The Historical Review of Nursing and The
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Licensed Practical Nurse
HEALTH CAREER INFORMATION SHEETS Licensed Practical Nurse Professional Activities Licensed practical nurses (LPNs), or licensed vocational nurses (LVNs), care for people who are sick, injured, convalescent, or disabled under the direction of physicians and registered nurses. LPNs care for patients in many ways. Often, they provide basic bedside care. Many LPNs measure and record patients' vital signs such as height, weight, temperature, blood pressure, pulse, and respiration. They also prepare and give injections and enemas, monitor catheters, dress wounds, and give alcohol rubs and massages. As part of their work, LPNs collect samples for testing, perform routine laboratory tests, and record food and fluid intake and output. They clean and monitor medical equipment. Sometimes, they help physicians and registered nurses perform tests and procedures. Some LPNs help to deliver, care for, and feed infants. LPNs also monitor their patients and report adverse reactions to medications or treatments. LPNs gather information from patients, including their health history and how they are currently feeling. They may use this information to complete insurance forms, pre-authorizations, and referrals, and they share information with registered nurses and doctors to help determine the best course of care for a patient. LPNs often teach family members how to care for a relative or teach patients about good health habits. Most LPNs are generalists and will work in any area of healthcare. However, some work in a specialized setting, such as a nursing home, a doctor's office, or in home healthcare. LPNs in nursing care facilities help to evaluate residents' needs, develop care plans, and supervise the care provided by nursing aides. -
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 ....................................... -
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/). -
Nurse Education Graduates
NURSE EDUCATION GRADUATES CLASS OF 2020 THE PINNING CEREMONY 2020 Graduates The pin is a tradition in nursing. Every school of nursing Marie Andrews Alyssa Hall has its unique pin. Frequently, the pin embodies the Samantha Bahantka Carissa Hamilton school seal, and some, like SUNY Corning Community College, Vanessa Barnes Ryleigh Hancock incorporate the school colors. Erica Barrett Jessica Hand Sinead Bond Shannon Havens The book and lamp of knowledge were to represent Ashley Boyer Cassandra Hayes the educational foundation on which the “new” associate Sarah Braveman Samantha Held degree nursing programs were to be based. Melanie Cartegena Raymond Homolka Taylor Crawford Emily Houghtaling The scroll, quill, and ink bottle, which were to represent Alyssa Crout Natalie Hughes Florence Nightingale’s Notes on Nursing, should be the Amanda Denson Yasmin Hussain basis for the nursing education portion of the curriculum. Stephanie Deubler Anthony Malmquist Adam DuBois Daniel Mantz Lydia Fillmore Cassandra Miller Kristina Foglia Tyler Morehouse Meredith Foster Nicole Jayne Hannah Fox Emily Jerzak Diane Frampton Cheyenne Kepner Diane Galbraith Emilee Knapp Kristine Gessner Melissa Krause Shaylene Graves Sara Kuhnel 2020 Graduates CLASS OF 2020 NURSING SOCIETY OFFICERS Gretchen Larrison Katherine Rominger Erika Lewis Faith Scalia Marie Andrews, President Lindsey Putney, Vice-President Virginia Livermore-Johnson Ann Scott Adam DuBois, Secretary Kristi Manuilow Corin Smith Hillary Millard, Treasurer Tari McCallum Kayla Smith John Tucker, Senator Alice McDonald Samantha Snyder AWARD RECIPIENTS Brian McLinko Samantha Taylor Academic Excellence Carissa Miller Rachel Thurston Kristina E. Foglia Crystal Miller Simone Trimble Matthew Miller Christopher Vanderpoel Clinical Excellence Brian J. McLinko Hillary Millerd Tanya Vennel Shannon Nugent Jennifer Wattles Pauline J. -
Failure to Complete BSN Nursing Programs: Students' Views
101 Failure to Complete BSN Nursing Programs: Students’ Views Nancy Elkins, Marshall University Abstract This phenomenological research study investigated the lived experiences of students who did not succeed in completing a 4-year baccalaureate nursing school (BSN) program. The sample for this study included students who failed to completed baccalaureate nursing programs within the last ten years. The geographical area of the sample included students who attended schools in the central and south-western Appalachian counties of the state of West Virginia and the bordering counties in Ohio, Kentucky, and Virginia. A total of 18 participants were interviewed and the interviews were recorded so the data would be collected in a systematic way to facilitate data