History of the University of Michigan School of Nursing TABLE of CONTENTS
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Competency in School Nurse Practice
COMPETENCY IN SCHOOL NURSE PRACTICE CONNECTICUT STATE DEPARTMENT OF EDUCAtion – 2009 CONNECTICUT STATE DEPARTMENT OF EDUCATION Mark K. McQuillan, Commissioner George A. Coleman, Deputy Commissioner Division of Family and Student Support Services Charlene Russell-Tucker, Associate Commissioner Bureau of Health/Nutrition, Family Services and Adult Education Paul Flinter, Chief Cheryl-Ann Resha, R.N., Project Manager Publications Unit Donald G. Goranson, Jr., Editor Andrea Wadowski, Graphic Designer Janet Montague, Desktop Publisher Competency in SCHOOL NURSE PRActice CONNECTICUT STATE DEPARTMENT OF EDUCAtion This document is available on the Connecticut State Department of Education Web site at: http://www.ct.gov/sde/cwp/view.asp?q=2678&q=320768 ii COMPETENCY IN SCHOOL NURSE PRACTICE CONTENTs S ACKNOWLEDGMENTS ..................................................................................................................... iv PREFACE .............................................................................................................................................. v INTRODUCTION ................................................................................................................................ 1 Purpose ..........................................................................................................................................1 Highly Qualified Professionals .......................................................................................................1 COMPETENCIES ................................................................................................................................ -
Medical School
Medical School Texas A&M Professional School Advising can advise you realistically on whether you are a competitive applicant for admission to medical school, however only you can decide if medical school is truly what you want to do. One way to explore your interest is to gain exposure by volunteering and shadowing in the different healthcare professions we advise for. You can also observe or shadow a physician and talk to professionals in the different fields of healthcare. Another way is to read information about professional schools and medicine as a career and to join one of the campus pre-health organizations. What type of major looks best? Many applicants believe that medical schools want science majors or that certain programs prefer liberal arts majors. In actuality medical schools have no preference in what major you choose as long as you do well and complete the pre-requisite requirements. Texas A&M does not have a pre-medical academic track which is why we suggest that you choose a major that leads to what you would select as an alternative career. The reason for this line of logic is that you generally do better in a major you are truly passionate and interested in and in return is another great way to determine whether medicine is the right choice. Plus an alternative career provides good insurance if you should happen to change direction or postpone entry. Texas A&M University offers extensive and exciting majors to choose from in eleven diverse colleges. If your chosen major does not include the prerequisite courses in its curriculum, you must complete the required courses mentioned below either as science credit hours or elective credit hours. -
A Presentation of Post-Licensure Nursing Education Programs in California
California Board of Registered Nursing 2016-2017 Annual School Report Data Summary and Historical Trend Analysis A Presentation of Post-Licensure Nursing Education Programs in California July 9, 2018 Prepared by: Lisel Blash, MS, MPA Joanne Spetz, PhD University of California, San Francisco 3333 California Street, Suite 265 San Francisco, CA 94118 CONTENTS PREFACE AND SURVEY METHODS .............................................................................................................. 3 NURSING EDUCATION SURVEY DESIGN ............................................................................................................. 3 SURVEY PARTICIPATION ................................................................................................................................... 3 ANALYSIS ......................................................................................................................................................... 4 POST-LICENSURE RN EDUCATION PROGRAM SUMMARY AND TRENDS .............................................. 5 RN-TO-BSN PROGRAMS .................................................................................................................................. 5 Number of RN-to-BSN Programs .............................................................................................................. 5 Program Information .................................................................................................................................. 5 New Student Enrollments ......................................................................................................................... -
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. -
Program and Health Requirements for Bsn Students
