Understanding the Historical Context for Visiting Policies
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Advances in Engineering Research, volume 205 Proceedings of the 3rd Green Development International Conference (GDIC 2020) The Development of Information Systems in Documentation Management of Critical Care Nursing Fadliyana Ekawaty1*, Dini Rudini2 1Faculty of Medicine and Health Sciences, Universitas Jambi 2Faculty of Medicine and Health Sciences, Universitas Jambi *Corresponding author. Email: [email protected] ABSTRACT Intensive Care Unit (ICU) is one of the units in the hospital that clients receive intensive medical care and monitoring. There, nurses carry out the nursing care process. All steps in the process must be properly documented. Although nursing care documentation is very important for both patients and nurses, but in reality there are still many incomplete nursing care documentations. The nurses’ awareness to completely fill the documents is still lack. Currently, many technological developments have been developed to support activities/work in various fields. one of them is the development of health information system, a nursing management system. So, this research aims to produce a product in the form of ICU nursing care documentation software that enable nurses in documenting their nursing care easier and well documented. The method used at this research is a product-oriented development model. The stages are: 1). Initiation System (initiation of the system), 2). Analysis System, 3). Design System and 4). Production that then tested through the prototype Black Box Testing. The research result shows that this software very useful because it shortens the time for preparing reports. Even this study uses students as research objects, nurses who work in the hospital also can use this software. -
Msc Nursing SYLLABUS.Pdf
Syllabus for Courses affiliated to the Kerala University of Health Sciences Thrissur 680596 2016 MASTER OF SCIENCE IN NURSING Medical Surgical Nursing Course Code 271 (2016‐17 admission onwards) 2016 REGULATIONS 2. COURSE CONTENT 2.1 Title of course: MASTER OF SCIENCE IN NURSING – MSc Medical Surgical Nursing Sub specialties :‐ a. Cardio Vascular & Thoracic Nursing b. Critical care Nursing, Oncology Nursing c. Neurosciences Nursing d. Nephro‐Urology Nursing e. Orthopedic Nursing f. GastroEnterology Nursing. 2.2 AIM & OBJECTIVES OF THE COURSE AIM Aim of the postgraduate programme in nursing is to prepare graduates to assume responsibilities as Clinical Nurse Specialists, Nurse Practitioners, Consultants, Educators, Researchers and Administrators in a wide variety of professional settings. OBJECTIVES On completion of the 2 year M.Sc Nursing programme, the graduates will be able to:‐ 1. Apply the concepts, theories and principles of nursing science. 2. Demonstrate competencies in nursing practice. 3. Practice as Clinical Nurse Specialist. 4. Establish collaborative relationship with the members of other disciplines. 5. Assume leadership in various care settings. 6. Participate in health planning, implementation and evaluation at different levels of health care system. 7. Function as effective nurse educators and nurse managers. 8. Conduct independent nursing research and utilize the research findings in nursing practice and education. 1 9. Critically evaluate various educational programmes in nursing. 10. Demonstrate interest and positive attitude in continuing education for personal and professional growth. 11. Demonstrate advanced skills and competence in the nursing management of patients with various medical and surgical conditions. 12. Incorporate evidence based nursing practice and identify the areas of research in the field of medical and surgical nursing. -
Care of the Pediatric Patient in Surgery: Neonatal Through Adolescence ”
CARE OF THE PEDIATRIC PATIENT IN SURGERY : NEONATAL THROUGH ADOLESCENCE 1961 1961 CARE OF THE PEDIATRIC PATIENT IN SURGERY : NEONATAL THROUGH ADOLESCENCE STUDY GUIDE Disclaimer AORN and its logo are registered trademarks of AORN, Inc. AORN does not endorse any commercial company’s products or services. Although all commercial products in this course are expected to conform to professional medical/nursing standards, inclusion in this course does not constitute a guarantee or endorsement by AORN of the quality or value of such products or of the claims made by the manufacturers. No responsibility is assumed by AORN, Inc, for any injury and/or damage to persons or property as a matter of product liability, negligence or otherwise, or from any use or operation of any standards, recommended practices, methods, products, instructions, or ideas contained in the material herein. Because of rapid advances in the health care sciences in particular, independent verification of diagnoses, medication dosages, and individualized care and treatment should be made. The material contained herein is not intended to be a substitute for the exercise of professional medical or nursing judgment. The content in this publication is provided on an “as is” basis. TO THE FULLEST EXTENT PERMITTED BY LAW, AORN, INC, DISCLAIMS ALL WARRANTIES, EITHER EXPRESSED OR IMPLIED, STATUTORY OR OTHERWISE, INCLUDING BUT NOT LIMITED TO THE IMPLIED WARRANTIES OF MERCHANTABILITY, NON-INFRINGEMENT OF THIRD PARTIES’ RIGHTS, AND FITNESS FOR A PARTICULAR PURPOSE. This publication may be photocopied for noncommercial purposes of scientific use or educational advancement. The following credit line must appear on the front page of the photocopied document: Reprinted with permission from The Association of periOperative Registered Nurses, Inc. -
