Pre-requisites often include math, English, and other basic level courses. Basic courses in biology, anatomy and physiology are required. Depending on the nursing school, credits can be taken elsewhere, and transferred in, although limitations on time span between taking pre-requisites and applying to nursing programs exist, usually around 5 years, although some schools set no parameters.
Core coursework includes anatomy, physiology, pathology, and pharmacology. Additionally, a strong emphasis is placed on procedural education such as insertion of intravenous and urinary catheters, sterile dressing changes, proper administration of medications, physical examinations, caring bedside manner, and other vital skills. After the first semester basic skills are obtained, students rotate through Obstetrics, Mental Health, Medical, Surgical, Oncology, Critical Care and Pediatric Units to get a holistic view of nursing and what it encompasses. Many nursing students and nursing schools use medical and healthcare educational software as a study or training aid.
Many schools offer an accelerated bachelor's degree in nursing program. A variation of the Second Degree BSN is the Accelerated BSN. In addition to giving credit for having completed liberal arts requirements, an Accelerated BSN program allows students to complete their undergraduate nursing program's course requirements more quickly than students enrolled in a traditional BSN program. Accelerated BSN programs usually take 12 months to complete, though some programs may run for 16 to 24 months.
The traditional BSN programs may take much longer time. For example, in California, where nursing is a relatively high-paid and in high demand profession, the completion of BSN (including pre-requisites, major courses in the program, and General Education courses of college) may take 5 to 6 years. A 3.0 GPA is often an entrance requirement for many programs. Some more prestigious schools require much higher GPA score to be competitive. Many programs now also require TEAS-V test scores to evaluate potential students for entry. Also, there are other options of Associate Degree for RN and LPN programs (which in term of nursing training is much shorter and the scope of practice is different than RN). Lastly, the Master level is for experienced RNs to reach a higher education and may expand their scope of practice.
Nursing students today have a wide variety of program options that range from state colleges or universities to private, for-profit entities. Nursing programs that are accredited offer program content that meets the national and state level standards.[1] The U.S. Department of Education identifies that the act of accreditation may support programs of study that continually assess their quality of education, strive to offer improvements when needed, utilize faculty and staff when planning and implementing program evaluation, and standardizing criteria specific to professional certificates and licensure.[1] Ensuring that curriculum is up-to-date, relevant, and current to the happenings within nursing and healthcare today, may be better obtained through an accredited nursing program. Nursing students that choose an accredited nursing program could receive federal financial aid and might successfully transfer course credits to another accredited program. These benefits may not be available for students that utilize a non-accredited program. There are two main accrediting bodies for nursing programs. The Accreditation Commission for Education in Nursing (ACEN)[1] and the Commission on Collegiate Nursing Education (CCNE)[2].[1] Both accrediting bodies are sufficient to ensure that nursing programs meet national standards. ACEN provides accreditations for all levels of nursing programs; this includes the practical nurse through the doctorate. CCNE provides accreditation for the bachelorette and master's nursing programs. [1]
In the United States, students graduate from nursing education programs qualified to take one of the NCLEX (National Council Licensure Examination) exams, the NCLEX-PN for Licensed Practical Nurses (LPNs) or the NCLEX-RN for Registered Nurses (RNs).
After the Nursing student becomes a Registered nurse, he or she is required to participate in continuing education to retain their licensing and registration.[2] In 2010, it was projected that by 2018, there would be a 22% job growth in the nursing field; at the time it was the United States' fastest growing occupation.[3]
Nursing education includes instruction in topic areas. These are nursing assessment, nursing diagnosis, and nursing care planning. In the United States, nursing students learn through traditional classroom and lab instruction. Nursing education also involves clinical rotations and simulation, throughout their schooling, to develop care planning and clinical reasoning. At the end of schooling, nursing students in the US and Canada must take and pass the NCLEX (National Council of Licensure Examination) to practice.
