The Benefits of Using Standardized Nursing Terminology
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How to Display Your Credentials
How to Display Your Credentials How to display your credentials Common questions and answers about displaying your credentials in the proper order why do we need a standard other certifications include non-nursing way to list credentials? certifications that recognize additional skills. One example is the EMT-Basic/EMT, awarded by the Having a standard way ensures that everyone— National Registry of Emergency Medical Technicians. including nurses, healthcare providers, consumers, third-party payers, and government officials— understands the significance and value of credentials. what credentials do i Have to use? On legal documents such as prescriptions and notes what is the preferred order of credentials? on medical records, you must use the credentials required by your state for your area of practice, for The preferred order is: example, Susan Jones, RN, or Joyce Smith, APRN. Highest earned degree In professional endeavors such as speaking, Licensure writing for publication, or providing testimony State designations or requirements before a legislative body, use all your relevant National certifications credentials. Note that journals sometimes order Awards and honors credentials differently, and it is acceptable to conform to their style. Other recognitions what if i Have More than one why is this order recommended? of the same type of credential? The education degree comes first because it is List the highest education degree first, for example, a “permanent” credential, meaning it cannot be Michael Anderson, PhD, MSN. In most cases, one taken away except under extreme circumstances. degree is enough, but if your second degree is in The next two credentials (licensure and state another relevant field, you may choose to list it. -
MIGRATION of NURSING and MIDWIFERY WORKFORCE in the STATE of KERALA This Report Was Prepared by Researchers from Oxford Policy Management (Krishna D
CASE STUDY | INDIA FROM BRAIN DRAIN TO BRAIN GAIN MIGRATION OF NURSING AND MIDWIFERY WORKFORCE IN THE STATE OF KERALA This report was prepared by researchers from Oxford Policy Management (Krishna D. Rao, Aarushi Bhatnagar, Radhika Arora, Swati Srivastava, Udit Ranjan), the Centre for Development Studies, Trivandrum (S. Irudaya Rajan, Sunitha Syam), the Health Systems Research India Initiative (Arun Nair, S.J. Sini Thomas), and the WHO Country Office for India (Tomas Zapata). Please address all correspondence to Krishna D. Rao ([email protected]) and Aarushi Bhatnagar ([email protected]) © WHO, all rights reserved November 2017 Contents Acknowledgements .......................................................3 6. Discussion ....................................... 29 Abbreviations ...............................................................4 6.1 Production, stock and migration of nurses ....... 29 6.1.1 Production ...................................... 29 Executive summary ........................................................5 6.1.2 Stock .............................................. 30 1. Background ........................................ 7 6.1.3 Migration ........................................ 31 6.2 Factors influencing migration patterns ............ 33 1.1 Kerala state ..................................................9 6.2.1 Endogenous push and pull factors ....... 33 1.2 Migration of health workers........................... 10 6.2.2 Exogenous push and pull factors .........34 2. Objectives ....................................... -
A Methodology for Developing a Nursing Education Minimum Dataset Aziza A
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 11-10-2005 A Methodology for Developing a Nursing Education Minimum Dataset Aziza A. Rajab University of South Florida Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the American Studies Commons Scholar Commons Citation Rajab, Aziza A., "A Methodology for Developing a Nursing Education Minimum Dataset" (2005). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/826 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. A Methodology for Developing a Nursing Education Minimum Dataset by Aziza A. Rajab A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy College of Nursing University of South Florida Major Professor: Mary E. Evans, Ph.D. Patricia Burns, Ph.D. Arthur Shapiro, Ph.D. Jason Beckstead, Ph.D. Date of Approval: November 10, 2005 Keywords: coding scheme, classification systems, Delphi, focus group, nursing database, nursing data element, nursing education, online survey, ontology, taxonomy, unified nursing language © Copyright 2005, Aziza A. Rajab Acknowledgments Thanks goes first to God Almighty, Allah the most merciful, compassionate, and gracious, for granting me the health and ability to conduct this study. A very special thank you goes to my advisor, chair, and Associate Dean for Research & Doctoral Study in the College of Nursing, Dr. Mary E. Evans for her guidance, supervision, and instruction throughout my doctoral studies and this research. -
