# data[].attributes.body
Module objective #2.  By the end of this course/module, the LPN to BSN student will be able to apply evidence-based nursing interventions to promote patient safety and improve health outcomes.

How: LPN to BSN students will work individually and in groups, using various learning strategies to apply evidence-based nursing interventions to enhance safety and health outcomes. This assignment encourages critical thinking, research, and practical application.

# data[].attributes.body
1. By the end of this lecture the LPN to BSN student will demonstrate an understanding of  how the BSN Essentials and QSEN competencies create a foundation for WVC Program Learning Outcomes (PLO).

2.  By the end of this course/module, the LPN to  BSN student will be able to apply evidence-based nursing interventions to promote patient safety and improve health outcomes.

# data[].attributes.attachment_link.description
Licensed Practical Nurse to Bachelor of Science in Nursing

# data[].attributes.body
Key Concepts

LPN to BSN students learn to:

Access, Appraise, and Utilize Evidence: They gain skills in evaluating research (both quantitative and qualitative) to inform clinical decisions.

Enhance Patient Safety: By applying evidence-based interventions.

Shape Health Care Delivery: Using evidence to influence policies and practices.

Promote Quality Care: Collaborating with healthcare teams.

In summary, the LPN to BSN program at WVC emphasizes evidence-based practice, preparing students to be competent, compassionate, and informed nurses. 🌟🩺

The LPN to BSN program utilizes QSEN standards and BSN essentials to help a systematic foundational framework for future nurses to have the knowledge, skills, and attitudes needed to ensure quality safe patient care.

# data[].attributes.body
1. Read The IOM report titled “The Future of Nursing: Leading Change, Advancing Health” provides valuable insights for nursing practice and healthcare delivery.

2. Here’s a summary of key points related to patient safety:

Patient Safety Defined:

Patient safety involves preventing errors and adverse effects in healthcare.

The IOM identifies six domains of healthcare quality:

Safe: Avoiding harm to patients from intended care.

Effective: Providing evidence-based services.

Patient-centered: Respecting individual preferences and values.

Timely: Reducing delays in care.

In nursing education, understanding these concepts equips students to contribute to safer healthcare environments.

The IOM report serves as a blueprint for positive change, emphasizing collaboration, education, and data-driven decision-making

3. Ticket To Class: 3/6/2024

Consider the report's findings and reflect on how this report aligns with the Wenatchee Valley College LPN to BSN Nursing program and its commitment to patient safety and quality care. Keep to 1-2 paragraphs typed double-spaced.

# data[].attributes.attachment_link.readable_text
The report is designed to serve as a framework for changes in the nursing profession and the health care delivery system. These nurse-led solutions are directed to individual policy makers, national state and local government leaders, payers, health care researchers, executives and professionals - including nurses and others - as well as to larger groups such as licensing bodies, education institutions, and philanthropic and advocacy organizations, especially those advocating for consumers.

Report Recommendations (PDF, HTML)

The Future of Nursing: Focus on Education (PDF, HTML)

The Future of Nursing: Focus on Scope of Practice (PDF, HTML)

Accessing Primary Care: Barriers to Nurse Practitioner Practice (HTML)

Infographic - The Future of Nursing (JPG, HTML)

Press Release (HTML)

# data[].attributes.attachment_link.title
Future of Nursing IOM report | Academic Progression

# data[].attributes.attachment_link.description
The report is designed to serve as a framework for changes in the nursing profession and the health care delivery system. These nurse-led solutions are directed to individual policy makers, national state and local government leaders, payers, health care researchers, executives and professionals - including nurses and others - as well as to larger groups such as licensing bodies, education institutions, and philanthropic and advocacy organizations, especially those advocating for consumers.

# data[].attributes.body
1. The American Association of Colleges of Nursing (AACN) has been publishing the Essentials series since 1986. These documents provide the educational framework for preparing nurses at four-year colleges and universities.

2. The Essentials outline competencies that professional nurses should possess. These competencies span various domains and concepts, including:

Knowledge for Nursing Practice

Person-Centered Care

Population Health

Scholarship for the Nursing Discipline

Quality and Safety

Interprofessional Partnerships

Systems-Based Practice

Informatics and Healthcare Technologies

Professionalism

Personal, Professional, and Leadership Development ¹.

