Mandatory Continuing Education Bill – Analysis
Legislation substantively aids the quality of performances in the medical practice arena. Notably, legislation acts as a collective voice of the electorate on what they prefer done to improve certain sections of a practice. This paper will be substantial in analyzing the Mandatory Continuing Education, Version A1281 -2013 bill. This bill was sponsored by Amy Paulin who is assisted by Lupardo, Perry and Thiele amongst other legislators. The analysis will attempt to prove that MCE bill has considerate contribution in affirming the general quality of nursing practice. In particular, the paper will clarify that the bill is chiefly responsible of instituting and sustaining required industrial standards of nursing practice in the state of New York. The paper is structured into two main parts. The commencing first part examines the background that led to the development of the bill. Also, this part will examine the law itself and how it is structured to meet standards and requirements while minimizing antagonism. The second section (literature review) examines on the diverse consideration that led to the development of the MCE program in the state of New York. This section will highlight confidentiality and efficacy contemplations as the primary concerns that to the development of the bill.
Relevance of the bill
The bill was broadly established to improve education law in relation to continuity of education for nurses. Essentially, continuous assessments and teaching of new technologies applicable in the nursing field is paramount in the medical field. In this state, medical field has been undergoing robust changes in investment and infrastructure development. Fundamentally, the necessity to enroll standardized and responsive services is strategic, based on the knowledge that nursing is a delicate field. Also, it is substantial to note that human resource development in nursing is a demanding consideration. This is grounded on the knowledge that different medical areas have consistent change in protocols and technologies. Therefore, continuous assessment training is a substantial investment strategy, which provides sufficient time for literature cover-up and development (Basford & Slevin, 2003). In any case, continuous training, assessment, and evaluation are fundamental obligations that nurses should uphold for the good quality of their services. Also, it is prudent to note that the medical field is one critical area based on the knowledge that the society requires substantial medical treatment in the whole business of saving lives. Basford & Slevin (2003, p. 786) argue that the MCE program champions the development contemporary standards in nursing with a vision to improve the society medical cover on aggregate. Iyer (2006, p. 310) counter-establishes that continuous training of nurses, alongside other medical practitioners is necessary based on the knowledge that the medical fields is spirally embracing the concepts of specialization. Also, the recent influx of technology of computer aided technical devices has displaced analogue specialized nurses. As a result, the integration of Mandatory Continuing Education program is vital based on factors examined above.
The bill was a brainchild of Amy R. Paulin, a democratic member of New York State. Paulin was representing a total of 88 districts within that jurisdiction. Paulin engineered the bill with original six clauses. First, the education law was amended by adding a section 6911. Essentially, the bill obligatorily instituted continuing education for each registered professional nurse. This section also required that nurses complied with the provision stipulated in the education requirement prescribed in section. Secondly, a registered professional nurse was to be exempted from mandatory continuity in education in a perennial period of practice during the retraining program. Thirdly, a registered professional nurse is assigned to continuing education requirement based by the department for reasons of certification and licensing. Fourthly, the commissioner shall specify appropriate regulations to be followed by a registered nurse, in case a nurse freely wills to be exempted from mandatory training program. Fourthly, the bill specifies that an applicant is warranted with a minimum of Forty-Five hours to either revoke or accept the registration. Fifthly, the bill specifies the provision of formal education. This implies the inaction of formal learning courses that are acceptable to faculties, standards, and medical institutions. Examination bodies include the provision of any recognized professional bodies, certificate programs, nursing, diplomas and degrees. Sixthly, a registered nurse is required to maintain adequate documentation of completion of acceptable and formal education by providing relevant documents. Lastly, the bill specifies a unified forty five dollars payable on the first day of each triennial registration period (Basford & Slevin, 2003).