There are a variety of areas where nurses can specialize in and they may decide they want to be qualified in one or several specialties over the course of their career. There are four main branches of nursing: Adult nursing, Children's Nursing, Mental Health Nursing and Learning Disability Nursing.[4]
Among nurse educators, arguments continue about the ideal balance of practical preparation and the need to educate the future practitioner to manage healthcare and to have a broader view of the practice. To meet both requirements, nurse education aims to develop a lifelong learner who can adapt effectively to changes in both the theory and practice of nursing.[5]
Medical simulation and hands on learning are common among nursing education practices. Some nursing schools will carry out hands on demonstrations and practice so that future nurses can learn skills like how to administer specific medications and care for specific patients such as the skills taught in an opioid care training course.[5] While it is clear that the use of Medical simulation in nursing education is important for improving practice, patient safety, and interprofessional team skills, the balance of simulation to clinical time remains in the hands of the institutions.[6]
Although nurses tend to spend a lot of time in nursing school doing simulation and clinical learning, they also spend time in the classroom learning about the care that they will eventually give. This includes both broad science courses as well as very specific courses such as a course specifically about how to better care for addiction patients.[7][8]
The American Association of Colleges of Nursing (AACN) [3] has created The Essentials to identify curriculum content and student competencies that should be met for all bachelorette, master's and doctoral level nursing students.[9] Most recently The Essentials underwent an overhaul that resulted in the competencies and sub-competencies of each domain, be taught with a focus on competency-based education and assessment.
Additionally, newer curriculums within nursing education are requiring future nurses to be educated on patient and workforce diversity. A large step in increasing diversity within nursing is through education. Several research studies have shown diverse patient populations cycle through hospitals on a regular basis and a patient's needs are never the same. It is a nurse's job to cater to their needs, and ensure the patient is being treated well.[10] During their education, nurses will master the practice of engaging, communicating, and treating unique patient populations, while working with diverse coworkers.
Within the undergraduate student population, over 70% have self-reported participating in some form of academic misconduct or dishonesty within the classroom setting. [11] Academic integrity within nursing education programs should be prioritized as research states that dishonest behaviors in the classroom setting may increase the likelihood of clinical dishonesty. This could impact patient safety and outcomes. [12] Nursing programs could begin to address academic misconduct in the classroom by leaning into Bandura's Social Learning Theory (SLT). The SLT posits that students learn behaviors from observing, imitating, and modeling. [13] A variety of educational tools may be implemented to help shape the student's perceptions of dishonest behaviors. Some curriculum, simulation, and experiential learning experiences may help model appropriate classroom and clinical behavior choices. With the explosion of artificial intelligence (AI) use among students, educating the nursing student population on how to appropriately utilize AI resources may be necessary.
Emmett is a city in Gem County, Idaho, United States. The population was 6,557 at the 2010 census, up from 5,490 in 2000.[14] It is the county seat[15] and the only city in the county. Emmett is part of the Boise−Nampa, Idaho Metropolitan Statistical Area.
Emmett, ID is a town on the southern bank of the Payette River that grew up around a ferry crossing of the Payette River. Emmett was originally called Martinsville, named after Nathaniel Martin who, along with Jonathan Smith, built the ferry crossing.[16] Next, the name was changed to "Emmettville," because it was primarily a post office named after Emmett Cahalan, the son of Tom Cahalan, an early settler of the area. The post office was later moved but the town retained the name. A few years later the "ville" was dropped and the post office and town became simply Emmett. In 1883 James Wardwell had the town platted, and in 1900 the town was incorporated as Emmett. Later, in March 1902, the Idaho Northern railroad came to the valley.[17]
After the closing of the mines in 1906, the power lines were extended to Emmett. A series of irrigation projects made it possible for more rapid expansion of the town as the major service center for a farming and fruit-growing valley. In the early 1900s fruit packers adopted the label of "Gem of Plenty" because of the fertility of the valley. During the mining era the valley was known as the "garden" for the mining regions. [18]
While campaigning for a return to Congress in 1934, Robert M. McCracken died in an automobile accident near Emmett. His vehicle went through a guard rail and tumbled down Freezeout Hill.[19]
Until 2001, the city was home to a Boise Cascade manufacturing facility.[20] The Black Canyon diversion dam on the Payette River, built in the early 1920s, is east of the city.[21]
Rising some 5,906 feet (1,800 m) above sea level, Squaw Butte, named by [Confederate Settlers new to the area]; Native Americans who used this area as their winter resort, stands at the north end of the valley. The Payette River was named after Francois Payette, a fur trader from Quebec who was put in charge of old Fort Boise in 1818 and traveled through the area. Permanent settlement began in the early 1860s, after gold discoveries in the Boise Basin brought people over the established stage and pack train routes. Two of these trails joined at the Payette River north of the present river bridge in Emmett.