CLEVELAND STATE UNIVERSITY ♦ SCHOOL OF NURSING PROGRAM AND HEALTH REQUIREMENTS FOR BSN STUDENTS Cleveland State University Advancing Excellence in Nursing Professionals 1 CLEVELAND STATE UNIVERSITY ♦ SCHOOL OF NURSING 2 CLEVELAND STATE UNIVERSITY ♦ SCHOOL OF NURSING PROGRAM AND HEALTH REQUIREMENTS FOR STUDENTS This packet contains information and forms which must be completed. Please adhere to the appropriate deadlines for submission of the forms to the School of Nursing: th o Traditional BSN Program (Fall, Daytime-Early Decision) – Before May 15 th o Traditional BSN Program (Fall, Daytime)– Before June 15 th o Traditional BSN Program (Spring, Evening/Weekends) – Before December 15 th o Accelerated BSN Program – Before October 30 th o RN to BSN Fall Program – Before September 30 th o RN to BSN Spring Program – Before January 30 • Prelicensure Student Handbook: Go to the School of Nursing Home page at: www.csuohio.edu/nursing/information/information-for-current-students Download the Undergraduate Student Prelicensure Handbook and read completely Print and sign the following sheets: Memorandum of Understanding Informed Consent • Program and Health Documentation Required: Ability to Perform Nursing Tasks Health Examination Medical Forms with TDap Booster Varicella (Chicken Pox) Titer Measles Mumps Rubella (MMR) Titer Tuberculin Mantoux Skin Test or Chest X-Ray Verification Seasonal Influenza Vaccination Hepatitis B Titer Vision Screening Dental Exam Form (optional but recommended) • Other Information Required: Health Insurance Verification Automobile Information Fingerprinting and Background Check Information CPR Certification Information Agency Confidentiality and related forms (Traditional BSN Evening/Weekends excluded) Uniform – Dress Code Requirements (ABSN & Traditional BSN only) 1. Before you submit the documents indicated above- make a copy for your records. -
Curriculum Vitae MICHAEL J
Curriculum Vitae MICHAEL J. KREMER, PhD, CRNA, CHSE, FNAP, FAAN BUSINESS ADDRESS: Rush University College of Nursing/Rush Center for Clinical Skills and Simulation 600 S. Paulina St., #1034/1750 W. Harrison St., KP 192 Chicago, IL 60612-3833 Phone: 312.942.6125 E-mail: Mike [email protected] EDUCATION 1997-1998 Post-doctoral research fellow, psychoneuroimmunology, Rush University College of Nursing. NINR-funded institutional training grant #T32NR07052, “Clinical Symptoms with Potential for Immunosuppression.” 1993-1997 PhD, Rush University College of Nursing, Chicago, Illinois. Recipient, Nurse Anesthetist Faculty Fellowship funds from U.S. Department of Health and Human Services, #2A22NU50026-02. Dissertation: A Study of Clinical Decision Making by Nurse Anesthetists 1989-1991 M.S.N., Nursing Leadership, Seattle Pacific University, Seattle, Washington. 1979-1981 B.S., Nurse Anesthesia, University of Illinois – Springfield (formerly Sangamon State University) Certificate, St. John’s Hospital, Springfield, Illinois. 1975-1978 B.S., Nursing, Northern Illinois University, DeKalb, Illinois 1971-1975 B.A., Psychology, Northern Illinois University, DeKalb, Illinois PROFESSIONAL EXPERIENCE 2018-present Professor, Adult Health & Gerontological Nursing, Rush University College of Nursing; Professor, Nursing Division, Rush University Graduate College 2020-2021: Chair, College of Nursing Admissions and Progressions Committee 2020: Member, Adult Health and Gerontological Nursing Chair Search Committee 2019: Chair, Rush University Library Director -
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 ....................................... -
Preventive Health Care
PREVENTIVE HEALTH CARE DANA BARTLETT, BSN, MSN, MA, CSPI Dana Bartlett is a professional nurse and author. His clinical experience includes 16 years of ICU and ER experience and over 20 years of as a poison control center information specialist. Dana has published numerous CE and journal articles, written NCLEX material, written textbook chapters, and done editing and reviewing for publishers such as Elsevire, Lippincott, and Thieme. He has written widely on the subject of toxicology and was recently named a contributing editor, toxicology section, for Critical Care Nurse journal. He is currently employed at the Connecticut Poison Control Center and is actively involved in lecturing and mentoring nurses, emergency medical residents and pharmacy students. ABSTRACT Screening is an effective method for detecting and preventing acute and chronic diseases. In the United States healthcare tends to be provided after someone has become unwell and medical attention is sought. Poor health habits play a large part in the pathogenesis and progression of many common, chronic diseases. Conversely, healthy habits are very effective at preventing many diseases. The common causes of chronic disease and prevention are discussed with a primary focus on the role of health professionals to provide preventive healthcare and to educate patients to recognize risk factors and to avoid a chronic disease. nursece4less.com nursece4less.com nursece4less.com nursece4less.com 1 Policy Statement This activity has been planned and implemented in accordance with the policies of NurseCe4Less.com and the continuing nursing education requirements of the American Nurses Credentialing Center's Commission on Accreditation for registered nurses. It is the policy of NurseCe4Less.com to ensure objectivity, transparency, and best practice in clinical education for all continuing nursing education (CNE) activities. -
Curriculum Vitae of Derrick C. Glymph, Dnap, Crna, Aprn, Col., Usar
CURRICULUM VITAE OF DERRICK C. GLYMPH, DNAP, CRNA, APRN, COL., USAR EDUCATION University of South Florida, Tampa, FL PhD in Nursing Science, August 2017-Present (Expected graduation fall 2021) Virginia Commonwealth University, Richmond, VA Doctor of Nurse Anesthesia Practice, May 2010 Virginia Commonwealth University, Richmond, VA Master of Science in Nurse Anesthesia, December 2004 Norfolk State University, Norfolk, VA Bachelor of Science in Nursing May 1997 Norfolk State University, Norfolk, VA Associate of Science in Nursing, May 1995 U.S. Army Practical Nurse Course, Ft. Sam Houston, TX Licensed Practical Nurse, June 1993 FULL-TIME ACADEMIC EXPERIENCE AT FIU Enrollment & Global Initatives Coordinator,NWCNHS, August 2020-present Chair, Department of Nurse Anesthetist Practice, December 2019-August 2020 Interim Chair, Department of Nurse Anesthetist Practice, December 2018-2019 Clinical Associate Professor, April 2017-present Clinical Assistant Professor, October 2011-April 2017 Department of Nurse Anesthetist Practice, Florida International University, Miami, FL PART-TIME ACADEMIC EXPERIENCE Clinical Adjunct Professor, February 2005-October 2011 Nurse Anesthesia Program, Old Dominion University, Norfolk, VA NON-ACADEMIC EXPERIENCE Certified Registered Nurse Anesthetist May 2019- Present, Memorial Regional Medical Center, Hollywood, FL Derrick C. Glymph, DNAP, CRNA Certified Registered Nurse Anesthetist, December 2011-November 2018 Miami Beach Anesthesiology Associates Inc., Mt. Sinai Medical Center, Miami Beach, FL Certified Registered -
