Patient Outcomes in BSN Nurses

Lifelong learning is a continuous process by nurses to gain knowledge so they can competently fulfill their scope of practice and standards of care. Enough literature seems to agree that continuing education is necessary to improve healthcare, patient outcomes, and the overall health of the population. As the quality of healthcare becomes complex and higher standards are being adopted, the definition of quality patient care and safety is being reshaped and perfected. More healthcare organizations are demanding a BSN degree for entry-level RN positions. This paper explores the impacts of a BSN prepared nurse on patient quality and safety outcomes. 

 BSN-prepared nurses have been linked with reduced levels of patient mortality rates. Two separates studies conducted by Linda Aiken at a 10-year interval found that BSN-prepared nurses were associated with quality outcomes. In the first study conducted in 2003, Aiken realized that patients in Pennsylvania healthcare centers had a significant “survival advantage” if they were cared for by BSN-prepared nurses. The study established that a 10-percent surge in the number off BSN-prepared nurses was linked to a 7 percent decrease in patient deaths (Aiken et al., 2003). In a similar study, Aiken et al. (2013) confirmed the findings by noting a 10 percent rise in the number of BSN-prepared nurses lowered the risk of immortality by 5 percent. The study established that health care centers that had employed more BSN-prepared nurses between the years 1999 and 2006 experienced a greater drop in death rate than health care centers that had not hired BSN-prepared nurses. 

BSN-prepared nurses are competent to handle medication hence improved patient outcomes. Medication is a multifaceted and high-risk activity forming a major part of registered nurses’ responsibility in everyday nurses. Solusaari et al. (2015) noted that BSN prepared nurses demonstrated higher competency in handling medication compared to their ADN counterparts. In their study, BSN-prepared nurses effectively identified the need for medication use, ordering, storage, monitoring, safe handling, and preparation of medication and administration to patients. The study attributed the competence to improved numeracy and medication calculation skills acquired from BSN learning. Proper handling of medication and monitoring a patient’s response reduces error, thereby improving outcomes.

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A BSN nursing program prepares nurses with cultural competence. The increasing cultural diversity of patients in terms of health care access, elderly, racial and ethnic minorities and mental health has necessitated a need for nurses that are trained to deliver culturally competent care and alleviate healthcare disparities that may arise from the diversity. Kardong-Edgren (2010) noted that that BSN programs had adopted cultural competency curricular and that no one curricular was more effective than the other. Kardong-Edgren notes that culturally competent nurses improved outcomes as they allowed patients to communicate openly. Moreover, patients feel safer where they see a diverse working force working together. 

Technology proficiency by bachelorettes has also helped deliver improved outcomes. The adoption of electronic health records by hospitals has made technology an intricate part of healthcare. The integration of clinical decision support systems into the EHR further necessitates the need for technical knowledge. Institute of Medicine (2011) noted that skills and knowledge in information and patient technology were crucial in preparing baccalaureate nursing graduates in a bid to deliver quality care patients. Technical knowledge of information systems assists baccalaureate nurses in improving outcomes in several ways. By using the EHR, BSN-prepared nurses have valid access to the patient’s complete health information. This gives them a complete picture of the patient hence fast and accurate diagnosis. Access to information about the patient’s life-threatening allergy allows nurses to give appropriate medication and adjust care appropriately. Additionally, as more patients connect health apps to the EHR, BSN-prepared nurses can have real-time information about patient performance.

Patients handled by BSN prepared nurses have shortened length of stay in hospitals and low readmission rates. Yakusheva et al. (2014) found that raising the number of BSN-prepared nurses in hospitals to more than around 80 percent improved patient outcomes on numerous grounds and reduced costs. The study established that patients who received “80 percent of their care from BSN-prepared nurses had 18.7 percent lower rates of readmission and 1.9 percent reduced length of stay.” Reduced length of stay and lower rates of readmission are signs of quality care and improved health outcomes. 

The paper finds that BSN-prepared nurses are associated with several positive outcomes. Though both ADN and BSN degrees prepare nurses to offer patient care that aligns with generally accepted standards, BSN course seems to offer more competency. The AACN notes that BSN comprises all the courses taught in ADN in addition to in-depth training in public and community health, research, social sciences, management, and leadership. The recommendation by IOM (2011) to raise the number of BSN-prepared nurses to 80 percent of the workforce by 2020 is well informed and likely to yield positive outcomes. The benefits of improved patient outcomes extend beyond the patient to the overall health of the population and reduced the cost of healthcare. Barriers to the adoption of the recommendation should be curbed. 

References

Aiken, L. H. (2003). Educational Levels of Hospital Nurses and Surgical Patient Mortality. JAMA: The Journal of the American Medical Association, 290(12), 1617-1623.

Aiken, L. H., Cimiotti, J. P., Sloane, D. M., Smith, H. L., Flynn, L., & Neff, D. F. (2013). Effects of Nurse Staffing and Nurse Education on Patient Deaths in Hospitals With Different Nurse Work Environments. Medical Care, 49(12), 1047-1053. https://doi.org/10.1097/mlr.0b013e3182330b6e

IOM (Institute of Medicine). (2011). The Future of Nursing: Leading Change, Advancing Health. Retrieved from National Academy of Sciences. website: https://www.ic4n.org/wp-content/uploads/2018/03/The-Future-of-Nursing-Report-2010.pdf

Kardong-Edgren, A., Casson, C., Brennan, A., Reifsnider, E., Hummel, F., Mancini, M., & Griffin, C. (2020). Cultural competency of graduating BSN nursing students. Nursing Education Perspective, 31(5), 278-285. PMID: 21086864

Sulosaari, V., Huupponen, R., Hupli, M., Puukka, P., Torniainen, K., & Leino-Kilpi, H. (2015). Factors associated with nursing students’ medication competence at the beginning and end of their education. BMC Medical Education, 15(1). https://doi.org/10.1186/s12909-015-0513-0

Yakusheva, O., Lindrooth, R., & Weiss, M. (2014). Economic Evaluation of the 80% Baccalaureate Nurse Workforce Recommendation. Medical Care, 52(10), 864-869. https://doi.org/10.1097/mlr.0000000000000189