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Health care systems are redesigned in the current course of time. Moreover, they are challenged by the dramatic progress in the scope of technology and investigation. Information advances are considered to be one of the most crucial factors that predetermine the necessity of the qualitative change in the nursing educational programs (Billings & Halstead, 2012).

Gaberson, Oermann, and Shellenbarger (2015) highlight the significance of self-discovery in the process of nursing education since it predetermines the overall quality and value of the educational process. Furthermore, the scholars underline the importance of social, ethical, and legal issues in the nursing educational course. Nurses work with patients on a daily basis and need to be ethical, relevant, proper, and tactful in their words and actions. According to Oermann and Gaberson (2014), “with the increasing use of evaluation and testing come intensified interest and concern about fairness, appropriateness, and impact” (p. 251).

It is also essential to emphasize the challenges and new priorities introduced in terms of shift from a content-based to a competency-based curriculum that reflects the alterations in the patients’ needs as well as general nursing requirements. The main focus of the competence-based curriculum is a model of health care professionals. Therefore, it is important to redesign educational process in such a way that practical skills are trained maximally, and the tasks are performed properly, timely, and efficiently. Along with such, competency should be enhanced due to development of technical skills, communicative skills, and knowledge basis (Benner, Sutphen, Leonard, & Day, 2010). Furthermore, emotions, attitudes, and values should be accentuated within transformation of nursing curriculum.

Thus, the call for transformation in nursing curriculum is evident and significant. The main purpose is to provide efficient performance of nursing tasks, effective health care process, and constructive medical treatment of the patients.


Benner, P., Sutphen, M., Leonard, V., & Day, L. ( 2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass. ISBN-13: 978-0470457962.

Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier Saunders. ISBN-13: 978-1455705511.

Cannon, S., & Boswell, C. (2012). Evidence-based teaching in nursing: A foundation for educators. Sudbury, MA: Jones and Bartlett. ISBN-13:9780763785758.

Gaberson, K. B., Oermann, M. H., & Sellenbarger, T. (2015) Clinical teaching strategies in nursing (4th ed.). New York, NY: Springer. ISBN 978-082610583.

Oermann, M. H., & Gaberson, K. B. (2014). Evaluation and testing in nursing education (4th ed.). New York, NY: Springer. ISBN: 9780826110619.