analysis. There is little empirical data regarding retention in a BSN program and students’ views as to why they were unable to complete their BSN program. Further research is needed to understand nursing student attrition, especially students’ perceptions, which would help nurse educators identify nursing students’ needs, review program’s policies, and possible curriculum changes needed to help students successfully complete their nursing program. Keywords: Nursing Education, Persistence, Student Perceptions and Motivations Introduction A nursing shortage has been predicted in the United States due to the aging nursing workforce and the future needs of the baby-boomers as they age. The Government Affairs Committee of the American Nurses Association (ANA) predict that by 2022 that the United States will need to produce more than one million additional nurses to fill both new nursing jobs and replace the wave of retiring nurses. The premise of this study is that if we better understood why students fail nursing schools, faculty could support program or policy changes, or initiate admission procedures that would better predict student success in baccalaureate nursing programs; thereby, the predicted nursing shortage could be mitigated. -
Role Development of the CRNA Clinical Educator Utilizing an On-Line Resource
St. Catherine University SOPHIA Doctor of Nursing Practice Projects Nursing 5-2013 Role Development of the CRNA Clinical Educator Utilizing an On- Line Resource Ann Bernice Sullivan St. Catherine University Follow this and additional works at: https://sophia.stkate.edu/dnp_projects Recommended Citation Sullivan, Ann Bernice. (2013). Role Development of the CRNA Clinical Educator Utilizing an On-Line Resource. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/dnp_projects/36 This Doctor of Nursing Practice Project is brought to you for free and open access by the Nursing at SOPHIA. It has been accepted for inclusion in Doctor of Nursing Practice Projects by an authorized administrator of SOPHIA. For more information, please contact [email protected]. Role Development of the CRNA Clinical Educator Utilizing an On-Line Resource Systems Change Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice St. Catherine University St. Paul, Minnesota Ann Bernice Sullivan March 2013 i Role Development of the CRNA Clinical Educator Utilizing an On-line Resource ST. CATHERINE UNIVERSITY ST. PAUL, MINNESOTA This is to certify that I have examined this Doctor of Nursing Practice systems change project written by Ann Bernice Sullivan And have found that it is complete and satisfactory in all respects, and that any and all revisions required by the final examining committee have been made. Graduate Program Faculty Name of Faculty Project Advisor __________________5/20/13__________________ Date DEPARTMENT OF NURSING ii Role Development of the CRNA Clinical Educator Utilizing an On-line Resource © Ann Bernice Sullivan March 2013 All Rights Reserved iii Role Development of the CRNA Clinical Educator Utilizing an On-line Resource Executive Summary Clinical education is an essential component of nurse anesthesia education. -
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. -
JNR0120SE Globalprofile.Pdf
JOURNAL OF NURSING REGULATION VOLUME 10 · SPECIAL ISSUE · JANUARY 2020 THE OFFICIAL JOURNAL OF THE NATIONAL COUNCIL OF STATE BOARDS OF NURSING JOURNAL Volume 10 Volume OF • Special Issue Issue Special NURSING • January 2020 January REGULATION Advancing Nursing Excellence for Public Protection A Global Profile of Nursing Regulation, Education, and Practice National Council of State Boards of Nursing Pages 1–116 Pages JOURNAL OFNURSING REGULATION Official publication of the National Council of State Boards of Nursing Editor-in-Chief Editorial Advisory Board Maryann Alexander, PhD, RN, FAAN Mohammed Arsiwala, MD MT Meadows, DNP, RN, MS, MBA Chief Officer, Nursing Regulation President Director of Professional Practice, AONE National Council of State Boards of Nursing Michigan Urgent Care Executive Director, AONE Foundation Chicago, Illinois Livonia, Michigan Chicago, Illinois Chief Executive Officer Kathy Bettinardi-Angres, Paula R. Meyer, MSN, RN David C. Benton, RGN, PhD, FFNF, FRCN, APN-BC, MS, RN, CADC Executive Director FAAN Professional Assessment Coordinator, Washington State Department of Research Editors Positive Sobriety Institute Health Nursing Care Quality Allison Squires, PhD, RN, FAAN Adjunct Faculty, Rush University Assurance Commission Brendan Martin, PhD Department of Nursing Olympia, Washington Chicago, Illinois NCSBN Board of Directors Barbara Morvant, MN, RN President Shirley A. Brekken, MS, RN, FAAN Regulatory Policy Consultant Julia George, MSN, RN, FRE Executive Director Baton Rouge, Louisiana President-elect Minnesota Board of Nursing Jim Cleghorn, MA Minneapolis, Minnesota Ann L. O’Sullivan, PhD, CRNP, FAAN Treasurer Professor of Primary Care Nursing Adrian Guerrero, CPM Nancy J. Brent, MS, JD, RN Dr. Hildegarde Reynolds Endowed Term Area I Director Attorney At Law Professor of Primary Care Nursing Cynthia LaBonde, MN, RN Wilmette, Illinois University of Pennsylvania Area II Director Philadelphia, Pennsylvania Lori Scheidt, MBA-HCM Sean Clarke, RN, PhD, FAAN Area III Director Executive Vice Dean and Professor Pamela J. -
