Candidate Statements 2019 2019 SIGMA BALLOT
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Sigma Theta Tau International Honor Society of Nursing
Sigma Theta Tau International Honor Society of Nursing DELTA ZETA CHAPTER NEWS Lehman College Department of Nursing Spring 2014 DELTA ZETA CELEBRATES 34TH INDUCTION CEREMONY Chapter Officers President Theresa L. Lundy Vice-President Shirlee Cohen Secretary Dorothy Oliver-Phinn Treasurer 2014 Inductees Farley Villarente When Lehman College’s Department of Nursing geared up to create innovative Faculty Counselors programs that would tackle the growing need for baccalaureate prepared registered Dr. Eleanor Campbell nurses and advanced practice nurses, graduates from both the undergraduate and Dr. Scott Saccomano graduate nursing programs exploded. For Delta Zeta, that means welcoming many new members that are part of a very large graduating class. This year Delta Zeta welcomed Leadership Succession 76 new members into the Honor Society of Nursing and two dual members, Dr. Committee Claudette Gordon and Natasha Nurse. Sybilla Daniels-Douglas Among the inductees were five nurse leaders from Colombia South America who Alcasia Pasci joined us via Skype. Dr. Martha Whetsell introduced the nurse leaders: Dr. Gloria Maria Ateohurta, President of Universidad La Libre in Pereira, Colombia. She is the Membership Chair & first nurse of South America to be a President of a University. Dr. Mercy Soto is Dean Heritage Committee and Professor of Nursing at Universidad La Libre. Her research is in cardiovascular Harriet Parness problems and Hope. Dr. Maria Elena Lopez is Director of Graduate Nursing Programs at Universidad La Libre. Dr. Lopez’ research is in obesity in children. Dr. Lili Andrea Newsletter Editor Buitrago is the Director of Nursing Undergraduate Programs at Universidad La Libre Theresa L. Lundy and her research is in Obesity in Women. -
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 ................................................................................................................................ -
Online Induction System Manual
Online Induction System Manual Page | 1 All chapters of the Honor Society of Nursing, Sigma Theta Tau International (STTI) use the Online Induction System to create a new induction, upload and invite candidates, and pull reports related to your induction. Use the contents of this manual to utilize the system successfully. If you have additional questions, email [email protected], or telephone 888.634.7575 (U.S./Canada toll-free) or +1.317.634.8171 (International). Table of Contents Creating a New Induction Edit Contact Information Edit Ceremony Edit Ceremony Fees Induction Summary Page Uploading Candidates to an Induction Download a Template Upload the Template Managing Errors Adding a Single Candidate Editing a Candidate’s Information Sending Messages to Candidates Schedule the Invitation Schedule Reminders Pulling Reports Types of Reports Accessing Previous Inductions Page | 2 Creating a New Induction In this system, you will be able to create an induction any time you want to invite candidates. According to the bylaws, your chapter must invite and induct eligible members a minimum of one time per year. You can choose to have an induction ceremony, a virtual ceremony, or no ceremony with each induction. You can also separate inductions by campus. This will allow you to invite and induct members in the way that is most convenient for them! There are a few questions you should be able to answer before creating a new induction, so you have all the necessary information to complete each step: Who will serve as the induction contact? This person should be comfortable answering questions from candidates. -
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. -
Rhonda M. Board, Phd, RN, CCRN-K Curriculum Vitae
Rhonda M. Board, PhD, RN, CCRN-K Curriculum Vitae Northeastern University phone: (617) 373-5248 408 Robinson Hall email: [email protected] Boston, MA 02115 FORMAL EDUCATION 1999 Ph.D., The Ohio State University, Columbus Major: Nursing, Cognate: Human Development & Family Science 1994 M.S., The Ohio State University Major: Pediatric Nursing 1988 B.S., State University of New York, Binghamton Major: Nursing 1985 Diploma, Crouse-Irving Memorial Hospital, School of Nursing, Syracuse, New York LICENSURE 1999 Registered Nurse, Massachusetts 1986 Registered Nurse, New York (inactive) CERTIFICATION 1992-present C.C.R.N./C.C.R.N.-K. (Critical-Care) in Pediatrics, American Association of Critical- Care Nurses (AACN) 2007 End-of-Life Nursing Education Consortium (ELNEC) Critical Care Program Trainer EMPLOYMENT HISTORY Academic Appointments 2019-present PhD Program Director, Northeastern University School of Nursing, Boston, Massachusetts 2005-present Associate Professor (with tenure), Northeastern University School of Nursing, 2018-2019 Interim Dean, Northeastern University School of Nursing 2011-2012 Interim Associate Dean for Undergraduate Education, Northeastern University Bouvé College of Health Sciences 1999-2005 Assistant Professor, Northeastern University School of Nursing 1994-1995 Graduate Research Associate, The Ohio State University College of Nursing, Columbus 1994-1996 Clinical Faculty, Capital University School of Nursing Columbus, Ohio 1995-1997; Graduate Teaching Associate, The Ohio State University College of Nursing 1992-1994 -
The Lived Experience of Faith Community Nurses Living the Call to Health Ministry
