Higher Nursing Education in USA

Higher Nursing Education in USA-About Higher Nursing Education:

American Society of advanced nursing education (American Association of Colleges of Nursing) in 1986 developed "standards of nursing education", the purpose is to define graduate nursing students have the basic knowledge, values ​​and professional conduct. The standard has been the framework for U.S. undergraduate nursing education. 1995 Institute of Higher Nursing Education Council of the United States and the Organization's human this standard has been revised, completed in January 1998 revision. Here is the revised main content.

United States, "Nursing education standards" defines the main role of nurses and nursing science and nursing education standards. Role of nurses, including caregivers, coordinate care and professional members; nursing education, including general education, professional values, core competencies, core knowledge and role development.


1 Higher Nursing Education in USA - the role of discipline and

1.1 Subject nursing practice based on nursing knowledge, theory and research. The future, nurses will increase to promote health and reduce risk factors, role and function. Scientific and technological progress will allow us to predict future health problems, nurses go to the design and implementation of measures to reduce risk factors and promote healthy lifestyles. Professional nurses will continue to provide patient care, but there will be more nurses engaged in direct dealing with groups and communities, to promote health and reduce risk factors. There are also indirect care activities such as management of care provided by others.


1.2 The first is the role of nurses as individuals, families, groups, communities and populations to provide direct and indirect care, followed by the design, management and coordination of care, as well as professional members of the role. To accomplish these roles, functions, graduates must:

1.2.1 The practice of modern knowledge-based, theory and research;

1.2.2 To conduct and practice to bear responsibility for the consequences;

1.2.3 with patients and other health service partnerships;

1.2.4 composed by different disciplines in the health service team members and play a leadership role;

1.2.5 communication, collaboration, negotiation;

1.2.6 practice in different institutions, different population of objects;

1.2.7 acquisition, collection and evaluation of health information;

1.2.8 Health Education;

1.2.9 In the health care system to do a protector of the interests of patients (voice);

1.2.10 authorization and monitoring of patient care activities;

1.2.11 distribution and managers, financial, and material resources;

1.2.12 The evaluation of nursing care results;

1.2.13 participate in research and application of scientific discovery;

1.2.14 bear the responsibility for lifelong learning, personal professional development plan;

1.2.15 participate in the process of formulating policies and institutions;

1.2.16 in the health service system reform.


2 U.S. Higher Nursing Education - Nursing Education

2.1 This part of the general basic courses help students develop the following capabilities:

2.1.1 Development and use of a higher level of problem-solving and critical thinking ability;

2.1.2 Comprehensive behavioral sciences, biological sciences, natural science theories to understand themselves and others;

2.1.3 interpret and use quantitative information;

2.1.4 The procedures and the scientific basis of scientific information, development, implementation and evaluation of nursing care;

2.1.5 The use of the sociology, politics, economics, history, knowledge, analysis of social and professional issues;

2.1.6 in writing and orally communicate effectively;

2.1.7 to establish effective working relationships;

2.1.8 appreciate the diverse cultures, reduce cultural and language barriers;

2.1.9 understand the nature of human values;

2.1.10 development of personal values, to measure new ideas and experiences;

2.1.11 understand and cherish the professional features.

2.2 Undergraduate education should be to promote professional values ​​and the development of professional value system and behavior based on this value system. Value is a firm belief, reflected in the patterns of behavior. Professional value system is the basis of practice, which guide nurses and patients, colleagues, other professionals and the public contact. Care values ​​are the core concepts of nursing practice, the following values ​​and professional behavior is the nursing profession, "caring" nature of the summary.

2.2.1 Altruism: Altruism is for others to consider the interests and status. Altruism in the professional practice of nurses and patients to reflect other interests of nurses and other staff care. Typical of professional conduct, including:

2.2.1.1 demonstrate other cultures, beliefs and views of the understanding;

2.2.1.2 make the patient's voice, especially the most vulnerable;

2.2.1.3 for patients and colleagues the courage to take risks;

2.2.1.4 guidance to other professionals.

2.2.2 Autonomy: Autonomy is the right to make their own decisions. Respect the patient as a nurse to make decisions about their health rights, such professional practices reflect autonomy. Typical of professional conduct, including:

2.2.2.1 done in partnership with the patient care plan;

2.2.2.2 respect for patients and their families to make decisions on the rights of health care;

2.2.2.3 provide information to patients can do to make an informed choice.

2.2.3 Human Dignity: Human dignity is the value and respect for individual uniqueness. Their professional behavior include:

2.2.3.1 to provide a cultural competence and sensitivity of care;

2.2.3.2 to protect patient privacy;

2.2.3.3 secret conservative patients and colleagues;

2.2.3.4 Design sensitive to individual needs of the patient care plans.

2.2.4 Integrity: Integrity refers to the code of conduct and ethics and practice standards. Reflected in the honesty of nurses to provide in accordance with professional ethical standards of care. Professional conduct, including:

2.2.4.1 to the patients and the public to provide honest information;

2.2.4.2 the plan filed accurately and honestly;

2.2.4.3 seeking to modify their own or others less;

2.2.4.4 is the responsibility to bear the consequences of their actions.

2.2.5 Social justice: social justice is the meaning of moral support, legal and humanitarian principles. Professional conduct, including:

2.2.5.1 support a fair and without discrimination, nursing care;

2.2.5.2 to promote universal access to health care;

2.2.5.3 support the development of consistent care and health legislation and policy.



