Professional Development of Nursing

The healthcare system in the United States is highly fragmented across several sectors, creating significant impediments to accessing public, high-quality treatment at an affordable price. Part of the system’s segmentation stems from connection problems among health and social services, doctors and patients, what patients require and how physicians are educated, the nation’s health requirements and the options available, and those with and without coverage. Communication between physicians is challenging, and considerable attention is unnecessary because outcomes cannot be shared.

The IOM report presents four key points that are of particular relevance to nursing practice. First of all, the document emphasizes the need for nurses to practice to the full extent of training and education. This aspect is significant because it highlights the critical importance of evidence-based practice and the application of the most relevant knowledge. The second point indicates that nurses need to receive higher levels of training and education through an educational system that focuses on seamless progression. This aspect is significant for practice, as it allows nurses to have continuous professional development without gaps in knowledge and skills. The third point emphasizes the need for nurses to collaborate with physicians and other professionals. This aspect is significant as it describes the importance of holistic care for the modern healthcare system. Finally, the fourth point identifies the importance of improved data collection and information infrastructure. This aspect is significant as it highlights the importance of analyzing various data to ensure collaboration and continuous development of professionals for the best quality of care.

The IOM report has a direct impact on nursing education and nursing leadership, as it describes the importance of continuous quality education and professional collaboration. For BSN-prepared nurses, in particular, the report provides opportunities for a more holistic application of skills in a clinical setting. A particular focus is on removing barriers to nurse practitioners, which identifies the need for the healthcare system to expand the scope of competencies of more trained professionals. Better education coupled with enhanced opportunities for its application is an important benefit for BSN-prepared nurses.

Dealing with an aging and more diverse population, which is now increasingly relevant to the healthcare system, requires the constant development of the role and education of nurses. In particular, this is necessary for the acquisition of critical skills when working with a changing structure of patients. Currently, it is not enough for nurses to have only clinical knowledge, their role is being transformed within the framework of cultural competence, leadership, collaboration, and decision-making, as well as evidence-based practice. All these aspects are necessary to meet the needs of an aging and diverse population, which is possible through the evolution of education and the role of the nurse. In the modern context, professionals need not only to learn new skills but also to actively apply them in the clinical setting.

Nurses in the emergence of advanced designed to promote access to treatment, such as care coordinators and primary care doctors, have resulted in considerable decreases in hospitalizations and readmissions statistics for older patients. Nurses also contribute significantly to availability by providing care where citizens reside, learn, and have the pleasure (Bernard and Oster, 2018). School personnel, occupational medicine nurses, public health nurses, and those working in so-called retail clinics in crowded shopping malls are also instances. Nurses also assist in expatriate health centers and healthcare professional health centers, well-known for helping marginalized communities. Furthermore, nurses are frequently on the front lines, acting as principal caregivers for children and communities associated with natural or man-made catastrophes, and providing care in households and authorized neighborhood facilities.

In comparison to support for nurses’ roles in enhancing availability and equity, there is less evidence that extending the care given by nurses would result in cost savings to society as a whole while simultaneously improving results and assuring quality. However, the data supporting such a judgment is rising. Pregnant women who get care directed by trained nurse midwives, for instance, are much less likely to undergo perinatal hospitalization, and their newborns are more likely to have reduced hospital visits. Due to the vital role of nurses in terms of quality of care, availability, and affordability, the nurse practitioner must experience profound change if the commission’s vision for healthcare coverage is to be fulfilled. In a period of great complexity and development, outdated rules, beliefs, regulations, and practices continue to limit the advances that the nursing profession can offer to healthcare coverage.

To guarantee that all people have access to the critical healthcare system and that physicians’ distinctive capabilities to the care team are utilized, state and federal steps to revise and harmonize capabilities rules to make use of APRNs’ full potential and training are required. Governments and insurance firms must implement specific legislative, policy, and economic strategies that allow consumers to choose from several sources, including APRNs, to meet and exceed their health requirements (Feller, 2018). Removing legal, policy, and lack of financial support to encourage care delivery and customer treatment should be the starting point for constructing a reformed medical system (Tierney et al., 2018). Furthermore, if the nurse practitioner sees its future as restricted to acute care settings like outpatient institutions, its potential to impact the forthcoming healthcare system would be minimal.


Bernard, N., & Oster, C. A. (2018). An evidence-based nursing career framework. Nurse Leader, 16(2), 127-133.

Feller, F. (2018). Transforming nursing education: A call for a conceptual approach. Nursing education perspectives, 39(2), 105-106.

Hickey, P. A., Connor, J. A., Cherian, K. M., Jenkins, K., Doherty, K., Zhang, H., Vener, D. F. (2017). International quality improvement initiatives. Cardiology in the Young, 27(6), 61-68.

Tierney, M., Finnell, D. S., Naegle, M., Mitchell, A. M., & Pace, E. M. (2020). The Future of Nursing: Accelerating gains made to address the continuum of substance use. Archives of psychiatric nursing, 34(5), 297-303.

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