DOCSLIB.ORG

Introduction to Perioperative Nursing

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Introduction to Perioperative Nursing © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION CHAPTER 1 Introduction to Perioperative Nursing LEARNER OBJECTIVES 1. Define the three phases of the surgical experience. 2. Describe the scope of perioperative nursing practice. 3. Identify members of the surgical team. 4. Discuss application of the Perioperative Nursing Data Set (PNDS). 5. Discuss the outcomes a patient can be expected to achieve following a surgical intervention. 6. Describe the roles of surgical team members. 7. Describe the responsibilities of the perioperative nurse in the circulating role. LESSON OUTLINE Phases of the Surgical Experience I. Phases of the Surgical Experience 1. The perioperative period begins when the A. Preoperative patient is informed of the need for surgery, B. Intraoperative includes the surgical procedure and recovery, C. Postoperative and continues until the patient resumes his or II. Nursing Process Throughout the Perioperative her usual activities. The surgical experience can Period be segregated into three phases: (1) preopera- A. Assessment tive, (2) intraoperative, and (3) postoperative. B. Nursing Diagnoses The word “perioperative” is used to encom- C. Planning pass all three phases. The perioperative nurse D. Intervention provides nursing care during all three phases. E. Evaluation III. Perioperative Nursing Data Set Preoperative IV. Patient Outcomes: Standards of 2. The preoperative phase begins when the Perioperative Care patient, or someone acting on the patient’s V. Roles of the Perioperative Nurse behalf, is informed of the need for surgery and makes the decision to have the procedure. This VI. Expanded and Advanced Practice Roles phase ends when the patient is transferred to VII. Practice Settings the operating room bed. VIII. Members and Responsibilities of the 3. The preoperative phase is the period that is Surgical Team used to physically and psychologically prepare 1 © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION 2 CHAPTER 1 Introduction to Perioperative Nursing the patient for surgery. The length of the pre- For patients who undergo surgery in ambula- operative period varies. For the patient whose tory surgery facilities, day surgery centers, or surgery is elective, the period may be lengthy. office-based surgical settings where the expec- For the patient whose surgery is urgent, the tation is that they will return home on the same period is brief; the patient may have no aware- day they have surgery, it is not uncommon for ness of this period. the perioperative nurse to provide care for the 4. Diagnostic studies and medical regimens are patient during all three phases. initiated in the preoperative period. Informa- 12. Nursing activities in the immediate postopera- tion obtained from preoperative assessment tive phase center on support of the patient’s and interview is used to prepare a plan of care physiologic systems. In the later stages of for the patient. recovery, much of the focus is on reinforcing the 5. Nursing activities in the preoperative phase are essential information that the patient and other directed toward patient support, teaching, and caregivers require in preparation for discharge. preparation for the procedure. Nursing Process Throughout the Intraoperative Perioperative Period 6. The intraoperative phase begins when the patient is transferred to the operating room bed 13. The words “perioperative” and “perioperative and ends with transfer to the postanesthesia nursing” are accepted and utilized in nursing care unit (PACU) or another area where imme- and medical literature. Perioperative nursing diate postsurgical recovery care is given. was formerly referred to as “operating room 7. During the intraoperative period, the patient is nursing,” a term that historically referred to monitored, anesthetized, prepped, and draped, patient care provided in the intraoperative and the procedure is performed. period and administered within the operating room itself. However, as the responsibilities of 8. Nursing activities in the intraoperative period the operating room nurse expanded to include center on patient safety, facilitation of the pro- care in the preoperative and postoperative cedure, prevention of infection, and satisfac- periods, the term “perioperative” was recog- tory physiologic response to anesthesia and nized as more appropriate. In 1999, the orga- surgical intervention. nization that represents perioperative nurses, once known as the Association of Operating Postoperative Room Nurses (AORN), changed its name to 9. The postoperative phase begins with the the Association of peri Operative Registered patient’s transfer to the recovery unit and ends Nurses (AORN). with the resolution of surgical sequelae. The 14. The perioperative nurse is a nurse who special- postoperative period may be either brief or izes in perioperative practice and who provides extensive, and