the differences in competencies between nurses prepared at the associate-degree level, assignment help

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Write a formal paper of 750-1,000 words that addresses the following:

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  1. Discuss the differences in competencies between nurses prepared at the associate-degree level versus the baccalaureate-degree level.
  2. Identify a patient care situation in which you describe how nursing care or approaches to decision-making may differ based upon the educational preparation of the nurse (BSN versus a diploma or ADN degree).

For additional help finding research on this topic, refer to the GCU Library tutorial located at in the Student Success Center.

Refer to the “American Association of Colleges of Nursing (AACN) Fact Sheet: Creating a More Highly Qualified Nursing Workforce” as a resource.

Refer to the assigned readings for concepts that help support your main points.

Refer to “Grand Canyon University College of Nursing Philosophy.” This is an informational resource to assist in completing the assignment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Students should review the rubric prior to beginning the assignment to become familiar with the criteria and expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.


In concert with the mission of the
University, the College of Nursing and Health Care Professions faculty affirms
our belief in educating nurses within a dedicated and supportive community of
Christian nurse scholars. The nursing programs prepare graduates to provide
excellent, holistic care while encouraging a passion for achievement, a
lifelong curiosity for knowledge, and pursuit of advanced professional degrees.
The AACN Essentials of Baccalaureate Education for Professional Nursing Practice
guides the curriculum for the baccalaureate program. The AACN’s The Essentials of Master’s Education for Advanced
Nursing Practice, Advanced Nursing Practice: Curriculum Guidelines and Program
Standards for Nurse Practitioner Education, NONPF and AACN Nursing Practitioner Primary Care
Competencies in Specialty Areas, NONPF Domains and Competencies of Nurse Practitioner
Practice, and NACNS Statement on
Clinical Nurse Specialist Practice and incorporatesEducation provide structure for the
curriculum content of the master’s program. The College of Nursing and Health
Care Professions curriculum is designed to facilitate the students’ abilities
to creatively respond to continuously changing health care systems throughout
the world. Educational experiences are planned to meet the needs of and to
empower both students and clients. Professionalism, ethical decision making,
accountability, critical thinking, and effective communication are emphasized.
This is achieved through the application of liberal arts constructs, science,
health and nursing theories, and the values of the Christian faith within the
scope of nursing knowledge and evidence-based practice. Nursing practice
promotes human dignity through compassionate caring for all human beings,
without consideration of their gender, age, color, creed, lifestyle, cultural
background, and other visible or invisible boundaries between students,
faculty, and clients.
The faculty of the College of Nursing and
Health Care Professions is accountable for the quality of the educational
programs and for the promotion of safe and effective nursing through teaching,
service, and collaboration with other professionals and consumers of care. The
following statements reflect the philosophical beliefs of the faculty in
relation to the concepts of health, environment, person, and nursing:
Health is the central focus of nursing. Health
is a dynamic aspect of being that incorporates physical, emotional,
intellectual, spiritual, and social dimensions.
All humans interact with the physical, emotional, intellectual,
spiritual, and social environments in which they work, play, and live. The
nursing role is to help provide healthy and safe environments so that persons
may live in optimal health.

We believe that all people are accepted and
loved unconditionally as children of God. In the baccalaureate program, clients
are considered to be individuals, families, groups, communities, and
populations. In the master’s program, clients include in addition
organizations/systems. Human diversity is cherished. Spirituality is conceived
as vertical and horizontal relationships with God and humanity. These
relationships give hope and meaning to life now and in the future.

Baccalaureate nursing practice incorporates the roles of assessing,
critical thinking, communicating, providing care, teaching, and leading. The
caring professional approach includes the values of autonomy, altruism, human
dignity, integrity, and social justice with unconditional regard for all
people. Nursing practice includes health promotion, disease prevention, early
detection of health deviations, prompt and adequate treatment of the human
response to acute and chronic illness, and compassionate care for those
experiencing death.
Master’s nursing practice expands upon baccalaureate nursing
concepts to include clinical practice knowledge, coaching/mentoring/teaching,
consulting/collaborating, advanced leadership, and nursing education with a
focus on research and quality assurance, critical thinking, spirituality,
diversity, caring, and life-long learning. The advanced professional nursing role
relies on best practices and evidence-based research with a focus on evaluation
of health, outcomes, and processes.
Nursing education is theory driven.
Theories are derived from the humanities, sciences, and Biblical concepts.
Nursing knowledge, theory, research, and health promotion are influenced by
spiritual perspectives, and ethical, legal, political, historical, and social
influences. The faculty values excellence in teaching with an individual focus
on the learner. Teaching includes a variety of methods, learning modalities,
and practice situations. Faculty provide opportunities for students to give
comprehensive care to diverse client populations, and the learning environment
is created and arranged to meet individual learning outcomes that are
consistent with the College of Nursing and Health Care Professions program
outcomes. The College of Nursing and Health Care Professions supports life-long
learning endeavors and fosters an appreciation of diversity among traditional
and nontraditional learners. Students are educated to provide, direct, and
evaluate client-centered care while focusing on the person as an integrated


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