The knowledge, skills and attributes that today’s health system demands of RNs can be gained only through broad-based bachelor’s nursing programs. According to the Canadian Institute for Health Information, 44.7 per cent of RNs are diploma educated.1 Their contribution is highly valued in Canada’s workforce. CNA supports strategies that encourage nurses to stay in the workforce, pursue continuing education and, for those who choose to, work toward earning a bachelor’s degree.
Are patient outcomes positively affected by having bachelor-educated RNs?
Yes. Research associates bachelor-educated RNs with improved patient safety and positive patient outcomes. One study showed a five per cent decrease in the risk of patient death for every 10 per cent increase in the proportion of hospital RNs holding degrees.2 There are similar findings for community-based health services, where the health outcomes of people cared for by bachelor-educated RNs have improved significantly.3 Better patient outcomes also mean cost savings for the health-care system.
How do bachelor-educated RNs improve access to health care?
They make the health-care system more efficient and more accessible. The instruction given to bachelor-educated RNs is in line with other health-care professionals, which facilitates interprofessional collaboration. Bachelor’s programs also create opportunities for interdisciplinary learning and common clinical practice experiences.
Why is a bachelor’s degree important for RNs?
The skills and knowledge nurses require to perform complex, critical health-care tasks are most effectively taught in bachelor’s programs. Canadians rely on RN support during life-and-death decisions and situations. They expect RNs to develop and implement multi-faceted plans for managing chronic disease, treating complex health conditions and assisting in the transition from hospital to the community. Canadians also look to RNs for health education and for strategies to improve their health. RNs assess the appropriateness of new research and technology for patients and adjust care plans accordingly.
Which provinces and territories require RNs to have a bachelor’s education?
All provinces and territories, except Quebec, require a bachelor’s degree for nursing entry to practice or are in the process of moving to such a requirement.
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Province/territory
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Year baccalaureate RN entry-level requirements implemented
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Atlantic provinces (P.E.I., N.L., N.B., N.S.)
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1998
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Saskatchewan
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2000
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Ontario
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2005
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British Columbia
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2006
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Alberta
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2010
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Northwest Territories and Nunavut
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2010
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Manitoba
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2012
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Quebec
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Quebec continues to offer diploma programs while supporting the development of baccalaureate partnerships between Collèges d’enseignement général et professionnel (CEGEP) and universities.
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Yukon
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The Yukon has no entry-level educational programs.
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How long does it take to complete a bachelor’s nursing degree program?
Nursing degree programs can be completed in two to four years. Accelerated, condensed and advanced entry programs are in place in every province. A growing proportion of nursing students have already completed a degree in another discipline and, as a result, may pursue an accelerated or compressed nursing program. While obtaining a degree means a significant time commitment, it is worthwhile. About one-third of all diploma-educated RNs eventually return to school to obtain a degree.4
References
1Canadian Institute for Health Information. (2017). Regulated Nurses, 2016 (RN/NP data tables). Retrieved from https://www.cihi.ca/en/regulated-nurses-2016
2Aiken, L. H., Clarke, S. P., Cheung, R. B., Sloane, D. M., & Silber, J. H. (2003). Educational levels of hospital nurses and surgical patient mortality. Journal of the American Medical Association, 290, 1617-1623.
3O’Brien-Pallas, L., Doran, D. I., Murray, M., Cockerill, R., Sidani, S., Laurie-Shaw, B., & Lochhass-Gerlach, J. (2001). Evaluation of a client care delivery model, part 1: Variability in nursing utilization in community home nursing. Nursing Economic$, 19(6), 267-276; (2002). Evaluation of a client care delivery model, part 2: Variability in client outcomes in community home nursing. Nursing Economic$, 20(1), 13-21, 36.
4Canadian Institute for Health Information. (2012). Regulated Nurses: Canadian Trends, 2007 to 2011. Retrieved from https://secure.cihi.ca/free_products/Regulated_Nurses_EN.pdf