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2010 The Lived Experience of Faith Community Nurses Living the Call to Health Ministry Deborah Mobley Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Nursing Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/101 This Dissertation is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. © Deborah Darlene Simpson Mobley 2009 All Rights Reserved i THE LIVED EXPERIENCE OF FAITH COMMUNITY NURSES LIVING THE CALL TO HEALTH MINISTRY A Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. by DEBORAH DARLENE SIMPSON MOBLEY Master of Nursing Science (Nursing Administration), Virginia Commonwealth University, 1994 Bachelor of Science (Nursing), Virginia Commonwealth University, 1989 Director: Inez Tuck, Ph.D., R.N., M.B.A., MDiv. Professor, Department of Adult Health and Nursing Systems Virginia Commonwealth University Richmond, Virginia December 2009 ii Dedication To my husband Jerry, who promised more than 33 years ago to love me for better and for worse, and who continues to love me through everything. I am so very blessed to have him as my spouse. To my family, my sister, Gina, and my nephews, Matthew and Robert. May you be blessed for all of your love and support. I pray that I give each of you the gifts you have given me as you continue on your journey. -
Adult Nursing Interested in Nursing at BU……
Download our free Open Day app #BUopenday #Belongatbu #HSSatBU Department of Nursing Science BSc (Hons) Adult Nursing Interested in Nursing at BU……. • What nursing is • Skills & qualities • Why BU? • Application Mentimeter code: What is Nursing…….? Nursing encompasses autonomous and collaborative care of individuals of all ages, families, groups and communities, sick or well and in all settings. Nursing includes the promotion of health, prevention of illness, and the care of ill, disabled and dying people. Advocacy, promotion of a safe environment, research, participation in shaping health policy and in patient and health systems management, and education are also key nursing roles. (ICN, 2002) Promote What do Adult Health of Adult Nurses Do? Population Care for & Support Adults Develop and Physical Needs Lead Care Social Needs Psychological Needs Packages Spiritual Needs Adult Nurses Direct care Working as part of Evidence Based Interprofessional Teams Ensure Manage ill Effective health & Delivery of Disease care Individuality/ expectations NHS Values Diversity of settings Nurses respond to Healthcare Evolving role provision Legislation Key Skills and Qualities Caring Empathetic Resourceful Critical thinker Team worker Empower Subject Knowledge Excellent communicator Independent learner Help other make lifestyle changes Respect the right of others Nurses work in…… • Nursing Homes • People’s homes • Health Centres • Community • Workplaces • Schools • Prisons • Hospitals • GP surgeries • Independent • Private sector • Overseas • -
A Nursing Student’S Perspective on Caring in Tanzania
alphasigma theta tau international chi honor societynews of nursing BOSTON WILLIAM F. CONNELL Winter 2015 COLLEGE SCHOOL OF NURSING ders Lea hip S y c t h i 45th Anniversary o n l u a r m of s Alpha Chi Chapter h m i p o C officers Alpha Chi Chapter, Boston College Sigma Theta Tau International Officers & Committees 2014–2015 Administrative Assistant Catherine Hill [email protected] Web Master Angela Bowser [email protected] President Kelly Stamp [email protected] Vice-President Louisa Dichard [email protected] Secretary Barbara MacIntrye [email protected] Treasurer Diana Kach [email protected] Faculty Counselor Colleen Simonelli [email protected] Governance Committee Colleen Simonelli, Chair [email protected] Rosemary Byrne [email protected] Louisa Dichard [email protected] Maureen Connolly [email protected] Student Representative Leadership Succession Maureen Connolly, Chair [email protected] Helen Williams [email protected] Program Committee Louisa Dichard, Chair [email protected] Diana Kach [email protected] Barbara MacIntrye [email protected] Publicity /Newsletter Chair & Committee Luanne Nugent, Co-Chair [email protected] Jacqueline Sly, Co-Chair [email protected] Student Representative Colleen McGauley Yvonne Shih alpha chi news • 2015 2 officers Awards & Scholarships Committee Margie Sipe, Chair [email protected] Carina Katigbak [email protected] Research Development Committee Viola Benavente, Chair [email protected] Stewart Bond [email protected] Joyce Edmonds -
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. -
Tennessee School Nurses Salaries and Benefits
OFFICE OF RESEARCH AND EDUCATION ACCOUNTABILITY TENNESSEE SCHooL NURSES: SALARIES AND BENEFITS FEBRUARY 2020 TARA BERGFELD Principal Research Analyst CASSIE STINSON Legislative Research Analyst JUSTIN P. WILSON Comptroller of the Treasury Introduction In May 2019, Senate Education Committee Chair Gresham and Representative Kumar requested that OREA determine the practice and frequency of local education agencies (or school districts) categorizing school nurses as “classified” or “certified” employees, as well as, if possible, the costs to districts and the state to categorize school nurses as certified employees. The premise of the request, based on testimony Certified employees maintain an educational license through heard in the House Education K-12 Subcommittee the Tennessee Department of Education – e.g., teachers, in February 2019, is that districts compensate principals, guidance counselors, librarians. school nurses, both in salary and in benefits, at Classified employees are typically support-type positions in inconsistent or disparate rates compared to other a school district – e.g., central office staff without educational licenses, educational assistants, bus drivers, custodial and district positions that require a professional license, food service employees. such as teachers. For salary and insurance purposes, districts determine whether school nurses are categorized as “certified” or Some school districts include registered school “classified” or placed into a nurses-only category. nurses in their salary schedules and benefits structures as certified instructional employees (like teachers), while some districts designate school nurses as classified employees, meaning their pay and benefits structures are grouped with non-licensed support staff. Additionally, some districts choose to place school nurses on a salary schedule for nurses only.