Telenursing Home Care and COVID-19: a Qualitative Study
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Assessing the Impact of an Electronic Medical Record on Nurse
CIN: Computers, Informatics, Nursing & Vol. 26, No. 4, 234–241 & Copyright B 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins FEATURE ARTICLE Assessing the Work sampling measured nurse documentation Impact of an time before and after the implementation of an electronic medical record on a medical-surgical Electronic Medical nursing unit. Documentation was separated into subprocesses of admissions, discharges, and Record on Nurse routine/daily documentations. Production rate of documentation time is defined and measured. The results indicate that there is no difference in Documentation Time documentation time between pre-electronic med- ical record and post-electronic medical record for BRIAN HAKES, MBA admissions and routine/daily documentation time. JOHN WHITTINGTON, MD Post-electronic medical record documentation time was longer than that in the pre-electronic medical record for patients discharged to a nursing home. It was demonstrated that the electronic medical record may reduce documentation time after the Healthcare today is facing constant pressure to decrease adoption of computerized physician order entry. waste and reduce cost. Improving efficiency, safety, and quality is the reason for implementing an electronic KEY WORDS medical record (EMR). However, studies have shown EMR Benefit Realization & variable impact.1–7 At OSF HealthCare System in Peoria, Information System Benefit Realization & IL, the EMR vendor, IDX Corporation (GE Healthcare, Nurse Documentation Time & 8 Seattle, WA), issued a press release stating that on Nurse Efficiency and Documentation & average, a nurse using a paper-based documentation Nurse Utilization & system spends about 30% of his/her time—more than 3 Work Sampling of Nurse Documentation Time hours out of each 12-hour shift—on documentation. -
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 ................................................................................................................................ -
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 ......................................................................................................................... -
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. -
Programme Enhancing Clinical Research Across the Globe
RCN International Nursing Research Conference and Exhibition 2019 Tuesday 3 - Thursday 5 September 2019 Sheffield Hallam University, UK Conference brochure kindly supported by media partner Accrue up to 27 hours #research2019 of CPD PATIENT STATUS Visit EDGE on stand 8 THE POWER OF DATA For everyone. Anywhere. In real-time. EDGE. Intelligent Research ManagementTM An innovative programme enhancing clinical research across the globe [email protected] www.edgeclinical.com Welcome 5 Acknowlegements and thanks 6 International Scientific Advisory Panel 7 General information 8 Venue Plan 10 Exhibitor listing 11 Programme Tuesday 3 September 13 Wednesday 4 September 18 Thursday 5 September 23 Posters Tuesday 3 September 28 Wednesday 4 September 29 Thursday 5 September 30 Royal College of Nursing 20 Cavendish Square London W1G 0RN rcn.org.uk 007 698 | August 2019 3 Library and Archive Service Exhibitions and events programme 24-hour access to thousands of e-books and e-journals at rcn.org.uk/library Help and advice on searching Libraries in Belfast, for information Cardiff, Edinburgh and London www.rcn.org.uk/library 0345 337 3368 @rcnlibraries @rcnlibraries 4 Library and Archive Service Welcome The theme of this year’s conference is the impact of nursing research. This is very fitting as 2019 is the Exhibitions and 60th year in which there has been a meeting of nurses to share their research and meet like-minded events programme colleagues. The first such meeting took place in the RCN headquarters in London in 1959 as a research discussion group attended by Doreen Norton, Winifred Raphael, Gertrude Ramsden, Muriel Skeet and Lisbeth Hockey. -
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/). -
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. -
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. -
Nursing Historical Highlights F RON T COV E R
NURSING HISTORICAL HIGHLIGHTS F RON T COV E R : Forever Caring, dedicated October 7, 2003 Gift of Mayo Clinic in recognition of nursing colleagues and the philanthropic leadership of Marilyn J. (Methodist Kahler School of Nursing Graduate) and Warren F. Bateman. Artist Gloria Tew has expressed the primary value of Mayo Clinic - “the needs of the patient come first” - in the concept of this bronze tableau. Figures of nurses are arranged to portray the retrospective histories of Saint Marys Hospital, founded by the Sisters of Saint Francis, and the Rochester Methodist Hospital. Contemporary figures of a female and male nurse show the response of the nursing profession to current and future patient care needs. Nurses in advanced practice, education and research, the threefold mission of Mayo Clinic, are shown in the nurse anesthetist, the graduate nurse, and the nurse with a patient’s chart. The tableau also honors the former schools of nursing in Rochester by depicting their distinctive caps: Saint Marys School of Nursing (nurse with patient chart); Methodist Kahler School of Nursing (nurse with patient in a wheelchair), and Saint Marys School of Practical Nursing (nurse with serving tray). The following timeline offers insight into the rich history of nursing at Mayo Clinic in Rochester. From Mayo’s beginning, nursing has been a significant part of our education, practice, and research. Nursing at Mayo has mirrored the growth of the Mayo Clinic and the campuses of Mayo Clinic Hospital. While this timeline depicts nursing highlights, each of these points in time has a full history of its own. -
APPLICATION of the PATIENT CHECKLIST TOOL in ANESTHESIA HANDOFFS Theresa Durley Northern Michigan University, [email protected]
Northern Michigan University NMU Commons DNP Scholarly Projects Student Works 4-2017 APPLICATION OF THE PATIENT CHECKLIST TOOL IN ANESTHESIA HANDOFFS Theresa Durley Northern Michigan University, [email protected] Follow this and additional works at: http://commons.nmu.edu/dnp Part of the Perioperative, Operating Room and Surgical Nursing Commons Recommended Citation Durley, Theresa, "APPLICATION OF THE PATIENT CHECKLIST TOOL IN ANESTHESIA HANDOFFS" (2017). DNP Scholarly Projects. 2. http://commons.nmu.edu/dnp/2 This Scholarly Project is brought to you for free and open access by the Student Works at NMU Commons. It has been accepted for inclusion in DNP Scholarly Projects by an authorized administrator of NMU Commons. For more information, please contact [email protected],[email protected]. APPLICATION OF THE PATIENT CHECKLIST TOOL IN ANESTHESIA HANDOFFS By Theresa Marie Durley SCHOLARLY PROJECT Submitted to Northern Michigan University In partial fulfillment of the requirements For the degree of DOCTOR OF NURSING PRACTICE School of Nursing May 2017 SIGNATURE APPROVAL FORM APPLICATION OF THE PATIENT CHECKLIST TOOL IN ANESTHESIA HANDOFFS This DNP Scholarly Project by Theresa Marie Durley is recommended for approval by the student’s Faculty Chair, Committee and Department Head in the School of Nursing Dr. Katie Menard 4/13/17 Committee Chair: Date Dr. Melissa Romero 4/13/17 First Reader: Date Dr. Jane Campbell 4/13/17 Second Reader (optional): Date Dr. Nanci Gasiewicz 4/13/17 Department Head: Date ABSTRACT APPLICATION OF THE PATIENT CHECKLIST TOOL IN ANESTHESIA HANDOFFS By Theresa Marie Durley Accurate and essential communication is required during the transfer of patient care from one health care provider to another.