Statutes Relating to Certified Registered Nurse Anesthetist Practice Act
2019 STATE OF NEBRASKA STATUTES RELATING TO CERTIFIED REGISTERED NURSE ANESTHETIST PRACTICE ACT Department of Health and Human Services Division of Public Health Licensure Unit 301 Centennial Mall South, Third Floor PO Box 94986 Lincoln, NE 68509-4986 INDEX CERTIFIED REGISTERED NURSE ANESTHETIST PRACTICE ACT 38-701. Act, how cited. 38-702. Definitions, where found. 38-703. Board, defined. 38-704. Certified registered nurse anesthetist, defined. 38-705. Licensed practitioner, defined. 38-706. Practice of anesthesia, defined; activities not subject to act. 38-707. Certified registered nurse anesthetist; license; requirements. 38-708. Certified registered nurse anesthetist; temporary license; permit. 38-709. Certified registered nurse anesthetist; license; renewal. 38-710. Use of title and abbreviation. 38-711. Certified registered nurse anesthetist; performance of duties. 71-1728. Transferred to section 38-701. 71-1729. Transferred to section 38-706. 71-1730. Transferred to section 38-707. 71-1731. Transferred to section 38-708. 71-1732 and 71-1733. Repealed. Laws 1992, LB 1019, §129. 71-1734. Transferred to section 38-711. 71-1735. Transferred to section 38-709. 71-1736. Repealed. Laws 2005, LB 256, §103. 71-1736.01 to 71-1736.03. Repealed. Laws 2007, LB 185, § 54. 71-1737. Repealed. Laws 2007, LB 463, § 1319. i STATUTES PERTAINING TO THE CERTIFIED REGISTERED NURSE ANESTHETIST PRACTICE ACT 38-701. Act, how cited. Sections 38-701 to 38-711 shall be known and may be cited as the Certified Registered Nurse Anesthetist Practice Act. Source: Laws 2005, LB 256, § 73; R.S.Supp.,2006, § 71-1728; Laws 2007, LB463, § 231. 38-702. -
Foundations for Gerontological Nursing
© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Unit I © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION FoundationsNOT FOR SALE OR DISTRIBUTION for Gerontological Nursing © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT (COMPETENCIES FOR SALE OR DISTRIBUTION 1, 8, 9, 19) CHAPTER 1 INTRODUCTION TO GERONTOLOGICAL © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE ORNURSING DISTRIBUTION (COMPETENCIESNOT FOR 1, SALE9, 19) OR DISTRIBUTION CHAPTER 2 THE AGING POPULATION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION (COMPETENCIESNOT FOR SALE OR 1,DISTRIBUTION 8, 19) CHAPTER 3 THEORIES OF AGING © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE (COMPETENCYOR DISTRIBUTION 19) © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Mario Lopes/ShutterStock, Inc. Mario Lopes/ShutterStock, © © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC© Jones & Bartlett Learning, LLC.© NOTJones FOR SALE& Bartlett OR DISTRIBUTION Learning, LLC NOT FOR SALE OR DISTRIBUTION -
Nurse Educator Core Competencies
NURSE EDUCATOR CORE COMPETENCIES World Health Organization Health Workforce Department Health Systems and Innovations 20 Avenue Appia CH–1211 Geneva 27 Switzerland www.who.int/hrh/nursing_midwifery/en/ NURSE EDUCATOR CORE COMPETENCIES WHO Library Cataloguing-in-Publication Data: Nurse educator core competencies. 1.Education, Nursing. 2.Nursing Staff – education. 3.Competency-Based Education. 4.Health Manpower. 5.Teaching. I.World Health Organization. ISBN 978 92 4 154962 2 (NLM classification: WY 108) © World Health Organization 2016 All rights reserved. Publications of the World Health Organization are available on the WHO website (http://www.who.int) or can be purchased from WHO Press, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel.: +41 22 791 3264; fax: +41 22 791 4857; email: [email protected]). Requests for permission to reproduce or translate WHO publications –whether for sale or for non- commercial distribution– should be addressed to WHO Press through the WHO website (http:// www.who.int/about/licensing/copyright_form/index.html). The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted and dashed lines on maps represent approximate border lines for which there may not yet be full agreement. The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by the World Health Organization in preference to others of a similar nature that are not mentioned.