According to the United States Census Bureau, the city has a total area of 2.82 square miles (7.30 km2), of which 2.80 square miles (7.25 km2) is land and 0.02 square miles (0.05 km2) is water.[22] It is located south of the Payette River, at an elevation of 2,362 feet (720 m) above sea level.
Emmett experiences a semi-arid climate (Köppen BSk) with cold, moist winters and hot, dry summers.
Climate data for Emmett, Idaho, 1991–2020 normals, extremes 1906–present | |||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Month | Jan | Feb | Mar | Apr | May | Jun | Jul | Aug | Sep | Oct | Nov | Dec | Year |
Record high °F (°C) | 63 (17) |
71 (22) |
82 (28) |
94 (34) |
100 (38) |
110 (43) |
111 (44) |
109 (43) |
103 (39) |
95 (35) |
76 (24) |
74 (23) |
111 (44) |
Mean maximum °F (°C) | 52.2 (11.2) |
59.1 (15.1) |
70.0 (21.1) |
79.7 (26.5) |
89.3 (31.8) |
97.0 (36.1) |
103.0 (39.4) |
101.1 (38.4) |
94.2 (34.6) |
83.1 (28.4) |
64.7 (18.2) |
56.1 (13.4) |
103.9 (39.9) |
Mean daily maximum °F (°C) | 38.3 (3.5) |
46.0 (7.8) |
55.9 (13.3) |
62.8 (17.1) |
72.3 (22.4) |
80.9 (27.2) |
91.7 (33.2) |
90.4 (32.4) |
79.7 (26.5) |
65.2 (18.4) |
49.2 (9.6) |
38.9 (3.8) |
64.3 (17.9) |
Daily mean °F (°C) | 30.8 (−0.7) |
36.3 (2.4) |
43.9 (6.6) |
49.3 (9.6) |
57.9 (14.4) |
65.6 (18.7) |
74.7 (23.7) |
73.5 (23.1) |
64.0 (17.8) |
51.6 (10.9) |
39.1 (3.9) |
31.2 (−0.4) |
51.5 (10.8) |
Mean daily minimum °F (°C) | 23.3 (−4.8) |
26.6 (−3.0) |
31.8 (−0.1) |
35.8 (2.1) |
43.5 (6.4) |
50.3 (10.2) |
57.6 (14.2) |
56.5 (13.6) |
48.2 (9.0) |
38.1 (3.4) |
29.1 (−1.6) |
23.5 (−4.7) |
38.7 (3.7) |
Mean minimum °F (°C) | 9.0 (−12.8) |
15.1 (−9.4) |
22.0 (−5.6) |
26.3 (−3.2) |
31.7 (−0.2) |
39.6 (4.2) |
48.2 (9.0) |
47.5 (8.6) |
37.6 (3.1) |
25.8 (−3.4) |
16.7 (−8.5) |
10.5 (−11.9) |
4.5 (−15.3) |
Record low °F (°C) | −27 (−33) |
−16 (−27) |
6 (−14) |
12 (−11) |
23 (−5) |
30 (−1) |
35 (2) |
31 (−1) |
21 (−6) |
12 (−11) |
−13 (−25) |
−27 (−33) |
−27 (−33) |
Average precipitation inches (mm) | 1.77 (45) |
1.26 (32) |
1.60 (41) |
1.22 (31) |
1.47 (37) |
0.77 (20) |
0.25 (6.4) |
0.17 (4.3) |
0.42 (11) |
0.90 (23) |
1.33 (34) |
2.12 (54) |
13.28 (338.7) |
Average snowfall inches (cm) | 1.7 (4.3) |
1.4 (3.6) |
0.1 (0.25) |
0.1 (0.25) |
0.0 (0.0) |
0.0 (0.0) |
0.0 (0.0) |
0.0 (0.0) |
0.0 (0.0) |
0.0 (0.0) |
0.5 (1.3) |
3.6 (9.1) |
7.4 (18.8) |
Average precipitation days (≥ 0.01 in) | 11.2 | 9.3 | 10.8 | 9.6 | 8.9 | 6.1 | 2.1 | 1.9 | 3.8 | 6.2 | 9.5 | 11.9 | 91.3 |
Average snowy days (≥ 0.1 in) | 1.6 | 1.3 | 0.3 | 0.1 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.3 | 2.3 | 5.9 |
Source 1: NOAA[23] | |||||||||||||
Source 2: National Weather Service[24] |
Census | Pop. | Note | %± |
---|---|---|---|
1910 | 1,351 | — | |
1920 | 2,204 | 63.1% | |
1930 | 2,763 | 25.4% | |
1940 | 3,203 | 15.9% | |
1950 | 3,067 | −4.2% | |
1960 | 3,769 | 22.9% | |
1970 | 3,945 | 4.7% | |
1980 | 4,605 | 16.7% | |
1990 | 4,601 | −0.1% | |
2000 | 5,490 | 19.3% | |
2010 | 6,557 | 19.4% | |
2019 (est.) | 7,054 | [25] | 7.6% |
U.S. Decennial Census[26] |
Note: the US Census treats Hispanic/Latino as an ethnic category. This table excludes Latinos from the racial categories and assigns them to a separate category. Hispanics/Latinos can be of any race.