most commonly ends outside nursing care to the surgical patient throughout the facility where the surgery was performed. the continuum of care. The AORN Periop- 10. For patients who will remain in the hospital erative Patient-Focused Model identifies four for an extended stay, the perioperative nurse specific domains—patient safety, physiologic may not provide care beyond patient transfer response, behavioral responses, and the health to the PACU, where postanesthesia care nurses system—that are the areas of concern for the assume responsibility for the patient. In an perioperative nurse. effort to better utilize nursing resources, many 15. The domains of safety, physiologic response, perioperative nurses, particularly in smaller and behavioral responses of patients reflect the hospitals, have been trained in postanesthesia nature of the surgical experience for the patient care and are assuming responsibility for pro- and serve as a guide for providing care. viding care in both the operating room and 16. The fourth domain represents other members of PACU. Care at home, if required, is delivered the healthcare team and the healthcare system. by home healthcare nurses. Perioperative nurses work collaboratively with 11. The majority of operative procedures per- other healthcare team members to formulate formed today are done on an outpatient basis. nursing diagnoses, identify desired outcomes, © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION Nursing Process Throughout the Perioperative Period 3 and provide care within the context of the day of surgery at the surgical facility. Often healthcare system so as to achieve desirable the initial nursing assessment is performed patient outcomes (AORN, 2012a, pp. 3–4). by a nurse who is not a perioperative nurse. 17. Perioperative nurses provide patient care within It is more likely that the perioperative nurse’s the framework of the nursing process. They use assessment of the patient will take place just the tools of patient assessment, care planning, prior to the patient’s entry into the operating intervention, and evaluation of patient outcomes room. This assessment will include a brief inter- to meet the needs of patients who are under- view, a quick physical inspection of the patient, going operative or other invasive procedures. and a review of the patient’s record, including Every patient is unique, and the plan of care the results of diagnostic testing and assessment is tailored to meet the patient’s specific needs. data obtained previously by other caregivers. The plan addresses physiological, psychological, sociocultural, and spiritual aspects of care. Nursing Diagnoses 18. Much of perioperative nursing involves tech- 23. Assessment data provide information that the nical expertise, including responsibility for perioperative nurse uses to formulate nursing equipment, instrumentation, and surgical tech- diagnoses and identify desired outcomes. Several niques. Technical skills and responsibilities are nursing diagnoses, such as knowledge deficit and purposeful within the nursing process during high risk for infection, are typical for the surgical the implementation phase; however, the patient patient. Assessment data form the foundation remains the focus of the perioperative nurse’s for patient-specific nursing diagnoses and plan- activities. ning individualized care tailored to meet each 19. The goal of perioperative nursing is to provide patient’s individual and unique needs. care to patients and support to their families, using the nursing process to assist patients and Planning their families in making decisions and to meet 24. The perioperative nurse uses knowledge of the and support the needs of patients undergoing patient, the proposed procedure, identified surgical or other invasive procedures. The patient needs, related nursing diagnoses, and overall desired outcome is that the patient will desired outcomes to plan care for each patient. achieve a level of wellness equal to or greater than the level prior to surgery. 25. The perioperative nurse begins care planning before the patient is seen, based on knowl- 20. Perioperative nursing care is provided in a edge of the planned procedure, the resources variety of settings, including acute care facili- required, and the common nursing diagnoses ties, ambulatory settings, and physician-based related to surgical intervention. Knowledge office settings. Perioperative nurses provide care to patients, their families, and others who of the individual patient obtained during the support the patient. Three major activities of assessment process is combined with this perioperative nurses
Load more

Recommended publications
  • Nursing Specialization in the UAE