Practical Nursing the Practical Nursing Program Is Approved by the Tennessee Board of Nursing
1100 Liberty Street | Knoxville, TN 37919 T: 865-546-5567 | F: 865-971-4474 www.tcatknoxville.edu Practical Nursing The Practical Nursing Program is approved by the Tennessee Board of Nursing. Graduates will obtain a diploma in Practical Nursing and may then be eligible to take the National Council Licensing Exam for Practical Nursing (NCLEX-PN) used to obtain nursing licensure in Tennessee. Practical Nursing is entry level nursing. Graduates are prepared with the background and skills to give knowledgeable, basic nursing care to patients with varying degrees of physical needs. Licensed Practical Nurses (LPNs) work under the supervision of registered nurses and doctors. Positions are available in hospitals, long term care facilities, physician's offices, home health agencies, and in industry. The program is one year in length and classes begin each January, May, and September. The program requires a full-time commitment, Monday through Friday. Students attend class for the first three months from 8:00 a.m. - 2:30 p.m. consisting of lecture style classes and laboratory instruction. Students will begin clinical experience in the fourth month of the program. Clinical hours and days are determined by the clinical facility and will vary. Every effort will be made to give students adequate notice of their clinical schedule. A criminal background check is required. Clinical facilities require this background check and may determine that a student is ineligible to attend clinical at their facility. Practical Nursing students are accepted based on a points system. The 50 students who accumulate and provide documentation for the most number of points will be selected every trimester. -
Tele Critical Care Implementation and Education Project
The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Master's Projects and Capstones Theses, Dissertations, Capstones and Projects Summer 8-5-2020 Tele Critical Care Implementation and Education Project Jeffrey Dover [email protected] Follow this and additional works at: https://repository.usfca.edu/capstone Part of the Critical Care Nursing Commons, and the Telemedicine Commons Recommended Citation Dover, Jeffrey, "Tele Critical Care Implementation and Education Project" (2020). Master's Projects and Capstones. 1059. https://repository.usfca.edu/capstone/1059 This Project/Capstone is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Master's Projects and Capstones by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. TCC IMPLEMENTATION & EDUCATION PROJECT 1 Practicum Prospectus: Tele Critical Care Implementation and Education Project Jeffrey Dover University of San Francisco TCC IMPLEMENTATION & EDUCATION PROJECT 2 TABLE OF CONTENTS Section I: Title and Abstract Title ........................................................................................................................... 1 Abstract .................................................................................................................... -
Overview of Pediatric Nursing Care
© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR UNITSALE OR I DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Overview© Jonesof & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC PediatricNOT Nursing FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Care© 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 © Rawpixel.com/Shutterstock NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC CHAPTER 1 NOTIntroduction FOR SALE ORto Children’sDISTRIBUTION Health Care NOT FOR SALE OR DISTRIBUTION CHAPTER 2 Care Across Clinical Settings © 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 © 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 © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. 9781284375473_CH01_001_013.indd 1 06/07/17 2:03 PM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, -
New Technology in Nursing Education and Practice
IOSR Journal of Nursing and Health Science (IOSR-JNHS) e-ISSN: 2320–1959.p- ISSN: 2320–1940 Volume 6, Issue 6 Ver. I. (Nov. Dec .2017), PP 29-38 www.iosrjournals.org New Technology in Nursing Education and Practice Ragaa Gasim Ahmed Mohmmed1, Hanan Mohammed Mohammed2,4, Abeer El-Said Hassane El-sol3,4 1 (Assistant professor of Pediatric Nursing, Faculty of Applied Medical Sciences, Nursing Department, Al-Baha University, Saudi – Arabia) 2 (Assistant Professor of Medical-Surgical Nursing Department, Faculty of Nursing, Ain Shams University, Egypt) 3 (Lecturer of Medical-Surgical Nursing, Medical Surgical Department, Faculty of Nursing, Shibin Elkom, Menoufia University, Egypt) 4 (Faculty of Applied Medical Sciences, Nursing Department, Al-Baha University, Saudi – Arabia) Ragaa Gasim Ahmed Mohmmed Corresponding Author: [email protected] Abstract: Technology is changing the world at warp speed and nowhere