Race | Number | Percentage |
---|---|---|
White (NH) | 6,078 | 79.48% |
Black or African American (NH) | 19 | 0.25% |
Native American or Alaska Native (NH) | 57 | 0.75% |
Asian (NH) | 46 | 0.6% |
Pacific Islander (NH) | 16 | 0.21% |
Some Other Race (NH) | 30 | 0.39% |
Mixed/Multi-Racial (NH) | 377 | 4.93% |
Hispanic or Latino | 1,024 | 13.39% |
Total | 7,647 |
As of the 2020 United States census, there were 7,647 people, 2,773 households, and 1,790 families residing in the city.
As of the census[28] of 2010, there were 6,557 people, 2,616 households, and 1,635 families living in the city. The population density was 2,341.8 inhabitants per square mile (904.2/km2). There were 2,916 housing units at an average density of 1,041.4 per square mile (402.1/km2). The racial makeup of the city was 91.1% White, 0.2% African American, 0.6% Native American, 0.7% Asian, 0.1% Pacific Islander, 4.6% from other races, and 2.6% from two or more races. Hispanic or Latino of any race were 12.7% of the population.
There were 2,616 households, of which 33.6% had children under the age of 18 living with them, 44.5% were married couples living together, 13.0% had a female householder with no husband present, 5.0% had a male householder with no wife present, and 37.5% were non-families. 32.3% of all households were made up of individuals, and 17.2% had someone living alone who was 65 years of age or older. The average household size was 2.46 and the average family size was 3.12.
The median age in the city was 36.3 years. 27.2% of residents were under the age of 18; 8.4% were between the ages of 18 and 24; 24.7% were from 25 to 44; 22.3% were from 45 to 64; and 17.4% were 65 years of age or older. The gender makeup of the city was 48.4% male and 51.6% female.
As of the census[29] of 2000, there were 5,490 people, 2,095 households, and 1,412 families living in the city. The population density was 3,022.5 inhabitants per square mile (1,167.0/km2). There were 2,264 housing units at an average density of 1,246.4 per square mile (481.2/km2). The racial makeup of the city was 90.60% White, 0.07% African American, 0.75% Native American, 0.44% Asian, 0.15% Pacific Islander, 5.79% from other races, and 2.20% from two or more races. Hispanic or Latino of any race were 11.57% of the population.
There were 2,095 households, out of which 34.4% had children under the age of 18 living with them, 50.5% were married couples living together, 12.9% had a female householder with no husband present, and 32.6% were non-families. 28.3% of all households were made up of individuals, and 14.9% had someone living alone who was 65 years of age or older. The average household size was 2.55 and the average family size was 3.13.
In the city, the population was spread out, with 28.4% under the age of 18, 9.1% from 18 to 24, 26.3% from 25 to 44, 18.4% from 45 to 64, and 17.8% who were 65 years of age or older. The median age was 35 years. For every 100 females, there were 90.6 males. For every 100 females age 18 and over, there were 85.5 males.
The median income for a household in the city was $26,480, and the median income for a family was $34,663. Males had a median income of $30,598 versus $19,088 for females. The per capita income for the city was $13,027. About 16.3% of families and 17.8% of the population were below the poverty line, including 23.4% of those under age 18 and 16.5% of those age 65 or over.