www.advanceweb.com | 2018 | FOCUS ON EDUCATION 27 or suffer the consequences.” Our point is that for the past 50 years, a considerable amount of effort has been made to put up barriers to successful progression for higher education. We have learned that the answers to solve this dilemma actually have repeated themselves in the literature. FINAL THOUGHTS The barriers that prevent success in establish- ing a BSN as entry level are not insurmount- able. These issues formulate around access to educational systems and financing of the education. If these barriers are approached in the same manner as many other national or international problems, the end result would be solved with consensus lead discussion and planning by those interested parties. Our thinking is to redirect political and profes- sional conversations away from futile barrier building and re-engage in constructive and collaborative efforts to provide prospective students and practicing nurses with a pathway to academic success. Building on lessons from the past and previous attempts, we believe that the educational standardization for entry into professional nursing practice can and must be settled. Everyone will be the winner, both nurses and patients. The state of New York has seemed to have figured this out and is on the way to profes- sional and academic standardization. We need to take lessons from the past and grow a pro- gressive forward movement. Instead of view- ing this concept as a threat—as the lobbying groups did in Oregon, Maine, Montana, and North Dakota—let’s build on New York’s for- mula for success and guide this achievement story to the benefit of the patient health care community we serve. n Heidi A. Sutton RN, MSN entered her Nursing Career beginning at the Marcy State School of Nursing diploma program, in New York.  From that point she continued her under graduate and graduate education at the State University of New York completing a Master’s degree in Nursing while simultaneously work- ing in critical care and cardiac intensive care units as a nurse and then as a critical care educator.  Seeking to gain leadership in nurs- ing, she entered the United States Army and spent 13 years as an Army reservist serv- ing in deployable field hospitals. Leadership roles also included, charge nurse, Nursing Supervisor and Nurse manager. Desiring to expand her practice capacity she took teach- ing positions at the State University of New York and taught under graduate nursing cur- riculum at the State University of New York at Utica/Rome and Plattsburgh State University.  Heidi currently coordinates and manages data analysis, research, and quality improve- ment at The University of Vermont’s Radiology Department.  She has authored a number of articles, abstracts, professional posters and presentations. Douglas E. Sutton RN, MSN entered his Nursing career beginning at the Mohawk Valley Committee College Nursing (A.A.S.) pro- gram (SUNY), in New York.  From that point he continued his under graduate and gradu- ate education at the State University of New York (SUNY) completing a Master’s degree in Nursing while simultaneously working in crit- ical care and cardiac intensive care units as a nurse.  Leadership roles also included, charge nurse, Nursing Supervisor and Nurse Manager. Doug has served over 30 years in the United States military and is currently assigned with the 158th  Fighter Wing in Burlington, Vermont.  Continued academic education also includes, leadership programs through the United States Naval War College, Graduate education in Senior Leadership from the Air Force War College, and the Air Force Command and Staff College.  Other supportive professional experi- ences include, adjunct clinical nursing faculty at Norwich University, Vermont State Board of Nursing, and manuscript reviewer for various professional journals.   Doug currently man- ages the Interventional Radiology division and Ultrasound division on all campuses at The University of Vermont’s Radiology Department.  He has authored a number of articles, abstracts, research projects, professional posters and pro- fessional presentations. REFERENCES Aiken, L. H., Clarke, S. P., Cheung, R. B., Sloane, D. M., & Silber, J. H. (2003). Educational levels of hospital nurses and surgical patient mortality. JAMA, 290(12), 1617–1623. Retrieved from https://jamanetwork.com/ journals/jama/fullarticle/197345 Aiken, L. H., Cimiotti, J. P., Sloane, D. M., Smith, H. L., Flynn, L., & Neff, D. F. (2011). The effects of nurse staffing and nurse education on patient deaths in hos- pitals with different work environments. Medical Care, 49(12), 1047–1053. Retrieved from https://www.ncbi. nlm.nih.gov/pmc/articles/PMC3217062/ Aiken, L. H., Sloane, D. M., Bruyneel, L., & Van den Heede, K. (2014). Nurse staffing and education and hospital mortality in nine European countries: A retrospective observational study. Lancet, 383(9931), 1824–1830. Retrieved from https://www.sciencedirect. com/science/article/pii/S0140673613626318 American Nurses Association. (1965). American Nurses Association first position on education for nursing. American Journal of Nursing, 65(12), 106–111. Blegen, M. A., Goode, C. J., Park, S. H., Vaughn, T., & Spetz, J. (2013). Baccalaureate education in nursing and patient outcomes. Journal of Nurs- ing Administration,  43(2), 89–94. Retrieved from https://s3.amazonaws.com/academia.edu. documents/43071422/Baccalaureate_Educa- tion_in_Nursing_and_P20160225-18940-13vb5us. pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53U- L3A&Expires=1532033956&Signature=gR5px- 8fAzbMdVLE5j32eB5JLh6A=&response-con- tent-disposition=inline Daly, K. (2011). Advanced nursing education is better for patients. The American Nurse, 43(2), 3. Retrieved from http://www.theamericannurse.org/2011/04/12/ advanced-nursing-education-is-better-for-patients/ Institute of Medicine. (2010). The future of nursing, leading change, advancing health. Retrieved from http://www.nationalacademies.org/hmd/Reports/2010/ The-Future-of-Nursing-Leading-Change-Advancing- Health.aspx Jacobs, L. A., DiMattio, M. J., Bishop, T. L., & Fields, S. D. (1998). The baccalaureate degree in nursing as an entry level requirement for professional nursing prac- tice. Journal of Professional Nursing, 14(4), 225–233. Retrieved from https://www.professionalnursing.org/ article/S8755-7223(98)80063-X/pdf McMenamin, P. (2014). RN retirements tsu- nami warning. 2022: Where have all the those nurses gone? American Nurses Association. Retrieved from http://www.ananursespace. org/blogs/peter-mcmenamin/2014/03/14/ rn-retirements-tsunami-warning?ssopc=1 Miller, P. G. (1985). The Nurse Training Act: A his- torical perspective. Advances in Nursing Science, 7(2), 47–65. National Institutes of Health. (2014). NIH research matters:  Nurse staffing, education affect patient safety. Retrieved from  https:// FOCUS ON EDUCATION  |  CONTINUING EDUCATION To take this course online for FREE, go to https://www. elitecme.com/nursing/courses/a- baccalaureate-degree-in-nursing- science%3b-the-minimum-entry- level-for-nursing-practice/ and use the code SCIENCE100 at checkout