is this clearer than in health care settings. In an increasingly crowded world, people rightly expect health care to meet their needs quickly and, where possible, tailored to their needs. Technology helps to deliver these elements, putting the power back in the hands of the patient. Health care is growing increasingly complex, and most clinical research focuses on new approaches to diagnosis and treatment. In contrast, relatively little effort has been targeted at the perfection of operational systems, which are partly responsible for the well-documented problems with medical safety. If medicine is to achieve major gains in quality, it must be transformed, and information technology will play a key part, especially with respect to safety. Technological innovation in health care is an important driver of cost growth. -
AACN Essentials of Critical-Care Nursing Pocket Handbook, Second
AACN Essentials of Critical Care Nursing—Pocket Handbook Notice Medicine is an ever-changing science. As new research and clinical experience broaden our knowledge, changes in treatment and drug therapy are required. The editor and publisher of this work have checked with sources believed to be reliable in their efforts to provide information that is complete and generally in accord with the standards accepted at the time of publication. However, in view of the possibility of human error or changes in medical sciences, neither the editors nor the publisher nor any other party who has been involved in the preparation or publication of this work warrants that the information contained herein is in every respect accurate or complete, and they disclaim all responsibility for any errors or omissions or for the results obtained from use of the information contained in this work. Readers are encouraged to confirm the information contained herein with other sources. For example and in particular, readers are advised to check the product information sheet included in the package of each drug they plan to administer to be certain that the information contained in this work is accurate and that changes have not been made in the recommended dose or in the contraindications for administration. This recommendation is of particular importance in connection with new or infrequently used drugs. AACN Essentials of Critical Care Nursing Pocket Handbook Second Edition Marianne Chulay, RN, PhD, FAAN Consultant, Critical Care Nursing and Clinical Research Gainesville, Florida Suzanne M. Burns RN, MSN, RRT, ACNP, CCRN, FAAN, FCCM, FAANP Professor of Nursing, Acute and Specialty Care School of Nursing Advanced Practice Nurse Level 2, Director Professional Nursing Staff Organization Research Program University of Virginia Health System Charlottesville, Virginia New York Chicago San Francisco Lisbon London Madrid Mexico City Milan New Delhi San Juan Seoul Singapore Sydney Toronto Copyright © 2010, 2006 by The McGraw-Hill Companies, Inc. -
Nurse Anesthesia Program 642 Anesthesia Techniques, Procedures Are Not Allowed to Work at Any Time As an Anesthesia 209 Carroll Street and Simulation Lab 4 Provider
Accreditation: CORE COURSES: CR The program is fully accredited by the 561 Advanced Phys. Concepts-Health Care I 3 Council on Accreditation of Nurse Anesthesia Educational 562 Advanced Phys. Concepts-Health Care II 3 Program, and the American Association of Colleges of ADDITIONAL INFORMATION 603 Theoretical Basis 3 Nursing. 606 Information Management in Nursing 3 Information in this brochure is subject to change. 607 Policy Issues 2 Call program office for additional information at Employment: Limited student employment of one day 619 Principles of Evidence-Based Practice 3 per week as an RN is allowed in the first 12 months as long 330-972-3387 NURSING Total 17 as progress is satisfactory in the program. Employment The University of Akron OF for the last 15 months of residency is discouraged due NURSING ANESTHESIA (NA) to both academic and clinical responsibilities. Students Nurse Anesthesia Program 642 Anesthesia Techniques, Procedures are not allowed to work at any time as an anesthesia 209 Carroll Street and Simulation Lab 4 provider. Akron, OH 44325-3701 640 Scientific Components of NA 3 SCHOOL 643 Advanced Health Assess. & Prin. of NA I 4 Student Financial Aid Loans, stipends, grants and Brian P Radesic 645 Advanced Health Assess. & Prin. of NA II 4 scholarships are available on a limited basis. DNP, MSN, CRNA 641 Advanced Pharmacology for NA I 3 Program Director 644 Advanced Pharmacology for NA II 3 Non-discrimination Statement: The program does not 647 Professional Roles for Nurse Anesthetist 2 discriminate on the basis of race, color, religion, age, 637 NA Residency I 4 gender, nationality, marital status, disability, sexual 646 NA Residency II 4 Melody Betts orientation, or any factor protected by law. -
Impact of Continuity in Nursing Care on Patient Outcomes in the Pediatric Intensive Care Unit
