The only alien essential appears to be the ninth essential, which is not clear on its rationale in relation to nursing practice and the ideological aspect on which it operates. The essential objectively aims at standardizing the quality of practice across the Nursing profession, outlining an overarching aspect of the other eight essentials. However, it becomes difficult to realize this objective since practitioners, by virtue of the dynamic human nature, would inevitably depict different levels of practice even after being subjected to the same line of training, due to different features that are inherent to humans; hence the grotesque nature of the ninth essential in terms of practicality.
I personally find the essentials relevant and important to all practitioners and prospective nurses in the profession. This is attributed to the fact that they establish a level field that enables the expectations in the nursing profession to be standardized and objective in terms of improving health care. For instance, it would not be prudent to depict low quality practice or varying quality in practice since different nurses are trained under different curriculums that are founded on different essentials.
References
Davis, A. H., & Kimble, L. P. (2011). The Essentials of Baccalaureate Education for Professional Nursing Practice. Journal of Nursing Education, 50(11) , 605.