Nursing Research: Challenges
NURSING RESEARCH: CHALLENGES AND OPPORTUNITIES PRESENTED BY OPARA HOPE CHIZOLUM AT GLOBAL RESEARCH NURSES WORKSHOP 24th and 25th May 2021 NNAMDI AZIKIWE UNIVERSITY TEACHING HOSPITAL, NNEWI OUTLINE FOR THE PRESENTATION INTRODUCTION WHAT IS NURSING RESEARCH? IMPORTANCE OF RESEARCH TO NURSING WHAT ARE THE OPPORTUNITIES? CHALLENGES FACED BY NURSE RESEARCHERS WAY FORWARD CONCLUSION INTRODUCTION Research is a way of thinking: examining critically the various aspects of your day-to-day work; understanding and formulating guiding principles that govern a procedure; and developing and, testing new theories that contribute to the advancement of your practice and profession (Odunze, 2019). It is a habit of questioning what you do, and a systematic examination of clinical observations to explain and find answers for what you perceive, with a view to instituting appropriate changes for a more effective professional service (Kumar et al, 2016) Today’s healthcare system is complex, and patients have increasingly varied needs. Developing solutions for the health issues of diverse populations requires providers with many different perspectives (National Institute of Nursing Research, 2016). Nurses provide direct care to their patients on a daily basis, so they know which approaches work well and which need adjusting. Nursing concerns are the heart of nursing research. even when nurses want to improve care through research findings, several barriers have hindered the progress. WHAT IS NURSING RESEARCH? Nursing research is research that provides a body of knowledge and evidence used to support nursing practices (the American Association of Colleges of Nursing, 2016) . Evidence-based practice requires using research outcomes to drive clinical decisions and care. -
Nursing Students' Perspectives on Telenursing in Patient Care After
Clinical Simulation in Nursing (2015) 11, 244-250 www.elsevier.com/locate/ecsn Featured Article Nursing Students’ Perspectives on Telenursing in Patient Care After Simulation Inger Ase Reierson, RN, MNSca,*, Hilde Solli, RN, MNSc, CCNa, Ida Torunn Bjørk, RN, MNSc, Dr.polit.a,b aFaculty of Health and Social Studies, Institute of Health Studies, Telemark University College, 3901 Porsgrunn, Norway bFaculty of Medicine, Institute of Health and Society, Department of Nursing Science, University of Oslo, 0318 Oslo, Norway KEYWORDS Abstract telenursing; Background: This article presents the perspectives of undergraduate nursing students on telenursing simulation; in patient care after simulating three telenursing scenarios using real-time video and audio nursing education; technology. information and Methods: An exploratory design using focus group interviews was performed; data were analyzed us- communication ing qualitative content analysis. technology; Results: Five main categories arose: learning a different nursing role, influence on nursing assessment qualitative content and decision making, reflections on the quality of remote comforting and care, empowering the pa- analysis tient, and ethical and economic reflections. Conclusions: Delivering telenursing care was regarded as important yet complex activity. Telenursing simulation should be integrated into undergraduate nursing education. Cite this article: Reierson, I. A., Solli, H., & Bjørk, I. T. (2015, April). Nursing students’ perspectives on telenursing in patient care after simulation. Clinical Simulation in Nursing, 11(4), 244-250. http://dx.doi.org/ 10.1016/j.ecns.2015.02.003. Ó 2015 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/ by-nc-nd/4.0/). -
A Systematic Review of Omaha System Literature in Turkey