Significance of the bill
This bill is relevant since it consists of theoretical and practical orientation of real time training provided to practicing nurses. The bill covers various sections; which includes the commitment of the trained nurse and other medical professionals. Also, it is imperative to consider that the bill respects social, economic and political aspect of the training nurses. This appreciation examines the willingness of a registered nurse to get committed to a continuing program. It is also prudent to mention that the bill esteemed the economic abilities and compensations of each nurse (Janice, & Hartley, 2004). A nurse should not be coerced to pay a given amount based on the level of economic activity. This not only protects the willing nurse economic sustainability, but also maintains the quality standards of the program. The program is also substantial in respecting to factors of licensing. Firstly, it is good to appreciate that the program respects the nursing career by providing timely, certificates, diplomas and degrees. In any case, willing employers will be assured that the nurse is well qualified to meet industrial standards associated with quality as stipulated in the learning program. Further to this, the trainee nurse will be registered to a professional nursing body in which, they were first licensed.
In early 1920s, medical facilities realized the necessity to develop in-house staff training programs. Most of these programs were provided in short courses, seminars, meetings and simulations. Essentially, there was no substantial literature backing up the training processes (Janice, & Hartley 2004, p. 231). The federal government realized the necessity to sponsor parallel programs in training. As a result, the federal government inspired the Avenues for continued learning in 1959, and by 1973, the ANA continuing education accredited responsive programs. This program was instrumental in developing coherent programs, which appreciated transferable of expertise between different states. A common example of this program was a mannequin simulation technology, also being developed at the same time. Previously, the federal government began developing the Nurse Traineeship act of 1972. This act was primarily responsible in empowering continuing education at National government level. The act was instrumental in providing scholarship programs for willing registered nurses. Meanwhile, New York State was offering the Continuing Education Unit (CEU). This unit was imperative in appreciating, accumulating relevant programs, instituting transfer programs, awarding qualified participants, recording notabilities and appreciating participation of nonacademic offerings. Currently, Mandatory Continuing Education (MCE) is being carried out in colleges, universities, medical centers, research centers, voluntary agencies and non-governmental organization. Their efforts have seen thousands of nurses in New York get equipped with sufficient skills, understand new technologies and adapt to new systems.
According to letters published by Florence Nightingale (1861), it is significant to acknowledge that continuous training in nursing was primarily responsible to the development of the quality of nursing as a profession. Unlike before where nurses virtually aided doctors and other medical practitioners; currently, nurses are positioned to carry out technical and superior clinical and lab procedures. The general concept of nursing is based on efficacy. Essentially, efficacy is imperative in improving confident levels in nurses. Clinical efficacy not only establishes skills through self persuasion, but also assures the nurse and the patient that the course of treatment was appropriate. Lenz, & Faan (2002, p. 13) quotes Bandura’s (1986) argument that self-efficacy was substantial to the contribution of the self-attribution theory. Primarily, the practitioner will be tackling clinical procedure based on the knowledge that he has in that field. So, MCE is imperative in ensuring that the nurses are positioned to develop physiological information, persuasion, and proper clinical modeling. Expertise change can only be achieved if there is responsive investment in philosophy, methodology and promoting positive organizational change. Also, expertise change is vital in bridging between what the nurse leant from school and what he or she is currently pursuing in a clinical setting. Further, industry developers have challenged nurses by constant provision techniques, methodologies, and frameworks (Lenz & Faan, 2002). Nurses have constantly found themselves in a trial, where the patient and practice dilemmas challenge the quality of the decision being processed by the patient. In any case, poor dissatisfaction due to experience deficit is the leading course of labor mobility (abandonment) in this state. So to it, there is a necessity to equip nurses through provision relevant continuous assessment programs.