Course-Catalog.Pdf
2020-2021 SCHOOL OF MEDICINE COURSE CATALOG 1 Introduction The School of Medicine Student Course Catalog is a reference for medical and academic health students and others regarding the administrative policies, rules and regulations of Emory University and the Emory University School of Medicine. In addition, the Student Handbook contains policies and procedures for areas such as admissions, academic and professional standards, progress and promotion, financial aid, student organizations, disability insurance, academic and personal counseling, and student health. It is the responsibility of each student enrolled in the Emory University School of Medicine programs to understand and abide by the regulations and policies within the course catalog, student handbook, and within Emory University. Accreditation Statement Emory University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associate, baccalaureate, master, education specialist, doctorate and professional degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Emory. Nondiscrimination Statement Emory University is an inquiry-driven, ethically engaged, and diverse community dedicated to the ideals of free academic discourse in teaching, scholarship, and community service. Emory University abides by the values of academic freedom and is built on the assumption that contention among different views is positive and necessary for the expansion of knowledge, both for the University itself and as a training ground for society at large. Emory is committed to the widest possible scope for the free circulation of ideas. The University is committed to maintaining an environment that is free of unlawful harassment and discrimination. -
Curriculum Inventory (CI) Glossary Last Updated 11/30/2020 1 © 2020 Association of American Medical Colleges
Curriculum Inventory (CI) Glossary This glossary lists and defines terms commonly used for the AAMC CI program. This CI Glossary is intended for use by schools for curriculum occurring between July 1, 2020 -June 30, 2021, for upload to the AAMC in August 2021. Contents Concepts Related to CI Content...................................................................................................................................................................... 3 Academic level and academic year................................................................................................................................................................. 3 Academic level............................................................................................................................................................................................... 3 Current academic year ................................................................................................................................................................................. 3 Previous academic year ............................................................................................................................................................................... 3 Events.................................................................................................................................................................................................................. 3 Events ............................................................................................................................................................................................................ -
Portsmouth Healthcare NHS Trust
DOH601899-0001 Portsmouth HealthCare NHS Trust One Year On: Aspects of Clinical Nursing Governance in the Department of Elderly Medicine Eileen Thomas September 2001 DOH601899-0002 Executive Summary This summary reports the findings of a review into aspects of clinical nursing governance in the Department of Elderly Medicine, Portsmouth HealthCare NHS Trust. The same methods were used as those in an initial review conducted between January and May 2000. This first review was instigated as a result of high staff turnover and recruitment difficulties which had implications for bed availability and care quality. As a consequence of the first review, many changes have been implemented. There was clear evidence of increased responsiveness to staff requests for different ways of working, and several statistical indicators demonstrated improvements. A new clinical career structure had enabled clinical supervision to be developed and in general morale throughout the division was much higher than it had been previously. The NHS modernisation agenda requires that more improvements are made in the future. espcially those based around patient care needs. The report recommends some ways in which the division can rise to meet these challenges in the future DOH601899-0003 1. Introduction 1.1 During the early months of 2000, a review was conducted into aspects of Clinical Nursing Governance in the Department of Elderly Medicine, Portsmouth HealthCare NHS Trust. It was instigated primarily as a result of short term bed closures which occurrred as a result of high turnover and nursing recruitment difficullties. The subsequent report made a number of recommendations and provided several learning points for the division.