Nursing Informatics 2016 633 W. Sermeus et al. (Eds.) © 2016 IMIA and IOS Press. This article is published online with Open Access by IOS Press and distributed under the terms of the Creative Commons Attribution Non-Commercial License. doi:10.3233/978-1-61499-658-3-633 A Systematic Review of Omaha System Literature in Turkey Selda SECGİNLİ, PhD, Associate Professor a,1, Nursen O. NAHCİVAN, PhD, Professora, Karen A. MONSEN PhD, RN, FAAN b a Florence Nightingale Nursing Faculty, Istanbul University, Istanbul, Turkey b School of Nursing, University of Minnesota and Institute for Health Informatics, Minneapolis, Minnesota, USA Keywords. Omaha System; Systematic review; Standardized terminology; Turkey 1. Introduction The Omaha System is a comprehensive tool for enhancing practice, documentation and information management across health care settings.1 This systematic review presents the state of science on the use of the Omaha System in practice, research, and education Turkey and to suggest areas for future research. 2. Methods A systematic review of the literature published between 2000 and 2014 was conducted, searching electronic databases of Ovid MEDLINE, PUB MED, Cochrane CENTRAL Register of Controlled Trials, CINAHL, PsycINFO, Web of Knowledge, Scopus, Google Scholar, ULAKBIM Turkish Medical Database and Council of Higher Education Thesis Center. The primary key word “Omaha System” and its Turkish translations were used for searching. Methodological quality of the reviewed research studies was evaluated with Joanna Briggs Institute MAStARI Critical Appraisal checklists for identifying methodological flaws in the studies included. Articles were included if studies were conducted in Turkey and published in either Turkish or English. All articles were read and then categorized to one of five categories: “analyzing client problems”, “clinical process”, “client outcomes”, “advanced classification research”, and “reports on unpublished master’s and doctoral dissertations”. -
SYLLABUS-NURSING 3304-110 NURSING RESEARCH Texas A&M University - Central Texas Spring 2021 Texas A&M University-Central Texas
SYLLABUS-NURSING 3304-110 NURSING RESEARCH Texas A&M University - Central Texas Spring 2021 Texas A&M University-Central Texas COURSE DATES, MODALITY, AND LOCATION Course Dates- January 19-May 14 web-based course taught online through the TAMUCT Canvas Learning Management System: [https://tamuct.instructure.com] INSTRUCTOR AND CONTACT INFORMATION Instructor: Lee Ogburn-Russell Office: On line Phone: 512-864-5090 Email: [email protected]. This is the preferred e-mail. Office Hours: Phone or synchronous online interaction can be arranged by appointment to accommodate student needs. Student-instructor interaction: Emails and messages within Canvas are checked daily. Students may expect a response within 24 to 48 hours. Office hours may also include synchronous online interaction to meet student’s learning needs and serving as a resource person to guide the student in the learning process. Other teaching strategies include online assignments, online discussion boards, a scholarly paper, and quizzes. WARRIOR SHIELD Emergency Warning System for Texas A&M University-Central Texas Warrior Shield is an emergency notification service that gives Texas A&M University-Central Texas the ability to communicate health and safety emergency information quickly via email, text message, and social media. All students are automatically enrolled in Warrior Shield through their myCT email account. Connect to Warrior Shield by 911Cellular [https://portal.publicsafetycloud.net/Account/Login] to change where you receive your alerts or to opt out. By staying enrolled in Warrior Shield, university officials can quickly pass on safety-related information, regardless of your location. COVID-19 SAFETY MEASURES To promote public safety and protect students, faculty, and staff during the coronavirus pandemic, Texas A&M University-Central Texas has adopted policies and practices to minimize virus transmission. -
Use of Nursing Diagnosis in CA Nursing Schools