3. The AACN Essentials provide a roadmap for nursing education, emphasizing competencies and standards that guide the preparation of competent and compassionate nurses

# data[].attributes.headline
Clinical Scenario: Managing Medication Safety

# data[].attributes.subject
Clinical Scenario: Managing Medication Safety

# data[].attributes.body
Background:

You are a BSN student in your final semester of clinical rotations. You are assigned to a medical-surgical unit. Mrs. Johnson, a 68-year-old patient, has been admitted for heart failure exacerbation. She has a complex medication regimen, including diuretics, beta-blockers, and anticoagulants. Review how the following essentials are involved in the care of the patient.

BSN Essential Domains:

1.      Patient-Centered Care:

1. Understand Mrs. Johnson’s preferences and goals related to her medications.

2. Involve her in decision-making regarding medication adjustments.

2.      Quality and Safety:

2. Ensure accurate medication administration.

3. Monitor for adverse effects and drug interactions.

4. Prevent medication errors.

3.      Professionalism:

3. Communicate effectively with Mrs. Johnson and her family.

4. Collaborate with the healthcare team to optimize medication management.

# data[].attributes.body
Explore: Using the Institute of Medicine competencies, QSEN faculty, and a National Advisory Board defined quality and safety competencies for nursing and proposed targets for the knowledge, skills, and attitudes to be developed in nursing pre-licensure programs for each competency.

Patient-centered care

Evidence-based practice

Teamwork and collaboration

Safety

Quality improvement

Informatics

Each competency involves skills, knowledge bases, and attitudes nurses should have on the topic.

# data[].attributes.attachment_link.readable_text
Using the Institute of Medicine (2003) competencies for nursing, QSEN faculty have defined pre-licensure and graduate quality and safety competencies for nursing and proposed targets for the knowledge, skills, and attitudes to be developed in nursing pre-licensure programs for each competency.

Led by a national advisory board and distinguished faculty, QSEN pursues strategies to build will and develop effective teaching approaches to assure that future graduates develop competencies in patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics.

​

Acknowledgments

The QSEN Institute gratefully acknowledges the following QSEN faculty and Advisory Board members for their contributions to the development of the competency definitions and KSAs:

​

The QSEN Institute gratefully acknowledges the following for their contributions to the Spanish translation of the competency definitions:

The QSEN Institute gratefully acknowledges the following for their contributions to the Turkish translation of the competency definitions:

# data[].attributes.attachment_link.description
Using the Institute of Medicine (2003) competencies for nursing, QSEN faculty have defined pre-licensure and graduate quality and safety competencies for nursing and proposed targets for the knowledge, skills, and attitudes to be developed in nursing pre-licensure programs for each competency.

# data[].attributes.headline
QSEN Application:  Reflection #1. The Lewis Blackmon Story Due Date 3/7/2024

# data[].attributes.subject
QSEN Application:  Reflection #1. The Lewis Blackmon Story Due Date 3/7/2024

# data[].attributes.body
The Lewis Blackman story demonstrates why safety is critical.

The Lewis Blackman Story (Part One): In this video, Helen Haskell shares the heartbreaking story of her son Lewis, who tragically died at the age of 15 due to a medication error and a lack of communication and coordination among hospital staff. She emphasizes the importance of nurses in preventing medical errors and reflects on the need for better teamwork and patient-centered care.

Reflection: After watching this video, write a brief 2-3 paragraph reflection on how this breakdown in safety made you feel, and what you would change in your practice moving forward to prevent a safety error.

he Lewis Blackman Story (Part Three): Continuing the series, Helen Haskell discusses her experience of feeling helpless, disrespected, and ignored by healthcare professionals while caring for her son. She highlights the critical need for communication, teamwork, and accountability in healthcare.

# data[].attributes.attachment_link.readable_text
Lewis Blackman was one of those children who just shines. For all his short life, he seemed to float effortlessly to the top no matter what he tried to do. He was a soccer player, a saxophone player, a writer, an actor in community theater, one of the top students in our state of South Carolina. We, his parents, thought he was the most brilliant boy in the world. We thought he would grow up to set the world on fire.

Two months after Lewis's fifteenth birthday, we took him to a large teaching hospital for a minimally invasive operation to correct a defect of the chest wall, pectus excavatum. The surgery, as far as we know, went uneventfully. Afterward, Lewis was put on heavy doses of opioid pain medications, delivered through an epidural. He was also prescribed a full adult course of the IV painkiller Toradol, a regimen not now recommended for young teens. Even so, his pain was difficult to control. His opioid dose was continually increased. The Toradol, which had no discernable effect, was faithfully injected every six hours.