    Nursing Specialization in the UAE Specialization Committee Prepared by : Michelle Machon, RN, MSN Presented by: Aysha Al Mehri, RN Nursing Specialization Specialization refers to “the acquisition of a level of knowledge and skill in a particular area of nursing/ patient population which is greater than that acquired during the course of basic nursing education” (ICN, 2009) Levels of Specialty Description Education Qualification A nurse with experience in a certain area of No formal RN nursing who is recognized by the employer or education licensing authority as “specialized” in the field. Specialty specific certificate short courses e.g. one month RN wound care course Specialty nurses without general RN training (e.g. 3 year “direct RN pediatrics, psychiatry, etc.) entry” degree Post RN graduate specialty programs focusing on a 12-18 month post- Specialty RN patient population (e.g. peds, critical care, etc.) graduate diploma Specialized in a specific patient Masters level Specialty RN or population/disease process (e.g. Cardiology or program Advanced Neurosurgery Clinical Nurse Specialist) or in a Practice RN functional field of nursing (quality, education etc) “Advanced practice” nurse training resulting in Masters or PhD Advanced autonomous practitioners (Nurse level Practice RN Practitioner/Nurse Anesthetist). Possible Specialties worldwide 200 + including: Hyperbaric nursing Perioperative nursing Immunology and allergy nursing Private duty nursing Ambulatory care nursing Intravenous therapy nursing Psychiatric or mental health nursing
    [Show full text]
  • Assessment Module
    Assessment Module 1 | Page Assessment May 2017 Table of Contents About this Module/Overview/Objectives……………………………………………...Page 3 Pre-test…………………………………………………………………………………Pages 4-5 Chapter 1……………………………………………………………………………....Pages 6-12 Overview Focused Assessment vs. Comprehensive Assessment Considerations in preparing for a physical exam Geriatric Assessment Nursing Components Considerations in Elderly Residents Chapter 2……………………………………………………………………………...Pages 12-14 Root Cause of Behaviors Physiologic Social Environmental Psychosocial Chapter 3……………………………………………………………………………...Pages 14-16 Risk Assessment Eyes Ears Hemiparesis Paraplegia Where to place the resident in the room Chapter 4……………………………………………………………...………………Pages 16-18 Texas Board of Nursing and Assessments Federal Nursing Facility Regulations F272: Comprehensive Assessments State Nursing Facility Regulations Chapter 5………………………………………………………………………….......Pages 18-19 Resources “This is me” “This is me: My Care Passport” Alternate Communication Boards Pain, Pain Go Away Presentation Appendices……………………………………………………………………………Pages 20-48 2 | Page Assessment May 2017 About this Module: Assessment is a key component of nursing practice, required for planning and the provision of resident and family centered care. Information that is obtained from an accurate assessment serves as the foundation for age-appropriate nursing care, enhancing the residents’ quality of life and independence. The LVN must have a specific set of skills in order to adequately and effectively assess the resident, including: a physical assessment; a functional assessment; and any additional information about the resident that would be used to develop the care plan. This module will provide you with all of the information necessary to ensure adequate assessments are completed for each resident in the facility, meeting the state and federal requirements for resident assessment. Overview: Conditions such as functional impairment and dementia are common in nursing home residents.
    [Show full text]
  • 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/).
    [Show full text]
  • Cardiovascular Assessment
    Cardiovascular Assessment A Home study Course Offered by Nurses Research Publications P.O. Box 480 Hayward CA 94543-0480 Office: 510-888-9070 Fax: 510-537-3434 No unauthorized duplication photocopying of this course is permitted Editor: Nurses Research 1 HOW TO USE THIS COURSE Thank you for choosing Nurses Research Publication home study for your continuing education. This course may be completed as rapidly as you desire. However there is a one-year maximum time limit. If you have downloaded this course from our website you will need to log back on to pay and complete your test. After you submit your test for grading you will be asked to complete a course evaluation and then your certificate of completion will appear on your screen for you to print and keep for your records. Satisfactory completion of the examination requires a passing score of at least 70%. No part of this course may be copied or circulated under copyright law. Instructions: 1. Read the course objectives. 2. Read and study the course. 3. Log back onto our website to pay and take the test. If you have already paid for the course you will be asked to login using the username and password you selected when you registered for the course. 4. When you are satisfied that the answers are correct click grade test. 5. Complete the evaluation. 6. Print your certificate of completion. If you have a procedural question or “nursing” question regarding the materials, call (510) 888-9070 for assistance. Only instructors or our director may answer a nursing question about the test.