USE OF NURSING DIAGNOSIS IN CALIFORNIA NURSING SCHOOLS AND HOSPITALS January 2018 Funded by generous support from the California Hospital Association (CHA) Copyright 2018 by HealthImpact. All rights reserved. HealthImpact 663 – 13th Street, Suite 300 Oakland, CA 94612 www.healthimpact.org USE OF NURSING DIAGNOSIS IN CALIFORNIA NURSING SCHOOLS AND HOSPITALS INTRODUCTION As part of the effort to define the value of nursing, a common language continues to arise as a central issue in understanding, communicating, and carrying out nursing's unique role in identifying and treating patient response to illness. The diagnostic process and evidence-based interventions developed and subsequently implemented by a practice discipline describe its unique contribution, scope of accountability, and value. The specific responsibility registered nurses (RN) have in assessing patient response to health and illness and determining evidence-based etiology is within the realm of nursing’s autonomous scope of practice, and is referred to as nursing diagnosis. It is an essential element of the nursing process and is followed by implementing specific interventions within nursing’s scope of practice, providing evidence that links professional practice to health outcomes. Conducting a comprehensive nursing assessment leading to the accurate identification of nursing diagnoses guides the development of the plan of care and specific interventions to be carried out. Assessing the patient’s response to health and illness encompasses a wide range of potential problems and actual concerns to be addressed, many of which may not arise from the medical diagnosis and provider orders alone, yet can impede recovery and impact health outcomes. Further, it is critically important to communicate those problems, potential vulnerabilities and related plans of care through broadly understood language unique to nursing. -
Key Performance Indicators a Guide to Choosing, Developing and Using Kpis for Clinical Nurse/Midwife Specialists and Advanced Nurse/Midwife Practitioners
DISCUSSION PAPER 3 Key Performance Indicators A Guide to Choosing, Developing and Using KPIs for Clinical Nurse/Midwife Specialists and Advanced Nurse/Midwife Practitioners DECEMBER 2010 KEY PERFORMANCE INDICATORS Introduction Development of healthcare in Ireland, including its structures and delivery of care, is driven by the safety and quality agenda that has become increasingly explicit in the last ten years (Department of Health and Children 2008). Nurses and midwives have contributed and continue to contribute to the enhancement of patient care and this contribution can be captured and articulated by focusing on their clinical outcomes. The National Council for the Professional Development of Nursing and Midwifery has provided focused guidance on measuring clinical outcomes in its discussion paper Clinical Outcomes (National Council 2010a). Building on that guidance, the present discussion paper has been developed as a resource for clinical nurse/midwife specialists (CNSs/CMSs) and advanced nurse/midwife practitioners (ANPs/AMPs) wishing to articulate and clarify their contribution to patient care. The need for this specialised guidance emerged from a recent evaluation of CNSs’/CMSs’ and ANPs’/AMPs’ clinical outcomes, and the final report on the evaluation contains a recommendation concerning the development of key performance indicators relevant to the roles of these nurses and midwives. The Evaluation of Clinical Nurse/Midwife Specialists and Advanced Nurse/Midwife Practitioners in Ireland Known as the SCAPE Project, the examination of CNSs’/CMSs’ and ANPs’/AMPs’ clinical outcomes involved the use of an extensive variety of research methods and date collection tools (Begley et al 2010). The study demonstrated that patient care provided by CNSs/CMSs and ANPs/AMPs improved patient outcomes, as well as being safe and cost-neutral. -
Nursing Documentation in Clinical Practice
From the Department of Nursing, Karolinska Institutet, Stockholm, Sweden Nursing Documentation in Clinical Practice Instrument development and evaluation of a comprehensive intervention programme Catrin Björvell Stockholm 2002 Nursing Documentation in Clinical Practice Instrument development and effects of a comprehensive education programme By: Catrin Björvell Cover layout: Tommy Säflund Printed at: ReproPrint AB, Stockholm ISBN 91-7349-297-3 NURSING DOCUMENTATION IN CLINICAL PRACTICE There is nothing more difficult to carry out, nor more doubtful of success, nor more dangerous to handle than to initiate a new order of thing. Machiavelli, The Prince Nursing documentation in clinical practice Instrument development and evaluation of a comprehensive intervention programme Catrin Björvell, Department of Nursing, Karolinska Institutet, Stockholm, Sweden Abstract The purpose of this study was to describe and analyse effects of a two-year comprehensive intervention concerning nursing documentation in patient records when using the VIPS model - a model designed