With so many painkillers, Lewis's breathing was affected. He was monitored by pulse oximeter, and his oxygen saturation levels were never what they should have been. Because he had a history of asthma, the hospital staff did not seem to take this seriously. The day after surgery they moved the setting for the alarm from 90% saturation down to 85%, a very low level. They were concerned that the alarm would keep Lewis awake.

On Sunday morning, the third day after surgery, Lewis was suddenly stricken with an excruciating pain in the area of his stomach. This was very different form his surgical pain and much more sever: 5 on a scale of 1 to 5. Initially concerned, the nurses eventually decided he had an ileus, severe constipation caused by the epidural narcotics. That assessment stuck like a burr as Lewis's condition spiraled downhill. His belly grew distended and bowel sounds ceased. He became paler and paler and his temperature dropped. His heart rate skyrocketed. He ceased to urinate. Because it was a Sunday, the only doctor we saw was an intern, five months out of osteopathic school. When we requested an attending physician, another resident came (and neglected to inform us of his status). All confirmed the diagnosis of constipation.

That night, Lewis's oxygen saturation dropped so low that even the 85% pulse oximeter setting was too high to prevent the alarm from going off. The nurse turned the pulse oximeter off, again in the hope that Lewis could get some sleep. But in his state there was no sleep. We spent the night trying to manage his agonizing pain, nausea, and growing weakness. When the vital signs technician came the next morning, she could not find a blood pressure. In response, the intern and nurses spent 2 ¼ hours scouring the hospital , looking for a blood pressure machine or cuff that would register a reading. In all, they took his blood pressure 12 times with seven different instruments. The crisis was declared over when a second-year resident arrived from the operating room and, in a fit of wishful thinking, announced she had found a normal blood pressure. Just over an hour later, Lewis went into cardiac arrest and died. No attending physician had ever been called.

An autopsy the next morning showed a perforated duodenal ulcer, a well-known risk of the medication Toradol. From a known deadly side effect of a drug he was taking, Lewis had developed peritonitis and lost nearly three-fourths of his blood over the course of 30 hours, while his young caregiver assured us that nothing was seriously wrong.

What happened to Lewis was a result of a system that had no care for its patients. Residents and young nurses were left alone to perform jobs for which they were inadequately trained, with no ability to recognize a declining patient and no one to turn to when questions arose. Our family was also left completely isolated without a way to call for help. Trends in vital signs were not noted or even charted. The one objective monitor, the pulse oximeter, was first modified and then silenced. No one was there to speak for the patient.

# data[].attributes.attachment_link.title
Lewis Blackman's Story | Patient Safety Movement Foundation

# data[].attributes.attachment_link.description
Lewis Blackman was one of those children who just shines. For all his short life, he seemed to float effortlessly to the top no matter what he tried to do. He

# data[].attributes.body
Essential Competencies for LPN to BSN:

1. Person-Centered Care:

Understand and address individual patient needs.

Promote health and wellness across diverse populations ³.

2. Teamwork and Collaboration:

Collaborate effectively with interdisciplinary teams.

Communicate and coordinate care for optimal patient outcomes ⁴.

3. Evidence-Based Practice:

Utilize reliable evidence to inform clinical decisions.

Shape healthcare delivery and policy through evidence-based approaches ⁴.

4. Quality Improvement and Safety:

Prioritize patient safety and quality care.

Implement best practices to enhance patient outcomes.

5. Informatics and Technology:

Navigate healthcare technologies.

Use informatics for efficient and effective nursing practice

# data[].attributes.attachment_link.readable_text
Licensed practical nurses (LPNs) and registered nurses (RNs) are both irreplaceable members of the healthcare team, providing direct patient care to patients in a variety of settings.

Many LPNs choose to further their education and advance their careers by becoming RNs. This guide will discuss the different ways a licensed practical nurse can become a BSN-prepared registered nurse.

What is the Difference Between a Licensed Practical Nurse and a Registered Nurse?

LPNs and RNs share many similar job duties, but there are a few important differences between them. These differences mainly have to do with their scope of practice, education requirements, and salary.

Licensed practical nurses usually provide nursing care to patients within clinics, schools, and long-term care facilities. LPNs are generally assigned to patients who are clinically stable and only require basic nursing interventions. They also work under the supervision of a registered nurse in most facilities.

