Find two peer reviewed scholarly articles that you will use for your paper. Complete your Reference page for the two articles you have selected for your paper. Cite according to APA 7th ed.  Submit here on BB prior to Week 10 (3/22) by start of class.

If you complete the assignment without errors on the first try you will recieve   105 points and you are done. If the submission has errors, I will return it to you. You will need to find your errors and resubmit. You have two chances to get these correct. The second submission is not eligible for the extra points.

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APA ISSUES IN NURSING PAPER INSTRUCTIONS FOR INTRO

This paper is worth 100 points total. This must be submitted prior to the start of class on the assigned due date.

There will be 5 points deducted for every day the assignment is late up to one week. After that point, the student will earn a score of “0” .

(see syllabus for late work).

Introduction (10pts) Introduce the topic AND your reason for choosing this topic.

Main topic – 45pts total This is divided into three sections:

· Describe and discuss the topic(15pts)

· Relationship to nursing(15pts)

· The impact of topic on a specific population (could be cultural, the nurse, the health care profession, the student, education) different from the main focus. This could be positive or negative or both (15pts)

Summary (10pts) Summarize your paper. Do not include any new information that has not been previously addressed in your paper.

Incorporate a minimum of 2 peer reviewed journal articles into your paper to provide insight to your topic (15pts)

APA format (10pts)

· 2 pts – You must have a title page and a reference page.

· 1 pt – Page numbers

· 1 pt – Citations within the body of the paper must be correctly cited and reflected in your Reference page.

· 1 pt- References in the reference page must be correctly cited and found cited within the body of the paper.

· 1 pt – Reference page needs to be in alphabetical order for the last name of the first author listed in the article or book, etc.

· 1pt – You may have no more than ONE direct quote.

· 1pt – APA 7th ed approved font and type set

· 1pt -One-inch margins

· 1 pt- Double space

Grammar, spelling, punctuation (10pts)

· 4 pts- Length of paper is 3-4 pages not including title page and reference pages.

TITLE OF YOUR SPECIFIC MICP (NOT TO EXCEED 50 CHARACTERS) 1

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Title of Your Paper

Student Name

East Central University School of Nursing

NRSG 1142 – Introduction to Professional Nursing

Instructor’s Name

Due Date

Title of Your Paper

Begin body of paper here. This should be your introduction, which should include a definition of your topic.

Introduction

Introduce your topic to the reader and include your reason for choosing this topic and why it interests you.

Topic Discussion

Describe and discuss your main topic. Don’t forget to include in-text citations throughout your paper for information that you get from one of your references (Lastname, 2018).

Relationship to Nursing

Describe your topic’s relationship to nursing.

Impact on Specific Population

Describe the impact of your topic on a specific population different from the main focus. This could be cultural, the nurse, the health care profession, the student, and/or education. The impact could be positive or negative (or both).

Summary

Summarize your paper. No new information should be added to this section.

References

Lastname, A., Lastname, B., & Lastname, C. (2016). Title of the source without caps except Proper Nouns or: First word after colon. The Journal or Publication Italicized and Capitalized, Vol#(Issue#), Page numbers. https://doi.org/10.1000/182

Lastname, W. (2018). If there is no DOI use the permalink from EBSCO or the website URL. Journal Title, 10(7), 166-212. http://0-search.ebscohost.com.library.ecok.edu/login.aspx?direct=true&db=nup&AN=T700731&site=eds-live&profile=eds-nurs

Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Publisher name.

Should the Entry Into
Nursing Practice Be the
Baccalaureate Degree?

DAVID L TAYLOR I I I , RN, MSN, CNOR, MAJ, AN, USA

OPINION

The health care industry is chang-ing rapidly. Because of advancesin medicine, technology, and life-
saving techniques, patients now have a
better chance of surviving traumatic
injury, life-threatening disease processes,
and delicate surgical procedures than
ever before. As a result, patients are liv-
ing longer than ever expected, and
health care providers need the ability to
think critically and provide health care
services at levels never before imagined.

Nursing is no exception. To ensure
that the nursing profession does not fall
behind during these rapid changes, nurs-
es must look at the level from which they
practice. To meet the increasing complex-
ity of patient needs, the nursing profes-
sion must increase nurses’ educational
requirements by requiring the baccalau-
reate degree as the entry into practice.