    [Show full text]
  • 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.
    [Show full text]
  • How to Conduct a Medical Record Review
    How to Conduct a Medical Record Review WHITE PAPER Summary: This paper defines a recommended process for medical record review. This includes the important first step of defining the “why” behind the review, and marrying the review outcome to organizational goals. Medical record review is perhaps the core responsibility of the CDI profession- z FEATURES al. Although the numbers vary by facility, CDI specialists review an average of 16–24 patient charts daily, a task that compromises the bulk of their workday Aligning record reviews to (ACDIS, 2016).1 During the review, CDI professionals comb the chart for incom- organizational goals .................2 plete, imprecise, illegible, conflicting, or absent documentation of diagnoses, Principles of record procedures, and treatments, as well as supporting clinical indicators. Their review .......................................3 goal is to cultivate a medical record that stands alone as an accurate story of a ED/EMS notes ..........................5 patient encounter, providing a full picture of the patient’s illness and record of History and physical (H&P) ......6 treatment. A complete record allows for continuity of care, reliable collection of Operative note or bedside mortality and morbidity data, quality statistics, and accurate reimbursement. procedures ...............................7 Diagnostics and medications ...8 In their review of the medical record, CDI professionals aim to reconstruct the Progress notes, consults, and patient story from admission to discharge by examining, understanding, and nursing documentation ............9 synthesizing many puzzle pieces from disparate systems and people. This Initial vs. subsequent process requires considerable clinical acumen, critical thinking akin to detective reviews .....................................9 work, and knowledge of coding guidelines and quality measure requirements.
    [Show full text]
  • Clinical Case Management Practice
    chapter 2 CliniCal Case ManageMent PraCtiCe “I think one’s feelings waste themselves in words; they ought all to be distilled into actions which bring results.” —Florence Nightingale Case managers focus on care coordination, financial management, and resource utilization to yield cost-effective outcomes that are patient-centric, safe, and provided in the least restrictive setting. When case management is practiced in this manner, costs are contained and patients, families, and stakeholders are viewed as essential members of the team. Case management is a fluid and dynamic practice that is most effective when it changes and adapts with the challenges of the healthcare system. Stewardship of the healthcare dollars, safe transitions of care, evaluating patient adherence, and consistent stakeholder communication are critical interventions that case managers employ, while maintaining a primary and consistent focus on quality of care and patient self-determination. 22 NursiNg Case MaNageMeNt review aNd resourCe MaNual, 4th editioN Case management is not a new concept. It traces its history back to the early 1900s, when it simply functioned as a means of providing care and containing healthcare costs. In the 1920s, the practice found its roots in the fields of psychiatry and social work, and focused on long- term chronic illnesses that were managed within the community. Case management processes were also used by visiting and public health nurses in the 1930s, when making house calls was a common practice. Throughout the next 50 years, case management remained essentially in the community. The mid-1980s saw the introduction of prospective payment system (PPS) case management, which became widespread within the acute and post-acute settings (Cesta, Tahan, & Fink, 2002).
    [Show full text]
  • Nursing Informatics: the Future Now
    IOSR Journal of Nursing and Health Science (IOSR-JNHS) e-ISSN: 2320–1959.p- ISSN: 2320–1940 Volume 3, Issue 2 Ver. IV (Mar-Apr. 2014), PP 51-53 www.iosrjournals.org Nursing Informatics: The Future Now Mamta M.Sc Nursing (Community Health Nursing), M.Sc Applied psychology, PGD Health, Family Welfare & Population education. Nursing Tutor, College of Nursing, AIIMS, Jodhpur Abstract: Technological advancements in the health care field have always impacted the health care disciplines in a way they are being practiced. Nursing practice has also been greatly influenced by the technology a lot. In the recent year’s use of information technology, computers, handheld digital devices, internet has advanced the nursing by bridging the gap from nursing as an art to nursing as science. In every sphere of nursing practice, nursing research and nursing education nursing informatics plays a very important role. If used properly it is a way to save time, helps to provide quality nursing care and increases the proficiency of nursing personnel. Key words: Nursing Informatics, Nursing Information System I. Introduction Nursing informatics is a relatively new area and speciality of nursing. It is a rapidly developing area of nursing that has been recognized as a profession.1With the consideration that today’s nurses spend up to 50% of their work time only in documentation, Information technology and computerization comes to their saviour.2,3 Being recognized by American Nurses Association in 1992, nursing informatics is defined as a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, knowledge, and wisdom in nursing practice.