Examples of tasks performed by LPNs include:

Administration of most medications

Obtaining vital signs and monitoring patients for changes in condition

Performing phlebotomy

Obtaining specimens for laboratory testing

Providing basic wound care

Assisting patients with activities of daily living (bathing, feeding, toileting, mobility)

Registered nurses are responsible for more complex aspects of patient care compared to LPNs. RNs are trained to manage patients who may be unstable and require advanced nursing interventions. RNs are employed in a wider range of healthcare settings compared to LPNs, including hospitals, outpatient centers, clinics, home health, long-term care facilities, and more.

Examples of tasks performed by RNs include:

Conducting patient assessments

Administering medications

Obtaining vital signs and monitoring patients for changes in condition

Inserting and maintaining intravenous lines, nasogastric tubes, and urinary catheters

Performing phlebotomy

Obtaining specimens for laboratory testing

Providing basic and advanced wound care

Providing education to patients and their families

Furthermore, most states have determined that there are a few tasks reserved exclusively for RNs to perform. This means that LPNs are not legally allowed to perform these particular tasks within their scope of practice. These tasks usually include:

Administration of blood or blood products

Administration of IV push medications

Administration of chemotherapy agents

Performing initial assessments on patients

Providing education to patients and/or family members

Another key difference between LPNs and RNs is the amount of education they must complete.

LPNs must complete a licensed practical nursing program and successfully pass the National Council Licensure Examination for Practical Nurses (NCLEX-PN). RNs must obtain at least an Associate Degree in Nursing (ADN) and pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN). LPN programs are significantly shorter than RN programs and issue a certificate at the end, rather than a degree.

Finally, there are significant salary differences between an LPN and RN. According to the U.S. Bureau of Labor Statistics, the median annual salary for licensed practical nurses is $54,620. Comparatively, the median annual salary for registered nurses is $81,220.

Both professions have an estimated job outlook of 5-6%, which is faster than average.

What is the Difference Between an ADN-Prepared Nurse and a BSN-Prepared Nurse?

When you decide to go back to school to become a registered nurse, there is one big question you have to answer: ADN or BSN?

Obtaining your Associate Degree in Nursing is the quickest route to becoming a registered nurse. However, it will not provide you with as many job opportunities as a Bachelor of Science in Nursing (BSN). Many employers prefer to hire nurses with at least a BSN, particularly in the hospital setting. However, there are still many employers who are happy to hire ADN-prepared nurses, especially in outpatient or clinic settings.

On the other hand, pursuing your Bachelor of Science in Nursing will open up more career doors, preparing you for positions in higher-paying specialties and leadership roles. Having your BSN also provides you with a direct path into graduate school, should you wish to pursue a master's or doctoral degree in the future.

How to Transition From LPN to BSN

Transitioning from LPN to BSN has many advantages, including higher income potential, more specialization options, and more opportunities for advancement. When deciding which path to take to obtain your BSN, it is important to consider your career goals, financial means, and personal responsibilities.

Option #1: LPN to BSN

Many colleges across the country offer LPN-to-BSN bridge programs. LPN-to-BSN bridge programs are designed to build upon the foundational nursing knowledge that LPNs already possess. These programs take around 2-3 years to complete, depending on the number of transfer credits accepted and whether you attend full- or part-time. It may also be possible to complete a portion of your coursework online, adding additional flexibility to your schedule, especially if you plan on continuing to work as an LPN while in school.

After graduating from a BSN program, you will be eligible to take the NCLEX-RN examination. After passing the exam, you will be able to apply for RN licensure within the state you wish to practice.

Option #2: LPN to ADN to BSN

Some LPNs choose to pursue their ADN first, then obtain their BSN at a later time. Many community colleges offer LPN-to-ADN programs that take around 1.5 - 2 years to complete. You may also be able to receive credit for prior coursework completed during your LPN program.

After graduating from an ADN program, you are then eligible to take the NCLEX-RN examination. After passing the NCLEX-RN, you can apply for RN licensure within the state you wish to practice.

From there, your next step would be to enroll in an RN-to-BSN bridge program. These programs are specifically designed for RNs who already have an ADN and usually take around 1 to 2 years to complete. The majority of RN-to-BSN coursework is often completed online, but any clinical rotations must be done in person.

Since you already passed NCLEX-RN at the end of your ADN program, no additional licensing-related examinations are needed when you complete your BSN.

# data[].attributes.attachment_link.title
How to Transition From LPN to a BSN | NursingEducation

# data[].attributes.attachment_link.description
Looking to transition from LPN to BSN? Learn about the different paths available and important tips for a smooth transition in this guide.

# data[].attributes.body
Asynchronous content development

Webinars

Online chat rooms

Breakout rooms

Written reflections

Case Review