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The Role of the Baccalaureate-Prepared Nurse in the Quality Management Process

The Role of the Baccalaureate-Prepared Nurse in the Quality Management Process

Sample Answer 

The Role of the Baccalaureate-Prepared Nurse in the Quality Management Process

Indubitably, the role of a nurse has seen a significant transformation in recent years, primarily because of the increased pressure to improve patient outcomes, including quality care, lower the cost, as well as reduce healthcare disparities (Blais & Hayes, 2016). One of the notable responses among nursing stakeholders to improve the practice has been to segment the industry and create more courses. Over the years, this has created new and highly-advanced nursing courses and training, with the most notable being the Associate Degree in Nursing (ADN), Baccalaureate of Science in Nursing (BSN), Master of Science in Nursing (MSN), and Doctor of Nursing Practice (DNP). The objective has always been to train more nurses on specialized roles not only in the confines of the hospital but also to allow them to carry out research that can create evidence-based practices and theories. For many experts, such as Blais & Hayes (2016), the role of the BSN-prepared nurse in the quality management process in healthcare settings has been indisputable. In that regard, this paper aims to explore how baccalaureate-prepared nurses are important in the quality management process.

In nursing settings, quality management is intended to enhance the efficiency and effectiveness of treatments as well as boost patient outcomes and satisfaction. According to Joseph & Huber (2015), the four-year BSN program has been coined and fine-tuned to ensure that graduates have all the skills, expertise, and experience to provide all these quality measures. Firstly, in the process of providing quality, baccalaureate training is patient-focused, ensuring that nurses have the right training in specific healthcare departments. Today, BSN nurses have the capacity and skills to fit in any role in the hospital setting and also provide expert services, a factor critical to the provision of quality care. For example, with little specialized training and guidance, BSN nurses can perfectly fill the role of clinical nurse specialists, midwives, emergency nurses, nurse anesthetists, and many others. The BSN program is like a gate pass that ushers nurses to other professional and specialized training. They can specialize in these individual courses in the future or choose to take other routes, which are all aimed at improving the quality of patient care. BSN-prepared nurses have other roles to play in ensuring that quality care is achieved in care settings.

One such important role is in research. In BSN training, nurses acquire skills in evidence-based practice, a vital source of knowledge that plays a central role in identifying practical, valid, and tested strategies that can improve the quality of care. Today, evidence-based practice, commonly shortened as EBP, is a critical ingredient of exceptional patient care, primarily because it integrates clinical expertise, evidence, and patient preferences (Joseph & Huber, 2015). As an empirical problem-solving tool, EBP advocates for the provision of individualized or tailored patient care, a factor that has been proven to improve the quality of care, patient satisfaction, cost of care, and other patient outcomes. Most EBP practices are conclusions and recommendations made from analyses of random controlled trials, case-control investigations, cohort studies, as well as observational studies.

Lastly, baccalaureate-prepared nurses are improving quality through leadership. In every organizational setting, including nursing environments, the effective management of quality services takes the hands of a good leader, especially considering the diversity in opinions, gender, beliefs, backgrounds, and ethnicity. BSN training nurtures leaders who can solve all problems through strategic planning. Most importantly, BSN programs teach nurses about the best leadership strategies as well as how and when to apply them, including transformational leadership, transactional leadership, autocratic leadership, democratic leadership, and many others.


Blais K. K., & Hayes, J. (2016). Professional nursing practice: Concepts and perspectives (7thed.). Upper Saddle River, NJ: Pearson.

Joseph, M. L., & Huber, D. L. (2015). Clinical leadership development and education for nurses: prospects and opportunities. Journal of Healthcare Leadership, 7, 55-64. Retrieved from


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The Role of the Baccalaureate-Prepared Nurse in the Quality Management Process

In a 2-page paper, delineate the role of the baccalaureate prepared nurse in the quality management process.

The Role of the Baccalaureate-Prepared Nurse in the Quality Management Process

The Role of the Baccalaureate-Prepared Nurse in the Quality Management Process

Paper requires a minimum of two references: one from a peer-reviewed NURSING journal (less than 5 years-old) and one from the course textbook. Professional, governmental, or educational organizations (.org, .gov, or .edu) may be used as supplemental references.

This is the course textbook:

  • Blais K. K., & Hayes, J. (2016). Professional nursing practice: Concepts and perspectives (7thed.). Upper Saddle River, NJ: Pearson.
    ISBN: 97801338013

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