In 1965, the American Nurses Associ-
ation (ANA) took a bold stance by pub-
lishing a position paper calling for a
baccalaureate degree to be the mini-
mum level of education for entry into
practice.’ By taking this initiative, the
ANA was attempting to move nursing
education away from the hospital-
based, diploma programs of the day
into colleges and universities, thus
changing the education of nurses from
an apprenticeship to a science-based
practice. Why, then, more than 40 years
later, are nurses stul debating this issue?

BACKGROUND OF THE ISSUE

Many good intentions went into
the development of the 1965 position
paper; however, three main factors
worked against the ANA’s position
being fully realized. First, government
funding influenced how and where stu-

dents were educated. Second, the de-
velopment and proliferation of commu-
nity colleges and two-year nursing
degree programs stalled the require-
ment for a baccalaureate degree. Final-
ly, nurses’ inability to see themselves as
more than just caregivers
has been a continuing
stumbling block.

GOVERNMENT FUNDING. TO

examine the effect of gov-
ernment funding, one
must look back to 1943
when the Bolton Act
funded the costs for nurs-
ing school and provided
nursing students with a
stipend for living expens-
es.^ Although it is not
clearly established in the
literature, the funding for
this act may have been a
direct result of a shortage
of nurses after World War
II, when in spite of previ-
ous predictions, not all
nurses who had been in
military or civilian prac-
tice remained in practice afterward.^ Be-
tween 1943 and 1948, graduation rates
increased significantly. When the fund-
ing source ended in 1948, however, the
number of graduating nurses fell signif-
icantly. The nursing shortage continued
to grow, affected by a decreasing supply
and an ever-increasing demand.^ With-
out available funding, few nursing stu-
dents were likely to

ABSTRACT

A national survey was conducted to determine the infor-
mation technology skills nurse administrators consider
critical for new nurses entering the work force. The sample
consisted of 2,000 randomly selected members of the
American Organization of Nurse Executives. Seven hun-
dred fifty-two usable questionnaires were returned, for a
response rate of 38%. The questionnaire used a 5-point
Likert scale and consisted of 17 items that assessed various
technology skills and demographic information. The ques-
tionnaire was developed and pilot tested with content
experts to establish content validity. Descriptive analysis of
the data revealed that using e-mail effectively, operating
basic Windows applications, and searching databases were
critical information technology skills. The most critical
information technology skill involved knowing nursing-
specific software, such as bedside charting and computer-
activated medication dispensers. To effectively prepare
nursing students with technology skills needed at the time
of entry into practice, nursing faculty need to incorporate
information technology skills into undergraduate nursing
curricula.

P
reparing nursing students for practice in the 21st cen-
tury must include information technology in under-
graduate nursing curricula. Historically in nursing,

informatics was a specialized area studied at the graduate
level. However, the current health care environment
demands information technology skills at all levels of nurs-
ing practice. New graduates of undergraduate nursing pro-
grams are moving into a decidedly technical world when
they seek their first nursing positions, and the education
they receive to prepare them for these positions must
include the skills necessary to work in this highly comput-
erized environment (Ellis & Hartley, 2001). However, many
undergraduate nursing programs do not require any infor-
mation technology courses in their curricula.

It is essential for nursing education programs to criti-
cally evaluate the skills needed at nurses’ time of entry into
the work force. With the supply of nurses failing to meet
the projected demand, nurses need to be competent in the
initial job skills required because current work environ-
ments do not provide nor promote lengthy orientation for
new employees. The current nationwide nursing shortage
is projected to increase to 29% by 2020 (U.S. Department of
Health and Human Services, Health Resources and
Services Administration, Bureau of Health Professions,
National Center for Health Workforce Analysis, 2002).

In addition, the average age of graduates of associate
degree programs, the largest source of new RNs, is 33 (U.S.
Department of Health and Human Services, Health
Resources and Services Administration, Bureau of Health
Professions, National Center for Health Workforce
Analysis, 2002), and generally, these nontraditional stu-
dents are not as c