BSN Degree: Pathway to Professional Nursing
This paper examines the three traditional pathways to registered nurse (RN) licensure in the United States — the hospital diploma, the two-year associate degree, and the four-year Bachelor of Science in Nursing (BSN) — and argues that the BSN represents the minimum standard for professional nursing practice. Drawing on the American Nurses Association's landmark 1965 position statement, Institute of Medicine recommendations, and research on medication error rates, the paper traces the historical shift away from hospital-based apprenticeship training toward academically grounded nursing education. It also weighs the financial and career trade-offs between associate and baccalaureate programs, ultimately concluding that the BSN is the appropriate foundation for nurses seeking leadership, research, and advanced practice roles.
- Introduction: RN Licensure Pathways in the United States: Overview of three RN pathways and thesis
- The Diploma Pathway and the ANA's 1965 Position: History of hospital diploma programs and ANA policy shift
- Two-Year Associate Degree Programs: Growth and community focus of associate degree programs
- The BSN Pathway and Professional Development: BSN curriculum requirements and workforce statistics
- BSN Pros and Cons: Education, Safety, and Cost: Research, IOM recommendations, salary and cost trade-offs
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What makes this paper effective
- It grounds its argument in documented policy history, tracing the ANA's 1965 position statement through to the IOM's 2010 recommendations, giving the argument a coherent chronological spine.
- It fairly acknowledges the financial and practical advantages of associate degree programs before reaffirming the BSN as the professional standard, lending the essay intellectual honesty.
- It incorporates quantitative evidence — medication error studies, enrollment statistics, tuition cost comparisons, and salary data — to substantiate claims rather than relying on assertion alone.
Key academic technique demonstrated
The paper uses a compare-and-contrast structure within a policy-argument framework. Rather than simply advocating for the BSN, it methodically evaluates each pathway on its merits, then synthesizes research findings and professional recommendations to build a cumulative case. This technique — presenting competing evidence before resolving it — is especially effective in health-policy writing.
Structure breakdown
The essay opens with a brief framing section establishing the three RN pathways and a thesis. It then moves chronologically through the diploma era and the ANA policy shift, transitions to associate degree programs, and proceeds to BSN curriculum requirements. The final section weighs pros and cons using salary data, error-rate research, and IOM targets, closing with practical guidance for prospective nursing students.
Introduction: RN Licensure Pathways in the United States
There are three traditional pathways to becoming a registered nurse (RN) in the United States: a diploma conferred by hospital programs, a two-year associate degree typically offered through community colleges, and a baccalaureate degree (BSN) offered by many four-year colleges and universities (Raines and Taglaireni, 2008). All three pathways allow graduates to sit for the NCLEX-RN exam, thereby becoming licensed to practice nursing in the United States. As of 2007, 3.1%, 38.4%, and 58.4% of newly licensed RNs chose the diploma, associate degree, or BSN pathway to licensure, respectively. This essay examines these RN pathways and argues for a greater representation of BSN-educated nurses in the healthcare field in order to improve the quality of patient care.
References
Ashford, Ellie. (2011, March 28). Data show value of associate degree RN programs. Community College Times.
Blegen, Mary A., Vaughn, Thomas E., and Goode, Colleen J. (2001). Nurse experience and education: Effects on quality of care. Journal of Nursing Administration, 31(1), 33–39.
Chang, Yun-Kyung and Mark, Barbara A. (2009). Antecedents of severe and nonsevere medication errors. Journal of Nursing Scholarship, 41(1), 70–78.
Donley, Rosemary and Flaherty, Mary Jean. (2002). Revisiting the American Nurses Association's first position on education for nurses. Online Journal of Issues in Nursing, 7(2).
IOM (Institute of Medicine). (2010). The future of nursing: Focus on education. Institute of Medicine.
Kingkade, Tyler. (2013, January 9). Two-year degrees vs. four-year degrees: Sometimes associate's beats bachelor's in earning potential. Huffington Post.
Raines, C. Fay and Taglaireni, M. Elaine. (2008). Career pathways in nursing: Entry points and academic progression. Online Journal of Issues in Nursing, 13(3).
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