NRS 440V Week 4 CLC Pros and Cons of Mandatory Continuing Nursing Education Essay
NRS 440V Week 4 CLC Pros and Cons of Mandatory Continuing Nursing Education Essay Assignment
NRS 440V Week 4 CLC Pros and Cons of Mandatory Continuing Nursing Education Discussion
NRS 440V Week 4 Assignment Grand Canyon University: Trends and Issues in Health Care – Nurses in Politics
Question description
This is a Collaborative Learning Community (CLC) assignment.
In your CLC group, create a Pros and Cons of mandatory continuing nursing education PowerPoint presentation of 10-15 slides (without counting intro and reference page) in which you compare the pros and cons of continuing nursing education related to the following:
- Impact on competency.
- Impact on knowledge and attitudes.
- Relationship to professional certification.
- Relationship to ANA Scope and Standards of Practice.
- Relationship to ANA Code of Ethics.
Take a position with your CLC group: Should continuing nursing education be mandatory for all nurses?(I Support it should be mandatory, so please write accordingly). Support your position with rationale.
A minimum of three scholarly sources are required for this assignment.
APA REFERENCE PAGE
A checklist of some of the pros and cons of mandatory continuing nursing education
- Increased personal knowledge Time
- Increased use of EBP treatments Cost
- Improved patient outcomes
- Increased confidence
- Developing and maintaining skills
- Professional Networking
See guide for this course here: NRS 440 Grand Canyon course syllabus
Pros and cons of mandatory continuing nursing education sample essay
Tradition
Although professional nursing education has traditionally included the concepts of health promotion, disease prevention, health protection, risk reduction, and population-based practice in its baccalaureate nursing degree programs, the scope and depth of such concepts and content are not consistent among programs. Commonly used nursing texts also vary in their inclusion of environmental health information. Nurses, along with physicians and pharmacists, report that the education they received regarding disease prevention was fair or poor in contrast to the excellent or good ratings of training they received regarding disease treatment or intervention (Shugars et al., 1991b). Order for pros and cons of mandatory continuing nursing education wriring help from experts.
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Trends
In Nursing’s Agenda for Health Care Reform (ANA, 1991), three premises underlie the framework for change relative to nursing education and environmental health: (1) that primary health care plays a basic and prominent role in service delivery, (2) that a better balance exists between the prevailing orientation to illness and cure and a new commitment to wellness and care, and (3) that nursing’s long-term policy agenda must consider relationships among many factors, of which environmental factors are noted. This policy document asserts that nurses who are prepared from a primary health care framework with an emphasis on prevention and environmental factors will be the providers of choice in improving the health status of the U.S. population. Count on our top nursing paper writers with your Pros and Cons of Mandatory Continuing Nursing Education paper.
Addressing nursing’s need to accept the challenge of what she termed environmental compatibility, then-president of the American Academy of Nursing, Nola Pender, pointed out that by the year 2010, 70 percent of nurses will be practicing outside of acute-care facilities. To prepare for this shift, Pender indicates the need for curricula in schools of nursing to change. She underscores that attention in nursing education (actually, education in all health professions) should focus on high-risk environments and laments that “nursing curricula often fail to address environmental issues in-depth throughout the curriculum” (Pender, 1992, p. 201).
Name: NRS 440 Grand Canyon Topic 4 Assignment 1 CLC – Pros and Cons of Mandatory Continuing Nursing Education Rubric Grading Criteria
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| 80.0 %Content |
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| 16.0 %Compare the pros and cons of continuing nursing education related to the impact on competency, and use the comparison to support group opinion of mandatory continuing nursing education. | Fails to effectively compare pros and cons of continuing nursing education related to the impact on competency. Group’s position is vague and poorly supported in the presentation. | Compares a pro and con of continuing nursing education related to the impact on competency. Group’s position is vague, but draws support from more generalized examples from the pro-con comparison. | Compares a few of the pros and cons of continuing nursing education related to the impact on competency. Group’s position is clearly presented, and draws support from more generalized examples from the pro-con comparison. | Thoughtfully compares many of the pros and cons of continuing nursing education related to the impact on competency, and supports comparisons with logical reasoning and/or research. Clearly presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison. | Thoughtfully compares most of the pros and cons of continuing nursing education related to the impact on competency, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison. | |
| 16.0 %Compare the pros and cons of continuing nursing education related to the impact on knowledge and attitudes, and use the comparison to support group opinion of mandatory continuing nursing education. | Fails to effectively compare pros and cons of continuing nursing education related to the impact on knowledge and attitudes. Group’s position is vague and poorly supported in the presentation. | Compares a pro and con of continuing nursing education related to the impact on knowledge and attitudes. Group’s position is vague, but draws support from more generalized examples from the pro-con comparison. | Compares a few of the pros and cons of continuing nursing education related to the impact on knowledge and attitudes. Group’s position is clearly presented, and draws support from more generalized examples from the pro-con comparison. | Thoughtfully compares many of the pros and cons of continuing nursing education related to the impact on knowledge and attitudes, and supports comparisons with logical reasoning and/or research. Clearly presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison. | Thoughtfully compares most of the pros and cons of continuing nursing education related to the impact on knowledge and attitudes, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison. | |