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2012 Impact of Continuity in Nursing Care on Patient Outcomes in the Pediatric Intensive Care Unit Kee Chen Elaine Siow University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Nursing Commons Recommended Citation Siow, Kee Chen Elaine, "Impact of Continuity in Nursing Care on Patient Outcomes in the Pediatric Intensive Care Unit" (2012). Publicly Accessible Penn Dissertations. 581. https://repository.upenn.edu/edissertations/581 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/581 For more information, please contact [email protected]. Impact of Continuity in Nursing Care on Patient Outcomes in the Pediatric Intensive Care Unit Abstract Background: Nursing care is known to improve patient outcomes during hospitalization, but the mechanisms by which outcomes are improved have not been fully explicated. Continuity in nursing care (CINC) may be an important characteristic of nursing care delivery that impacts patient outcomes. However, evidence linking CINC to patient outcomes is limited. Purpose: The first aim of this study was ot examine the relationship between CINC and patient outcomes - length of intensive care unit (ICU) stay, duration of mechanical ventilation, adverse events, and ICU-acquired infections - in a pediatric ICU. The second aim was to examine whether the match of nursing expertise to mortality risk enhances the relationship between CINC and patient outcomes. Methods: This cross-sectional study was a secondary data analysis of prospectively collected data that were merged from multiple databases from one pediatric ICU. The analytical database was a combination of four databases: the Nightingale Metrics database, the Virtual Pediatric Intensive Care Unit Performance System database, the Medical/Surgical Intensive Care Unit-Acquired Infection database, and the Safety Errors Reporting System database. -
CVP)/Right Atrial (RA) Catheter: Pressure Measurement, Removal
Critical Care Specialty Procedural Guideline D-6.1 Central Venous (CVP)/Right Atrial (RA) Catheter: Pressure Measurement, Removal Policy Statement(s) Pressure Measurement • CVP or RA represents right ventricular (RV) function and is used to evaluate right-sided heart preload. Normal 2-8 mmHg. • Monitoring trends in CVP is more meaningful than a single reading. • Central venous access may be obtained in a variety of places: • internal jugular vein • subclavian vein • femoral vein • external jugular vein • CVP waveform normally has a, c, v waves present. Removal • An RN can remove a central venous catheter with a physician's order. • The central venous catheter tip is obtained for culture : • Upon order of a physician. • If there is evidence of infection at the site. • If the patient's temperature is elevated. • After removal, cleanse CVP or RA catheter site with alcohol and apply an occlusive dressing. Procedural Guideline(s) • Pressure Measurement • Removal Pressure Measurement 1. Assure transducer has been leveled, zeroed and the square wave test is adequate. 2. Observe pressure tracing (Figure 1) to validate CVP tracing. 3. Pressure readings may be obtained with the patient's head elevated up to 45 degrees as long as the transducer is leveled to the phlebostatic axis. Figure 1 4. CVP waveform consists of (Figure 2): • A wave which correlates with PR interval of the ECG tracing. • C wave which correlates with the end of QRS. • V wave which correlates with after the T wave. 5. Measure the mean of the A wave to obtain pressure. Figure 2 6. The mean of the A wave generally will be consistent with the monitor value displayed unless large A waves are present. -
Efccna Competency Tool for European Critical Care Nurses 2013
2013 EfCCNa Competencies for European Critical Care Nurses European federation of Critical Care Nursing associations – EfCCNa Contents DEVELOPED BY 3 INTRODUCTION 4 BACKGROUND 4 HOW TO USE 5 COMPETENCY TOOL 7 CLINICAL DOMAIN 8 PROFESSIONAL DOMAIN 14 MANAGEMENT DOMAIN 17 EDUCATION & DEVELOPMENT DOMAIN 21 2 Developed by The European federation of Critical Care Nursing associations (EfCCNa) Education Committee (2013) David Waters (United Kingdom) Anne Kokko (Finland) Heike Strunk (Germany) Evanthia Georgiou (Cyprus) Maria Hadjibalassi (Cyprus) Drago Satosek (Slovenia) Karin Klas (Austria) 3 Introduction Critical care is a complex and dynamic specialty, which aims to treat the delicate health needs of the acutely or critically ill patient and their families. The role of the critical care nurse is invaluable in the delivery of evidence-based care and remains a core member of the critical care multi-professional team. Due to the increasing complexity and holistic nature of critical care delivery, the critical care nurse is required to have a unique combination of skills, knowledge and attitudes. To ensure that the critical care nurse is fit for purpose and competent to perform their role, the appropriate training and development opportunities should be provided; examples include post- registration critical care training and local competency tools. Background In 2009 the EfCCNa Education Committee commenced work on a project to develop a European Critical Care Nursing competency framework that could be utilised in practice to assess competence and facilitate continuing professional development (CPD). The motivation for pursuing this project came from member associations within EfCCNa, who reported the need for a competency assessment tool that could allow competence to be mapped, but also to articulate an acceptable level of clinical skill and knowledge for the critical care nursing workforce across Europe.