Equipping nurses in the modern day world stretches deeply from relying in traditional methods of teaching at school. The MCE program discussed in this report not only integrates courses but also emphasizes on the importance of professional award in qualification, both in papers and job levels. Through various evaluations of nursing, it is substantial to acknowledge that nursing has been affiliated to advanced education (Boschma 2005, p. 60). In any case, professionalism can be achieved through a lucid combination of ethical and moral requirements. In particular, professional ethics are well agreed in the nursing disciplines. For instance, the Safe Patient Handling act registered under Bill S1123-2013 stipulates that a patient should be treated with courtesy, respect and dignity. These standards cannot be explained in a clinical set-up. It is substantial to appreciate the role played by literature part, which can only be achieved in class. Inversely, the moral set-up is necessary when explaining the aspect of professionalism. Primarily, moral ascription seeks to appreciate the role of nurses in the society (Sullivan, 2005). In any case, continuous assessments programs seeks to aggrandize on the importance of patient protection. A close example, it is morally right to let a patient suffer excessive pain in the course of treatment while technology can reduce the pain significantly.
Patient needs and expectations
Chiefly, the bill is not sponsored by medical practitioners, but individuals who are concerned by the health welfare of the state. It is lucid to note that a patient dedicate his personal life to an individual. Therefore, the trusted individual should be competent and morally grounded on life saving mechanisms. The patient and his or her relatives (the general society) expect the attention of a nurse possibly a proficient or an expert. Technically, when a nurse leaves a graduate school, either after being aided by a mannequin simulator or basic literature, a real clinical environment possesses a significant threat to his or her novice skills. Therefore, most medical centers often bridge this gap by the constant attendance of real clinical environmental. However, after years of clinical attendance, the nurse could have lost substantial literature taught in class. As a result, issues related to morality and basic procedure of professionalism could be eroded with time (Lenz, & Faan, 2002). The danger associated with this is that the public could be very investigative on the competency of any nurse. A professional nurse communicates verbally (through literature) and manually (through actions) explains to the patient and the society that the clinical processes to being initiated are responsive enough. In any case, continuous education stipulated in this bill will equip the practitioner to focus on relevant problems and not irrelevant alternative solutions.
Challenges, empowerments and issues related to the program
Mandatory Continuing Education is a pragmatically drafted bill; however, it is considerate to note that the bill does have substantial shortcomings, which grounds issues. Wadhwa (2000) argues that assumptions in favor of professional education have attempted to establish that theoretical education sufficiently equips a candidate to meet real-time work environment. However, if education equips one to meet a job requirement, then it is absolutely unnecessary to have mandatory continuing education (MCE) programs. In any case, critics access that they lack substantial evidence in explaining the relationship between effective professional practice and MCE. Nonetheless (Callara, 2008, p. 12) explains that MCE attempts to examine on the importance of culture improvement through the development of a cognitive culture, behavioral norms and cognitive values. This professionalism enables people to perceive the quality of a given course. In fact, some of these expertise facilities; for instance, technology can be manually taught in a clinical setup. Nevertheless, these trainings may fail to meet their desired objectives due to breakdown or absence of class set-up professionalism. Class set-up professionalism stimulates hard-work through continuous assessment mechanisms and other trial methods. An MCE nurse and an ordinary contemporary nurse will differ greatly in how they deliver their services. An MCE nurse will; for instance, be applying terms which are appealing to the general discipline.
The MCE Bill should be protected on grounds of its affiliation to quality. Primarily, the bill seeks the reaffirmation of literature and technology improvement on various level of clinical implementation. The paper has accessed the merits and the critical aspect that have been attacking the bill. However, it is good to ratify that the bill not only improves industrial standards in a clinical setting, but also aggrandizes on the essentiality of professionalism required in the nursing general practice. In particular, the bill examines the role played by confidence and efficacy (impacted by MCE bill) in improving the quality of nursing practice. This is grounded on the knowledge that modern medical facilities have enabled nurses to act at an independent level; therefore, professionalism, efficacy and expertise are vital prerequisites for an expert nurse. The bill should also be protected for its role in promoting specialization. Essentially the MCE program seeks to further preexisting individual education. Education is in this sense portrayed on the literature concepts. So, specialization will facilitate skill aggrandizement hence, promoting an individual from proficient to expertise level.
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