The policy viewed is the demand for education for nurse practitioners. With the rapid development of technologies and the advancement of research areas, nurse practitioners should undergo additional training for obtaining a qualification. However, the political arena’s stakeholders face the negative implications of the shortage of appropriate regulations that promote uninterrupted learning and ensure equal accessibility (Spenceley et al., 2006). Nurse practitioners’ skillfulness should be maintained by engaging them in educational programs with no gaps. The other consequence relates to the difficulties pertained to granting opportunities for continuous education at all levels. For example, local medical facilities cannot provide high-quality care due to a shortage of skilled labor force (Thies & Serratt, 2018). In turn, the state does not provide funding for educational organizations to accept nursing students. This gap in education takes a toll on the nation’s healthcare system and results in poor health outcomes.
Nevertheless, there are possible solutions to address the chosen policy. The partial changes can be achieved by introducing policy options to present initiatives in healthcare structures and academic institutions. For instance, there should be equal practicum hours completion across the state, resulting in better education options for nurse practitioners (Thomas et al., 2020). Additionally, medical facilities may regulate the financial system in order to invest money in their nurses’ training. What is more, it is essential to organize inter-professional cooperation, which can help make crucial decisions (Spenceley et al., 2006). The simultaneous work of different participants is efficient in terms of changing a policy. In addition, medical institutions should conduct an analysis of whether the new rules do not contradict the practitioners’ availability and the quality of their duties. In general, it is necessary to impose new standards in the healthcare systems and require state funding.
References
Spenceley, S. M., Reutter, L., & Allen, M. N. (2006). The road less traveled: Nursing advocacy at the policy level. Policy, Politics, & Nursing Practice, 7(3), 180-194.
Thies, K. M., & Serratt, T. (2018). Evaluating association degree nursing faculty job satisfaction. Teaching and Learning in Nursing, 13(2), 71-74. Web.
Thomas, T., Martsolf, G., & Puskar, K. (2020). How to engage nursing students in health policy: Results of a survey assessing students’ competencies, experiences, interests, and values. Policy, Politics, & Nursing Practice, 21(1), 12-20. Web.