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Professionalism:

Knowledge (K8a) Understands the responsibilities inherent in being a member of the nursing profession

Skills (S8a) Understands the history and philosophy of the nursing profession

Attitudes/Behaviors (A8a) Recognizes the need for personal and professional behaviors that promote the profession of nursing

Reproduced from Massachusetts Department of Higher Education. (2016). Nurse of the future: Nursing

core competencies: Registered nurse. Retrieved from

http://www.mass.edu/nahi/documents/NOFRNCompetencies_updated_March2016.pdf

In 2006, the Massachusetts Department of Higher Education (MDHE) and the Massachusetts Organization of Nurse Executives convened a working session of stakeholders titled Creativity and Connections: Building the Framework for the Future of Nursing Education and Practice. From this beginning, the Nurse of the Future: Nursing Core Competencies (MDHE, 2010) was developed in response to the goals of creating a seamless progression through all levels of nursing education and development of consensus on the minimum competency expectations for all nurses upon completion of prelicensure nursing education. In 2016, the Nurse of the Future: Nursing Core Competencies was revised to ensure that the competencies reflect the changes that have occurred in health care and nursing practice since the previous edition (MDHE, 2016). This movement to facilitate creation of a core set of entry-level nursing competencies and seamless transition in nursing education is not singular and reflects the current focus in the profession to increase the access, safety, and quality of health care.

U.S. healthcare system reform continues to be the topic of political debate, with the primary focus on federal coverage, access, and control of healthcare costs. Healthcare organizations in a managed care environment see economic and quality outcome benefits of caring for patients and managing their care over a continuum of settings and needs. Patients are followed more closely within the system, during both illness and wellness. Hospital stays are shorter, and more healthcare services are provided in outpatient facilities and through community-based settings.

KEY OUTCOME 1-2

Example of applicable outcomes expected of the graduate from a baccalaureate program

Essential V: Healthcare Policy, Finance, and Regulatory Environments

5.6 Explore the impact of sociocultural, economic, legal, and political factors influencing healthcare delivery and practice (p. 21).

Reproduced from American Association of Colleges of Nursing. (2008). The essentials of baccalaureate

education for professional nursing practice. Retrieved from

http://www.aacnnursing.org/Portals/42/Publications/BaccEssentials08.pdf

The Patient Protection and Affordable Care Act (PPACA) was signed into law on March 23, 2010 and was upheld as constitutional by the U.S. Supreme Court on June 28, 2012. The purpose of the PPACA is to provide affordable health care for all Americans, and overall, access to health care increased under the PPACA. The law included provisions for preventive care, such as cancer screenings and flu shots without cost sharing, and protections for consumers that included ending preexisting exclusions for children, ending lifetime limits, and preventing companies from arbitrarily dropping coverage (Shi & Singh, 2019). It was predicted that this legislation would have results through 2029 and its implementation would increase insurance coverage to 32 million additional uninsured people. In December 2017, a tax bill was passed with an effective date of 2019 that repeals the individual insurance mandate, one of the key elements of the PPACA, but leaves most of the other components of what has become known as Obamacare intact (Qiu, 2017).

As advocates for the public and in response to presidential campaign promises to repeal the PPACA, in December 2016, ANA delivered a letter to then President-elect Trump outlining ANA’s Principles for Health System Transformation. The principles outline system requirements, including that the system must (1) ensure universal access to a standard package of essential healthcare services for all citizens and residents; (2) optimize primary, community-based, and preventive services while supporting the cost-effective use of innovative, technology-driven, acute, hospital- based services; (3) encourage mechanisms to stimulate the economical use of healthcare services while supporting those who do not have the means to share costs; and (4) ensure a sufficient supply of a skilled workforce dedicated to providing high- quality healthcare services (ANA, 2016).

KEY OUTCOME 1-3

Example of applicable outcomes expected of the graduate from a baccalaureate program

Essential VII: Clinical Prevention and Population Health

7.12 Advocate for social justice, including a commitment to the health of vulnerable populations and health disparities (p. 25).

Reproduced from American Association of Colleges of Nursing. (2008). The essentials of baccalaureate

education for professional nursing practice. Retrieved from

http://www.aacnnursing.org/Portals/42/Publications/BaccEssentials08.pdf

International Council of Nurses A review of nursing history would not be complete without some discussion of the contributions of the International Council of Nurses (ICN). The ICN was founded in 1899 by women whose names are familiar to the student of nursing history—such names as Ethel Fenwick of Great Britain, Lavinia Dock of the United States, Mary Agnes Snively of Canada, and Agnes Karll of Germany—who believed in the link between women’s rights and professional nursing. They advocated for the creation of national nursing organizations that would allow women to self-govern the profession, and these early leaders from the United Kingdom, Canada, the United States, Germany, the Netherlands, and Scandinavia banded together in the ICN to encourage one another as they continued to build stronger national associations in their respective nations (Brush & Lynaugh, 1999).

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