to structure nursing documentation. Registered Nurses (RNs) from three acute care hospital wards participated in a two-year intervention programme, in addition, a fourth ward was used for comparison. The intervention consisted of education about nursing documentation in accordance with the VIPS model and organisational changes. To evaluate effects of the intervention patient records (n=269) were audited on three occasions: before the intervention, immediately after the intervention and three years after the intervention. For this purpose, a patient record audit instrument, the Cat-ch-Ing, was constructed and tested. The instrument aims at measuring both quantitatively and qualitatively to what extent the content of the nursing process is documented in the patient record. -
Letter from ANA to the Office of National Coordinator for Health IT
November 6, 2015 Karen DeSalvo, MD, MPH, MSc National Coordinator Office of National Coordinator for Health IT Department of Health and Human Services 200 Independence Ave, SW Washington, DC 20201 Re: Comments on 2016 Interoperability Standards Advisory Best Available Standards and Implementation Specifications Submitted via: https://www.healthit.gov/standards-advisory/2016 Dear Dr. DeSalvo: The American Nurses Association (ANA) welcomes the opportunity to provide comments on the document “2016 Interoperability Standards Advisory Best Available Standards and Implementation Specifications.” As the only full-service professional organization representing the interests of the nation’s 3.4 million registered nurses (RNs), ANA is privileged to speak on behalf of its state and constituent member associations, organizational affiliates, and individual members. RNs serve in multiple direct care, care coordination, and administrative leadership roles, across the full spectrum of health care settings. RNs provide and coordinate patient care, educate patients, their families and other caregivers as well as the public about various health conditions, wellness, and prevention, and provide advice and emotional support to patients and their family members. ANA members also include the four advanced practice registered nurse (APRN) roles: nurse practitioners, clinical nurse specialists, certified nurse-midwives and certified registered nurse anesthetists.1 We appreciate the efforts of the Office of the National Coordinator for Health Information Technology -
Brush School District Re 2J District Wide School Nurse Job Description Reports To: Superintendent Terms of Employment: 169 Day W
Brush School District Re 2J District Wide School Nurse Job Description Reports to: Superintendent Terms of employment: 169 day work year, certified salary schedule Position Summary: The purpose of the district school nurse position is to ensure that the health needs during the school day of all students in the Brush school district are addressed. The district nurse will supervise and collaborate with the Thomson licensed practical nurse. The district school nurse will oversee school health services at the district level. Principle Responsibilities: The district school nurse will: 1. Provide nursing care for the health needs of students including emergencies 2. Develop and implement health care plans 3. Participate in the identification process of children with special needs 4. Maintain student health records 5. Direct the immunization program 6. Direct the vision and hearing screening program 7. Manage communicable disease outbreaks 8. Serve as a case manager for at-risk children 9. Serve as a liaison between and resource for teachers, administrators, parents, and community health care providers 10. Conduct health assessments 11. Delegate to, train, and supervise unlicensed assistive personnel 12. Serve as the Child Care Health Consultant for the preschool and Head Start 13. Oversee school health services at the district level 14. Supervise the licensed practical nurse at Thomson POSITION REQUIREMENTS Minimum Education: Bachelor’s degree in school nursing preferred Current license to practice as a registered nurse in Colorado, Current national certification in school nursing Current certification in CPR/AED and first aid Minimum Experience: Three years of experience in school nursing preferably in pediatrics in a hospital or clinical setting At least three years as an RN, preferably in pediatrics in a hospital or clinical setting Experience in outpatient settings with long term planning would beneficial.