英国论文格式：大学和教育培训EN和RN的区别
英国论文格式：大学和教育培训EN和RN的区别
响应的声明没有区别EN和多样的实践向前来自RN和执行。实践是不同的,这使得在工作和RN由差异(肘和洛佩兹,2012)。响应,因此,将这些声明是错误的,需要特殊的单独的勘探工作,做。首先,它是必要的职业,大学和教育培训RN和EN之间的区别。RN参与完成3年的高等教育在护理学士学位和完成护理文凭与2年等效内职业教育培训的部门。这是两个完全不同的行业,导致产生两种截然不同的护士(Iglehart,2013)。RN大学毕业生的心态自然理论允许批判性地思考和评估病人护理的需要。
英国论文格式：大学和教育培训EN和RN的区别
毕业生在从注册组织培训兽医部门内的实用性,取决于能力。在医疗环境中,然而,它可以感知通常很难破译EN和RN从实践的范围。专业实践在本质上是动态的,它是通过改变内环境的影响以及之间的差异设置的练习。因此,实践的范围的护士注册和登记性质是流体(Buppert,2014)。注册护士和注册护士执行工作作为一个专业的团队。他们实践是谈判的范围的基础上,了解彼此的核心能力和教育原则的应用范围的实践进步(便帽,et al .,2014)。
英国论文格式：大学和教育培训EN和RN的区别
The response to the statement that there is no difference between work of EN and RN comes forward from the varied practices that RN and EN perform. The practices are different and this makes the work of EN and RN to consist of differences (Cubit and Lopez, 2012). The response, therefore, will be such that the statement is a wrong one and requires peculiar exploration from the work that both do separately. First, it is essential to look at the Vocational, University and educational training differences between the work of RN and EN. RN engages in completing 3 years of tertiary education within Nursing Bachelor degree and EN completes Nursing diploma with 2 year equivalence within the sector of vocational educational training. These are two very distinct sectors that result in producing two very distinct kinds of nurses (Iglehart, 2013). The University RN graduates with a mind-set of theoretical nature allow them to think and assess critically the needs of patient care.
英国论文格式：大学和教育培训EN和RN的区别
The graduates as EN from a registered organization of training within the sector of VET have a practicality that depends upon competencies. Within the healthcare environment, however, it can be perceived often as difficult to decipher the line between EN and RN from the perspective of scope of practice. The professional practice is dynamic in nature and it is influenced through the change within the environment along with the differences among the settings of practice. Hence, the scope of practice for the nurses of registered and enrolled nature are fluid (Buppert, 2014). The enrolled nurses and the registered nurses both perform the work in combination as a professional team. Their scope of practice is negotiated by them on the basis of the knowledge about the core competencies and education of one another through the application of the principles for the scope of practice advancement (Cady, et al., 2014).