| 16.0 %Compare the pros and cons of continuing nursing education, as it relates to professional certification, and use the comparison to support group opinion of mandatory continuing nursing education. | Fails to effectively compare pros and cons of continuing nursing education as it relates to professional certification. Group’s position is vague and poorly supported in the presentation. | Compares a pro and con of continuing nursing education as it relates to professional certification. Group’s position is vague, but draws support from more generalized examples from the pro-con comparison. | Compares a few of the pros and cons of continuing nursing education as it relates to professional certification. Group’s position is clearly presented, and draws support from more-generalized examples from the pro-con comparison. | Thoughtfully compares many of the pros and cons of continuing nursing education as it relates to professional certification, and supports comparisons with logical reasoning and/or research. Clearly presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison. | Thoughtfully compares most of the pros and cons of continuing nursing as it relates to professional certification, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison. | |
| 16.0 %Compare the pros and cons of continuing nursing education related to the ANA Scope and Standards of Practice, and use the comparison to support group opinion of mandatory continuing nursing education. | Fails to effectively compare pros and cons of continuing nursing education related to the ANA Scope and Standards of Practice. Group’s position is vague and poorly supported in the presentation. | Compares a pro and con of continuing nursing education related to the ANA Scope and Standards of Practice. Group’s position is vague, but draws support from more generalized examples from the pro-con comparison. | Compares a few of the pros and cons of continuing nursing education related to the ANA Scope and Standards of Practice. Group’s position is clearly presented, and draws support from more generalized examples from the pro-con comparison. | Thoughtfully compares many of the pros and cons of continuing nursing education related to the ANA Scope and Standards of Practice, and supports comparisons with logical reasoning and/or research. Clearly presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison. | Thoughtfully compares most of the pros and cons of continuing nursing education related to the ANA Scope and Standards of Practice, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison. | |
| 16.0 %Compare the pros and cons of continuing nursing education related to the ANA Code of Ethics, and use the comparison to support group opinion of mandatory continuing nursing education. | Fails to effectively compare pros and cons of continuing nursing education related to the ANA Code of Ethics. Group’s position is vague and poorly supported in the presentation. | Compares a pro and con of continuing nursing education related to the ANA Code of Ethics. Group’s position is vague, but draws support from more generalized examples from the pro-con comparison. | Compares a few of the pros and cons of continuing nursing education related to the ANA Code of Ethics. Group’s position is clearly presented, and draws support from more generalized examples from the pro-con comparison. | Thoughtfully compares many of the pros and cons of continuing nursing education related to the ANA Code of Ethics, and supports comparisons with logical reasoning and/or research. Clearly presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison. | Thoughtfully compares most of the pros and cons of continuing nursing education related to the ANA Code of Ethics, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison. | |
| 10.0 %Organization and Effectiveness |
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| 5.0 %Layout | The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. | The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, over use of bold, or lack of appropriate indentations of text. | The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. | The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. | The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. | |
| 10.0 %Organization and Effectiveness |
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| 5.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. | Some distracting inconsistencies in language choice and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. | Language is appropriate to the targeted audience for the most part. | The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. | The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. | |
| 10.0 %Format |
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| 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Slide errors are pervasive enough that they impede communication of meaning. | Frequent and repetitive mechanical errors distract the reader. | Some mechanical errors or typos are present, but are not overly distracting to the reader. | Slides are largely free of mechanical errors, although a few may be present. | Writer is clearly in control of standard, written academic English. | |
| 5.0 %Evaluating and Documenting Sources(in-text citations for paraphrasing and direct quotes, references page listing and formatting, as appropriate to assignment and style) | Contains no title slide, no references section, and no correctly cited references within the body of the presentation. | Title slide is incomplete or inaccurate. References section includes sources, but many citation errors. Citations are included within the body of the presentation but with many errors. | Title slide has minor errors. References section includes sources, but they are not consistently cited correctly. Citations are included within the body of the presentation but with some errors. | Title slide is complete. References section includes correctly cited sources with minimal errors. Correct citations are included within the body of the presentation. | Title slide is complete. References section includes correctly cited sources. Correct citations are included within the body of the presentation. | |
| 100 %Total Weightage | Pros and cons of mandatory continuing nursing education grades | |||||
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