2.3 core capabilities core competencies include critical thinking, assessment, communication and technical skills.

2.3.1 Communication is a complex, ongoing process of interaction is the basis for establishing relationships. Courses and clinical practice should enable students to gain knowledge and skills to:

2.3.1.1 on various occasions with a variety of media to express themselves effectively;

2.3.1.2 In the assessment, implementation, evaluation, health education, demonstrated communication skills;

2.3.1.3 help patients obtain and interpret the meaning of health knowledge and validity;

2.3.1.4 and other professionals to establish and maintain effective working relationships;

2.3.1.5 for patients with special needs to communicate using different methods, such as sensory or psychological disorders;

2.3.1.6 has a clear, accurate and logical writing ability;

2.3.1.7 In the nurse-patient relationship in the therapeutic use of communication;

2.3.1.8 be able to use a variety of appropriate communication skills with different people, accurate and effective communication;

2.3.1.9 from a wide range of resources to obtain and use data and information;

2.3.1.10 provide patients with advice and relevant, sensitive health education information;

2.3.1.11 thorough and accurate archive of care measures and results;

2.3.1.12 guide patient preferences and values ​​clarification.

2.3.2 Technology:

2.3.2.1 Monitoring and evaluation of vital signs, including temperature, pulse, respiration, blood pressure, blood oxygen, three connection electrocardiogram;

2.3.2.2 maintain the patients' personal hygiene;

2.3.2.3 use of infection control methods:

2.3.2.4 assess and manage wounds, including washing, dressing, suture removal;

2.3.2.5 and the church provided the patient stoma care;

2.3.2.6 use of hot and cold device;

2.3.2.7 provide guidance to the patient supine and the activities and techniques, including range practice, mobile, activities, use of aids;

2.3.2.8 the use of security technology to provide care, including call system, binding tool, identifying measures, fire, radiation and other harmful substances;

2.3.2.9 cardiopulmonary resuscitation (CPR);

2.3.2.10 specimens;

2.3.2.11 accurately calculated and recorded fluid intake and output;

2.3.2.12 through various routes of administration;

2.3.2.13 implement, evaluate, adjust intravenous therapy;

2.3.2.14 using a variety of treatment and care of plumbing and drainage;

2.3.2.15 to improve comfort, reduce pain;

2.3.2.16 provide respiratory care, including chest physical therapy, oxygen therapy, recovery, lung capacity training, suctioning;

2.3.2.17 for the therapeutic action to provide education, emotional, physical support;

2.3.2.18 provide preoperative and postoperative education and care.



2.4 includes the following core knowledge core knowledge relevant: health promotion, risk reduction, disease prevention, illness and disease management, information technology and health care, ethics, human diversity, global health services, health services, systems and policies.

2.4.1 Ethics:

2.4.1.1 to clarify personal and professional values, understanding their decision-making and professional behavior;

2.4.1.2 the nursing code of ethics and professional principles to clinical practice;

2.4.1.3 The ethical decision-making framework for a moral concept, professional ethics and legal clinical situations, respect for different values ​​and beliefs;

2.4.1.4 application of the law and ethical principles to protect the patient's interests and aspirations;

2.4.1.5 Application of communication, negotiation and adjustment skills in ethical decision-making process;

2.4.1.6 negative results for their practice responsibilities;

2.4.1.7 take action to prevent or restrict unsafe or unethical health and nursing practice;

2.4.1.8 to help individuals and families develop the quality of life and end of life decisions, to get quiet death.

2.4.2 Multiple Humans: The purpose of study is to understand different cultures, races, socio-economic, religious and lifestyle of the different forms of expression, the expression of these different methods affect people's health and human responses to health care. Graduates must be used with the knowledge. Encourage students to learn a second language. Courses and clinical practice should enable students to gain the following knowledge and skills.

2.4.2.1 understanding of culture, race, religion, sex, age, lifestyle and how it affects human behavior;

2.4.2.2 for the different ages of the population needs to provide holistic nursing care;

2.4.2.3 and medical staff with different backgrounds collaborate;

2.4.2.4 understand the health and social policies affect people of different backgrounds.

2.4.3 Global health services: the curriculum and clinical practice so that students gain the knowledge and skills include:

2.4.3.1 to understand global environmental health services;

2.4.3.2 According to global environmental factors (such as international law and international public health) to adjust the patient care plan or to seek appropriate advice.

2.4.4 Health service system and policy: the course and clinical practice so that students gain knowledge and skills include:

2.4.4.1 to understand the organization of health service systems and funding sources and the impact on patient care;

2.4.4.2 understanding of health services, economic, legal and political factors;

2.4.4.3 for the patient or professional interests in health policy formulation;

2.4.4.4 knowledge of the budget for care;

2.4.4.5 to understand nursing practice laws and institutions involved.

2.5 to promote professional development of members of the role of character development and clinical practice courses should enable students to gain knowledge and skills include:

2.5.1 understand the history and theory of nursing;

2.5.2 in accordance with professional standards of care and responsibility to practice;

2.5.3 The procedures and policies to maintain the organization of professional standards of practice;

2.5.4 understand the limits of his practice, adhere to the Registration Act and related regulations;

2.5.5 describe the professional value to the public (with the patient interest);

2.5.6 As a multi-disciplinary medical team members defend the professional role of nurses and consultation;

2.5.7 establish a personal professional development goals;

2.5.8 participate in professional organizations, to support professional development strategies