Comprehensive Overview: ABSN, ADN, and BSN Nursing Programs

This assignment is a PowerPoint presentation comparing three pre-licensure nursing programs: ABSN (Accelerated Bachelor of Science in Nursing), ADN (Associate Degree in Nursing), and BSN (Bachelor of Science in Nursing). The presentation covers various aspects of each program, including common courses, clinical components, credit hours, accreditation, program costs and length, classroom structure, completion and retention rates, NCLEX pass rates, admission requirements, faculty credentials, and salary expectations. It also analyzes the advantages and disadvantages of each program, explores career prospects, and assesses adherence to AACN (American Association of Colleges of Nursing) Essentials and other nursing standards. The presentation includes an evaluation of each program's relevance to current trends in nursing education, supported by research and multimedia graphics. The accompanying Word document provides a detailed narration for each slide, explaining the content comprehensively. The document also provides a comprehensive analytic evaluation of each program and its relevance to contextual trends.

Running head: NURSING ASSIGNMENT 1
Nursing Assignment
Student’s Name
Institutional Affiliation

NURSING ASSIGNMENT 2
Nursing Assignment
Slide 3’s Explanation: ABSN
This course is designed to help individuals with a desire to practice nursing as a career
yet they have no academic background in nursing as their first degree. It is a requirement that
individuals seeking admission for this course have a minimum GPA of 2.5 in their previous
course or a science GPA of 2.5 (Davis, 2017). Also, they should have completed prerequisite
tests and passed with a “C” grade prior to admission. The course is offered on fulltime basis and
it takes a total duration of 14 months with 60 credit hours. In total, 67 credit hours are required to
complete the course.
Slide 4’s Explanation
ABSN has its own advantages and disadvantages. The pros include obtaining a hands-on
experience in training, getting a rewarding and self-fulfilling career that helps people, and an
easy task of getting a job after completion of school (Heglund et al., 2017). However, ABSN has
several cons such as the high costs incurred paying for school fees, a tough and challenging
school environment which has rigorous activities that do not allow one much time to engage in
other things. Lastly, the program is time consuming as it takes a total of 4 years to complete.
Slide 5’s Explanation
The career paths for the ABSN are varied and have a wide of paths to choose from. For
instance, they can work as pediatric or school nurse, public health nurse, quality directors or
managers, health educators, case managers, and public health nurses.
The program goals and objectives are also enlisted in this slide.

NURSING ASSIGNMENT 3
Slide 6’ Explanation: ADN
This program is tailored specifically for individuals who wish to further their career in
nursing and do it for the rest of their life. It is a common program among Registered Nurse (RN)
and gives them opportunities to work in entry levels of nursing. Besides, ADNs require licensing
to conduct their duties. They should pass the NCLEX-RN exam to get licensed to work as
registered nurses (Frawley, 2016). The ADNs are exposed to much clinical experience during
their practice which makes them better placed to perform their duties as nurses (Camp, 2016). To
become an ADN, one needs a minimum GPA of 2.5 in his high school courses to proceed.
The slide also gives the objectives and goals of the program.
Slide 7’ explanation
Several pros and cons underlie ADN practice. For instance, ADNs are well prepared for
nursing since they are exposed to much clinical and laboratory experience. They also save much
time and money since their course only takes two years to complete and is not costly compared
to BSN (Wallace & Gill, 2018). Lastly, ADN is a step closer to BSN in terms of salary and
earnings and it is easier to further the career into a BSN. On the other hand, the cons include a
limited career development opportunities, difficulty in securing employment due to the limited
jobs in ADN field and lastly, it brings fewer returns in terms of annual salary (Loversidge et al.,
2018).
Also mentioned in this slide are the career paths for ADNs.

NURSING ASSIGNMENT 4
Slide 8’s explanation: BSN
BSN focuses on individuals without prior nursing education background but who have
bachelor’s degrees in other fields. BSNs need to get accredited to work (Matthias & Kim-
Godwin, 2016).). They also need licensing from NCLEX-RN to get licensed to deliver their
duties. Clinical experience forms part of what it takes to be a BSN. Advantages of being a BSN
are more opportunities to make money, trained to be experts, and high chances of getting jobs
(Cheshire, Ford & Daidone, 2017; Anbari, 2019). However, the demerits include spending much
time studying, high schooling costs, and less exposure to work experience.
The slide also lists the goals and objectives of the program.
Slide 9’s explanation
The slide provides the merits and demerits of the BSN program. It also gives the career
paths followed by BSN graduates as well as the accreditation status of the program.
Slide 10’s explanation
There are several essential AACN puts into consideration. For instance, it requires that all
ADNs are licensed to practice. It also demands utmost professionalism from practicing nurses in
all levels. Besides, AACN implores nurses to further their studies to offer the best care possible.

NURSING ASSIGNMENT 5
References
Anbari, A. B. (2019). What Makes a BSN a BSN?.
Camp, C. M. (2016). Peer Tutor Support of Diverse Learning Styles for Pre-Licensure Nursing
Students in a Simulation Center Environment.
Cheshire, M. H., Ford, C. D., & Daidone, Y. (2017). An Innovative Academic/Service
Partnership to Increase BSN-Prepared RNs in a Rural Hospital. JONA: The Journal of
Nursing Administration, 47(7/8), 376-378.
Davis, K. (2017). Curriculum Development and Faculty Perceptions of an RN to BSN Program
Development at a Community College. Wilmington University (Delaware).
Frawley, S. M. (2016). The Effect of Interprofessional Simulation on Communication Among
Pre-Licensure Baccalaureate Nursing Students. Hofstra University.
Heglund, S., Simmons, J., Wink, D., & Leuner, J. D. M. (2017). Thirteen years and counting:
Outcomes of a concurrent ASN/BSN enrollment program. Journal of Professional
Nursing, 33(6), 441-446.
Loversidge, J., Yen, P. Y., Chipps, E., Gallagher-Ford, L., Genter, L., & Buck, J. (2018). Top-of-
License Nursing Practice, Part 2: Differentiating BSN and ADN Perceptions of Top-of-
License Activities. JONA: The Journal of Nursing Administration, 48(6), 329-334.
Matthias, A. D., & Kim-Godwin, Y. S. (2016). RN-BSN students’ perceptions of the differences
in practice of the ADN-and BSN-prepared RN. Nurse educator, 41(4), 208-211.

NURSING ASSIGNMENT 6
Wallace, D. R., & Gill, J. M. (2018). Attracting the interprofessional collaboration between
physical therapy, speech therapy and ABSN nursing students working with patients
diagnosed with stroke during simulation. Journal of Nursing Education and
Practice, 8(3).