    [Show full text]
  • EORNA Best Practice for Perioperative Care
    EORNA Best Practice for perioperative care First edition March 2015 Second edition November 2020 ©The European Operating Room Nurses Association (EORNA) claims copyright ownership of all information in the EORNA Position statements and Guidelines for Perioperative Nursing Practice Part 1, unless stated otherwise. WWW.EORNA.EU 1 No responsibility is assumed by EORNA for any injury and/or damage to persons or property as a matter of products liability, negligence, or otherwise, or from any use or operation of any standards, guidelines, recommendations, methods, products, instructions, or ideas contained in the material herein. Because of rapid advances in the health care sciences, 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 and should not be construed as offering any legal, medical, or risk management advice of any kind. The content in this publication is provided on an “as is” basis. TO THE FULLEST EXTENT PERMITTED BY LAW, EORNA, DISCLAIMS ALL WARRANTIES, EITHER EXPRESS OR IMPLIED, STATUTORY OR OTHERWISE, INCLUDING BUT NOT LIMITED TO THE IMPLIED WARRANTIES OF MERCHANTABILITY, NONINFRINGEMENT OF THIRD PARTIES’ RIGHTS, AND FITNESS FOR A PARTICULAR PURPOSE. Copyright information No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise), without the prior written permission of the copyright owner, except by a reviewer who may quote brief passages in a review. This book is sold subject to the condition that it shall not, by way of trade or otherwise be lent, re-sold, hired out or otherwise circulated without the author’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser.
    [Show full text]
  • Eorna Common Core Curriculum for Perioperative Nursing
    EUROPEAN OPERATING ROOM NURSES ASSOCIATION EORNA COMMON CORE CURRICULUM FOR PERIOPERATIVE NURSING EDITION 2019 First publication - April 1997, Edinburgh, Scotland Edited by Margaret S. Brett, Senior Lecturer South Bank University, London S.R.N.; FETC Dip. N.(Lon); RCN,Dip. N. Edn. (Lon) RNT, MA Nursing © 1997 : European Operating Room Nurses Association (EORNA) B 2400 Mol, Belgium Update 2012 Edited by EORNA Educational Committee Chairperson: Christine Willems (Belgium) Caroline Higgins, Anne OBrien, Margaret Brett, Sandra Morton © 2012 : European Operating Room Nurses Association (EORNA) B 8370 Blankenberge, Belgium Update 2019 Edited by EORNA Educational Committee Chairperson: Christine Willems (Belgium) May Karam © 2019: European Operating Room Nurses Association (EORNA) Chaussée de Charleroi, 49 bte 6 1060 Bruxelles Let it be known that no part of this document may be reproduced in any form, or through any means without prior written permission of EORNA. 2 CONTENTS INTRODUCTION TO EORNA FOREWORD USING THE CURRICULUM TO PLAN A PROGRAMME PHILOSOPHY OF THE EORNA COMMON CORE CURRICULUM THE EORNA MODEL OF PERIOPERATIVE NURSING CARE COMMON CORE CURRICULUM : CORE COMPETENCY DOMAIN 1 : Professional, ethical, legal practice CORE COMPETENCY DOMAIN 2 : Nursing care and perioperative nursing practice CORE COMPETENCY DOMAIN 3 : Interpersonal relationships and communication CORE COMPETENCY DOMAIN 4 : Organisational, managerial, and leadership skills CORE COMPETENCY DOMAIN 5 : Education, research and professional development ASSESSMENT MENTORSHIP GUIDELINES GLOSSARY BIBLIOGRAPHY APPENDIX 3 INTRODUCTION TO EORNA Presentation of European Operating Room Nurses Association (EORNA) EORNA was founded in 1980 by a group of highly motivated European perioperative nurses and formally launched in Copenhagen Denmark in 1992. There are currently 27 member associations on EORNA board, representing 60,000 members and the association is growing in membership .The membership is based on the WHO regional health map.
