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The term industry standard refers to an obligation that must be followed by members of a specific industry (Grealish, 2014, p. 23). Nursing is a unique career that is guided by a wide range of industry standards. Several agencies, stakeholders, and players ensure the industry delivers its promises to more citizens. Each of the standards in the industry plays a unique role towards dictating the performance of many caregivers. Students of nursing should also be aware of these industry standards if they are to become competent providers of quality health care. This blog therefore discusses the importance of education-based industry standards towards improving the quality of nursing care provided by Nurse Practitioners (NPs).
Industry Standards
Agency-Based Industry Standard
The American Nurses Association (ANA) issues powerful guidelines on nursing practice. The agency ANA has a unique standard of practice that describes the science and art of nursing (Russell, 2012). The nursing standard outlines the code of ethics, practices, and obligations that should be undertaken by different healthcare providers.
State-Based Industry Standard
The Pennsylvania State Board of Nurse Practice Act outlines a number of attributes that dictate the nature of nursing education. This standard explains why curriculum should be developed to provide adequate attitudes, abilities, and skills that can improve the nature of nursing practice. The Act goes further to explain why nursing should be characterized by effective treatment, health risk assessment, nutrition, and patient education (Grealish, 2014). Students of nursing should receive quality education that can make it easier for them to deliver superior medical support.
Federal Education-Based Industry Standard
The federal government provides a set of industry standards that dictate the practice of many practitioners in nursing. One of these standards is that nurses must demonstrate the ability to use their scientific understanding to improve the quality of healthcare (Valentine, Godkin, & Varca, 2010). The nurses should also be aware of the major principles of nursing.
Purpose of these Standards
Grealish (2014) argues that each education-based industry standard plays a positive role towards promoting professional development in nursing. The first industry standard ensures that all students of nursing are aware of the best practices, duties, and codes of ethics that define their profession. The second standard is appropriate for curriculum developers because it ensures that all stakeholders are ready to improve the quality of nursing education. The third standard guides learners to acquire the most desirable skills and scientific competencies that can be replicated in different healthcare situations.
These standards can be combined with various professional guidelines to improve the quality of medical practice. As well, the education-based standards guide various legal requirements of practice. Each education-based standard in nursing ensures that more stakeholders come together in order to improve the quality of care (Russell, 2012). That being the case, different agencies, policymakers, and states should present the best standards that can make a difference for many healthcare providers.
Relevance of Such Standards to My Curriculum: Influencing Development
My proposed curriculum focuses on the ability to provide timely and reliable nursing care to patients with diverse health needs. That being the case, the above standards have the potential to support more nurses in order to offer quality patient care. The selected standards will guide many nursing students to develop the best skills and be ready to offer adequate care. Nursing is also guided by unique laws and ethical regulations (Grealish, 2014).
These standards can therefore make it possible for more learners to develop the most desirable competencies in nursing. Some of these competencies include decision-making, leadership, integrity, and critical thinking (Russell, 2012).
It is therefore important that these education-based standards are incorporated by nursing curriculum developers. This strategy will ensure NPs are equipped with adequate skills that are in line with the ANAs standards (Valentine et al., 2010). The approach will eventually influence nursing development. Consequently, more students of nursing will offer safe, evidence-based, and quality care to their patients.
How My Curriculum Will Meet the Education-Based Standards and Benefits
The proposed curriculum must be able to meet the education-based standards. The developed curriculum will be based on the education-based standards. The curriculum should be founded on the premise that nurses should practice in accordance with various professional standards (Makic, Martin, Burns, Philbrick, & Rauen, 2013, p. 38). The curriculum will therefore be implemented in accordance with the requirements of the education-based standards.
This strategy will promote professionalism, responsibility, and integrity. Grealish (2014) indicates clearly that the use of such standards can result in a career that is based on the scope of nursing practice.
A curriculum developed in accordance with these education-based standards will be beneficial to both the caregiver and the patient. The nurse will develop desirable competencies thus being able to offer competent patient care. At the same time, the nurses will embrace the provided regulations and code of ethics thus avoiding some of the challenges facing the profession (Makic et al., 2013, p. 40). In conclusion, incorporating these three education-based industry standards into the proposed nursing curriculum will ensure the academic program delivers the targeted course objectives. This understanding therefore encourages more people to embrace the significance of industry standards towards curriculum development.
Reference List
Grealish, L. (2014). How competency standards became the preferred national technology for classifying nursing performance in Australia. Australian Journal of Advanced Nursing, 30(2), 20-31.
Makic, M., Martin, S., Burns, S., Philbrick, D., & Rauen, C. (2013). Putting evidence into nursing practice: four traditional practices not supported by the evidence. CriticalCareNurse, 33(2), 28-43.
Russell, K. (2012). Nursing Practice Acts guide and govern nursing practice. Journal of Nursing Education, 3(3), 36-42.
Valentine, S., Godkin, L., & Varca, P. (2010). Role conflict, mindfulness, and organizational ethics in an education-based healthcare institution. Journal of Business Ethics, 94(3), 455-469.
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