As identified in this project, some of the changes in the health care system in the United States will continue to demand a profound transformation of the education of nurses. Such changes aim at offering enhance comprehension of and experience in the achievement of the goals and targets of care management. In the IOM’s 2011 report, it is beneficial for the healthcare system to achieve an increase in the proportion of the RNs with the BSN increase to 80 percent in 2020. In this paper, the focus is on identification and description of the competing needs affecting the achievement of the 2020 BSN-prepared workforce goal and relevant policy or practice in my organization, contributing to the health issue.
Competing Needs
Notably, a highly educated nursing workforce is necessary for the improvement of the patient outcomes following the IOM report, the Future of Nursing. Increased levels of education and training of nurses come with diverse competing needs as the United States focus on the achievement of the 80 percent BSN-trained nurses by 2020. One of the significant competing demands in the achievement of this goal is the work-life balance (Duffy, Friesen, Speroni, Swengros, Shanks, Waiter, & Sheridan, 2014). In the highly complex health care system in the 21st century, more and more nurses have to deal with the expectation of juggling commitments, as well as balancing diverse demands associated with school, family, and work. Nurses have families.
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Additionally, most of them have young children. Taking the time out, when it is hard enough to execute their duties full time with the families, proves to be asking an awful lot among the practitioners. Based on this, the work-life balance is one of the issues with substantial implications on the achievement of the transformed nursing workforce goal. Second, there is a competing need for financial support. Nurses seeking to achieve the identified workforce goal by 2020 have to deal with the financial reimbursement, as well as potential discomfort emanating from the academic educational process. Nurses tend to cite the lack of financial support as an element of the tuition reimbursement and the timeliness of this financial input. These economic issues have a substantive influence on the achievement of the set goal in the transformation of the nursing education associated with BSN completion.
Policy or Practice
The purpose of the identified goal is to enable reconceptualization of the role of the nurses in the entire workforce as an output of the redesigned nursing education for the improved healthcare outcomes. In my organization, there is a policy in place, which plays a critical role in influencing the achievement of the 2020 BSN-prepared workforce goal. The objective of the policy is to require the RNs to have a BSN to be under consideration for the subsequent promotion beyond the entry-level. The policy is ideal in ensuring that the nurses remain motivated to increase or enhance their level of education in line with the growing needs or challenges in the modern healthcare systems (Godfrey & Blubaugh, 2017).
Critique of the Policy
Ethically, the policy is a positive transformation as it aims at offering maximum output to the patients in the modern context. According to research, nurses who hold BSN qualifications have higher chances for rescuing patients in distress while decreasing the mortality rates. According to the utilitarianism, the practices will translate into maximum happiness. More patients will have the chance to benefit, as the organization in question will continue to employ BSN-prepared nurses as a platform to depict or demonstrate positive outcomes such as sensitive diagnoses. Another positive influence of the policy is to encourage more and more nurses to go back to school as a platform to further their careers in advocacy regarding the needs and expectations of the consumers (Spetz, 2018).
The approach will translate into a reduction of hospital-acquired health issues while improving the health outcomes among the patients obtaining improved primary care following their needs and expectations. The policy also creates room for enhanced satisfaction among the nurses with their works or service delivery; thus, the chance for the desired workplace longevity. Other than value for the BSN-prepared nurses associated with patient care, the policy creates room for the increased involvement of the nurses in the care management based on the improved inter-professional collaboration. In spite of this, there is the challenge of the policy as it works against nurses who might not have the financial prowess to pursue BSN training (Hewitt, 2016). They have to deal with the essence that nursing can no longer practice under the perception that basic nursing education is valuable in preparing them for the lifetime of practice.
Recommendation
Based on the above illustrations, there is a need for the adoption and implementation of a comprehensive policy seeking to balance the identified competing needs of resources, nurses, and patients, as well as Shandling the shortcoming of the existing policies. As a motivational tool, I would recommend organizations to focus on the optimization of the financial incentives for the nurses’ policies. The policies should focus on enhancing comprehension through identifying professional advancement avenues, provision of salary differential attributes, and delivery of tuition reimbursement. The approach will create room for the eradication of the economic issues as the competing need in the achievement of the set goals and targets.
Conclusion
Conclusively, nurses and organizations need to have adequate knowledge of the influence of increasing the proportion of the BSN nurses based on the organizational outcomes and goals. For the success of the policy-related activities, organizations need to structure the organizational approach to the increase of the proportion of the BSN-prepared nurses through the creation of the ideal philosophy to exploit the existing nursing strategic plan. Categorically, organizations need to identify financial incentives as a component of the communication strategies and comprehensive academic partnerships to facilitate the achievement of the IOM recommendations.
References
Duffy, M. T., Friesen, M. A., Speroni, K. G., Swengros, D., Shanks, L. A., Waiter, P. A., & Sheridan, M. J. (2014). BSN completion barriers, challenges, incentives, and strategies. Journal of Nursing Administration , 44 (4), 232-236.
Godfrey, N., & Blubaugh, M. (2017). From Innovative Idea to State-Supported Policy: Academic Progression in Prelicensure Registered Nurse Education Using the Partnership Model. Journal of Nursing Regulation , 8 (3), 12-17.
Hewitt, P. (2016). The Call for 80% BSNs by 2020: Where Are We Now? Nurse Educator , 41 (1), 29-32.
Spetz, J. (2018). Projections of progress toward the 80% Bachelor of Science in Nursing recommendation and strategies to accelerate change. Nursing Outlook , 66 (4), 394-400.