    [Show full text]
  • Role of Information Technology in Nursing
    Cumhuriyet Üniversitesi Fen Fakültesi Cumhuriyet University Faculty of Science Fen Bilimleri Dergisi (CFD), Cilt:36, No: 3 Özel Sayı (2015) Science Journal (CSJ), Vol. 36, No: 3 Special Issue (2015) ISSN: 1300-1949 ISSN: 1300-1949 Role of information technology in nursing Shahnaz ISMAILZADH1*, Yousef MAHMOUDIFAR2 1Student computing, Mahabad Branch, Islamic Azad University, Mahabad, Iran 2Department of Nursing, Mahabad Branch, Islamic Azad University, Mahabad, Iran Received: 01.02.2015; Accepted: 05.05.2015 ______________________________________________________________________________________________ Abstract. Nursing information system development such as the impact on the workload, planning and working methods of communicating between multiple jobs care organizations to meet the challenges associated with it. This study aimed to investigate nurses' experiences of their impact on the performance of nursing is nursing information. Most nurses effect on speeding up information systems in nursing, having more time for patient care, easy exchange of information between parts had experienced. They believed that when clinical information into the computer at the same time they cannot care and there was duplication in data entry. Between some demographic characteristics of computer literacy and experience of nurses and there was a significant relationship. Information and communication technologies along with community-wide health promotion, due to a change in the quality of health care has become. The main field of application is remote care information technology, based on developments within health systems, and changing attitudes of health-oriented perspective, and a community-oriented and based on the quality of health services. Despite the widespread penetration of advanced technologies in the field of health, ranging from diagnosis and treatment - treatment and medical education ict because of the challenges facing not been able to find its place fully in this area.
    [Show full text]
  • Rules and Regulations of Licensed Practical Nurses
    RULES OF THE TENNESSEE BOARD OF NURSING CHAPTER 1000-02 RULES AND REGULATIONS OF LICENSED PRACTICAL NURSES TABLE OF CONTENTS 1000-02-.01 Licensure by Examination 1000-02-.09 Schools - Curriculum, Instruction, Evaluation 1000-02-.02 Licensure Without Examination: Interstate 1000-02-.10 Schools - Educational Facilities Endorsement 1000-02-.11 Definitions 1000-02-.03 Biennial Registration (Renewal) 1000-02-.12 Fees 1000-02-.04 Discipline of Licensees, Unauthorized Practice of 1000-02-.13 Unprofessional Conduct and Negligence, Practical Nursing, Civil Penalties, Screening Habits or Other Cause Panels, Subpoenas, Advisory Rulings, Declaratory 1000-02-.14 Standards of Nursing Competence Orders, and Assessment of Costs 1000-02-.15 Scope of Practice 1000-02-.05 Schools - Approval 1000-02-.16 Interstate Nurse Licensure 1000-02-.06 Schools - Philosophy, Purpose, Administration, 1000-02-.17 Free Health Clinic and Volunteer Practice Organization and Finance Requirements 1000-02-.07 Schools - Faculty 1000-02-.18 Advertising 1000-02-.08 Schools - Students 1000-02-.01 LICENSURE BY EXAMINATION. (1) Application - The application form provided by the Board is to be completed in part by the applicant, signed by him, and attested by a notary public. (a) The name as signed by the applicant will be the name carried in the records of the Board. (See 1000-02-03 (3) for name change regulation.) (b) Part of this application is to be completed by an official of the school of practical nursing from which the applicant graduated. (c) The completed application, accompanied by the statutory fee, shall be submitted to the Board. A filing date for the application is set by the Board for each scheduled examination.
    [Show full text]